MSW Field Manual - School of Social Work at the University of Georgia

THE UNIVERSITY OF GEORGIASCHOOL OF SOCIAL WORKMSW FIELD EDUCATIONMANUALRevised Fall 2012Sandra Murphy, PhD, MSW, Director of Field EducationPhone: 706-542-5419Email: smurph@uga.eduTucker Hall, Room 104Jeff Skinner, LCSW, Coordinator of BSW Field EducationPhone: 706-542-5474Email: jskinn@uga.eduTucker Hall, Room 207Denise Davison, PhD, MSW, Coordinator of MSW Field Education, Gwinnett CampusPhone: 678-985-6792Email: davison@uga.eduJacquelyn Ellis, PhD, LCSW, Coordinator of MSW Field EducationPhone: 706-542-5466Email: jie10@uga.eduTucker Hall, Room 101Katheryn Davis, DSW, MSW, Coordinator of MSW Field EducationPhone: 706-542-3949Email: kdavis@uga.eduTucker Hall, Room 108Cindy Roberts, Administrative AssociatePhone: 706-542-5423Email: croberts@uga.eduTucker Hall, Room 103Fax: 706-583-0586

TABLE OF CONTENTSCHAPTER 1 – FIELD PRACTICUM ORGANIZATIONAL STRUCTURE ................................................ 5Field Education Office Role .............................................................................................................. 5Academic Advisor Role .................................................................................................................... 6Faculty Liaison Role ......................................................................................................................... 7Field Instructor Role .......................................................................................................................... 9Off-Site M.S.W. Field Instructor ..................................................................................................... 10CHAPTER 2 - SELECTION OF SETTINGS AND INSTRUCTORS FOR FIELDPLACEMENT ......................................................................................................................................... 12Agency Criteria. ............................................................................................................................ 12Field Instruction Criteria ................................................................................................................. 13Agency Safety Guidelines ............................................................................................................... 14Criteria for the Selection of Field Instructors .................................................................................. 18CHAPTER 3 – PRACTICUM POLICIES .................................................................................................... 19I. General Information ........................................................................................................................ 19Academic Eligibility ....................................................................................................................... 19Credit for Work Experience ............................................................................................................ 20Students Working Full-Time ........................................................................................................... 20Night and Weekend Placements ...................................................................................................... 20Financial Support/Stipends .............................................................................................................. 20Professional Liability and Health Insurance .................................................................................... 21Use of a Car ..................................................................................................................................... 21Safety............................................................................................................................................... 21Sexual Harassment .......................................................................................................................... 22Student Use of Automobile to Transport Clients ............................................................................ 22Freedom of Information .................................................................................................................. 22Schedule .......................................................................................................................................... 22Vacations, Holidays, Agency Furlough Days, Semester Breaks, & Other Absencesfrom Practicum ........................................................................................................................... 23Student Continuation in Agency and/or With Client after end of Practicum .................................. 24Student Continuation of Practice Initiated During Practicum but not ContinuedUnder Auspices of the Agency ................................................................................................... 24Professional Ethics .......................................................................................................................... 24Cultural Competence ....................................................................................................................... 25Policy Conflicts ............................................................................................................................... 25II. The Placement Process .................................................................................................................... 25Agency Assignment Process for Students with Disabilities ............................................................ 26Agency Reassignment Process (before field work begins) ............................................................. 26III. Unique Placement Requests ............................................................................................................ 28Worksite Practicum ......................................................................................................................... 28New Job as Practicum ..................................................................................................................... 29Block Placement .............................................................................................................................. 30Off-Schedule Practicum .................................................................................................................. 30IV. Termination Procedures .................................................................................................................. 31Field Instructor Initiated Termination ............................................................................................. 33Student Initiated Termination .......................................................................................................... 33Practicum Termination Consequences ............................................................................................ 34

CHAPTER 4 – FOUNDATION FIELD EDUCATION ................................................................................ 36Faculty Liaison Role ....................................................................................................................... 36Field Integrative Seminar ................................................................................................................ 38Student Responsibilities .................................................................................................................. 38The Placement Process .................................................................................................................... 38CHAPTER 5 – CONCENTRATION FIELD EDUCATION ........................................................................ 40Structure .......................................................................................................................................... 40Faculty Liaison Role ....................................................................................................................... 41Student Roles and Responsibilities ................................................................................................. 42Time Line and Procedures for Placement of Concentration Students ............................................. 43Preparing for the Agency Interview ................................................................................................ 45The Interview .................................................................................................................................. 46Sample Interview Tracking Form .................................................................................................... 47Sample Concentration Practicum Confirmation .............................................................................. 48Suggested Interview Questions ....................................................................................................... 49APPENDIX A – FOUNDATION FIELD MATERIALS .............................................................................. 50SOWK 6055 Foundation Practicum and Seminar Syllabus ............................................................ 51SOWK 6055 Service Learning Plan ................................................................................................ 58SOWK 6055 Foundation Field Mid-Semester Evaluation of Student ............................................. 64Mid-term Faculty Liaison Questions ............................................................................................... 67Final Field Instructor Evaluation ..................................................................................................... 68Student Self-Rating Scale .............................................................................................................. 72Student Foundation Field Placement Evaluation ............................................................................. 76SOWK 6055 Self-Assessment (Oral) .............................................................................................. 78SOWK 6055 Self-Assessment (Written) ......................................................................................... 79Time Sheet ...................................................................................................................................... 80APPENDIX B – CONCENTRATION FIELD MATERIALS ...................................................................... 81SOWK 7055 Clinical Practice Syllabus .......................................................................................... 82SOWK 7055 Clinical Practice Learning Plan ................................................................................. 87SOWK 7055 Community Empowerment & Program Development Syllabus ................................ 91SOWK 7055 Community Empowerment & Program Development LearningPlan ......................................................................................................................................... 97Time Sheet .................................................................................................................................... 102SOWK 7055 Clinical Practice Field Evaluation-1 st semester ....................................................... 103SOWK 7055 Final Field Evaluation-Clinical Practice .................................................................. 108Student Self-Rating Scale-Clinical Practice .................................................................................. 113SOWK 7055 Community Empowerment & Program DevelopmentConcentration Field Evaluation-1 st semester ........................................................................ 117SOWK 7055 Final Field Evaluation-Community Empowerment &Program Development .......................................................................................................... 122SOWK 7055 Student Self-Rating Scale-Community Empowerment & ProgramDevelopment Concentration .................................................................................................. 128Student Evaluation of Faculty Field Liaison ................................................................................. 132Concentration Field Placement Evaluation ................................................................................... 133APPENDIX C – ASSIGNMENT DESCRIPTION ..................................................................................... 136Agency Community Study ............................................................................................................ 137Process Recordings ....................................................................................................................... 140Supervisory Method-Journaling .................................................................................................... 144Questions for Semi-Structured Journaling .................................................................................... 145Reflection Paper-Journal Guidelines ............................................................................................. 146

Supervisory Method-Reflective Practice Episode ......................................................................... 148Guidelines for Reflective Practice Episodes & Seminar Discussion ............................................. 149SOWK 7055 Community Needs Assessment Analysis ................................................................. 153Case Presentation (written) ........................................................................................................... 154Evaluation of Practice Paper ......................................................................................................... 156Code of Ethics Paper ..................................................................................................................... 158Final Paper .................................................................................................................................... 159SOWK 7055 Final Self-Assessment ............................................................................................. 161Continuing Professional Development Plan .................................................................................. 162Worksheet for Developing Continuing Learning Objectives ........................................................ 163APPENDIX D – PERSONAL SAFETY/RISK REDUCTION ................................................................... 164APPENDIX E – ORIENTATION/SUPERVISION .................................................................................... 169Orientation to the Agency ............................................................................................................. 170Preparing Students for Orientation to Field Placement Site .......................................................... 172Supervision .................................................................................................................................... 175Baseline Assessment ..................................................................................................................... 176Selection of Learning Experiences ................................................................................................ 177Methods of Evaluation .................................................................................................................. 180Supervisory Method-Individual Conference ................................................................................. 183Supervisory Method-Clinical Case Conference ............................................................................ 184Potential Questions in Case Discussions ....................................................................................... 185Supervisory Method-Role Play ..................................................................................................... 186APPENDIX F – NASW CODE OF ETHICS .............................................................................................. 187APPENDIX G – NASW CULTURAL COMPETENCE ............................................................................ 213APPENDIX H – MEMORANDUM OF UNDERSTANDING................................................................... 232APPENDIX I – BIOPSYCHOSOCIAL ASSESSMENT AND CASE/TREATMENT PLANNING ......... 238

CHAPTER 1FIELD PRACTICUM ORGANIZATIONAL STRUCTUREThe Field Education Office is responsible for the overall administration of the fieldprogram. The Field Education Office works under the direction of the Associate Deanand in collaboration with the M.S.W. and B.S.W. program directors for both the Athensand Gwinnett campuses. The Field Education Office coordinates agencies, facultymembers, students, and field instructors to provide the best experiences possible.FIELD EDUCATION OFFICE ROLEThe Field Education Office is responsible for the total field education program of theSchool of Social Work. The Field Education Office is led by the Director of FieldEducation who oversees field education for both the MSW and the BSW programs.There are two Coordinators of Field Education; one who is responsible for all BSW fieldplacements and one who is responsible for all Atlanta area placements (both foundationand concentration placements).Field Education Office responsibilities include:1. Evaluation and maintenance of a bank of agency resources to adequatelymeet student learning needs2. Identification of openings for students at practicum sites3. Coordination of student placements with agency openings4. Coordination of student interviews at agency and follow-up confirmationsof placements5. In collaboration with the Associate Dean, the MSW Program Director,and faculty, assign faculty liaisons to agencies6. Provide orientation to faculty liaisons7. Provide agency and student information to faculty liaison.8. Train and orient field instructors9. Orient of students to practicum process10. Maintain legal documents necessary for agency-university affiliations5

11. Provision of information to academic advisors and students about thevariety, quantity, quality and nature of practicum offerings12. Provision and distribution of necessary field placement educationalmaterials (for example, application forms, informational resources, syllabi,evaluation forms, teaching/learning materials, practicum calendars, etc.) toappropriate persons13. Provision of consultation to faculty liaisons, academic advisors, students,field instructors, and administrators concerning a variety of issuesimpacting the school-agency relationship and the quality of the individualstudent’s learning experience14. Recruit new agencies, conduct agency evaluations for potential practicumsites15. Maintain file of professional student liability insurance policies to ensureinsurance is current16. Sponsor field education conferencesACADEMIC ADVISOR ROLEDuring practicum, the academic advisor may be called upon as a student advocate and/oras a consultant to the faculty liaison or agency field instructor concerning the student’sprogress and learning in the practicum. The academic advisor plays a pivotal role byhelping the student identify learning needs and future career goals.The academic advisor is involved in the field process as follows:1. Prior to concentration placement:(a)(b)(c)(d)Assists student to identify areas of interestEncourages student to clarify career goals and assists indetermining priority learning needs.Identifies strengths and limitations of student to share asappropriate with Field Education OfficeProvides, as needed, appropriate resources and referral to facultyliaisons or Field Education Office6

10. Evaluating agencies as to continued effectiveness as a practicum site11. Identify new placement opportunities at sitesTeaching role: Throughout the internship, the faculty liaison provides educationalsupport to the student, consults as needed with the field instructor and/or agency,evaluates samples of student’s learning, and participates (in person) in the evaluation ofthe learning outcomes. The teaching role is fulfilled in the following ways:1. Regular contact: Feedback from field instructors indicates thataccessibility to the faculty liaison and faculty liaison’s timelyresponsiveness are crucial to maintaining a positive working relationship.It is expected that the faculty liaison will have regular contact with boththe student and the field instructor (either by phone, memo, or e-mail).Refer to pages 36-39 for foundation liaison responsibilities and to pages41-42 for concentration liaison responsibilities. Purpose for these contactsis:(a)(b)(c)(d)Monitor the progress of the studentProvide educational supports to the student and field instructorAssist with the exit project, if applicableIdentify potential problems early and initiating procedures tocorrect them2. Grade Assignment: The faculty liaison is responsible for assigning theacademic grade for every practicum according to the specifications of thepracticum syllabi and grading criteria. Grading should be discussed withthe field instructor and student in the evaluation conference (where all arepresent) at the end of each semester. The faculty liaison carriesresponsibility for interpreting the application of the grading criteria to thespecific situation being graded. The faculty liaison may not assign a gradewithout reviewing the student’s performance (assignments and evaluationmaterials are specified with each practicum syllabus) and withoutdiscussion/consultation with the field instructor. Specific grading criteriacan be found in Appendix A (foundation materials) and Appendix B(concentration materials).3. Termination: On behalf of the School, the faculty liaison carries theresponsibility for a decision to terminate a student’s practicum experienceand for guiding processes (with the agency or within the School) that willfacilitate a sound decision. When it appears that the termination of astudent’s placement may be the eventual outcome, the faculty liaison is8

FIELD INSTRUCTOR ROLEexpected to consult with the Field Education Office, academic advisor,and when appropriate, with the MSW Program Director as early in theprocess as possible. Refer to pages 31-35 for detailed terminationprocedures.Planning role: The field instructor carries an important planning function for thestudent’s internship. In some agencies, some or all of these activities may be carried outby the agency’s administrator or a coordinator for social work student placements. Theseplanning functions include:1. Communicate information to the Field Education Office about potentialpracticum openings and any information that may impact the nature orquality of the practicum.2. Following receipt of the student’s practicum application from the FieldEducation Office, the field instructor confirms that the referral appears tobe an appropriate one and responds to the student’s request for schedulingan interview.3. Should the field instructor learn information in the interview that leadsher/him to question the viability of the practicum, s/he is responsible todiscuss the concerns with the Field Education Office for immediateappropriate action.4. After the interview, the field instructor should complete the interviewtracking form indicating whether or not the student is accepted forplacement. This form is signed by the student and then forwarded by thestudent or the field instructor to the Field Education Office. Chapter 4(Foundation Field) and Chapter 5 (Concentration Field) provide moredetailed information on the placement process.Teaching Role: Throughout the field placement, the field instructor’s primary role is as ateacher and facilitator of student learning. To this end the field instructor:1. Provides for the student’s orientation to the agency’s policies andprocedures, ethical standards, and safety precautions (see appendix E)2. Negotiates and plans student assignments in accordance with thecompetencies/practice behaviors identified in each practicum syllabus (seeappendices A and B)3. Provides educational supervision/field instruction for each student at leastone hour per week (see appendix E)9

4. Serves as an advocate for the student within the agency, by facilitating thestudent’s access to productive learning experiences and other learningactivities/resources (for example, student participation in activities outsidethe agency such as professional conferences, relevant library work or fieldvisits to other programs) during the practicum5. Evaluates the student’s performance in the agency with regard to thespecified practicum competencies/practice behaviorsOFF-SITE MSW FIELD INSTRUCTOR/ON-SITE PRECEPTOR MODELIn selected situations and with prior approval from the director of field education, an offsiteMSW field instructor/on-site Preceptor Model of field instruction may be utilized bya field agency which does not have an M.S.W. employee available for field instruction.These situations usually occur in new, “cutting edge” areas of practice where social workis just beginning its impact and which the School of Social Work wants to develop. OffsiteM.S.W. field instructors are selected jointly by the targeted agency and the directorof field education in consultation with the field education faculty. Responsibilities forfield education using this model are outlined below.Off-Site M.S.W. Field Instructor1. Must meet criteria for field instructors (page 13)2. Collaborates with the on-site supervisor in assisting the student with thedevelopment of the Learning Plan3. Meets weekly with the student in a supervisory session to review progressof student toward demonstration of competencies/practice behaviors andto assist student with the integration of practice realities and theoreticalconcepts from a social work perspective4. Meets periodically with student and on-site supervisor to evaluate studentperformance and modify the Learning Plan if necessary5. Assumes primary responsibility for submitting to the School the writtenevaluation and grade recommendation for the student at the end of eachsemester6. Assumes primary responsibility for meeting with the assigned facultyliaison and student during the semester to review student progress, and foralerting the liaison in a timely manner of any problems or potentialproblems which might interfere with a successful educational outcome.10

On-Site Task Supervisor1. Assumes primary responsibility for orienting the student to the agency, toagency staff, and to work projects; Appendix E provides additionalinformation to assist with orientation planning2. Works with the off-site MSW field instructor and student to create theLearning Plan, which includes competencies/practice behaviors andpractice tasks3. Assumes primary responsibility for supervising the daily work of thestudent as described in the Learning Plan; Appendix E provides somesupervision ideas4. Meets periodically with the student and the off-site MSW field instructorto evaluate student performance and modify the Learning Plan, ifnecessary; the on-site supervisor may meet with the faculty liaison toreview student progress, at the request of the student, the off-site MSWfield instructor or the liaison11

4. Adequate facilities must be available. These include provision of officespace, work materials, and equipment as needed for the student. Thestudent’s use of agency cars must be included in the agency’s insurancepolicy if driving is expected of students.5. The agency must allow all field instructors time for attending fieldinstructor training offered by the School of Social Work.6. The agency must allow all field instructors time for preparation for studentinstruction, for regular conferences with the student, consultation withSchool faculty, and, if needed, attendance at meetings held at the School.7. The agency must be willing to reimburse the student for costs (such astravel expenses) incurred while conducting agency business. Agenciesmay not require students to transport clients.8. The agency agrees that no student trainees accepted by the agency will bediscriminated against on the basis of race/ethnicity, sex, color, religion,national origin or ancestry, age, marital status, disability, Vietnam-eraveteran 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 withdisabilities. The “as a whole” requirement means that students withdisabilities should have the same kinds of educational opportunities–including field placements in particular kinds of settings–as studentswithout disabilities. However, given the wide range of disabilities, it ispossible that not every placement site will have the capability toaccommodate every student. It may not be feasible, for example, for a siteto accommodate students who use wheelchairs because of the site’slocation and existing architecture, but this same site could easilyaccommodate students with visual or hearing impairments. Every effort ismade by the Field Instruction Program in consultation with the Office ofDisability Services to ensure equal access to practicum opportunities.AGENCY SAFETY GUIDELINESMost agencies are under enormous pressure. Reduced budgets and clients withincreasingly critical needs and histories of negative involvement with social services haveresulted in increasing tensions in social work settings. As a result, social workers haveexperienced a variety of threatening situations, and some have been harmed. Social workstudents cannot be completely insulated from the realities of professional life, nor shouldthey be. On the other hand, students frequently lack the experience and skills that helpmore seasoned practitioners assess danger and take appropriate precautions. The Schoolrecognizes its responsibility to help prepare students to handle potentially dangerous14

situations by providing students with safety training and classroom content on safetyissues. Appendix D on Personal Safety should be carefully reviewed by field instructorsand students. However, we also need to make a serious effort to try to reduce risk in fieldsettings.The following guidelines are designed to supplement the School’s agency selectioncriteria. Modification of guidelines for particular students and special circumstances maybe made in the student’s educational agreement with the explicit approval of the facultyliaison to the agency and the Field Education Office. Moreover, it is recognized that theimplementation of these guidelines may take some time. A liaison may determine that,while an agency is not currently meeting all guidelines, it is making a good faith effort todo so and current conditions are sufficiently safe to proceed with a field placement.1. A field agency should have a policy and/or procedures on safety coveringthe following matters:(a)(b)(c)(d)(e)(f)(g)(h)(i)Building and office securityEmergency procedures, including when and how to summonsecurity or police assistanceStaff responsibilities and procedures governing the management ofviolent clientsSafety on home visits, including when, where, and under whatconditions visits should or should not be made, when the studentshould be accompanied, and how backup is provided (see four andfive below)Alcohol and drug use policy formulated and postedGuns and other weapons policy formulated and postedProcedures for logging and communicating with staff and studentsall incidents or threats of violencePolicy for aftermath of assault and threat of assault. Provision ofsupport services for victim’s family and/or staff and clients whomay have witnessed the assaultRelationship with police should be established2. The agency should provide each student with a copy of the above policiesas part of the student orientation to the agency, and provide training onsafety issues and procedures. Consideration should be given to in-service15

training on clinical and administrative management of violent clients andviolent situations outside the agency. The agency and each of itsprograms should have a well rehearsed specific plan of action in whichstudents know exactly what to do in case of danger, from recognition ofthe signs of agitation to code words for signaling for help, when to call forpolice, clearing the building, etc. This plan of action should be rehearsedwith students placed at the agency and reviewed on a regular basis.3. Though a student has the right to refuse a dangerous assignment, acommon understanding about the kinds of assignments that areappropriately safe should be reached by the student, the field instructor,and the faculty liaison. The following types of activities should bediscussed with either the faculty liaison to the agency to determine if theseactivities should be assigned to a student:(a)(b)Physical restraint of clientsTreatment of a client with a history of emotionally volatility(c) Home visits to areas that are high risk (see #5)(d)Treatment of a client with a history of violence4. The student’s field instructor should know, or be able to easily ascertainthe student’s location during fieldwork hours and should discuss with thestudent any activities that require special planning with regard to safety5. Thorough preparation should be made for student home visits withconsideration given to the following elements:(a)(b)(c)(d)(e)Selection of clients and home environments that are not assessed tobe dangerous to the studentProvision of a safe means of transportation, whether by agencyvehicle, the student’s car, or public transportation where such canbe judged to be normally safeDiscussion of the neighborhood, including any potentiallydangerous areasDiscussion of appropriate risk-reducing behaviors in theneighborhood and in the client’s homeClarification of the purpose and development of a specific plan forthe visit16

(f)(g)(h)Discussion of what to do should the client or anyone else present athreat to the studentProvision of appropriate support and backup. Depending on thesituation and the student’s experience with home visits, this mayrange from an accompaniment by another worker or securityperson to immediate availability of telephone consultation. Thestudent’s field instructor should know when a visit is to take placeand at a minimum, telephone consultation must be available.In some situations, the student should be given permission not tomake the home visit6. Consideration should be given to the following features pertaining to the agencyfacilities:(a)(b)(c)(d)Adequate lighting inside and outside the agencyAdequate phone system for signaling emergenciesArrange office furniture for an easy exit of client and workerMinimize amount of unescorted traffic within the agencyIf a student is threatened or injured while in placement, or involved in an incidentwhere his/her safety is or could be compromised, the incident should be reportedimmediately to the faculty liaison to the agency, to the Field Education Office (706)542-5419, or to the Office of the Dean (706) 542-5424.*Source: University of Michigan School of Social Work Field Manual, 1997.17

CRITERIA FOR THE SELECTION OF FIELD INSTRUCTORSField instructors are nominated by the agency and approved by the School to providepracticum instruction to students. Field instructors select specific student assignmentsand instruct students in the skills necessary to fulfill these assignments in relation to thestudent’s course work.Field instructors for foundation students should have an MSW. However, field instructorswith a BSW and several years of human services experience may be approved. Fieldinstructors for concentration students must have an MSW and two years post-MSWhuman service experience. It is expected that field instructors have had formal trainingand experience in one of the school’s concentration areas. Typically, the student isassigned to a field instructor on the basis of the student’s major concentration choice.The instruction of students can be shared between various agency personnel, but theSchool-appointed field instructor assumes overall responsibility for field instruction.Field instructors must be on-site and on duty for at least 10 hours per week for foundationstudents and 16 hours per week for concentration students. During those periods whenfield instructor availability is not possible, other qualified staff members must beavailable for backup or consultation to the students.Field instructors are strongly encouraged to participate in Field Instructor trainingprovided by the Clark Atlanta University, Georgia State University, and University ofGeorgia Field Education Collaborative. Detailed information about field instructortraining workshops will be provided on a regular basis to all agencies that have a studentassigned to them.Persons nominated to be field instructors should be members of an agency staff whoshow:1. evidence of competence in the practice of social work2. concern for continuing professional development3. commitment to the teaching function of social work education4. possess the interest in and have the time available for the regularinstruction of students18

CHAPTER 3PRACTICUM POLICIESI. GENERAL INFORMATIONThe following are general policies that apply to field education. Students are expected toread and adhere to these policies. Prior to entering field, all students will sign a contractacknowledging their agreement to these policies.Academic EligibilityFoundation Practicum: MSW students must earn a minimum grade of B or better inpractice methods courses (SOWK 6033 and 6074) in order to enroll in foundationpracticum (SOWK 6055).Concentration Practicum: Students must earn a minimum grade of B in culturaldiversity (SOWK 6082), foundation practicum (SOWK 6055), and Social Work withFamilies and Groups (SOWK 6044) in order to advance to the concentration year.Students cannot enter concentration practicum with Incompletes (I) in any course. Thus,all I’s must be completed before the beginning of the semester in which the student isscheduled to enter practicum. Failure to complete full responsibilities for course workwill delay a student’s entry into concentration practicum. Additionally, studentsmust have a GPA of 3.0 or higher before they can enter concentration practicum.Students in concentration practicum must receive a minimum grade of B in the firstsemester of SOWK 7055 to continue in practicum for the second semester. If a studentearns a grade of B- or lower in SOWK 7055, the student will be required to repeat thecourse.Background Checks: Students must be willing to submit to a possible backgroundcheck on issues such as prior arrests and convictions for felonies and misdemeanors,abuse of illegal drugs, and certain motor vehicle offenses. If there are previous records orcriminal charges pending against the student, s/he must submit a letter of explanationwith the field application. Additionally, students are advised to review any criminalbackground record for accuracy and completeness prior to having a practicum agencyconduct its own review.Inadequate Performance in Practicum: If a student fails foundation practicum (gradeof B- or lower), the student must retake the course. If the student fails foundationpracticum (grade of B- or lower) a second time, the student will be dismissed from theSocial Work program. If a student fails concentration practicum (grade B- or lower) ineither of the two semesters, the student will be subject to an academic review with theintent to determine the student’s suitability for continuation in the program. If the studentis offered the opportunity to retake the concentration practicum course and fails it again(grade B- or lower), the student will be dismissed from the program. If a student failsone foundation practicum course (grade B- or lower) and then fails a concentrationpracticum course (grade B- or lower), the student will be dismissed from the program. If19

a student fails field practicum (grade B- or lower) twice (either concentration orfoundation or one of each), the student will be dismissed from the MSW program.Credit for Work ExperienceIn accordance with the Council of Social Work Education standards, no credit can begiven for work experience.Students Working Full-TimeStudents working full-time should expect to significantly reduce or discontinue theirwork commitments to accommodate to the demands of the two required practica.The competing demands of practicum, academic classes, and full-time employmenttend to detract from the overall learning experience of the field education.Therefore, it is imperative that students adjust their schedules in order to focus ontheir field learning experience.Night and Weekend Placements (Non-Traditional Placements)There are NO sites that offer all evening and/or weekend hours. Very few offer anyevening or weekend hours at all. Under no circumstance will the educational objectivesof the curriculum be compromised for a non-traditional placement. The fieldinstructor must be available on site for at least 10 hours per week for foundationstudents and 16 hours per week for concentration students. The field office cannotguarantee that a student will have evening and/or weekend hours as part of theirfield placements.Financial Support/StipendsField practicum settings, whenever possible, are encouraged to provide some financialsupport for students, who are typically undertaking extraordinary expenses to attendgraduate school. While the Field Program strongly encourages agencies to offer stipends,the agencies that do so vary and the decision is entirely up to the agency. Sometimesagencies offer stipends depending upon the amount of time the student can give to theagency, or to make the placement more attractive to students. Agencies may receivegrants that allow the agency to give the student a small amount of funds. There are somespecialized grants such as the child welfare grant, the juvenile justice grant, VA Hospitals(Atlanta and Augusta), and Toxicology Associates of North Georgia, that have specificstipulations. Stipend amounts also vary, but are usually quite small. Students can discussstipend availability at their placement interviews and/or with Field Education Officefaculty. Students should also be aware that some of the practicum policies (especiallythose related to vacation and other leave time) may be altered for students who arereceiving a stipend from the agency.20

Professional Liability and Health InsuranceUse of a CarSafetyPrior to the beginning of the practicum, students are required to provide evidence thatthey have purchased liability insurance that provides appropriate coverage of any claimsthat might be entered against them in the discharge of their professional responsibilitiesduring their student internship. NASW provides a reasonably priced policy for studentmembers; application forms for NASW membership and Professional Liability Insurancethrough NASW are available to students in the Field Education Office at the School ofSocial Work in Athens.UGA student fees provide for student treatment at the University Health Services oncampus. Students who are in field placements are advised to be sure their healthcoverage will provide for any injuries, accidents, or illness which may be incurred inthe practicum site.The UGA SSW Memorandum of Understanding (appendix H) specifies that healthand liability insurance coverage rests with the student not with the agency. Inaddition to obtaining health coverage, students are urged to discuss any concernsabout their potential health or safety hazards in the practicum site with their fieldinstructor and/or faculty liaison.Many agencies (e.g. healthcare, mental health, family services etc.) are becomingincreasingly community-based. This necessitates that students have transportation inorder to perform field assignments that involve outreach, home visits, and communitywork. Additionally, most placements are located outside the Athens area, so it is to thestudent’s advantage to have a vehicle, or be prepared to car pool with other students fortravel to and from the agency. Unfortunately, not having a car severely limits fieldplacement options. Students without cars may need to compromise their interests to beaccommodated locally, or near their homes. Many local agencies, however, also requirethe use of a vehicle which further limits choice of practicum sites for those studentswithout a vehicle.The safety of students in practicum is of prime importance to the School and to fieldagencies. It is imperative that students feel safe in order to carry out their responsibilitiesin the field. If safety concerns arise for a student, it is important that the student discussthese safety concerns with their field instructor. If, after gathering information torealistically assess the situation and to learn how to provide appropriate protection, thestudent still does not feel safe in order to carry out assignments, s/he is encouraged torenegotiate those assignments with the help of the field instructor. When appropriate,s/he should also consult the faculty liaison for assistance. Guidelines for personal safetyand risk reduction are provided on pages 14-17 and in Appendix D.21

Sexual HarassmentThe University of Georgia is committed to providing a professional working environmentthat is free of sexual harassment. The sexual harassment policy extends to field work andcan be found in the MSW Program Handbook.Student Use of Automobiles to Transport ClientsStudents are not allowed to transport clients in their own automobiles.Freedom of InformationScheduleInformation about a student intern that a field instructor shares with the Field EducationOffice may be shared with the student. Similarly, students are free, if they wish, to seeany forms or notes Field Education Office personnel sometimes maintain on students toassist in planning and developing placements for them and assigning them to particularplacements. All of these forms and notes are destroyed when students graduate.The weekly schedule for all of the practica is established on an individual basis with theagency in which the student is placed. Schedules are to take into account the needs of theagency, school, and individual student. Students will, from time to time, extend theirclock-hours beyond the hours allocated to the practicum in order to meet professionalresponsibilities or obtain access to special activities. When students have been engagedmore than the needed weekly clock hours, they may take "compensatory" time off fromtheir practicum. To assure that the time off will not disrupt the student's practicumresponsibilities; this should be arranged with the approval of the field instructor. Allstudents will remain in their field placement sites throughout the entire semester; i.e.,"compensatory time" may not be used to shorten the length of the practicum.Some practicum sites have incorporated evening and weekend hours in order to respondto the needs of their clients. However, most agencies still provide the majority of clientservices during the typical work week of Monday-Friday, 8:00 a.m. - 5:00 p.m. It is ofutmost importance that students be in agencies when there are maximum opportunitiesfor interaction with clients and other professional staff to facilitate student participation inprofessional decision making and collaborative work.Commute time to and from an agency and the student’s home may not be countedas part of the field clock hours, however, time spent driving during agency business(e.g. doing home visits, going to meetings in the community) is counted as part of thefield clock hours.Students need to clarify agency expectations for their practicum hours at the time of theinitial interview with the agency.22

Vacations, Holidays, Agency Furlough Days, Semester Breaks, other Absences from thePracticumDr. Martin Luther King, Jr.'s Birthday, Memorial Day, the Fourth of July, Labor Day, andThanksgiving (three day recess) are observed by the University of Georgia and studentsare expected to be absent from the practicum on those days. In addition, students maytake any holidays observed by the agency without penalty as long as the student hasverified that the clock-hour requirements of the practicum are not compromised.Students will be excused from practicum if the University is closed because of inclementweather. Additionally, students will be excused from practicum for fall and springbreaks. It should be noted that students in a school setting will take their breaks on theschool’s not the university’s schedule. However, the total number of clock hours forpracticum must still be met. Refer to page 23 for spring break information that appliesto concentration students.It is understood that occasional illness or other emergency may necessitate absence fromthe practicum. Students are expected to work out these arrangements with the fieldinstructor; this can usually be accomplished by using compensatory time that moststudents build up by putting in extra hours (e.g., for evening hours or meetings).If the absence is more than a few days, the faculty liaison should be notified. In noinstance will arrangements be approved that result in a practicum deficit in the requiredtotal clock hours or the specified time-span.Occasionally, a class instructor will make special plans for an activity that is not on aregularly scheduled class day. In such cases, the student and field instructor must assesswhether the student can be absent from the practicum at that time, and appropriate plansmust be made by the student for professional attention to agency responsibilities.Students often have the opportunity to attend professional conferences which may bescheduled during practicum days. The student must negotiate with the field instructor asto whether or not this time can be applied to their practicum hours. Generally, if thetraining/conference is compatible with the field agency’s mission and responsibilities, thehours could be counted as practicum hours. The student must negotiate these requestsearly enough to arrange for coverage as needed.In all instances where a student is absent from the field, the agency must be notified ofthe absence at the earliest possible time in order to arrange for coverage. Absences fromthe field are allowable for good and compelling reasons. However, absences must bemade up before a grade can be earned for that semester.It is anticipated that students who need to make up absences from the field will typicallybe able to do so during the final week of the semester, which is designated as theexam/paper period on the academic calendar. However, there may be circumstances inwhich a student is absent for good and compelling reasons from the field for such anextended period of time that the absences cannot be made up in the semester in whichthey occurred. In such a case, if a plan is approved by the field instructor and the faculty23

liaison to make up the absences in a subsequent semester, then the grade of I(Incomplete) will be entered by the faculty liaison and removed once the absences aremade up.Student Continuation in the Agency and/or with Clients of the Agency after the End of thePlacementOccasionally, agencies seek to employ a student with whom they have worked in thepracticum. Should that situation arise while the student is still in the practicum, thestudent and the field instructor must bring that to the attention of the School bydiscussing those arrangements with the faculty liaison. In such instances, the facultyliaison will assure that the necessary safeguards are in place to protect the integrity of thelearning experience of the student. Should the point of employment be after thetermination of the practicum, no special arrangements will need to be made.Following the end of a student's practicum, it is strongly recommended that the studentnot continue to provide service in the agency as a volunteer. Only in response to arequest by the agency, and only in rare circumstances even then, should a student everplan to continue to render professional services to a client to whom he/she was assignedas part of the practicum.Student Continuation of Practice Initiated During the Practicum but not Continued Underthe Auspices of the AgencyContinuation of service to clients of the agency after the completion of the practicum,unless specifically requested to do so by the agency, will be considered a breach ofprofessional social work ethics.Professional EthicsIt is understood that students will adhere to the expected standards for professional,ethical conduct and to the agency's policies and procedures as long as these are not inconflict with the NASW Code of Ethics. The NASW Code of Ethics is included asAppendix F for reference concerning the expected standards for professional conduct. Asalient issue for students during the practicum is that of confidentiality of case recordsand recordings. Students are expected to review their work with clients (tapes, writtenmaterials) and agency records pertinent to their assignments as an important componentof their preparation for work with clients and supervisory sessions with field instructors.However, the supervisory review of student work does not extend to anyone outside theagency, EXCEPT the faculty liaison. In short, UNDER NO OTHERCIRCUMSTANCES than their private review or presentation to the faculty liaison, maystudents remove client information, interview recordings (written, audio taped orvideotaped), evaluation summaries, etc., from the agency without the explicit writtenpermission of the field instructor. Students must make every endeavor to remove clientidentifiers from materials to ensure confidentiality.24

A student's failure to adhere to the expected standards for professional, ethicalconduct will be considered grounds for termination of the practicum, a failing gradein the practicum and termination of the student from the MSW program.Cultural CompetenceAs set forth in the Council on Social Work Education (CSWE) policy standards, studentsare expected to engage in culturally competent practice. Standards for culturallycompetent practice can be found in Appendix G.Policy ConflictsShould conflicts arise between agency and School practicum policies, the field instructorand/or the student should immediately notify the faculty liaison who will endeavor towork out a solution that is satisfactory to both the agency and the School. No alternativepolicy may be established which conflicts with the Memorandum of Understandingestablished between the University and the agency.II. THE PLACEMENT PROCESSThe responsibility for approving and selecting agencies and initiating placementarrangements rests with the Field Education Office. STUDENTS ARE NOT TOCONTACT AGENCIES WITHOUT PERMISSION FROM THE FIELD OFFICEFACULTY. Field education faculty assesses the suitability of agencies as studenttraining sites and approves those that meet the School’s requirements. Only Schoolapprovedsites can be used for field education.Field education faculty routinely gathers information from approved agencies as to thenumber of students that can be effectively accommodated, the type and variety of practiceassignments afforded, the availability of qualified supervision, and other pertinent data.Field education staff and faculty work cooperatively with agencies to enlarge andimprove opportunities for field placements.The timeline for placement of foundation students is provided in Chapter 4. The timelinefor the placement of concentration students is provided in Chapter 5.The field education faculty will arrange the placement matches between student andagency. Students will be assigned to interview at one agency and the responsibility of“being accepted” rests with the student. If there is not a match, the field faculty willdiscuss feedback from interviews with the student and arrange another placementinterview. If a student is not accepted by an agency after a reasonable number (amaximum of 3 interviews) of ‘good faith’ matches, an academic review can be requestedto examine options. If the student declines the placement after the interview(concentration students), the student can not then request to be placed at that agencyshould subsequent interviews be less desirable.25

Note: Students are not intentionally assigned to agencies where they will be competingagainst each other for acceptance. However, agencies interview students from manyschools and they select students based on the best candidate or “fit.” This makes thisprocess competitive and it is therefore vitally important that students interview andconfirm placements in an expedited manner.Agency Assignment Process for Students with DisabilitiesThe placement procedures discussed in Chapters 4 and 5 generally apply to students withdisabilities. However, students with disabilities, particularly those with physicalimpairments and learning disabilities, are strongly urged to contact the Field EducationOffice to discuss special considerations and to help arrange for aids or services thatstudents may need to negotiate the practicum. In situations where a student is registeredwith the Office of Disability Services, the Field Education Office will consult withDisability Services personnel as necessary to arrange appropriate accommodations ininternship.As required by federal and state law and by the University of Georgia policy fieldplacement as a whole, must be accessible to students with disabilities. This “as a whole”requirement means that students with disabilities should have the same kinds ofeducational opportunities – including field placements in particular kinds of settings – asstudents without disabilities. However, given the wide range of disabilities, it is possiblethat not every placement site will have the capability to accommodate every student. Itmay not be feasible, for example, for a site to accommodate students who usewheelchairs because of the site’s location and existing architecture, but this same sitecould easily accommodate students with visual or hearing impairments. Every effort ismade by the Field Education Office to ensure equal access to practicum opportunities.Agency Reassignment Process (Before Field Work Begins)The student will receive notification of the assigned placement with an interview tracking form.If the student wishes to appeal this assignment, the following procedure must be followed:Prior to interview1. Student must contact the field education faculty member who arranged theplacement to discuss the student’s concerns about the placement2. The field education faculty will take action as necessary which may or may notinclude reassigning the student. The student may be asked to fulfill thecommitment to the agency.3. If the student is released from this match, the student must call the agency to letthe field instructor know, and the student must sign and return the interviewtracking sheet to the Field Education Office, indicating that the agency is not amatch.26

4. Once the documentation from the student has been received in the FieldEducation Office, the field faculty member who initially placed the student willthen re-assign the student to an agency that more appropriately meets the learningneeds of that student.After confirmation interview with signed interview tracking sheetRequests for change in placement, once the first placement has been accepted, arediscouraged and will only be considered as a result of extenuating circumstances. Oncethe student has signed the interview tracking sheet indicating acceptance of theplacement, the student must follow the below process to request a change:1. Student must contact the field education faculty member who arranged theplacement to discuss the student’s concerns about the placement2. The field education faculty will take action as necessary which may ormay not include reassigning the student. The student may be asked tofulfill the commitment to the agency.3. If the field education faculty member agrees to re-assign the student, thestudent must then write a letter to the field instructor within sevenworking days, providing a thorough explanation for not accepting theplacement. The student must also provide a copy of this letter along withthe signed interview tracking sheet declining the placement, to the FieldEducation Office.4. Once the documentation from the student has been received in the FieldEducation Office, the field faculty member who initially placed thestudent will then re-assign the student to an agency that moreappropriately meets the learning needs of that student.5. If the field education faculty member denies the student’s request; thefaculty member will submit all documentation and rationale to the directorof field education.6. The student may appeal any decision of the field education facultymember, in writing, to the director of field education.7. If the student wishes to appeal the decision of the Director of FieldEducation, he/she may take the request to the Director of the MSWProgram.Note: A student must first decline a placement before the field education faculty will workon a new placement. There is no guarantee that an appropriate new placement will beavailable. This process may delay practicum start date, require students to make up losthours and impact the program of study sequence.27

III. UNIQUE PLACEMENT REQUESTSThere are many demands on students and the Field Education Office will attempt to workwith those students who have special circumstances, as long as the educational objectivesof the curriculum are not compromised. These variations can be requested, but there is noguarantee that they will be approved.Worksite PracticumStudents interested in a worksite practicum (concentration only) should submit anapplication (available from the Field Education Office or online) to the Director of FieldEducation describing the agency and program where they work, their current position andduties, work schedule, and name and title of supervisor. The request also includes adescription of the proposed field work program, assignments, field instructor, andplacement schedule. The request should be signed by the student, and the current andproposed supervisors. Submitting a request for a worksite practicum does not guaranteeapproval of the request. All requests are considered on an individual basis. Academiccredit cannot be given for previous work experience.Students may do only concentration practicum at their worksite. Students may have theirplacement located within their employing agency providing the following conditions aremet:1. The agency is currently an approved practicum site2. The field site is administered in accordance with the pattern establishedfor all students3. The student and the School are assured that the student and the fieldinstructor will have release time for academic work and field instructionrespectively4. Field instructor assignments and student supervision are educationallyfocused rather than centered on agency services5. The activities and assignments for field work are specifically related to thefield course competencies/practice behaviors6. The practicum field instructor meets the criteria that are established for allother field instructors7. The activities and assignments for the practicum are clearly delineated andseparate from other work assignments in that:a) they consist of a different set of tasksb) they are located in a different work unit or division28

New Job as Practicumc) the field instructor and work supervisor are different persons8. The responsible agency official signs the worksite application signifyingacceptance of the conditions above. In addition, a general plan shall bepresented identifying the nature and quantity of the student’s intendedassignments, as well as a proposed schedule showing time allotted forpracticum and work.9. Each proposal that meets the above criteria will be examined by a fieldeducation faculty member. Approval of a work site placement does notaffect the total number of practicum credit hours a student must earn.Note: All conditions of Worksite Practicum apply to New Job as Practicum.In rare and unusual circumstances, a student may request that a new job in a new agency beapproved as a field placement. The following criteria must be met:1. The agency must be an approved (or eligible for approval) practicum site.2. The start date for the new job must begin no earlier than two monthsprior to the start of the semester in which the student is to begin practicum.3. If the student has confirmed and obligated to another agency for practicumprior to receiving the new job, the student must follow the processoutlined in “Agency Reassignment” above.The procedure to request a new job as a practicum is as follows:1. The student must submit an application for “New Job as Practicum”(available from the Field Education Office or the School of Social Workwebsite) to the Field Education Office no later than 4 weeks prior to thebeginning of the semester in which the practicum will begin.2. The student must provide documentation from the agency verifying theemployment start date.3. The student must complete a tentative learning contract which will beattached to the application to ensure that the competencies/practicebehaviors of the practicum can be met in this new job.4. The student must provide proof of insurance coverage for the new positionas a student, prior to the beginning of the practicum.5. The application and the above information will be reviewed by thedirector of field education for approval.29

Block PlacementMSW students interested in a Block Field placement must submit a proposal to thecurriculum committee with a letter of support from the student’s academic advisor.Off-Schedule PracticumFoundation:1. Block placements can be considered as an exception to concurrentplacements. The following procedures must be followed for the exceptionto concurrent placement to be used.2. This applies to concentration field placements.3. It can only be done after all required concentration course work is eithercompleted or taken concurrently with the practicum.4. The student, with approval from the Academic Advisor, must petition theMSW Program Director and the Concentration Field PlacementCoordinator. The petition must include a rationale for the exception.Exceptions can be made for specialized learning opportunities, familyemergencies, etc.5. After approval from the MSW Program Director and the Field Coordinator, thepetition approved.In special circumstances, for a variety of reasons, a student may request to alter his/herprogram of study. This change in program of study is discussed and supported by theacademic advisor. In these cases, it may be requested that the practicum be taken out ofsequence. The request for a change in program of study is evaluated by the MSWProgram Director who consults with field faculty as to the feasibility of takingpracticum-out-of-sequence. Some considerations for each level of practicum are listedbelow.1. Students must attend an integrative field seminar, which means that foundationpracticum cannot be taken during the summer unless a course for multiplestudents has been approved by the Field Director and MSW Program Director.2. Students in the part-time program may take practicum in the spring instead of thefall and will be required to attend an integrated seminar with the full-time cohort.There is usually a Gwinnett-based seminar.3. Students in the full-time program can request to take practicum in the fall of theirsecond year; but must participate in the integrated seminar held at the Gwinnett Ct30

Concentration:Center.1. Concentration practicum is for two consecutive semesters in the SAME agency.2. All foundation courses must be completed prior to entering concentrationpracticum.3. Students must take certain concentration courses either prior to or concurrentlywith concentration practicum.4. Off-track students can request to take practicum in the spring and summersemesters or the summer and fall semesters. This must be approved by the FieldDirector.5. There must be a faculty liaison available to support a summer practicum.6. As the summer session is shorter than a regular semester, students will need towork during the extended summer session and may additionally need to workmore than 24 hours a week to complete the practicum hour requirements.7. Certain placements, such as school settings are not feasible. Additionally, asagencies are usually at their capacity for interns, students must understand thatchoices for practicum are significantly less.There is no guarantee that a field placement will be available for students who areoff-schedule.III. TERMINATION PROCEDURESA student's practicum may be terminated by the student, field instructor, an agencyadministrator, faculty liaison, or Director of Field Education for any of the followingreasons:1. Level of student preparation for the practicum: For the foundationpracticum, it is assumed that the student has acquired the competenciesexpected for participation in the work-world (e.g., arriving on time,managing one's schedule and communicating it to others as appropriate,presenting and conducting one's self in a professional manner--includingdress and other aspects of self-presentation as well as engaging inappropriate interpersonal interactions). In addition, for the concentrationpracticum, it is expected that the student has acquired the necessaryknowledge for "entry level" professional practice (reflected in foundationcompetencies/practice behaviors and foundation curriculum of MSWprograms) prior to the beginning of the concentration practicum. Foreither practicum, evidence to the contrary of the above expectations--given31

appropriate efforts by the field instructor and liaison to assist the student inremedy of these deficits--will constitute grounds for the agency'swithdrawal of the practicum for that student and for the initiation of anAcademic Review of the student's standing in the MSW program andcourse of study.2. Failure to comply with the Code of Ethics: Students must meet theexpected standards for ethical professional practice as noted in the section,“Professional Ethics” (page 24) and comply with the NASW Code ofEthics (appendix F).3. Agency breach of MOU: The agency is expected to provide the expectedlearning experiences and/or appropriate supervision to meet any of theother expectations identified in the Memorandum of Understandingbetween the agency and the University. (See Appendix H).4. Unexpected events: There may be times in the life of the student or in theagency where continuing in that practicum setting might jeopardize thequality of the student's learning experience (e.g. personal trauma, oragency re-organization, etc.).5. "Mismatch": Sometimes, differences in learning or interpersonal stylesbetween the field instructor and/or agency and the student emerge as thestudent and field instructor begin to work together, rendering thepracticum less than optimally productive for a student's learning. Suchcircumstances are rare but they may generate recommendations for achange in the practicum arrangements.Any number of the circumstances cited above are not necessarily anyone's fault.In some instances, termination of the practicum reflects the fact that the practicumis highly successful in helping the student discover that social work is not whatshe/he expected and is not appropriate for her/him. Sometimes, it is possible for achange to be made in the student's assignment, either to another unit of the agencyor to another agency altogether. This action may necessitate extension of thestudent's program.Whatever the reasons prompting consideration of practicum termination, thestudent, field instructor, faculty liaison, and academic advisor, and Director ofField Education will work as a team to resolve problems and to come up withappropriate solutions. The procedures that follow describe the process toterminate practicum, if the situation cannot be resolved.Field Instructor Initiated Termination32

If the field instructor identifies issues that may place the practicum in jeopardy, it isincumbent upon the field instructor to discuss (as soon as possible) any such problemswith the student and the faculty liaison. If issues cannot be resolved, the field instructorcan request termination of the placement. It is important that the field instructor clearlyidentify those areas which still need further development in order for the student to besuccessful in another practicum site. Once all avenues have been explored with thestudent and faculty liaison and the only option left is to terminate the current practicum,the FACULTY LIAISON will:1. Inform the Director of Field Education or appropriate field coordinatorthat the placement needs to be terminated.2. Instruct the student to review the field manual and follow procedures as itrelates to termination of practicum, and advise the student to meet withhis/her academic advisor.3. Ask the field instructor to complete a “Statement of PracticumTermination” form (available in the Field Education Office). If the fieldinstructor is not comfortable or willing to complete this form, the liaisonshould complete it with as much detail as possible.4. Ensure the student has the opportunity to add to and sign the formindicating that the student understands the terms of termination and factorson which to work for future professional growth and development.5. Add a summary of the termination decision (including the event(s)prompting the termination and the reasons for it). Additionally, the liaisonwill either recommend to the field faculty that the student be placed inanother setting or request an academic review be facilitated by the MSWProgram Director.6. Sign the form and submit it to the Field Education Office for placement inthe student file. The student should maintain a copy of this document forhis/her records.7. The Field Education Office will provide the academic advisor, facultyliaison, and field instructor a copy of the termination form.Student Initiated TerminationSome students, for various reasons, wish to leave their placement agency. Some studentsare seeking a placement change and will continue their fieldwork in another agency.Other students may be withdrawing from field and/or the MSW program. Changingfield practicum sites can only be requested due to compelling circumstances. Thisprocedure often requires the student to undergo another orientation to the new agency andstart-up delays are inevitable. Before any decision regarding a transfer is made, thestudent should:33

1. Discuss any concerns with the field instructor2. Arrange to meet with the faculty liaison to discuss the nature of theeducational concerns and the steps already taken to address them with thefield instructor3. Decide with the field instructor and the faculty liaison if the currentplacement can be salvaged for the student4. Work with the field instructor and faculty liaison, if a transfer isrecommended, to develop termination procedures and a time frame withinwhich the transfer is appropriate and feasible; alternative placement withinthe agency will be considered before those external to the agency5. Meet with academic advisor to discuss educational objectives and seekguidance6. Submit to the Director of Field Education a Petition to Terminate a FieldPlacement signed by the academic advisor, faculty liaison, and the fieldinstructor. This form can be picked up in the Field Education Office andmust include a written explanation from the student’s liaison noting theeducational rationale for the proposed change, the steps taken to modifythe student’s assignments in the original placement, and a terminationplan.Practicum Termination ConsequencesTermination from practicum can have serious consequences to include, but not limited to:1. Loss of hours or successful completion of additional hours (50 hours)beyond the minimum requirements which may result in delay ofgraduation2. Failing grade which will result in repeating the course3. An Academic Review to discuss various options for the student. Thefaculty liaison, academic advisor, or field faculty member can request anAcademic Review if the practicum termination raises question(s) as towhether the student should continue in the MSW program or whether thestudent's Program of Study should be significantly altered. The MSWProgram Director has the authority to convene the Academic Review.4. An incomplete grade5 Assignment to a new agency that the faculty feels is the best match for thestudent34

6. Assignment of an additional 50 hours to new practicum assignmentThe consequences depend upon the circumstances of the termination. The student will work withthe academic advisor to develop options. The faculty liaison will provide recommendations withfeedback from the field instructor.35

CHAPTER 4FOUNDATION FIELD EDUCATIONThe foundation field experience is an integral part of the MSW curriculum, providing anopportunity for students to develop basic practice skills while also linking theory to practice.The foundation field experience draws upon courses taken in the foundation year, either prior toor concurrently with practicum. A short description of these courses can be found in Appendix I.It is also recommended that field instructors ask students to share their course syllabi in order tomaximize the field learning experience. The syllabus and competencies/practice behaviors forSOWK 6055 (Foundation Field) can be found in Appendix A.STRUCTUREThe foundation practicum is structured as follows:1. The practicum is 16 hours per week during one semester, usually thespring semester for full time students and fall semester for part timestudents, for a total of 240 clock hours.2. The major focus for foundation field is to develop generalist social workpractice skills through direct practice with clients. As a foundation fieldintern, the student applies generalist social work skills, utilizes criticalthinking, begins to integrate practice and theory, and develops a conscioususe of professional self which is consistent with social work values andethics.3. Students also participate in a weekly integrative practice field seminar(SOWK 6055) that is facilitated by a faculty member. The field seminarhours are not included in the 240 hours at the agency setting. The seminarprovides opportunities for critical thinking, case presentations, agencyanalysis, process recordings, sharing of agency information and possibleinterventions when working with similar clients or situations, andevaluation of student performance in the field agency.4. Students must provide proof of liability insurance in order to register forand remain in placement.5. Students must be academically eligible to enter foundation practicum asdescribed on page 19.FACULTY LIAISON ROLEThe faculty field liaison functions as an important nexus among the students, the school, theagency, the field instructor, and the Field Education Office. All faculty field liaisons areinvited to attend field instructor training events and encouraged to communicate promptly tothe Field Education Office their evaluations and concerns about any agency or field36

instructor. Faculty field liaisons provide both an administrative function and an instructionalfunction for the Foundation Field Program. General roles and tasks are to:1. Implement the syllabus (Appendix A) and to ensure learningcompetencies/practice behaviors are demonstrated2. Monitor working relationships with the field instructor and agency3. Facilitate and problem solve, when indicated, the supervisory relationshipbetween the student and the field instructor4. Consult with the field education faculty5. Provide clear guidance and assistance to new field instructors to ensureunderstanding of curricula6. Monitor worksite placements to competencies/practice behaviors are beingdemonstratedSpecific Administrative TasksSpecific administrative tasks for the foundation field faculty liaison are as follows:1. Maintain student file for learning plans and evaluations (forms are foundin appendix A)2. Establish contact with field instructor during first week of the semester3. Review and make approvals to the learning plan no later than week three4. Conduct an on-site visit for the mid-term evaluation between weeks 6-9.Suggested questions for mid-term visit can be found on page 66.5. Meet individually with each student during weeks 13-15 to evaluatelearning in the field, and to listen and provide feedback on student’s selfassessment.Alternatively, instructors may elect to have students completea self assessment and growth paper to capture the same information.Questions to guide the student’s written self-assessment can be found inAppendix A (page 77-oral, page 78-written).6. Conduct telephone conference (or on site visit) with student and fieldinstructor for the final evaluation7. Provide feedback to field faculty about any concerns to assist withappropriate future placements.37

Specific Instructional Tasks:Instructional tasks for foundation faculty field liaisons are:1. Implement and teach according to the master syllabus for SOWK 60552. Maintain instructional focus on integrating theory and practice and indeveloping generalist social work skills and competencies3. Seek field instructor’s input in student evaluation, and assign the coursegrade. Grading criteria are provided in Appendix A.FIELD INTEGRATIVE SEMINARThroughout the semester of placement, students meet weekly or bi-weekly in a seminar tointegrate their field experiences and to complete course assignments. The instructor forthe course is the faculty field liaison. Field faculty assign students to a section ofSOWK 6055; students do not select an instructor for SOWK 6055 as they do withother courses. It is most common for students to have to register for this particularcourse during the drop/add period at the beginning of the semester. A sample syllabus forthe SOWK 6055 field integrative seminar is included in Appendix A.STUDENT RESPONSIBILITIESIn addition to student responsibilities stated elsewhere in this manual, foundation fieldstudents are required to complete 16 hours per week for the 15 week semester, (total of240 hours) as an intern at the assigned field agency. Students are expected to makeany necessary adjustments to their personal and work schedules in order to fulfillthis requirement. Students are to keep a time sheet (Appendix A), which is signed andverified by the field instructor. Please refer to policies on attendance and liabilityinsurance in Chapter 3. Additionally, students are expected to participate fully andprofessionally in the field integrative seminar.THE PLACEMENT PROCESSStudents are placed at approved practicum sites within the Athens, northeast Georgia andAtlanta areas. Field education faculty matches the student with the agency, with the goalof promoting the student’s opportunity to demonstrate the competencies/practicebehaviors for foundation field education. The placement process is as follows:1. Students attend an orientation to field education which is held duringSeptember of the fall semester for full-time foundation students, and inApril of the spring semester for both Athens and Gwinnett part-timestudents. During the orientation process, the students are given atimeline with specific due dates and deadlines for submission of allnecessary paperwork.38

2. Students complete a field application and are shortly thereafter notified oftheir field placement agencies (October for full-time students; May forpart-time students).3. Students contact the field instructor to set up an interview at the assignedagency.4. Students must confirm their placements by submitting the signedinterview tracking form to the Field Education Office as soon after theinterview as possible.5. Evidence of proof of professional liability insurance coverage must besubmitted to the Field Education Office prior to beginning practicum,otherwise the student’s start date will be delayed.6. The field faculty coordinator assigns students to seminars and confirms theplacements with the agencies.7. Full-time students report to the field agency during the first week of springsemester and part-time students during the first week of the fall semester.39

CHAPTER 5CONCENTRATION FIELD EDUCATIONConcentration field placement is an advanced educational experience in anagency/community setting. This practicum builds on the foundation year and continues toprovide opportunities to integrate theory and practice while practicing at an advanced,more in depth level. Students take advanced academic courses either prior to orconcurrently with concentration practicum. Brief course descriptions can be found inAppendix I. This practicum provides opportunities to demonstrate thecompetencies/practice behaviors for SOWK 7055 which are provided in the syllabus(appendix B).STRUCTUREThe concentration practicum is structured as follows:1. The practicum setting must support the concentration (either ClinicalPractice or Community Empowerment and Program Development) thestudent has selected.2. The practicum is 24 hours a week for fifteen weeks for two (2)consecutive semesters in the same agency (usually fall and spring) for atotal of 720 clock hours. Hours cannot be banked and carried over intospring semester. Any learning experiences that are agreed upon by thestudent and field instructor outside the agency (e.g., conferences,workshops, library work, processing of practice experience, preparationsfor supervision, etc.) can be included in these hours. In short, the clockhours are allocated for demonstrating the competencies/practice behaviorsin the most efficient way possible. Clock hours do not include travel timeto and from the agency.3. In addition to the information presented on pages 22-23, students mayonly take a maximum two week break between the fall and springsemesters, unless otherwise negotiated with the field instructor. Althoughthe minimum requirement for practicum hours can be completed in eachfifteen week semester; students must fulfill their professional obligationsto clients. If the field instructor feels that the student needs to workspecific additional hours during the winter break in order to providecontinuity of care, this request must be honored by the student. Theseschedule commitments must be negotiated between the field instructor andthe student, preferably during the interview. Students may not shortentheir practicum as a result of any additional hours. They are obligatedto remain at the agency until the last official day of classes. It is verycommon for most students to exceed the required number or practicumhours.40

4. The concentration practicum is in a different agency than the foundationpracticum.5. There is no concurrent seminar with concentration practicum.6. Students must maintain current liability insurance in order to register andremain in placement. Should insurance lapse, students will be immediatelypulled from practicum and will be required to make up any lost hours.7. Students must be academically eligible to enter concentration practicum.a) Incomplete: Students will not be allowed to carry a grade ofIncomplete or “I” for social work courses into their concentrationpracticum. Thus, all “I’s” must be completed by the beginning of thesemester in which the student is scheduled to enter practicum. Failureto complete full responsibilities for course work will delay a student’sentry into concentration practicum.b) Academic Probation: Additionally, students may not enterconcentration practicum when they are on Academic Probation (anoverall GPA of less than 3.00).c) Other restrictions: Refer to pages 19-20 for further information ongrades that are required in certain courses to be eligible for practicum.8. Concentration teams that consist of faculty from each concentration areactively involved in the placement process, reviewing applications andsuggesting appropriate placements for “goodness of fit.”FACULTY LIAISON ROLEIn addition to the responsibilities outlined in Chapter 2, the following is specific toconcentration practicum faculty liaisons:1. The liaison should contact the field instructor within the first two weeks ofthe semester to ensure that the practicum is progressing appropriately.2. Liaisons should provide students with assignments, due dates,expectations, etc. early in the practicum. Suggested possible assignmentsare provided in the master syllabus (Appendix B), and detaileddescriptions of these assignments are found in Appendix C.3. The liaison will visit the agency at least three times during the internship;once early in the placement (approximately five weeks into the semester)to review the learning contract and provide feedback; and once at the endof each semester prior to the end of each grading period. Goals forscheduled visits are:41

a) Review roles of field instructors, faculty liaison and studentb) Review and approve the learning planc) Evaluate the student’s learning outcomes related to the practicumcompetencies and practice behaviorsSTUDENT ROLES AND RESPONSIBILITIESThe student is responsible for his/her learning and is therefore expected to activelyparticipate in the field placement process. The student’s responsibilities include:Prior to Placement:1. Attend mandatory orientation session, scheduled in the second semester offoundation year (mid-January)2. ACQUIRE LIABILITY INSURANCE3. Meet with academic advisor to discuss personal needs, goals, andinterests. It is important for students to articulate their learning needsclearly on the application form as this assists faculty in the matchingprocess.4. Research practicum information, for example, through discussions withfaculty liaisons who are assigned to specific practicum sites, contact withformer or current students placed in agencies of interest and review ofinformation available through the Field Education Office, or through useof the worldwide web5. Complete application form as instructed by the Field Education Office(e)(f)Convey to Field Education Office any constraints or specialcircumstances regarding placementComplete background checks where applicable8. Once assigned to a specific agency, arrange and participate in an interviewwith the field instructor to assure a goodness of fit between the student andthe agency9. Confirm placement with Field Education Office or identify concernsimmediately10. Contact field instructor about two to four weeks prior to the beginning of42

During Placement:the semester to confirm a starting day. Please note that some settings mayrequire a physical and/or may have a mandatory “new employee”orientation which may need to be completed prior to the semester ifthere is a conflict between orientation days and class schedule.1. Contact the assigned faculty liaison early in the semester forassignments/instructions2. Develop a Learning Plan (Appendix B) within the first three to four weeksof each semester, with assistance from the field instructor3. Arrange for weekly supervision time with your field instructor and beprepared for supervision. Discuss methods for preparation, i.e., writtenagenda with questions, learning needs, etc.4. Complete evaluations (Appendix B) in a timely manner. Students arealso asked to evaluate the agency, field instructor, and faculty liaison.This feedback is of utmost importance in order to continually improve thefield education program. These evaluations will not be reviewed prior tograduation, and the identification of the student will be kept in confidence.5. Keep Field Education Office informed of any changes in field instructor’sphone number, address, and email addressTIME-LINE AND PROCEDURES FOR PLACEMENT OF CONCENTRATIONSTUDENTS1. Students are assigned by the Director of Field Education with input fromthe foundation field coordinators and in collaboration with theconcentration teams.2. Each November agencies are canvassed by the Field Education Officeconcerning their capability and interest to support students. Each agencyhas a designated contact person (who may or may not be a field instructor)who works with the agency staff to forecast the number of students thatcan be accommodated by the agency for the upcoming academic year.3. The agency contact person submits to the Field Education Office specificslot information (such as the number and type of student placementpositions available within the agency). From this information, the FieldEducation Office compiles a Placement Slot List which contains allplacement opportunities for the academic year.4. Students attend a field placement meeting early in the spring semesterwhere they will be provided with the placement process time line with43

PLEASE NOTE:deadlines, information on how to complete the application, and a listing ofwhere current concentration students are placed.5. Information about the student’s concentration choice, area of interest, andlocation are the major factors that influence placement decisions. Studentsmust contact their academic advisors early in this process to assess thestudent’s learning needs relative to the student’s concentration, keyinterests, and any special circumstances the student may present. Theythen identify the types of settings in which the student’s educational goalsand interests could be accommodated and together complete the practicumapplication. Additionally, the academic advisor clears the studentacademically and signs the application indicating that this discussion hastaken place.6. Before completing the application form, students may obtain moreinformation on agencies by:a) reviewing the agency files in the Field Education Officeb) researching particular agencies on-linec) talking to students who are or have been placed atparticular agencies (ask field education staff for studentnames)In researching possible placements, STUDENTS MAY NOT CONTACT AGENCIESDIRECTLY.All placements must be arranged by the Field Education Office. Students must not initiatecontact with any agency to seek a placement within that agency without prior approval ofthe Director of Field Education. Any placements initiated without the knowledge of theDirector of Field Education will not be approved.If student is interested in a site not currently approved, it should be discussed with theDirector of Field Education for further exploration as soon as possible followingorientation.Additionally, students may not interview at more than one agency at a time.The field education faculty cannot guarantee that students will be placed in one of theirpreferred slots or agencies, but student requests will be used to help determine appropriatesites.7. The student completes the online application, and provides a copy ofhis/her résumé, confidential page, and the academic advising page to theField Education Office. Resumes should be of professional quality, e.g.,44

well formatted, quality paper, free of errors. No agency assignment willbe made until the entire, signed, dated application with all attachments arereceived. Deadlines for submission of these forms will be provided duringorientation and those applications received after the due date will havelower priority than those received on time.8. Applications are initially reviewed by the Director of Field Education andthe Gwinnett campus field coordinator. Final field assignments are madein collaboration with the appropriate concentration team.9. Student applications (minus the confidential pages) with resumes aresent to the field instructors. An assignment letter with an interviewtracking form is provided to each student.10. Students will contact the field instructor to schedule the interview. Pleasereview below sections for more information on the interview process.11. After the interview, the student returns the signed interview tracking form(Figure 5-1) indicating whether or not there is a match. Both the studentand the field instructor sign this form. Additionally, the student signs acontract (Figure 5-2) to confirm that the student has read the field policiesand is committing to the placement.12. If the placement is confirmed, a confirmation letter indicating the liaisonassignment will be forwarded to both field instructor and student. If it isnot a match, the Field Education Office will work with the student until aplacement site is confirmed.PREPARING FOR THE AGENCY INTERVIEWPlacements require a preliminary interview. Once the student receives his/her assignment,he/she should immediately contact the agency to arrange an interview. The interview isarranged by calling the agency contact person, whose name appears on the agencyassignment letter. If the contact person cannot be reached, the student finds out whenthat person will be available and calls back at that time. The student should also leavehis/her name, a return number, and the best time to be reached by the contact person.When leaving phone messages, students should also mention that they are University ofGeorgia graduate social work students and are calling to set up an interview for fieldplacement.Once the agency contact person is reached, a date and time for the interview are set.Placement interviews should be handled like job interviews, which require appropriateprofessional attire, behavior, and some background knowledge about the agency.Before the interview, the student might find it helpful to talk to the field faculty fordescription of the agency, the kinds of experiences students have had there in the past,what might be reasonable expectations from the agency, and so forth. The student shouldalso check the agency file in the Field Education Office to obtain more information aboutthe agency. Students can also check with the Field Education Office for the names of45

students who are currently placed at the agency. The web is another possible source ofinformation.Students should review the Field Manual prior to their interviews. Students should payparticular attention to the next section titled, “The Interview.”Students receive an interview tracking sheet (figure 5-1) with their placement assignmentletters. This form should be taken to and completed at the interview, and returned to theField Education Office. However, sometimes either the student or field instructor mayneed additional time to valuate the “match” prior to deciding on whether or not toconfirm the placement. In such cases, the student must be tactfully proactive in followingup with the field instructor.THE INTERVIEWDuring the interview, the student learns about the requirements of the particularplacement and the educational opportunities available at the agency. The interview is atwo-way process. Students should have clear goals and learning priorities and beprepared to ask specific questions about learning experiences available, clients served,skills that can be developed, type of setting (structured or unstructured), and methods ofsupervision, etc. Suggested questions are provided on page 49.Students should be prepared to answer questions about their background, educational andcareer goals, and why they might desire that particular placement. At the interview,agency personnel assess the student’s level of interest and suitability for the general typeof assignments they have in mind. Typically, it is at this point that placement decisionsare finalized. However, if there are well-founded reservations about the suitability of thematch between the agency and the student, the Field Education Office should beinformed at once by the student and/or the field instructor.Students should discuss and make arrangements with the agency regarding theirschedules. Students may also inquire whether stipends are available at the agency.Students should also ensure they comply with agency requirements such as backgroundchecks, drug screens etc. prior to the start of the practicum. Many agencies holdorientations at the beginning of the week, which are typically class days for full timestudents. Students must make sure that they make arrangements to attend any requiredorientations prior to the start of the semester.If there is a problem at the agency that is identified before field work begins, the studentor agency should contact the Field Education Office immediately. See the section titled“Agency Reassignment Process” on page 26 (before the field work begins).46

Figure 5-1 Sample Interview Tracking FormINTERVIEW TRACKING FORMThe University of GeorgiaSchool of Social Work103 Tucker HallAthens, GA 30602-7016(706) 542-5423 Fax: (706) 583-0586Fall 2012 Concentration PracticumInstructions: Please contact the field instructor noted to arrange an interview at the practicumsite indicated below. Please report the results of the interview on the reply section and return theENTIRE FORM to Cindy Roberts (Room 103) as soon as possible. This tracking form is animportant part of your interview process, and you will not be confirmed in your placementuntil this form is received in the Field Education Office.Student:Field Instructor:Phone Number:Agency:Address:«First» «Last»«Field_Instructor»«Phone_Number»«Agency»«Address»Address:«City», «State» «Zip_Code»________________________________________________________________________Interview Results________________Yes, student and agency are in agreement, the placement is confirmed, and a letterof verification should be sent.No, either the student or the agency are not in agreement.Please advise the Field Education Office of the results of the interview immediately.__________________________________ ____________________________________Field Instructor Signature Date Student Signature Date47

Figure 5-2 Concentration Practicum ConfirmationCONCENTRATION PRACTICUM CONFIRMATIONPlease read the below information, sign and return the BLUE copy to Cindy Roberts, Room103, Tucker Hall as soon as your interview has taken place and the tracking form is signedby you and your field instructor. It may be mailed to Cindy Roberts, University of Georgia,School of Social Work, Tucker Hall, Athens, GA 30602 or faxed to (706) 583-0586.I, «First» «Last» accept my placement at «Agency» for my concentration practicum in Fall,2012 and Spring 2013.I understand that it is my responsibility to:1. Ensure that I am scheduled to complete any mandatory agency orientation and/orbackground checks prior to the beginning of the semester. Confirm my starting date,schedule, location and point of contact at the agency prior to the beginning of thesemester.2. Ensure that I have liability insurance prior to the start of the practicum. I understand it ismy responsibility to have liability insurance coverage throughout my practicum and that acopy is on file in the Field Education Office. I understand that I will be pulled fromplacement until this requirement is met.3. Read and follow the policies and guidelines outlined in the field manual with specialattention to policy regarding winter break and consequences of terminating practicum.4. Contact my faculty liaison at the beginning of the semester to ascertain requirements forthis course to include due dates for learning plan and assignments.5. Contact my faculty liaison immediately should I have concerns/questions regarding mypracticum experience.I certify that I have read the Field Manual, understand the above comments and agree to followthe policies and procedures regarding concentration practicum._____________________________________Student Signature____________________________________Date48

Suggested Interview Questions1. What kind of activities and programs does this agency undertake?2. What activities, tasks, and/or projects will I be able to undertake?3. What specific skills will I be able to develop at this agency?4. Does this agency have a particular theoretical approach to intervention?5. What are general characteristics of clients and communities served by thisagency?6. What is the approach to and structure of supervision?7. What amount of interaction does a student have with other students and withpermanent staff?8. What opportunities exist for interprofessional collaboration or cooperation?9. What types of in-service training or workshops and conferences will be availableto me?10. What kinds of cases and/or projects do you anticipate assigning to me?11. What kinds of skills to you hope a student will bring to the agency?12. How much independence and initiative do you expect me to demonstrate?13. How are students helped to handle issues of diversity regarding age, gender, race,ethnicity, sexual orientation, and mental and physical ability on both staff andclient levels?49

APPENDIX AFOUNDATION FIELDMATERIALS50

UNIVERSITY OF GEORGIASCHOOL OF SOCIAL WORKMASTER SYLLABUSSOWK 6055Foundation Practicum and Seminar3 Semester Credit HoursInstructor:Phone:Email:Office:Office Hours:“Field placement – as I remember it, it is one of the most exciting and exhilarating parts of aformal social work education. It is also one of the most challenging. It allows you, the student,to put into practice the concepts, theories, and skills you have learned in the classroom. It putsyou in the position of ‘practicing’ with live clients. It gives you room to explore and grow as abudding professional. More than anything else, it requires you to look inside yourself – toexamine yourself, your abilities, your reactions, and your suitability as a social worker. It canbe invigorating, and it can be extremely difficult.” (Grobman, 2002, p. 11)Course DescriptionThe Foundation Field Practicum is an integral part of the social work curriculum that builds uponan overview of social work’s person-in-the environment focus. Under the supervision of anexperienced agency field instructor, students are provided an opportunity to develop andintegrate foundation level social work knowledge, practice skills, values and ethics, professionalrelationships and work habits with in a multi-modal, multi-level educational approach withindividuals, families, groups, organizations, and communities. The practicum provides studentswith opportunities to work with oppressed and diverse populations, including women, gays andlesbians, people of color, and other ethno-culture variations when assessing and planninginterventions. This course also emphasizes the professional attributes of the individual inprofessional social work practice; i.e., self-awareness, oral and written communication skills,empathy and genuineness in relationships with clients, organizational skills, and professionalethics and values.Students must complete a total of 240 clock hours in foundation practicum – usually 16 hours perweek for one semester. Proof of malpractice insurance is required by the Office of FieldEducation prior to beginning practicum.Course FormatA small group format (8-15 students) allows students to discuss issues and concerns related toexperiences at the field site. Brief lectures based on assigned readings also serve as a stimulus fordiscussion. Active participation in class discussion is expected.51

Generalist Practice Behaviors1. Advocate for client access to the services of social work2. Practice personal reflection and self-correction to assure continual professionaldevelopment3. Attend to professional roles and boundaries4. Demonstrate professional demeanor in behavior, appearance, and communication5. Engage in career-long learning6. Use supervision and consultation7. Recognize and manage personal values in a way that allows professional values to guidepractice8. Make ethical decision by applying standards of the NASW Code of Ethics and, asapplicable, of the International Federation of Social Workers; International Associationof Schools of Social Work Ethics in Social Work Statement of Principles9. Tolerate ambiguity in resolving ethical conflict10. Apply strategies of ethical reasoning to arrive at principled decisions11. Distinguish, appraise, and integrate multiple sources of knowledge, including researchbasedknowledge, and practice wisdom12. Analyze models of assessment, prevention, intervention, and evaluation13. Demonstrate effective oral and written communication in working with individuals,families, groups, organizations, communities, and colleagues14. Recognizes the extent to which culture’s structures and values may oppress, marginalize,alienate, create or enhance privilege and power15. Gain sufficient self-awareness to eliminate the influence of personal biases and values inworking with diverse groups16. Recognize and communicate their understanding of the importance of difference inshaping life experiences17. View themselves as learners and engage those with whom they work as informants18. Understand the forms and mechanisms of oppression and discrimination19. Advocate for human rights and social and economic justice20. Engage in practices that advance social and economic justice21. Use practice experience to inform scientific inquiry22. Use research evidence to inform practice23. Utilize conceptual frameworks to guide the processes of assessment, intervention, andevaluation24. Critique and apply knowledge to understand person and environment25. Analyze, formulate, and advocate for policies that advance social well-being26. Collaborate with colleagues and clients for effective policy action27. Continuously discover, appraise, and attend to changing locales, populations, scientificand technical developments, and emerging trends to provide relevant services28. Provide leadership in promoting sustainable changes in service delivery and practice toimprove the quality of services29. Substantively and affectively prepare for action with individuals, families, groups,organizations, and communities30. Use empathy and other interpersonal skills31. Develop mutually agreed-on-focus of work and desired outcomes32. Collect, organize, and interpret client data52

33. Assess client strengths and limitations34. Develop mutually agreed-on intervention goals and objectives35. Select appropriate intervention strategies36. Initiate actions to achieve organizational goals37. Implement prevention interventions that enhance client capacities38. Help clients resolve problems39. Negotiate, mediate, and advocate for clients40. Facilitate transitions and endings41. Critically analyze, monitor, and evaluate interventionsRequired Text and Course ReadingsNo text is required.Readings will be distributed each week for the following week’s discussion. Students areexpected to stay up to date with readings and be prepared to engage in meaningful discussioneach week. Class participation should reflect the student’s understanding and reflection onassigned readings.Course RequirementsAttendance PolicyFoundation Seminar will meet weekly for 2 hours. Class attendance is required. Studentsshould be on time! No points will be deducted for the first absence. For all other absences, 3points will be deducted from the student’s final grade at the end of the course. If you are ill orhave an emergency requiring absence from class, the professor should be notified before theclass period begins.Evaluation of PerformanceThe final grade for SOWK 6055 will be determined by combined efforts in both the classroomand the field; a 50%-50% split between classroom and the field. The faculty liaison isresponsible for assigning the grade with input from the field instructor. The grade will bedetermined by the student’s overall professional performance in and relating to the field,completion of course and field related assignments, mastery of competencies/practice behaviors,and performance at mid-term and final evaluation conferences. Unprofessional social workconduct will result in lowering of the final grade.The instructor will maintain contact with your field instructor to insure your progress inpracticum. A site visit will be scheduled at your agency for your mid-term evaluation (joint visitbetween the student, field instructor, and field liaison) and the field instructor will be contactedby phone to discuss your evaluation at the end of the semester. Additional site visits and phoneconferences will be scheduled as needed. Please share a copy of this syllabus with the fieldinstructor and make sure he/she has the instructor’s contact information.53

Grading CriteriaA 90 – 100 Superior work (4.0)A- 87 – 89 Excellent work (3.7)B+ 84 – 86 Good work (3.3)B 80 – 83 well above average (3.0)B- 77 – 79 above average (2.7)C+ 74 – 76 Average (2.3)C 70 – 73 below Average (2.0)C- 67-69 Passing (1.7)D 60 – 66 Minimally Passing (1.0)F Less than 59 Failing (0.0)AssignmentsEach student should read the sections of his/her Field Education Manual concerningFoundation Practicum.AssignmentLearning PlanShould be completed jointly with yourField Instructor.The Field Education Checklist and SWOTanalysis exercises should be helpful increating your plan.Agency Study 15%% of FinalGradeDue DateAssociated PracticeBehavior1;2;3;4;5;6;7;11;12;13;15;24;Reflective Episode 10% 1;2;3;7;8;9;11;14;15;18;24Mid Term Evaluation1-41The Midterm Evaluation (pages63 – 65 Field Manual) should becompleted by your FieldInstructor. This evaluation is animportant source of feedback andis designed to help you focusyour field education experiencefor the remainder of thesemester. Please give this formto your Field Instructor byto allow him/her time tocomplete the form by the duedate.During the first and secondweeks of October the fieldliaison will schedule a site visitto meet with you and your FieldInstructor. At the time of thisvisit, we will discuss your54

progress to date, anyproblems/challenges, and yourgoals for the remainder of thesemester.Case PresentationPrepare a brief (2-3 pages)written summary of your case toinclude demographicinformation, a description of thepresenting problem, history ofthe problem, communityresources involved with theclient/client system. In your oralpresentation describe yourassessment of the client/ clientsystem, your intervention, andthe results of the intervention.There should be a clearapplication of the theoreticalframework and use of evidencebased practice. Discuss what youthough went well/was effectiveand what you would dodifferently next time.Class Participation (expected)Students are prepared for class havingcompleted assignments in a timelymanner. Student contributes positively toclass discussion and activities and appliespractice behaviors appropriately.Final EvaluationThe Final Evaluation should becompleted by your FieldInstructor.End of Semester Forms (completed bystudents)Student Foundation Field PlacementEvaluation15% 1-4110% ongoing 1-4150% 1-41Student’s Record of Practicum Hours -Must be signed by your Field InstructorRecommended Additional ReadingsBirkenmaier, J., & Berg-Weger, M. (2007). The practicum companion for social work:Integrating class and field work (2 nd ed.). NY: Pearson.Garthwait, C.L. ((2008). The social work practicum: A guide and workbook forStudents (4 th ed.). NY: Pearson.55

ADA StatementIn accordance with the Americans with Disabilities Act (1990), the University of Georgia, Schoolof Social Work seeks to provide equal access to individuals with disabilities. Students who havea disability and need specific accommodations and support to facilitate full inclusion of allaspects of the course should make an appointment with the instructor during the first week of theterm. To register for services, students may contact Disability Services located at Clark HowellHall (706-542-8719, TTY 706-542-8778, www.dissvcs.uga.edu).Academic HonestyAll academic work must meet the standards contained in “A Culture of Honesty.” Students areresponsible for informing themselves about those standards before performing any academicwork. The link to more detailed information about academic honesty can be found at:http://www.uga.edu/ovpi/honesty/acadhon.htmEthics and ConfidentialityThe NASW Code of Ethics is intended to serve as a guide to the everyday professional conductof social workers. You are expected to be familiar with its contents. The Code can be foundonline at: http://www.socialworkers.org/pubs/code.asp.MID-TERM EVALUATION: This is the written evaluation that the field instructor fills outregarding student performance in the field at mid-term. Be sure that you and yoursupervisor have a conference regarding this evaluation before the liaison site visit. Thiscompleted evaluation is given to faculty liaison at the mid-term conference session.MID-TERM CONFERENCE AT AGENCY: A three-way conference between the student, thefield instructor, and faculty liaison to assess performance in the field. This is done in the field, atthe student’s agency during weeks 6, 7, or 8.FINAL EVALUATION FORM: (Form is in field manual) This is the field instructor’s writtenevaluation of the student’s final performance in the field. It is the student’s responsibility tomake sure the field instructor sends in this completed form by the end of the semester.Additionally, be sure that you have had a final evaluation conference reviewing the evaluationand appropriate termination with the agency. The student is also asked to fill out a selfevaluationof their field performance (using the same form) and to bring it to the final conferencemeeting with the field liaison.PHONE CONFERENCE: This phone appointment is set up at the mid-term conference for thelast week of classes or finals week. It serves as the final contact between the faculty field liaisonand the agency field instructor to obtain an overview of the student’s field performance for thesemester.AGENCY EVALUATION FORM: (Form is in field manual) Students must turn in theirevaluation of their field agency by the end of the term. This form is used for assessing agenciesand field instructors. It is not given to the agency.56

TIME SHEET: The student intern time sheet is to be filled in weekly by the student and givento the field instructor to initial and sign at the end of each week. Students are responsible forkeeping track of their hours and for meeting the minimum number of hours required (240hours) for the semester. The time sheets will be turned into the course instructor at the end ofthe semester57

SCHOOL OF SOCIAL WORKUNIVERSITY OF GEORGIASOWK 6055 FOUNDATION PRACTICUMLEARNING PLANThe learning plan is developed jointly by the student and the field instructor during the first few weeks of the field placement. The intent of the plan is toarticulate how the student will demonstrate practice behaviors related to each of the ten competencies specified by the Council on Social Work Education.The assigned tasks/activities should be developed by addressing both the student’s learning needs/interests and the needs of the agency. A single activity maycover multiple practice behaviors and competencies. The student should be presented with opportunities to demonstrate the practice behaviors specified foreach competency.As the student completes assigned tasks, the student should receive regular feedback. Methods for evaluating the student’s performance are developed byboth the field instructor and the student and should include self-assessment tools.As the student gains experience in the field setting and as the student’s interests and learning needs change, this plan may be modified. Any substantivechanges should be documented by the field instructor and shared with the faculty field liaison.Following completion by the student and the field instructor, this learning plan should be submitted to the faculty field liaison for approval on or before thedate specified in the 7055 syllabus provided by the faculty field liaison. Students should maintain a copy of the plan and provide a copy for the fieldinstructor.AGENCY:_________________________________________________STUDENT:________________________________________________FIELD INSTRUCTOR:______________________________________FACULTY LIAISON:_______________________________________DATE:__________________________DATE:__________________________DATE:__________________________58

Competency Practice Behavior Tasks/Activities demonstratingpractice behaviors2.1.1 Identify as a1. Advocate for client access to the services ofprofessional socialsocial workworker and conduct 2. Practice personal reflection and selfcorrectionto assure continual professionaloneself accordinglydevelopment3. Attend to professional roles and boundaries4. Demonstrate professional demeanor inbehavior, appearance, and communication5. Engage in career-long learning6. Use supervision and consultationMethods of Evaluation and Outcomes2.1.2 Apply socialwork ethical principlesto guide professionalpractice2.1.3 Apply criticalthinking to inform andcommunicateprofessional judgments1. Recognize and manage personal values in away that allows professional values to guidepractice2. Make ethical decision by applying standardsof the NASW Code of Ethics and, asapplicable, of the International Federationof Social Workers; InternationalAssociation of Schools of Social WorkEthics in Social Work Statement ofPrinciples3. Tolerate ambiguity in resolving ethicalconflict4. Apply strategies of ethical reasoning toarrive at principled decisions1. Distinguish, appraise, and integrate multiplesources of knowledge, including researchbasedknowledge, and practice wisdom2. Analyze models of assessment, prevention,intervention, and evaluation3. Demonstrate effective oral and writtencommunication in working with individuals,families, groups, organizations,communities, and colleagues59

2.1.4 Engage diversityand difference inpractice1. Recognizes the extent to which culture’sstructures and values may oppress,marginalize, alienate, create or enhanceprivilege and power2. Gain sufficient self-awareness to eliminatethe influence of personal biases and valuesin working with diverse groups3. Recognize and communicate theirunderstanding of the importance ofdifference in shaping life experiences4. View themselves as learners and engagethose with whom they work as informants2.1.5 Advance humanrights and social andeconomic justice2.1.6 Engage inresearch-informedpractice and practiceinformedresearch2.1.7 Apply knowledgeof human behavior andthe social environment2.1.8 Engage in policypractice to advancesocial and economicwell-being and todeliver social workservices1. Understand the forms and mechanisms ofoppression and discrimination2. Advocate for human rights and social andeconomic justice3. Engage in practices that advance social andeconomic justice1. Use practice experience to inform scientificinquiry2. Use research evidence to inform practice1. Utilize conceptual frameworks to guide theprocesses of assessment, intervention, andevaluation2. Critique and apply knowledge to understandperson and environment1. Analyze, formulate, and advocate forpolicies that advance social well-being2. Collaborate with colleagues and clients foreffective policy action60

2.1.9 Respond tocontexts that shapepractice2.1.10 Engage, assess,intervene, and evaluatewith individuals,families, groups,organizations, andcommunities1. Continuously discover, appraise, and attendto changing locales, populations, scientificand technical developments, and emergingtrends to provide relevant services2. Provide leadership in promoting sustainablechanges in service delivery and practice toimprove the quality of servicesEngagement1. Substantively and affectively prepare foraction with individuals, families, groups,organizations, and communities2. Use empathy and other interpersonal skills3. Develop mutually agreed-on-focus of workand desired outcomesAssessment1. Collect, organize, and interpret client data2. Assess client strengths and limitations3. Develop mutually agreed-on interventiongoals and objectives4. Select appropriate intervention strategiesIntervention1. Initiate actions to achieve organizationalgoals2. Implement prevention interventions thatenhance client capacities3. Help clients resolve problems4. Negotiate, mediate, and advocate for clients5. Facilitate transitions and endingsEvaluation1. Critically analyze, monitor, and evaluateinterventionsThe School of Social Work at the University of Georgia wishes to thank Charles Zastrow, Ph.D., George Williams College of Aurora University, for sharing theoriginal version of this measure. The original measure has been modified to fit the needs of our MSW Program.61

GRADES & EVALUATION1. GRADESThe foundation student’s letter grade for field education incorporates a grade for fieldplacement given by the field supervisor and a grade for the field integrative seminargiven by the faculty liaison. The final grade is determined by the student’s performancein the field for 50% and by the student’s performance in the seminar for 50% of the finalgrade. Assigning the final grade is the responsibility of the faculty liaison. Although thefinal grade represents a 50/50 split between seminar and practicum, the courseinstructor/faculty liaison has the discretion to lower a student’s final grade for: (1) failureto turn in on time all time sheets, the service learning plan, assignments, or any additionalcourse requirements; (2) failure to complete any assignment or a course requirement; (3)failure to attend and/or participate in field seminar; (4) inconsistencies in studentperformance between field placement and field seminar; and (5) failure to complete theminimum of 240 field placement hours for foundation students.MSW students must earn a “B” or better in foundation practicum in order to continue onto concentration practicum. Students who fall below the minimum standards set forth bythe School of Social Work may be subject to an academic review. If a student receives agrade of less than a “B”, they must repeat foundation practicum as determined by thecourse instructor and the Director of Field Education, or as determined by the outcome ofthe Academic Review.An “I” (incomplete) may be granted to a student with extenuating circumstances otherthan performance, as approved by the course instructor. A student who is failing fieldeducation may not receive an “I” grade.If a student must withdraw from foundation practicum prior to the beginning of thepracticum, but after an interview has taken place and a placement agreed upon by boththe field instructor and the student, the student must inform the field instructor by phoneand in writing of this intent and must submit a copy of that correspondence to the FieldEducation Office. If the student must withdraw prior to having any contact with theassigned field instructor, they must inform the Field Education Office and the fieldeducation faculty will follow up with the field instructor. The student must also followthe University’s procedures for withdrawing from a class. If a student withdrawsfrom practicum, the student may not be assigned to the same agency upon re-entry. Reentrymay be limited to a space-available basis.2. FIELD INSTRUCTOR’S EVALUATION OF STUDENTEvaluation of the student is an on-going process. A student continually receives feedbackon his/her performance from the field instructor, task supervisor (where appropriate), andassigned faculty liaison. Written evaluations completed by the field instructor arerequired two times during the one semester field placement. A mid-term evaluation ofthe student is required at the time of the mid semester field site visit. The mid-semester62

and final evaluation forms can be found in this appendix of the Field Education Manual.A final evaluation form is to be submitted, on the last day of class at the end of the 15-week semester, by the student. The course instructor/faculty liaison is responsible forcontacting the field instructor for a final phone conference to obtain final feedbackbeyond that which was expressed in the final evaluation form. (The student does not haveto be present for this final phone conference). If the course instructor/faculty liaisondesires or feels it necessary to make a final field site visit, they may do so. The fieldinstructor is responsible for completing each written evaluation in a timely manner,discussing the completed instrument with the student and obtaining the student’ssignature on the final page. It is the student’s responsibility for handing the evaluationsin to the faculty liaison by the due date. It is also the student’s responsibility to informthe field instructor of the due dates listed in their practicum course syllabus.The field instructor is asked to grade the student on field performance as part of the endof-semesterfinal evaluation. The field instructor’s grade accounts for 50% of the overallgrade for the semester.3. FACULTY LIAISON’S EVALUATION OF STUDENTAs part of the faculty liaison role, the designated faculty member/course instructor isresponsible for assigning the student’s seminar grade. This includes evaluating thestudent’s course assignments, completion of the learning outcomes as set forth in theservice learning plan, and the successful completion of any additional seminarrequirements. The student’s performance determines 50% of the overall practicum grade.Please refer to your course syllabus for the criteria in determining the student’s seminargrade.63

Foundation Field Mid Semester Evaluation of StudentUGA SSW SOWK 6055(This form is applicable for all foundation field students from the Schools of Social Work atClark Atlanta University, Georgia State University, and The University of Georgia.)The mid-semester evaluation provides an overview of how the student is acclimating to the fieldplacement. It allows the field supervisor an opportunity to give specific feedback to both thestudent and the faculty liaison focused on the student’s ability to professionally conducthim/herself in field placement. This form is to be given to the faculty field liaison. The studentand field instructor should keep copies.Student Name:__________________________________Field Supervisor:________________________________Field Placement:_________________________________Placement hours completedat time of evaluation.I. For items A-C, please use the following rating scale:1. Poor (student performance falls below expectations; significant improvement isneeded)2. Acceptable (student performance minimally meets expectations; someimprovement is needed)3. Good (student performance consistently meets expectations)4. Excellent (student performance consistently exceeds expectations)5. Not applicable (no opportunity to practice or observe)A. Personal/professional characteristics_____Flexible_____Shows initiative_____Punctual_____Responsible, reliable_____Conveys maturity and professional image_____Time management_____Appropriate dress_____Handles workload_____Respectful of others64

Rating Scale:1. Poor (student performance falls below expectations; significant improvement isneeded)2. Acceptable (student performance minimally meets expectations; someimprovement is needed)3. Good (student performance consistently meets expectations)4. Excellent (student performance consistently exceeds expectations)5. Not applicable (no opportunity to practice or observe)B. Capacity for self-directed learning_____Articulates field education objectives and learning outcomes_____Defines individualized learning outcomes for self_____Identifies areas of competence_____Recognizes and identifies areas of difficulty_____Able to seek out information and resources_____Self-disciplined_____Able to accept constructive feedback_____Use of supervisory relationship_____Prepares for supervisory conferencesC. Context of Practice_____Understands the mission and purpose of the field setting_____Understands policies and procedures_____Understands the site's relationships with other entities and the largercommunity_____Understands the community in which the field site operates_____Understands the social worker's role in the field setting_____Understands the client/consumer population_____Establishes and maintains positive and constructive interpersonalrelationships within the field site and/or external to the field site_____Sensitive to issues of human diversityII.Please note any changes in the MSW Foundation Field Learning Service Plan related topractice behaviors, tasks, and methods of evaluation.III.Narrative: Please address additional strengths and weaknesses the student brings to theplacement. Please note the progress you identify in the student assuming the professionalidentity of a generalist social work practitioner.65

Signature of field supervisor:__________________________________Date:________Signature of faculty liaison (if social work supervisor)__________________________I have read and have had the opportunity to discuss this evaluation with my field supervisor.Student's signature:________________________________________Date:_________66

Mid Term Faculty Liaison QuestionsStudent1. Is the pace at which you are progressing in your internship compatible to your learningstyle and objectives?2. How is your supervision being provided?3. Do you clearly understand what is expected of you in your role as a practicum student?4. Are there any experiences that you would like to have before finishing your practicumthat are not in your learning plan?5. What are some areas that you would like to continue or focus on developing throughoutthe rest of your practicum?6. What do you feel your strengths are? Either ones that you brought with you or ones thatyou have developed since being at your practicum?Field Instructor1. Are you comfortable with the pace at which the student is performing?2. Is student appropriately utilizing supervision?3. Are you clear about what the student needs from you as a Field Instructor to enhancetheir learning experience and demonstrate the competencies/practice behaviors outlinedin the learning plan?4. Are there any tasks or projects that you would like to see the student engaged in prior tofinishing practicum with your agency?5. What are some areas that you would like to see the student more fully develop during thecourse of the time spent at your agency?6. What do you feel are the strengths of this student?67

Final Field Instructor EvaluationFoundation CompetenciesName of Student _________________________ Date ____________________Name of Field Instructor___________________ Agency __________________Instructions for Field Instructor EvaluationThe Council on Social Work Education (CSWE) identifies 10 PracticeCompetencies (#2.1.1 through 2.1.10) for all MSW graduates of accredited schoolsof social work. In the table below each competency you will find a list of practicebehaviors that demonstrate mastery of the broader competency. Please rate thestudent’s ability to perform each of the practice behaviors using the followingscale. Indicate your response by circling only one number to the right of eachpractice behavior. A rating of 3 is equivalent to adequate competency for abeginning MSW practitioner.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNA = Not applicable; no opportunity to demonstrate practice behavior2.1.1 Identify as a professional social worker and conducts oneselfAccordinglyA Advocate for client access to the services of social work 1 2 3 4 5 NAB Practice personal reflection and self-correction to assure continual professional 1 2 3 4 5 NAdevelopmentC Attend to professional roles and boundaries 1 2 3 4 5 NAD Demonstrate professional demeanor in behavior, appearance, and communication 1 2 3 4 5 NAE Engage in career-long learning 1 2 3 4 5 NAF Use supervision and consultation 1 2 3 4 5 NAComments:The School of Social Work at the University of Georgia wishes to thank Charles Zastrow, Ph.D., George WilliamsCollege of Aurora University, for sharing the original version of this measure. The original measure has beenmodified to fit the needs of our MSW Program.68

2.1.2 Apply social work ethical principles to guide professional practiceA Recognize and manage personal values in a way that that allows professional values 1 2 3 4 5 NAto guide practiceB Make ethical decisions by applying standards of the National Association of Social 1 2 3 4 5 NAWorkers Code of Ethics and, as applicable, of the International Federation of SocialWorkers/International Association of Schools of Social Work Ethics in Social Work,Statement of PrinciplesC Tolerate ambiguity in resolving ethical conflicts 1 2 3 4 5 NAD Apply strategies of ethical reasoning to arrive at principled decisions 1 2 3 4 5 NAComments:2.1.3 Apply critical thinking to inform and communicate professional judgmentsA Distinguish, appraise, and integrate multiple sources of knowledge, including 1 2 3 4 5 NAresearch-based knowledge, and practice wisdomB Analyze models of assessment, prevention, intervention, and evaluation 1 2 3 4 5 NACDemonstrate effective oral and written communication in working with individuals,families, groups, organizations, communities, and colleagues1 2 3 4 5 NAComments:2.1.4 Engage diversity and difference in practiceA Recognize the extent to which a culture’s structures and values may oppress, 1 2 3 4 5 NAmarginalize, alienate, or create or enhance privilege and powerB Gain sufficient self-awareness to eliminate the influence of personal biases and 1 2 3 4 5 NAvalues in working with diverse groupsC Recognize and communicate their understanding of the importance of differences in 1 2 3 4 5 NAshaping life experiencesD View themselves as learners and engage those with whom they work as informants 1 2 3 4 5 NAComments:69

2.1.5 Advance human rights and social and economic justiceA Understand the forms and mechanisms of oppression and discrimination 1 2 3 4 5 NAB Advocate for human rights and social and economic justice 1 2 3 4 5 NAC Engage in practices that advance social and economic justice 1 2 3 4 5 NAComments:2.1.6 Engage in research-informed practice and practice-informed researchA Use practice experience to inform scientific inquiry 1 2 3 4 5 NAB Use research evidence to inform practice 1 2 3 4 5 NAComments:2.1.7 Apply knowledge of human behavior and the social environmentA Utilize conceptual frameworks to guide processes of assessment, intervention, and 1 2 3 4 5 NAevaluationB Critique and apply knowledge to understand person and environment 1 2 3 4 5 NAComments:2.1.8 Engage in policy practice to advance social and economic well-being and to deliversocial work servicesA Analyze, formulate, and advocate for policies that advance social well-being 1 2 3 4 5 NAB Collaborate with colleagues and clients for effective policy action 1 2 3 4 5 NAComments:70

2.1.9 Respond to contexts that shape practiceABContinuously discover, appraise, and attend to changing locales, populations,scientific and technological developments, and emerging societal trends to providerelevant servicesProvide leadership in promoting sustainable changes in service delivery and practiceto improve the quality of social services1 2 3 4 5 NA1 2 3 4 5 NAComments:2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups,organizations, and communitiesEngagementA Substantively and affectively prepare for action with individuals, families, groups, 1 2 3 4 5 NAorganizations, and communitiesB Use empathy and other interpersonal skills 1 2 3 4 5 NAC Develop mutually agreed-on-focus of work and desired outcome 1 2 3 4 5 NAAssessmentD Collect, organize, and interpret client data 1 2 3 4 5 NAE Assess client strengths and limitations 1 2 3 4 5 NAF Develop mutually agreed-on intervention goals and objectives 1 2 3 4 5 NAG Select appropriate intervention strategies 1 2 3 4 5 NAInterventionH Initiate actions to achieve organizational goals 1 2 3 4 5 NAI Implement prevention interventions that enhance client capacities 1 2 3 4 5 NAJ Help clients resolve problems 1 2 3 4 5 NAK Negotiate, mediate, and advocate for clients 1 2 3 4 5 NAL Facilitate transitions and endings 1 2 3 4 5 NAEvaluationM Critically analyze, monitor, and evaluate interventions 1 2 3 4 5 NAComments:71

Student Self-Rating Scale for Evaluation of Learning: FoundationName of Student __________________________________ Date ___________________Instructions for Self-RatingThe 10 competencies specified in this evaluation form are those established by our national accrediting organization,the Council on Social Work Education. Under each competency statement, the Practice Behaviors that define thefoundation curriculum are listed. Please rate your ability to perform each practice behavior according to the scalebelow. A rating of 3 is equivalent to adequate competence for a beginning MSW practitioner. In addition, if youwould like to, you may add comments under any of the competency statements.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNA = Not applicable; no opportunity to demonstrate practice behaviorCompetency #1:Student identifies as a professional social worker and conducts oneself accordingly1.1 Advocate for client access to the services of social work 1 2 3 4 5 NA1.2 Practice personal reflection and self-correction to assure continual 1 2 3 4 5 NAprofessional development1.3 Attend to professional roles and boundaries 1 2 3 4 5 NA1.4 Demonstrate professional demeanor in behavior, appearance, and 1 2 3 4 5 NAcommunication1.5 Engage in career-long learning 1 2 3 4 5 NA1.6 Use supervision and consultation 1 2 3 4 5 NAComments:The School of Social Work at the University of Georgia wishes to thank Charles Zastrow, Ph.D., George WilliamsCollege of Aurora University, for sharing the original version of this measure. The measure has been modified to fitthe needs of our MSW Program.72

Competency #2:Student applies social work ethical principles to guide professional practice2.1 Recognize and manage personal values in a way that allows professional 1 2 3 4 5 NAvalues to guide practice2.2 Make ethical decisions by applying standard of the National Association 1 2 3 4 5 NAof Social Workers Code of Ethics and, as applicable, of the InternationalFederation of Social Workers/International Association of Schools ofSocial Work Ethics in Social Work, Statement of Principles2.3 Tolerate ambiguity in resolving ethical conflicts 1 2 3 4 5 NA2.4 Apply strategies of ethical reasoning to arrive at principle decisions 1 2 3 4 5 NAComments:Competency #3:Student applies critical thinking to inform and communicate professional judgments3.1 Distinguish, appraise, and integrate multiple sources of knowledge, 1 2 3 4 5 NAincluding research-based knowledge, and practice wisdom3.2 Analyze models of assessment, prevention, intervention, and evaluation 1 2 3 4 5 NA3.3 Demonstrate effective oral and written communication in working withindividuals, families, groups, organizations, communities, andcolleagues1 2 3 4 5 NAComments:Competency #4:Student engages diversity and difference in practice4.1 Recognize the extent to which a culture’s structures and values mayoppress, marginalize, alienate, or create or enhance privilege and power4.2 Gain sufficient self-awareness to eliminate the influence of personalbiases and values in working with diverse groups4.3 Recognize and communicate understanding of the importance ofdifferences in shaping life experiences4.4 View himself/herself as a learner and engages those with whom theywork as informants1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NAComments:73

Competency #5:Student advances human rights and social and economic justice5.1 Understand the forms and mechanisms of oppression and discrimination 1 2 3 4 5 NA5.2 Advocate for human rights and social and economic justice 1 2 3 4 5 NA5.3 Engage in practices that advance social and economic justice 1 2 3 4 5 NAComments:Competency #6:Student engages in research-informed practice and practice-informed research6.1 Use practice experience to inform scientific inquiry 1 2 3 4 5 NA6.2 Use research evidence to inform practice 1 2 3 4 5 NAComments:Competency #7:Student applies knowledge of human behavior and the social environment7.1 Utilize conceptual frameworks to guide the processes of assessment, 1 2 3 4 5 NAintervention, and evaluation7.2 Critique and apply knowledge to understand person and environment 1 2 3 4 5 NAComments:Competency #8:Student engages in policy practice to advance social and economic well-being and todeliver effective social work services8.1 Analyze, formulate, and advocate for policies that advance social wellbeing1 2 3 4 5 NA8.2 Collaborate with colleagues and clients for effective policy action 1 2 3 4 5 NAComments:74

Competency #9:Student responds to contexts that shape practice9.1 Continuously discover, appraise, and attend to changing locales,populations, scientific and technological developments, and emergingsocietal trends to provide relevant services9.2 Provide leadership in promoting sustainable changes in service deliveryand practice to improve the quality of social services1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #10:Student engages, assesses, intervenes and evaluates with individuals, families, groups,organizations, and communities10.1 Substantively and affectively prepare for action with individuals, 1 2 3 4 5 NAfamilies, groups, organizations, and communities10.2 Use empathy and other interpersonal skills 1 2 3 4 5 NA10.3 Develop a mutually agreed-on-focus of work and desired outcomes 1 2 3 4 5 NA10.4 Collect, organize, and interpret client data 1 2 3 4 5 NA10.5 Assess client strengths and limitations 1 2 3 4 5 NA10.6 Develop mutually agreed-on intervention goals and objectives 1 2 3 4 5 NA10.7 Select appropriate intervention strategies 1 2 3 4 5 NA10.8 Initiate actions to achieve organizational goals 1 2 3 4 5 NA10.9 Implement prevention interventions that enhance client capacities 1 2 3 4 5 NA10.10 Help clients resolve problems 1 2 3 4 5 NA10.11 Negotiate, mediate, and advocate for clients 1 2 3 4 5 NA10.12 Facilitate transitions and endings 1 2 3 4 5 NA10.13 Critically analyze, monitor, and evaluate interventions 1 2 3 4 5 NAComments:75

The University of GeorgiaSchool of Social WorkStudent Foundation Field Placement EvaluationThis evaluation was developed to assist faculty, students and field instructors in assessing the variousaspects of the student’s field experiences. This information will be used to improve the quality of fieldinstruction. Feedback will be shared with individual field instructors and agencies. Evaluations will not besent to the individual field instructors.Please evaluate your experiences in your placement agency by circling the appropriate numerical scaleand by answering the narratives as openly as possible. Thank you.Student:__________________________Field Placement Site:_____________________Placement BSW MSW Field Instructor:__________________________Semester: Fall Spring 20_____The Agency Limited Moderate Good Excellent1. Conduciveness of atmosphere for learning. 1 2 3 42. Receptivity to students 1 2 3 43. Availability of a variety of learning experiences. 1 2 3 44. Adaptability to your learning needs. 1 2 3 45. Openness to examination by the student. 1 2 3 46. Accessibility of resources. 1 2 3 47. Innovative in service provision. 1 2 3 48. Overall learning experience. 1 2 3 49. Overall satisfaction with this placement. 1 2 3 410. Competency of training received other than supervisor. 1 2 3 411. Orientation to the agency and role 1 2 3 4The Field Instructor Limited Moderate Good Excellent1. Competency as a professional role model. 1 2 3 42. Consistency in their approach to you. 1 2 3 43. Helps me to feel at east with the supervisory process. 1 2 3 44. Ability to assess and provide useful feedback ofPerformance. 1 2 3 45. Willingness to serve as an advocate within agencystructure. 1 2 3 46. Provides clear expectations of my role. 1 2 3 47. Provides a variety of learning experiences. 1 2 3 48. Compatibility with the student. 1 2 3 49. Makes supervision a constructive learning process. 1 2 3 476

Limited Moderate Good Excellent10. Provides suggestions for developing my social workskills. 1 2 3 411. Focuses on my learning needs as a student. 1 2 3 412. Impact of supervision to professional development. 1 2 3 413. Competency of supervision and training. 1 2 3 414. Allows and encourages me to evaluate myself. 1 2 3 415. Enables me to express opinions, questions andconcerns. 1 2 3 4How often did you and your field instructor/supervisor meet? What was the structure of the supervision?How do you think the supervisory relationship impacted your development?Reflect on your field instructor and their style of instruction and supervision. Comment on the dynamicsof the relationship between you.Would you recommend this field instructor to another social work student? Why or why not? Would yourecommend this placement agency? Why or why not?77

SOWK 6055SELF-ASSESSMENT(oral)Please reflect and complete this self-assessment in preparation for your end of semester meetingwith your seminar leader. Feel free to add information that you feel is particularly relevant toyour experiences that may not be captured by the questions. This is provided to guide you forthe final meeting and will not be collected.1. Describe your strengths.2. Identify areas that you feel you still need and/or desire more experience orexposure.3. Reflect upon what you have learned and identify how your practicum hasspecifically contributed to the acquisition of your skills and knowledge.4. Please identify any one learning experience from this semester that you feelcontributed most to your professional development. Explain how this wasbeneficial.5. Please discuss how this practicum may or may not have prepared you for yourconcentration practicum. Identify any one learning experience that you wanted tohave in your practicum that did not occur. Discuss how this is relevant to yourlearning goals, and how you plan to incorporate this learning in your nextpracticum78

SOWK 6055FOUNDATION STUDENT SELF-ASSESSMENT(written)The following are some suggested questions to guide the student in a written self-assessment.1. Articulate how generalist practice was incorporated into your practicumexperiences.2. Name social work roles used throughout the course of your practicum; givingexamples of each.3. Identify 3 strengths that you feel you have that will enhance your capabilities as afuture social work practitioner.4. Identify 3 areas of growth that you will continue to develop, and describe whatyou can do to enable this growth to occur.5. Identify skills and knowledge acquired during your foundation practicum.6. Describe how you were able to evaluate your practice.7. Describe how the skills and knowledge you have acquired in this practicum willassist you in your transition to concentration practicum.8. Define professionalism and describe how this was manifested in both yourself andyour agency.79

13University of Georgia School of Social WorkFoundation/Concentration Students-Record of Practicum HoursStudent Intern:_________________________Field Placement Site:__________________Field Instructor:______________________Semester: Fall Spring 20____ Field Liaison:________________________WEEK# Dates Mon Tues Wed Thu Fri Sat/SunEXAMPLE(foundation)EXAMPLE(concentration)1H O U R S W O R K E DWeeklyTotalSept 6-10 9-5 9-5 16hoursSept 6-10 9-5 9-5 9-5 24hoursFieldInstructorInitials2345678910111213141516TOTALMinimum Hours Required per semester: MSW foundation/240 & MSW concentration/360_________________________________________ __________________________________________Student Intern’s Signature Date Field Instructor’s Signature Date80

APPENDIX BCONCENTRATION FIELDMATERIALS81

SOWK 7055CLINICAL PRACTIUM(Semester Credits: 6)SYLLABUSINSTRUCTOR:OFFICE HOURS:PHONE:EMAIL:COURSE DESCRIPTION:Based on the ecological perspective, the concentration practicum emphasizes multi-systemsassessments and multi-model interventions. Structured classroom learning opportunitiesencourage students to explore reflectively the interrelationships between human behavior, socialpolicy, research and practice content at the advanced level. Students identify ways in which theirsocial work practice can be evaluated for its effectiveness, for its congruence with the ethicalcontext of the profession, and competence in serving diverse client groups.The goals of concentration practicum are to ensure students independently monitor and applyknowledge of self as a cultural being in assessment, treatment, consultation, and evaluation toimprove effectiveness as a professional social worker.COURSE FORMAT:The concentration practicum affords students an opportunity for experiential learning. Studentsapply social work knowledge and skills gained in the classroom in a variety of actual practicesettings. Minimally, students meet weekly for one hour with their field instructor for guidanceand supervision. An individualized Learning Plan, developed jointly with the field instructor andwith input from the faculty field liaison, structures the student’s learning experiences.CLINICAL PRACTICE BEHAVIORS:All students must develop with their field instructor a Learning Plan for each semester specifyinghow they will demonstrate the following Clinical Practice Behaviors:1. Identify opportunities for clinical social work involvement in the enhancement andmaintenance of psychosocial functioning2. Maintain professional boundaries, roles, and demeanor in clinical social work practice3. Utilize professional resources, i.e. supervision, self-reflection, self-developed learningplans to improve professional clinical social work practice.4. Apply ethical decision-making principles and frameworks to issues specific to clinicalsocial work practice5. Apply problem-solving techniques based on informed discernment within clinical socialwork practice6. Communicate effectively with a variety of stakeholders, i.e. diverse clientele and multidisciplinarycolleagues7. Identify and apply appropriate clinical social work models with diverse clientpopulations for engagement, assessment, intervention, and evaluation8. Advocate on behalf of people to secure basic human rights, including the availability andaccessibility of psychosocial services82

9. Inform and empower people to advocate on their own behalf for their basic humanrights, including the availability and accessibility of biopsychosocial and/or entitlementservices10. Identify, select, and evaluate strategies for maintaining and enhancing psychosocialfunctioning11. Work collaboratively with agency personnel or faculty member to assess and improveintervention effectiveness12. Relate theories, models, and evidence-based knowledge to the maintenance andenhancement of people’s psychosocial functioning13. Apply policy practice skills, including education and advocacy to work with clients14. Adapt clinical social work practices in response to contextual events and advances inknowledge15. Utilize interpersonal and contracting skills to engage members of divers groups ininterventions aimed toward increased psychosocial functioning16. Conduct a comprehensive biopsychosocial assessment of a client in the context of theclinical practice environment17. Use empathy and sensitive interviewing skills to facilitate clients’ identification of theirstrengths and problems18. Accurately assess biopsychosocial needs and/or diagnose psychopathology usingrelevant assessment protocols19. Create an appropriate and mutually agreed upon treatment plan aimed at improvingpsychosocial needs identified through assessment20. Select and apply strategies aimed toward effective prevention of psychosocialdysfunction adapting them for relevance to target populations21. Select and apply effective clinical social work interventions to improve clients’psychosocial functioning22. Apply practice evaluation methods to assess biopsychosocial intervention effectiveness23. Communicate and disseminate practice evaluation results to clients, supervisors,administrators and/or in the classroom settingREQUIRED TEXTNo text is required. Based on the students’ individual learning needs and interests, readingmaterials may be required/suggested by the faculty field liaison or the field instructor.ASSIGNMENTSLearning PlanWith input from the field instructor and assistance as needed from the faculty field liaison,each student will develop an individualized Learning Plan that outlines tasks/activities thestudent will complete to demonstrate competency in each of the practice behaviors listedabove. A template for the Learning Plan is located online. The Learning Plan also specifiesoutcomes and how outcomes will be evaluated/measured. The Learning Plan should becompleted and submitted to the faculty field liaison by the third week of each semester.The student should retain a copy for him/herself and provide a copy for the field instructor.In addition to the activities specified in the Learning Plan, the following assignments arerequired for all students. The purpose of the assignments is to allow the faculty field liaisonto evaluate the student’s performance on the associated practice behaviors. The facultyliaison and field instructor work together to avoid duplication and redundancy inassignments, yet assure that the practice behaviors are demonstrated.83

Required AssignmentsFall SemesterAssignment % ofFinalGradeDue DateAgency Study 10% 9-28-12Process Recording 5% 10-26-12BiopsychosocialAssessment 10% 11-30-12Spring Semester:Assignment% ofFinalGradeDue DateReflective Episode 5% 1-28-12Case Plan 10% 2-25-12Process Recording 10% 3-25-12ContinuingEducation/Professional NoGrowth PlanGrade 4-29-12Locationin FieldManualAppendixCAppendixCAppendixILocationin FieldManualAppendixCAppendixIAppendixCAppendixCAssociatedBehaviorsPractice#1, #2, #3, #7, #12,#13, #22#1, #2, #5, #6, #7, #9,#10, #12, #15 - #17,#20, #21#3, #4, #7, #5AssociatedBehaviorsPractice#5, #7, #10, #12, #13,#14, #15 - #21#1, #2, #5, #6, #7, #9,#10, #12, #15 - #17,#20, #21#3, #4, #7, #5#1, #3, #14Additional assignments for this course may be made at the discretion of each individual facultyliaison and field instructor.Penalty for Late SubmissionDetermined by each faculty liaison.GRADES AND EVALUATIONGRADESThe concentration student’s letter grade for field education incorporates a suggested grade forfield placement given by the field instructor and a grade given by the faculty liaison – of the finalgrade is determined by the student’s performance in the field and 25% of the final grade isdetermined by the student’s performance on assignments given by the faculty liaison. Assigningand reporting the final grade is the responsibility of the faculty liaison. Although the final graderepresents a 75/25 split between fieldwork and liaison assignments, the faculty liaison has thediscretion to lower a student’s final grade for: (1) failure to submit the completed Learning Plan,assignments, or any additional course requirements on designated dates; (2) failure to completeany assignment or a course requirement; and (3) failure to complete the minimum of 360 fieldplacement hours per semester for two consecutive semesters.84

MSW students must earn a “B” or better in the first semester practicum in order to continue on tosecond semester practicum. Students who fall below the minimum standards set forth by theSchool of Social Work may be subject to an academic review. If a student receives a grade ofless than a “B”, they must repeat concentration practicum as determined by MSW programpolicy.An “I” (incomplete) may be granted to a student with extenuating circumstances other thanperformance, as approved by the faculty liaison. A student who is failing field education maynot receive an “I” grade.FIELD INSTRUCTOR’S EVALUATION OF STUDENTEvaluation of the student is an on-going process. A student continually receives feedback onhis/her performance from the field instructor, task supervisor (where appropriate), and assignedfaculty liaison.SITE VISITS BY FACUTY LIAISONThe faculty liaison will make an on site visit with the field instructor and student around thefourth week of the first semester to review the learning plan and discuss the student’s initialprogress. There is no written evaluation required for the first visit.A second site visit will be made by the faculty liaison around the fourteenth week of the semesterto: (1) Review with the student and the field instructor the student’s progress toward allcompetencies/practice behaviors; (2) provide the student with feedback regarding strengths andareas of performance that require improvement; (3) discuss the student’s final grade for thesemester; and (4) discuss modification in the student’s learning plan for the second semester.Field instructors are required to complete a written final evaluation at the end of each semester(forms provided in this appendix). The field instructor is responsible for completing each writtenevaluation in a timely manner, discussing the completed instrument with the student andobtaining the student’s signature on the final page. It is the student’s responsibility to inform thefield instructor of the due dates listed in their practicum course syllabus. The faculty liaison isresponsible for contacting the field instructor for a final on-site evaluation with the student andfield instructor to review the written evaluation.The field instructor is asked to suggest a grade for the student on field performance as part of theend-of-semester final evaluation. The field instructor’s grade accounts for 75% of the overallgrade for the semester.A 90-100 superior work (4.0) C+ 74-76 average (2.3)A- 87-89 excellent work (3.7) C 70-73 below average (2.0)B+ 84-86 good work (3.3) C- 67-69 passing (1.7)B 80-83 well above average (3.0) D 60-66 minimally passing (1.0)B- 77-79 above average (2.7) F Less than 59 failing (0.0)FACULTY LIAISON’S EVALUATION OF STUDENTThe faculty liaison is responsible for assigning the grade earned by the student. This grade takesinto consideration the field instructor’s evaluation (75%) and the faculty liaison’s evaluation onstudent’s performance on assignments (25%).85

RECOMMENDED ADDITIONAL READINGSBoyle, S.W., Hull, G.H., Mather, J.H., Smith, L.L., & Farley, O.W. (2006). Directpractice in social work. NY: Pearson Education, Inc.Corcoran, J. (2005). Building strengths and skills: A collaborative approach to workingwith clients. Oxford: University Press.Thomlison, B., & Corcoran, K. (eds.) (2008). The evidence-based internship: A fieldmanual. NY: Oxford University Press.ADA StatementIn accordance with the Americans with Disabilities Act (1990), the University of Georgia, Schoolof Social Work seeks to provide equal access to individuals with disabilities. Students who havea disability and need specific accommodations and support to facilitate full inclusion of allaspects of the course should make an appointment with the instructor during the first week of theterm. To register for services, students may contact Disability Services located at Clark HowellHall (706-542-8719, TTY 706-542-8778, www.dissvcs.uga.edu).Academic HonestyAll academic work must meet the standards contained in “A Culture of Honesty.” Students areresponsible for informing themselves about those standards before performing any academicwork. The link to more detailed information about academic honesty can be found at:http://www.uga.edu/ovpi/honesty/acadhon.htmEthics and ConfidentialityThe NASW Code of Ethics is intended to serve as a guide to the everyday professional conductof social workers. You are expected to be familiar with its contents. The Code can be foundonline at: http://www.socialworkers.org/pubs/code.asp.Please Note: The course syllabus is a general plan for the course; deviations announced to theclass by the instructor may be necessary.86

SCHOOL OF SOCIAL WORKUNIVERSITY OF GEORGIASOWK 7055 CLINICAL LEARNING PLANThe learning plan is developed jointly by the student and the field instructor during the first few weeks of the field placement. The intent of the plan is toarticulate how the student will demonstrate practice behaviors related to each of the ten competencies specified by the Council on Social Work Education.The assigned tasks/activities should be developed by addressing both the student’s learning needs/interests and the needs of the agency. A single activity maycover multiple practice behaviors and competencies. The student should be presented with opportunities to demonstrate the practice behaviors specified foreach competency.As the student completes assigned tasks, the student should receive regular feedback. Methods for evaluating the student’s performance are developed byboth the field instructor and the student and should include self-assessment tools.As the student gains experience in the field setting and as the student’s interests and learning needs change, this plan may be modified. Any substantivechanges should be documented by the field instructor and shared with the faculty field liaison.Following completion by the student and the field instructor, this learning plan should be submitted to the faculty field liaison for approval on or before thedate specified in the 7055 syllabus provided by the faculty field liaison. Students should maintain a copy of the plan and provide a copy for the fieldinstructor.PLEASE PRINTAGENCY:_____________________________________________ STUDENT:____________________________________FIELD INSTRUCTOR:___________________________________ PHONE #:_____________________________________STUDENT SIGNATURE:_________________________________ DATE:________________________________________FIELD INSTRUTOR SIGNATURE:_________________________ DATE:________________________________________APPROVED:____________________________________________ DATE:________________________________________(Faculty Liaison)87

Competency Practice Behavior Tasks/Activities demonstratingpractice behaviors2.1.1 Identify as a1. Identify opportunities for clinical socialprofessional socialwork involvement in the enhancementworker and conductand maintenance of psychosocialoneself accordinglyfunctioning2. Maintain professional boundaries, roles,and demeanor in clinical social workpractice3. Utilize professional resources, i.e.supervision, self-reflection, and selfdevelopedlearning plans to improveprofessional clinical social work practiceMethods of Evaluation and Outcomes2.1.2 Apply social workethical principles toguide professionalpractice1. Apply ethical decision-making principlesand frameworks to issues specific toclinical social work practice2.1.3 Apply criticalthinking to inform andcommunicateprofessional judgments2.1.4 Engage diversityand difference in practice1. Apply problem-solving techniques basedon informed discernment within clinicalsocial work practice2. Communicate effectively with a varietyof stakeholders, i.e. diverse clientele andmultidisciplinary colleagues1. Identify and apply appropriate clinicalsocial work models with diverse clientpopulations for engagement, assessment,intervention, and evaluation2.1.5 Advance humanrights and social andeconomic justice1. Advocate on behalf of people to securebasic human rights, including theavailability and accessibility ofpsychosocial services88

2. Inform and empower people to advocateon their own behalf for their basic humanrights, including the availability andaccessibility of biopsychosocial and./orentitlement services2.1.6 Engage inresearch-informedpractice and practiceinformedresearch2.1.7 Apply knowledgeof human behavior andthe social environment2.1.8 Engage in policypractice to advancesocial and economicwell-being and to deliversocial work services2.1.9 Respond tocontexts that shapepractice2.1.10 Engage, assess,intervene, and evaluatewith individuals,families, groups,organizations, andcommunities1. Identify, select, and evaluate strategies formaintaining and enhancing psychosocialfunctioning2. Work collaboratively with agencypersonnel or faculty member to assessand improve intervention effectiveness1. Relate theories, models, and evidencebasedknowledge to the maintenance andenhancement of people’s psychosocialfunctioning1. Apply policy practice skills, includingeducation and advocacy to work withclients1. Adapt clinical social work practices inresponse to contextual events andadvances in knowledgeEngagement1. Utilize interpersonal and contractingskills to engage members of diversegroups in interventions aimed towardincreased psychosocial functioningAssessment1. Conduct a comprehensivebiopsychosocial assessment of a client inthe context of the clinical practiceenvironment89

2. Use empathy and sensitive interviewingskills to facilitate clients’ identification oftheir strengths and problems3. Employ DSM-IV-TR and/or otherappropriate assessment protocol toaccurately assess psychosocial needsand/or diagnose psychopathology4. Accurately assess biopsychosocial needsand/or diagnose psychopathology usingrelevant assessment protocols5. Create an appropriate and mutuallyagreed upon treatment plan aimed atimproving psychosocial needs identifiedthrough assessmentIntervention1. Select and apply strategies aimed towardeffective prevention of psychosocialdysfunction adapting them for relevanceto target populations2. Select and apply effective clinical socialwork interventions to improve clients’psychosocial functioningEvaluation1. Apply practice evaluation methods toassess biopsychosocial interventioneffectiveness2. Communicate and disseminate practiceevaluation results to clients, supervisors,administrators and/or in the classroomsetting90

INSTRUCTOR:OFFICE HOURS:PHONE:EMAIL:SOWK 7055COMMUNITY EMPOWERMENTAND PROGRAM DEVELOPMENT (CEPD) PRACTIUM(Semester Credits: 6)SYLLABUSCOURSE DESCRIPTION:Based on the ecological perspective, the concentration practicum emphasizes multi-systemsassessments and multi-model interventions. Structured classroom learning opportunitiesencourage students to explore reflectively the interrelationships between human behavior, socialpolicy, research and practice content at the advanced level. Students identify ways in which theirsocial work practice can be evaluated for its effectiveness, for its congruence with the ethicalcontext of the profession, and competence in serving diverse client groups.The goals of concentration practicum are to ensure students independently monitor and applyknowledge of self as a cultural being in assessment, treatment, consultation, and evaluation toimprove effectiveness as a professional social worker.COURSE FORMAT:The concentration practicum affords students an opportunity for experiential learning. Studentsapply social work knowledge and skills gained in the classroom in a variety of actual practicesettings. Minimally, students meet weekly for one hour with their field instructor for guidanceand supervision. An individualized Learning Plan, developed jointly with the field instructor andwith input from the faculty field liaison, structures the student’s learning experiences.CEPD PRACTICE BEHAVIORS:All students must develop with their field instructor a Learning Plan for each semester specifyinghow they will demonstrate the following CEPD Practice Behaviors:1. Identify opportunities for social work involvement to empower social systems, enhancehuman functioning, and promote social justice2. Maintain professional boundaries, roles, and demeanor in CEPD practice settings3. Apply ethical decision-making principles and frameworks to issues specific to socialwork practice in community and organizational development4. Evaluate, select, and implement appropriate assessment, intervention, and evaluationtools for use with target social systems5. Communicate effectively with diverse stakeholders and with multi-disciplinarycolleagues6. Identify factors and contexts that impact the development and functioning of socialsystems (i.e., organizations, programs, and communities)91

7. Conduct assessments of social systems using diverse theoretical frameworks8. Identify structures and systems that oppress, marginalize, or alienate people and developinterventions to minimize, neutralize, or ameliorate these structures and factors9. Advocate for human rights and social and economic justice across all types of socialsystems10. Engage in practices that advance social and economic justice11. Relate theoretical frameworks and evidence-based research to social systems andcircumstances12. Asses, intervene, and evaluate strategies for empowering people in all types of socialsystems13. Apply research skills to the evaluation of intervention strategies14. Work collaboratively with evaluators/researchers to assess and improve interventioneffectiveness15. Utilize appropriate theoretical perspectives and knowledge from other disciplines tounderstand diverse human contexts (i.e., biological, psychological, social, spiritual, andcultural) and ways to assess them16. Apply policy practice skills in working with people in all types of social systems17. Act as change agents to promote optimal functioning in all types of social systems (i.e.,organizations, programs, and communities)18. Advocate for promoting social justice and positive social change19. Engage diverse groups (e.g., gender, race/ethnicity, sexual orientation, age, etc.) in avariety of settings20. Make effective use of assessment tools and protocols to analyze and intervene inorganizations, programs, and communities21. Conduct needs assessments (including collecting new information and identifying andusing existing data)22. Relate theories, models, and research appropriate to social systems and circumstances23. Develop and implement collaborative, multidisciplinary prevention and interventionstrategies24. Make effective use of prevention strategies across types of social systems25. Make effective use of intervention strategies across types of social systems26. Apply research skills to the evaluation of diverse types of social systems27. Identify and utilize appropriate evaluation tools28. Communicate and disseminate evaluation results appropriate to the intended audience29. Work collaboratively with other evaluators and researchers to assess interventioneffectivenessREQUIRED TEXTNo text is required. Based on the students’ individual learning needs and interests, readingmaterials may be required/suggested by the faculty field liaison or the field instructor.92

ASSIGNMENTSLearning PlanWith input from the field instructor and assistance as needed from the faculty field liaison,each student will develop an individualized Learning Plan that outlines tasks/activities thestudent will complete to demonstrate competency in each of the practice behaviors listedabove. A template for the Learning Plan is located online. The Learning Plan also specifiesoutcomes and how outcomes will be evaluated/measured. The Learning Plan should becompleted and submitted to the faculty field liaison by the third week of each semester.The student should retain a copy for him/herself and provide a copy for the field instructor.In addition to the activities specified in the Learning Plan, the following assignments arerequired for all students. The purpose of the assignments is to allow the faculty field liaisonto evaluate the student’s performance on the associated practice behaviors. The facultyliaison and field instructor work together to avoid duplication and redundancy inassignments, yet assure that the practice behaviors are demonstrated.Required AssignmentsFall SemesterAssignment % of Due LocationFinal Date in FieldGradeManualAgency Community 10% AppendixStudyCField Education Code 10% Appendixof Ethics PaperCReflective Episode 5% AppendixCAssociated PracticeBehaviors#1, #2, #3, #7, #12, #13,#22#1, #2, #5, #6, #7, #9, #10,#12, #15 - #17, #20, #21#3, #4, #7, #5Spring Semester:Assignment % of Due LocationFinal Date in FieldGradeManualCommunity Needs 10% AppendixAssessment AnalysisCField Education – 10% AppendixFinal PaperCReflective Episode 5% AppendixCContinuingNo GradeAppendixEducation/ProfessionalCGrowth PlanAssociatedBehaviorsPractice#5, #7, #10, #12, #13, #14,#15 - #21#1, #2, #5, #6, #7, #9, #10,#12, #15 - #17, #20, #21#3, #4, #7, #5#1, #3, #1493

Additional assignments for this course may be made at the discretion of each individual FacultyLiaison and Field Instructor.Penalty for Late SubmissionDetermined by each faculty liaison.GRADES AND EVALUATIONGRADESThe concentration student’s letter grade for field education incorporates a suggested grade forfield placement given by the field instructor and a grade given by the faculty liaison - 75% of thefinal grade is determined by the student’s performance in the field and 25% of the final grade isdetermined by the student’s performance on assignments given by the faculty liaison. Assigningand reporting the final grade is the responsibility of the faculty liaison. Although the final graderepresents a 75/25 split between fieldwork and liaison assignments, the faculty liaison has thediscretion to lower a student’s final grade for: (1) failure to submit the completed learning plan,assignments, or any additional course requirements on designated dates; (2) failure to completeany assignment or a course requirement; and (3) failure to complete the minimum of 360 fieldplacement hours per semester for two consecutive semesters.MSW students must earn a “B” or better in the first semester practicum in order to continue on tosecond semester practicum. Students who fall below the minimum standards set forth by theSchool of Social Work may be subject to an academic review. If a student receives a grade ofless than a “B”, they must repeat concentration practicum as determined by MSW programpolicy (pages 19-20).An “I” (incomplete) may be granted to a student with extenuating circumstances other thanperformance, as approved by the faculty liaison. A student who is failing field education maynot receive an “I” grade.FIELD INSTRUCTOR’S EVALUATION OF STUDENTEvaluation of the student is an on-going process. A student continually receives feedback onhis/her performance from the field instructor, task supervisor (where appropriate), and assignedfaculty liaison.SITE VISITS BY FACUTY LIAISONThe faculty liaison will make an on site visit with the field instructor and student around thefourth week of the first semester to review the learning plan and discuss the student’s initialprogress. There is no written evaluation required for the first visit.A second site visit will be made by the faculty liaison around the fourteenth week of the semesterto: (1) Review with the student and the field instructor the student’s progress toward allcompetencies/practice behaviors; (2) provide the student with feedback regarding strengths andareas of performance that require improvement; (3) discuss the student’s final grade for thesemester; and (4) discuss modification in the student’s learning plan for the second semester.94

Field instructors are required to complete a written final evaluation at the end of each semester(forms provided in this appendix). The field instructor is responsible for completing each writtenevaluation in a timely manner, discussing the completed instrument with the student andobtaining the student’s signature on the final page. It is the student’s responsibility to inform thefield instructor of the due dates listed in their practicum course syllabus. The faculty liaison isresponsible for contacting the field instructor for a final on-site evaluation with the student andfield instructor to review the written evaluation.The field instructor is asked to suggest a grade for the student on field performance as part of theend-of-semester final evaluation. The field instructor’s grade accounts for 75% of the overallgrade for the semester.A 90-100 superior work (4.0) C+ 74-76 average (2.3)A- 87-89 excellent work (3.7) C 70-73 below average (2.0)B+ 84-86 good work (3.3) C- 67-69 passing (1.7)B 80-83 well above average (3.0) D 60-66 minimally passing (1.0)B- 77-79 above average (2.7) F Less than 59 failing (0.0)FACULTY LIAISON’S EVALUATION OF STUDENTThe faculty liaison is responsible for assigning the grade earned by the student. This grade takesinto consideration the field instructor’s evaluation (75%) and the faculty liaison’s evaluation onstudent’s performance on assignments (25%).RECOMMENDED ADDITIONAL READINGSBrueggemann, W.G. (2006). The practice of macro social work (3 rd Ed.) Belmont, CA:Thomson.Coley, S.M., & Scheinberg, C.A. (2008). Proposal writing (3 rd Ed.). Thousand Oaks, CA:Sage Publications.Green, G.P. & Haines, A. (2008) Asset building & community development (2 nd Ed.).Thousand Oaks, CA: Sage Publications.Hardcastle, D.A. & Powers, P.R. (2004). Community practice: Theories and skills forsocial workers (2 nd ed.). New York: Oxford University Press.Holland, T. & Ritvo, R. (2008). Nonprofit organizations: principles and practices. NewYork: Columbia University Press.Netting, F.E., Kettner, P.M., McMurtry, S.L. (2004). Social Work Macro Practice.Pearson Allyn and Bacon.Rothman, J., Erlich, J.L., & Tropman, J.E. (Eds.) (2001). Strategies of communityintervention (6 th ed). Itasca, Il: F.E. Publishers, Inc.Royse, D., Thyer, B., Padgett, D., & Logan, T. (2006). Program evaluation: anintroduction (4 th ed.). Thompson Brooks/Cole.Thomlison, B., & Corcoran, K. (eds.) (2008). The evidence-based internship: A fieldmanual. NY: Oxford University Press.Weil, M. (1996). Community practice: conceptual models. New York: Haworth Press.95

ADA StatementIn accordance with the Americans with Disabilities Act (1990), the University of Georgia, Schoolof Social Work seeks to provide equal access to individuals with disabilities. Students who havea disability and need specific accommodations and support to facilitate full inclusion of allaspects of the course should make an appointment with the instructor during the first week of theterm. To register for services, students may contact Disability Services located at Clark HowellHall (706-542-8719, TTY 706-542-8778, www.dissvcs.uga.edu).Academic HonestyAll academic work must meet the standards contained in “A Culture of Honesty.” Students areresponsible for informing themselves about those standards before performing any academicwork. The link to more detailed information about academic honesty can be found at:http://www.uga.edu/ovpi/honesty/acadhon.htmEthics and ConfidentialityThe NASW Code of Ethics is intended to serve as a guide to the everyday professional conductof social workers. You are expected to be familiar with its contents. The Code can be foundonline at: http://www.socialworkers.org/pubs/code.asp.Please Note: The course syllabus is a general plan for the course; deviations announced to theclass by the instructor may be necessary.96

SCHOOL OF SOCIAL WORKUNIVERSITY OF GEORGIASOWK 7055 COMMUNITY EMPOWERMENTAND PROGRAM DEVELOPMENT (CEPD) LEARNING PLANThe learning plan is developed jointly by the student and the field instructor during the first few weeks of the field placement. The intent of the plan is toarticulate how the student will demonstrate practice behaviors related to each of the ten competencies specified by the Council on Social Work Education.The assigned tasks/activities should be developed by addressing both the student’s learning needs/interests and the needs of the agency. A single activity maycover multiple practice behaviors and competencies. The student should be presented with opportunities to demonstrate the practice behaviors specified foreach competency.As the student completes assigned tasks, the student should receive regular feedback. Methods for evaluating the student’s performance are developed byboth the field instructor and the student and should include self-assessment tools.As the student gains experience in the field setting and as the student’s interests and learning needs change, this plan may be modified. Any substantivechanges should be documented by the field instructor and shared with the faculty field liaison.Following completion by the student and the field instructor, this learning plan should be submitted to the faculty field liaison for approval on or before thedate specified in the 7055 syllabus provided by the faculty field liaison. Students should maintain a copy of the plan and provide a copy for the fieldinstructor.PLEASE PRINTAGENCY:_____________________________________________ STUDENT:____________________________________FIELD INSTRUCTOR:___________________________________ PHONE #:_____________________________________STUDENT SIGNATURE:_________________________________ DATE:________________________________________FIELD INSTRUTOR SIGNATURE:_________________________ DATE:________________________________________APPROVED:____________________________________________ DATE:________________________________________(Faculty Liaison)97

Competency Practice Behavior Tasks/Activities demonstratingpractice behaviors2.1.1 Identify as a1. Identify opportunities for social workprofessional socialinvolvement to empower social systems,worker and conductenhance social functioning, and promoteoneself accordinglysocial justice2. Maintain professional boundaries, roles,and demeanor in CEPD practice settingsMethods of Evaluation and Outcomes2.1.2 Apply social workethical principles toguide professionalpractice1. Apply ethical decision-making principlesand frameworks to issues specific tosocial work practice in community andorganizational development2.1.3 Apply criticalthinking to inform andcommunicateprofessional judgments2.1.4 Engage diversityand difference in practice1. Evaluate, select, and implementappropriate assessment, intervention, andevaluation tools for use with target socialsystems2. Communicate effectively with diversestakeholders and with multi-disciplinarycolleagues1. Identify factors and contexts that impactthe development and functioning of socialsystems (i.e.,, organizations, programs,and communities)2. Conduct assessments of social systemsusing diverse theoretical frameworks3. Identify structures and systems thatoppress, marginalize, or alienate peopleand develop interventions to minimize,neutralize, or ameliorate these structuresand factors98

2.1.5 Advance humanrights and social andeconomic justice2.1.6 Engage inresearch-informedpractice and practiceinformedresearch2.1.7 Apply knowledgeof human behavior andthe social environment1. Advocate for human rights and social andeconomic justice across all types of socialsystems2. Engage in practices that advance socialand economic justice1. Relate theoretical frameworks andevidenced-based research to socialsystems and circumstances2. Assess, intervene, and evaluate strategiesfor empowering people in all types ofsocial systems3. Apply research skills to the evaluation ofintervention strategies4. Work collaboratively with agencypersonnel or faculty to assess andimprove intervention effectiveness orconduct program evaluation1. Utilize theoretical perspectives andknowledge from other disciplines tounderstand diverse human contexts (i.e.,biological, psychological, social, spiritual,and cultural) and ways to assess them99

2.1.8 Engage in policypractice to advancesocial and economicwell-being and to deliversocial work services2.1.9 Respond tocontexts that shapepractice2.1.10 Engage, assess,intervene, and evaluatewith individuals,families, groups,organizations, andcommunities1. Apply policy practice skills in workingwith people in all types of social systems1. Act as change agent to promote optimalfunctioning in all types of social systems(i.e., organizations, programs, andcommunities)2. Advocate for promoting social justice andpositive social changeEngagement1. Engage diverse groups (e.g., gender,race/ethnicity, sexual orientation, age,etc.) in a variety of settingsAssessment1. Make effective use of assessment toolsand protocols to analyze and intervene inorganizations, programs, andcommunities2. Conduct needs assessments (includingcollecting new information andidentifying and using existing data)3. Relate theories, models, and researchappropriate to social systems andcircumstancesIntervention1. Develop and implement collaborative,multi-disciplinary prevention andintervention strategies2. Make effective use of preventionstrategies across types of social systems3. Make effective use of interventionstrategies across types of social systems100

Evaluation1. Apply research skills to the evaluation ofdiverse types of social systems2. Identify and utilize appropriate evaluationtools3. Communicate and disseminate evaluationresults appropriate to the intendedaudience4. Work collaboratively with agencypersonnel or faculty member to assessand improve intervention effectiveness orconduct program evaluation101

13University of Georgia School of Social WorkFoundation/Concentration Students-Record of Practicum HoursStudent Intern:_________________________ Field Placement Site:__________________Field Instructor:______________________Semester: Fall Spring 20____ Field Liaison:________________________WEEK# Dates Mon Tues Wed Thu Fri Sat/SunEXAMPLE(foundation)EXAMPLE(concentration)1H O U R S W O R K E DWeeklyTotalSept 6-10 9-5 9-5 16hoursSept 6-10 9-5 9-5 9-5 24hoursFieldInstructorInitials2345678910111213141516TOTALMinimum Hours Required per semester: MSW foundation/240 & MSW concentration/360_________________________________________ ___________________________________________Student Intern’s Signature Date Field Instructor’s Signature Date102

University of GeorgiaSchool of Social WorkSOWK 7055 Clinical Practice Field Evaluation(to be completed by the field instructor at the end of the 1 st semester)FACE SHEETStudent Name:_____________________________________ Check One:Field Instructor:____________________________________Field Site:_____________________________________________Fall ____Year____Spring ____Year____Clinical ____CEPDPlacement hours completed at time of evaluation:__________Please check all methods of evaluation used to evaluate your student’s progress:____Direct observation____Review of all written work____Weekly supervision____Feedback from task supervisors or other staff____Feedback from other community/agency personnel____Taped interviews/meetings____Role-play situations in supervision____Other:________________________________Grade: Please assign a letter grade that reflects the student’s performance in field placement.You may choose to give + or – with the letter grade (e.g., A-, B+, B-, C+, C-)The student’s recommended grade for field placement this semester is:________Field Instructor Signature:_________________________________Date:__________________Faculty Liaison’s Signature (when providing social work supervision):____________________I have read this evaluation and have discussed it with my Field Instructor.I have attached an addendum to this evaluation: ____No ____YesStudent’s Signature:_____________________________________Date:_____________________________103

Field Instructor Evaluation ofAdvanced Clinical Practice CompetenciesEnd of 1 st semester/7055Name of Student _________________________ Date _________________Name of Field Instructor___________________ Agency _______________Instructions for Field Instructor EvaluationThe Council on Social Work Education (CSWE) identifies 10 PracticeCompetencies (#2.1.1 through 2.1.10) for all MSW graduates of accredited schoolsof social work. In the table below each competency you will find a list of practicebehaviors that demonstrate mastery of the broader competency. Please rate thestudent’s ability to perform each of the practice behaviors using the followingscale. Indicate your response by circling only one number to the right of eachpractice behavior. A rating of 3 is equivalent to adequate competency for abeginning MSW practitioner.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNO = No opportunity to demonstrate practice behavior2.1.1 Identify as a professional social worker and conducts oneselfaccordinglyA Identify opportunities for clinical social work involvement in the enhancementand maintenance of psychosocial functioningB Maintain professional boundaries, roles, and demeanor in clinical social workpractice settingsC Utilize professional resources, i.e. supervision, self-reflection, and self developedlearning plans to improve professional clinical social work practice1 2 3 4 5 NO1 2 3 4 5 NO1 2 3 4 5 NOComments:104

2.1.2 Apply social work ethical principles to guide professional practiceAApply ethical decision-making principles and frameworks to issues specific toclinical social work practice1 2 3 4 5 NOComments:2.1.3 Apply critical thinking to inform and communicate professional judgmentsABApply problem-solving techniques based on informed discernment withinclinical social work practiceCommunicate effectively with a variety of stakeholders, i.e. diverse clientele andmulti-disciplinary colleagues1 2 3 4 5 NO1 2 3 4 5 NOComments:2.14 Engage diversity and difference in practiceAIdentify and apply appropriate clinical social work models with diverse clientpopulations for engagement, assessment, intervention, and evaluation1 2 3 4 5 NOComments:2.1.5 Advance human rights and social and economic justiceABAdvocate on behalf of people to secure basic human rights, including theavailability and accessibility of psychosocial servicesInform and empower people to advocate on their own behalf for their basichuman rights, including the availability and accessibility of biopsychosocialand/or entitlement1 2 3 4 5 NO1 2 3 4 5 NOComments:105

2.1.6 Engage in research-informed practice and practice-informed researchABIdentify, select, and evaluate strategies for maintaining and enhancingpsychosocial functioningWork collaboratively with agency personnel or faculty member to assess andimprove intervention effectiveness1 2 3 4 5 NO1 2 3 4 5 NOComments:2.1.7 Apply knowledge of human behavior and the social environmentARelate theories, models, and evidence-based knowledge to the maintenance andenhancement of people’s psychosocial functioning1 2 3 4 5 NOComments:2.1.8 Engage in policy practice to advance social and economic well-being and to deliversocial work servicesAApply policy practice skills, including education and advocacy to work withclients1 2 3 4 5 NOComments:106

2.1.9 Respond to contexts that shape practiceAAdapt clinical social work practices in response to contextual events andadvances in knowledge1 2 3 4 5 NOComments:2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups,organizations, and communitiesEngagementA Utilize interpersonal and contracting skills to engage members of diverse groups 1 2 3 4 5 NOin interventions aimed toward increased psychosocial functioningAssessmentB Conduct a comprehensive biopsychosocial assessment of a client in the context 1 2 3 4 5 NOof the clinical practice environmentC Use empathy and sensitive interviewing skills to facilitate clients’ identification 1 2 3 4 5 NOof their strengths and problemsD Accurately assess biopsychosocial needs and/or diagnose psychopathology 1 2 3 4 5 NOusing relevant assessment protocolsE Create an appropriate and mutually agreed upon treatment plan aimed at 1 2 3 4 5 NOimproving psychosocial needs identified through assessmentInterventionF Select and apply strategies aimed toward effective prevention of psychosocial 1 2 3 4 5 NOdysfunction adapting them for relevance to target populationsG Select and apply effective clinical social work interventions to improve clients’ 1 2 3 4 5 NOpsychosocial functioningEvaluationH Apply practice evaluation to assess biopsychosocial intervention effectiveness 1 2 3 4 5 NOI Communicate and disseminate practice evaluation results to clients, supervisors,administrators and./or in the classroom setting1 2 3 4 5 NOComments:107

University of GeorgiaSchool of Social WorkSOWK 7055 Clinical Practice Final Field Evaluation(to be completed by the field instructor at the end of the 2 nd semester)FACE SHEETStudent Name:_____________________________________Check One: ____Fall ____YearField Instructor:____________________________________Field Site:_____________________________________________Spring ____Year____Clinical ____CEPDPlacement hours completed at time of evaluation:__________Please check all methods of evaluation used to evaluate your student’s progress:____Direct observation____Review of all written work____Weekly supervision____Feedback from task supervisors or other staff____Feedback from other community/agency personnel____Taped interviews/meetings____Role-play situations in supervision____Other:________________________________Grade: Please assign a letter grade that reflects the student’s performance in field placement.You may choose to give + or – with the letter grade (e.g., A-, B+, B-, C+, C-)The student’s recommended grade for field placement this semester is:________Field Instructor Signature:_________________________________Date:__________________Faculty Liaison’s Signature (when providing social work supervision):____________________I have read this evaluation and have discussed it with my Field Instructor.I have attached an addendum to this evaluation: ____No ____YesStudent’s Signature:_____________________________________Date:_______________________108

Field Instructor Evaluation ofAdvanced Clinical Practice CompetenciesName of Student _________________________ Date _________________Name of Field Instructor___________________ Agency _______________Instructions for Field Instructor EvaluationThe Council on Social Work Education (CSWE) identifies 10 PracticeCompetencies (#2.1.1 through 2.1.10) for all MSW graduates of accredited schoolsof social work. In the table below each competency you will find a list of practicebehaviors that demonstrate mastery of the broader competency. Please rate thestudent’s ability to perform each of the practice behaviors using the followingscale. Indicate your response by circling only one number to the right of eachpractice behavior. A rating of 3 is equivalent to adequate competency for abeginning MSW practitioner.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNA = Not applicable; no opportunity to demonstrate practice behavior2.1.1 Identify as a professional social worker and conducts oneselfaccordinglyABCIdentify opportunities for clinical social work involvement in the enhancementand maintenance of psychosocial functioningMaintain professional boundaries, roles, and demeanor in clinical social workpractice settingsUtilize professional resources, i.e. supervision, self-reflection, and self developedlearning plans to improve professional clinical social work practice1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NAComments:109

2.1.2 Apply social work ethical principles to guide professional practiceAApply ethical decision-making principles and frameworks to issues specific toclinical social work practice1 2 3 4 5 NAComments:2.1.3 Apply critical thinking to inform and communicate professional judgmentsABApply problem-solving techniques based on informed discernment withinclinical social work practiceCommunicate effectively with a variety of stakeholders, i.e. diverse clientele andmulti-disciplinary colleagues1 2 3 4 5 NA1 2 3 4 5 NAComments:2.1.4 Engage diversity and difference in practiceAIdentify and apply appropriate clinical social work models with diverse clientpopulations for engagement, assessment, intervention, and evaluation1 2 3 4 5 NAComments:2.1.5 Advance human rights and social and economic justiceABAdvocate on behalf of people to secure basic human rights, including theavailability and accessibility of psychosocial servicesInform and empower people to advocate on their own behalf for their basichuman rights, including the availability and accessibility of biopsychosocialand/or entitlement1 2 3 4 5 NA1 2 3 4 5 NAComments:110

2.1.6 Engage in research-informed practice and practice-informed researchABIdentify, select, and evaluate strategies for maintaining and enhancingpsychosocial functioningWork collaboratively with agency personnel or faculty member to assess andimprove intervention effectiveness.1 2 3 4 5 NA1 2 3 4 5 NAComments:2.1.7 Apply knowledge of human behavior and the social environmentARelate theories, models, and evidence-based knowledge to the maintenance andenhancement of people’s psychosocial functioning1 2 3 4 5 NAComments:2.1.8 Engage in policy practice to advance social and economic well-being and to deliversocial work servicesAApply policy practice skills, including education and advocacy to work withclients1 2 3 4 5 NAComments:111

2.1.9 Respond to contexts that shape practiceAAdapt clinical social work practices in response to contextual events andadvances in knowledge1 2 3 4 5 NAComments:2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups,organizations, and communitiesEngagementA Utilize interpersonal and contracting skills to engage members of diverse groupsin interventions aimed toward increased psychosocial functioningAssessmentB Conduct a comprehensive biopsychosocial assessment of a client in the contextof the clinical practice environmentC Use empathy and sensitive interviewing skills to facilitate clients’ identificationof their strengths and problemsD Accurately assess biopsychosocial needs and/or diagnose psychopathologyusing relevant assessment protocolsE Create an appropriate and mutually agreed upon treatment plan aimed atimproving psychosocial needs identified through assessmentInterventionF Select and apply strategies aimed toward effective prevention of psychosocialdysfunction adapting them for relevance to target populationsG Select and apply effective clinical social work interventions to improve clients’psychosocial functioningEvaluationH Apply practice evaluation methods to assess biopsychosocial interventioneffectivenessI Communicate and disseminate practice evaluation results to clients, supervisors,administrators and/or in the classroom setting1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NAComments:112

Student Self-Rating Scale for Evaluation of Learning: Clinical Practice Concentration(to be completed at the end of the 2 nd semester)Name of Student __________________________________ Date ___________________Instructions for Self-RatingThe 10 competencies specified in this evaluation form are those established by our national accrediting organization,the Council on Social Work Education. Under each competency statement, the Practice Behaviors that define theClinical Practice Concentration are listed. Please rate yourself according to the scale below. Indicate your responseby circling only one number to the right of each practice behavior. A rating of 3 is equivalent to adequatecompetency for a beginning MSW practitioner. In addition, if you would like to, you may add comments under anyof the competency statements.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNA = Not applicable; no opportunity to demonstrate practice behaviorCompetency #1:Student identifies as a professional social worker and conductshimself/herself accordingly.1.1 Identify opportunities for social work involvement in the enhancementand maintenance of psychosocial functioning1.2 Maintain professional boundaries, roles, and demeanor in clinical socialwork practice settings1.3 Utilize professional resources, i.e. supervision, self-reflection, and selfdevelopedlearning plans to improve professional clinical social workpractice1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #2:Student applies social work ethical principles to guide his or her professional practice.2.1 Apply ethical decision-making skills and frameworks to issues specificto clinical social work practice.1 2 3 4 5 NAComments:113

Competency #3:Student applies critical thinking to inform and communicate professional judgments.3.1 Apply problem-solving techniques based on informed discernmentwithin clinical social work practice3.2 Communicate effectively with a variety of stakeholders (i.e., diverseclientele and multi-disciplinary colleagues)1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #4:Student engages diversity and difference in practice.4.1 Identify and apply appropriate clinical social work models with diverseclient populations for engagement, assessment, intervention, andevaluation1 2 3 4 5 NAComments:Competency #5:Student advances human rights and social and economic justice.5.1 Advocate on behalf of people to secure basic human rights, including theavailability and accessibility of psychosocial services5.2 Inform and empower people to advocate on their own behalf for theirbasic human rights, including the availability and accessibility ofbiopsychosocial and/or entitlement1 2 3 4 5 NA1 2 3 4 5 NAComments:114

Competency #6:Student engages in research-informed practice and practice-informed research.6.1 Identify, select, and evaluate strategies for maintaining and enhancingpsychosocial functioning6.2 Work collaboratively with agency personnel or faculty member to accessand improve intervention effectiveness1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #7:Student applies knowledge of human behavior and the social environment.7.1 Relate theories, models, and evidence-based knowledge to themaintenance and enhancement of people’s psychosocial functioning1 2 3 4 5 NAComments:Competency #8:Student engages in policy practice to advance social and economic well-being and todeliver effective social work services.8.1 Apply policy practice skills, including education and advocacy to workwith clients1 2 3 4 5 NAComments:Competency #9:Student responds to contexts that shape practice.9.1 Adapt clinical social work practices in response to contextual events andadvances in knowledge1 2 3 4 5 NAComments:115

Competency #10:Student engages, assesses, intervenes and evaluates with individuals, families, groups,organizations, and communities.10.1 Utilize interpersonal and contracting skills to engage members ofdiverse groups in interventions aimed toward increased psychosocialfunctioning10.2 Conduct a comprehensive biopsychosocial assessment of a client in thecontext of the clinical practice environment10.3 Use empathy and sensitive interviewing skills to facilitate clients’identification of their strengths and problems10.4 Accurately assess biopsychosocial needs and/or diagnosepsychopathology using relevant assessment protocols10.5 Create an appropriate and mutually agreed upon treatment plan aimedat improving psychosocial needs identified through assessment10.6 Select and apply strategies aimed toward effective prevention ofpsychosocial dysfunction adapting them for relevance to targetpopulations10.7 Select and apply effective clinical social work interventions to improveclients’ psychosocial functioning10.8 Apply practice evaluation methods to assess biopsychosocialintervention effectiveness10.9 Communicate and disseminate evaluation results to clients, supervisors,administrators and/or in classroom setting1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NAComments:116

University of GeorgiaSchool of Social WorkSOWK 7055 CEPD Concentration Field Evaluation(to be completed by the field instructor at the end of the 1 st semester)FACE SHEETStudent Name:__________________________________________ Check One: ____Fall ____YearField Instructor:_________________________________________Field Site:_________________________________________________Spring ____Year____Clinical ____CEPDPlacement hours completed at time of evaluation:______________Please check all methods of evaluation used to evaluate your student’s progress:____Direct observation____Review of all written work____Weekly supervision____Feedback from task supervisors or other staff____Feedback from other community/agency personnel____Taped interviews/meetings____Role-play situations in supervision____Other:________________________________Grade: Please assign a letter grade that reflects the student’s performance in field placement.You may choose to give + or – with the letter grade (e.g., A-, B+, B-, C+, C-)The student’s recommended grade for field placement this semester is:________Field Instructor Signature:_________________________________Date:__________________Faculty Liaison’s Signature (when providing social work supervision):____________________I have read this evaluation and have discussed it with my Field Instructor.I have attached an addendum to this evaluation: ____No ____YesStudent’s Signature:_____________________________________Date:____________________117

Field Instructor Evaluation of Advanced Community Empowerment& Program Development (CEPD) CompetenciesEnd of 1 st semester/7055Name of Student _________________________Name of Field Instructor___________________Date ________________Agency ______________Instructions for Field Instructor EvaluationThe Council on Social Work Education (CSWE) identifies 10 PracticeCompetencies (#2.1.1 through 2.1.10) for all MSW graduates of accredited schoolsof social work. In the table below each competency you will find a list of practicebehaviors that demonstrate mastery of the broader competency. Please rate thestudent’s ability to perform each of the practice behaviors using the followingscale. Indicate your response by circling only one number to the right of eachpractice behavior. A rating of 3 is equivalent to adequate competency for abeginning MSW practitioner.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNO = No opportunity to demonstrate practice behavior in the field setting2.1.1 Identify as a professional social worker and conducts oneselfaccordinglyA Identify opportunities for social work involvement to empower social systems, 1 2 3 4 5 NOenhance human functioning, and promote social justiceB Maintain professional boundaries, roles, and demeanor in CEPD practice settings 1 2 3 4 5 NOComments:118

2.1.2 Apply social work ethical principles to guide professional practiceAApply ethical decision-making principles and frameworks to issues specific tosocial work practice in community and organizational development1 2 3 4 5 NOComments:2.1.3 Apply critical thinking to inform and communicate professional judgmentsABEvaluate, select, and implement appropriate assessment, intervention, andevaluation tools for use with target social systemsCommunicate effectively with diverse stakeholders and with multi-disciplinarycolleagues1 2 3 4 5 NO1 2 3 4 5 NOComments:2.1.4 Engage diversity and difference in practiceA Identify factors and contexts that impact the development and functioning of social 1 2 3 4 5 NOsystems (i.e. organizations, programs, and communities)B Conduct assessments of social systems using diverse theoretical frameworks 1 2 3 4 5 NOC Identify structures and systems that oppress, marginalize, or alienate people anddevelop interventions to minimize, neutralize, or ameliorate these structures andfactors1 2 3 4 5 NOComments:2.1.5 Advance human rights and social and economic justiceA Advocate for human rights and social and economic justice across all types of 1 2 3 4 5 NOsocial systemsB Engage in practices that advance social and economic justice 1 2 3 4 5 NOComments:119

2.1.6 Engage in research-informed practice and practice-informed researchA Relate theoretical frameworks and evidence-based research to social systems and 1 2 3 4 5 NOcircumstancesB Assess, intervene, and evaluate strategies for empowering people in all types of 1 2 3 4 5 NOsocial systemsC Apply foundation research skills to the evaluation of intervention strategies 1 2 3 4 5 NOD Work collaboratively with agency personnel or faculty member to assess andimprove intervention effectiveness or conduct program evaluation1 2 3 4 5 NOComments:2.1.7 Apply knowledge of human behavior and the social environmentAUtilize appropriate theoretical perspectives and knowledge from other disciplinesto understand diverse human contexts (i.e. biological, psychological, social,spiritual, and cultural) and ways to assess them1 2 3 4 5 NOComments:2.1.8 Engage in policy practice to advance social and economic well-being and to deliversocial work servicesA Apply policy practice skills in working with people in all types of social systems 1 2 3 4 5 NOComments:120

2.1.9 Respond to contexts that shape practiceA Act as change agents to promote optimal functioning in all types of social systems 1 2 3 4 5 NO(i.e. organizations, programs, and communities)B Advocate for promoting social justice and positive social change 1 2 3 4 5 NOComments:2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups,organizations, and communitiesEngagementA Engage diverse groups (e.g., gender, race/ethnicity, sexual orientation, age, etc.) ina variety of settingsAssessmentB Make effective use of assessment tools and protocols to analyze and intervene inorganizations, programs, and communitiesC Conduct needs assessments (including collecting new information and identifyingand using existing data)D Relate theories, models, and research appropriate to social systems andcircumstances1 2 3 4 5 NO1 2 3 4 5 NO1 2 3 4 5 NO1 2 3 4 5 NOInterventionE Develop and implement collaborative, multidisciplinary prevention and1 2 3 4 5 NOintervention strategiesF Make effective use of prevention strategies across types of social systems 1 2 3 4 5 NOG Make effective use of intervention strategies across types of social systems 1 2 3 4 5 NOEvaluationH Apply research skills to the evaluation of diverse types of social systems 1 2 3 4 5 NOI Identify and utilize appropriate evaluation tools 1 2 3 4 5 NOJ Communicate and disseminate evaluation results appropriate to the intended 1 2 3 4 5 NOaudienceK Work collaboratively with agency personnel or faculty member to assess andimprove intervention effectiveness or conduct program evaluation1 2 3 4 5 NOComments:121

University of GeorgiaSchool of Social WorkSOWK 7055 CEPD Concentration Final Field Evaluation(to be completed by the field instructor at the end of the 2 nd semester)FACE SHEETStudent Name:_____________________________________Check One: ____Fall ____YearField Instructor:____________________________________Field Site:_____________________________________________Spring ____Year____Clinical ____CEPDPlacement hours completed at time of evaluation:__________Please check all methods of evaluation used to evaluate your student’s progress:____Direct observation____Review of all written work____Weekly supervision____Feedback from task supervisors or other staff____Feedback from other community/agency personnel____Taped interviews/meetings____Role-play situations in supervision____Other:________________________________Grade: Please assign a letter grade that reflects the student’s performance in field placement.You may choose to give + or – with the letter grade (e.g., A-, B+, B-, C+, C-)The student’s recommended grade for field placement this semester is:________Field Instructor Signature:_________________________________Date:__________________Faculty Liaison’s Signature (when providing social work supervision):____________________I have read this evaluation and have discussed it with my Field Instructor.I have attached an addendum to this evaluation: ____No ____YesStudent’s Signature:_____________________________________Date:____________________122

Field Instructor Evaluation of Advanced Community Empowerment& Program Development (CEPD) CompetenciesName of Student _________________________Name of Field Instructor___________________Date ________________Agency ______________Instructions for Field Instructor EvaluationThe Council on Social Work Education (CSWE) identifies 10 PracticeCompetencies (#2.1.1 through 2.1.10) for all MSW graduates of accredited schoolsof social work. In the table below each competency you will find a list of practicebehaviors that demonstrate mastery of the broader competency. Please rate thestudent’s ability to perform each of the practice behaviors using the followingscale. Indicate your response by circling only one number to the right of eachpractice behavior. A rating of 3 is equivalent to adequate competency for abeginning MSW practitioner.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNA = Not applicable; no opportunity to demonstrate practice behavior2.1.1 Identify as a professional social worker and conducts oneselfaccordinglyA Identify opportunities for social work involvement to empower social systems, 1 2 3 4 5 NAenhance human functioning, and promote social justiceB Maintain professional boundaries, roles, and demeanor in CEPD practice settings 1 2 3 4 5 NAComments:123

2.1.3 Apply social work ethical principles to guide professional practiceAApply ethical decision-making principles and frameworks to issues specific tosocial work practice in community and organizational development1 2 3 4 5 NAComments:2.1.3 Apply critical thinking to inform and communicate professional judgmentsABEvaluate, select, and implement appropriate assessment, intervention, andevaluation tools for use with target social systemsCommunicate effectively with diverse stakeholders and with multi-disciplinarycolleagues1 2 3 4 5 NA1 2 3 4 5 NAComments:2.1.4 Engage diversity and difference in practiceA Identify factors and contexts that impact the development and functioning of social 1 2 3 4 5 NAsystems (i.e. organizations, programs, and communities)B Conduct assessments of social systems using diverse theoretical frameworks 1 2 3 4 5 NAC Identify structures and systems that oppress, marginalize, or alienate people anddevelop interventions to minimize, neutralize, or ameliorate these structures andfactors1 2 3 4 5 NAComments:124

2.1.5 Advance human rights and social and economic justiceA Advocate for human rights and social and economic justice across all types of 1 2 3 4 5 NAsocial systemsB Engage in practices that advance social and economic justice 1 2 3 4 5 NAComments:2.1.6 Engage in research-informed practice and practice-informed researchA Relate theoretical frameworks and evidence-based research to social systems and 1 2 3 4 5 NAcircumstancesB Assess, intervene, and evaluate strategies for empowering people in all types of 1 2 3 4 5 NAsocial systemsC Apply foundation research skills to the evaluation of intervention strategies 1 2 3 4 5 NAD Work collaboratively with agency personnel or faculty member to assess andimprove intervention effectiveness or conduct program evaluation1 2 3 4 5 NAComments:2.1.7 Apply knowledge of human behavior and the social environmentAUtilize appropriate theoretical perspectives and knowledge from other disciplinesto understand diverse human contexts (i.e. biological, psychological, social,spiritual, and cultural) and ways to assess them1 2 3 4 5 NAComments:125

2.1.8 Engage in policy practice to advance social and economic well-being and to deliversocial work servicesA Apply policy practice skills in working with people in all types of social systems 1 2 3 4 5 NAComments:2.1.9 Respond to contexts that shape practiceA Act as change agents to promote optimal functioning in all types of social systems 1 2 3 4 5 NA(i.e. organizations, programs, and communities)B Advocate for promoting social justice and positive social change 1 2 3 4 5 NAComments:126

2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups,organizations, and communitiesEngagementA Engage diverse groups (e.g., gender, race/ethnicity, sexual orientation, age, etc.) in 1 2 3 4 5 NAa variety of settingsAssessmentB Make effective use of assessment tools and protocols to analyze and intervene in 1 2 3 4 5 NAorganizations, programs, and communitiesC Conduct needs assessments (including collecting new information and identifying 1 2 3 4 5 NAand using existing data)D Relate theories, models, and research appropriate to social systems and1 2 3 4 5 NAcircumstancesInterventionE Develop and implement collaborative, multidisciplinary prevention and1 2 3 4 5 NAintervention strategiesF Make effective use of prevention strategies across types of social systems 1 2 3 4 5 NAG Make effective use of intervention strategies across types of social systems 1 2 3 4 5 NAEvaluationH Apply research skills to the evaluation of diverse types of social systems 1 2 3 4 5 NAI Identify and utilize appropriate evaluation tools 1 2 3 4 5 NAJ Communicate and disseminate evaluation results appropriate to the intended 1 2 3 4 5 NAaudienceK Work collaboratively with agency personnel or faculty member to access andimprove intervention effectiveness or conduct program evaluation1 2 3 4 5 NAComments:127

Student Self-Rating Scale for Evaluation of Learning:Community Empowerment & Program Development (CEPD) Concentration(to be completed by student at the end of the 2 nd semester)Name of Student __________________________________ Date ___________________Instructions for Self-RatingThe 10 competencies specified in this evaluation form are those established by our national accrediting organization,the Council on Social Work Education. Under each competency statement, the Practice Behaviors that define theCEPD Concentration are listed. Please rate yourself according to the scale below. Indicate your response by circlingonly one number to the right of each practice behavior. A rating of 3 is equivalent to adequate competency for abeginning MSW practitioner. In addition, if you would like to, you may add comments under any of the competencystatements.1 = Very Low Level of Competence2 = Low Level of Competence3 = Adequate Level of Competence4 = High Level of Competence5 = Very High Level of CompetenceNA = Not applicable; no opportunity to demonstrate practice behaviorCompetency #1:Student identifies as a professional social worker and conducts himself/herselfaccordingly.Identify opportunities for social work involvement in empowering social1.1 systems in enhancing human functioning and promoting social justice1.2 Maintain professional boundaries, roles, and demeanor in practicesettings1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #2:Student applies social work ethical principles to guide his or her professional practice.2.1 Apply ethical decision-making skills and frameworks to issues specificto social work practice in community and organizational development1 2 3 4 5 NAComments:128

Competency #3:Student applies critical thinking to inform and communicate professional judgments.3.1 Evaluate, select, and implement appropriate assessment, intervention,and evaluation tools for use with target social systems3.2 Communicate effectively with diverse stakeholders and with multidisciplinarycolleagues1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #4:Student engages diversity and difference in practice.4.1 Identify factors and contexts that impact the development andfunctioning of social systems (i.e. organizations, programs, andcommunities)4.2 Conduct assessments of social systems using diverse theoreticalframeworks4.3 Identify structures and systems that oppress, marginalize, or alienatepeople and develop interventions to minimize, neutralize, or amelioratethese structures and factors1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #5:Student advances human rights and social and economic justice.5.1 Advocate for human rights and social and economic justice across all 1 2 3 4 5 NAtypes of social systems5.2 Engage in practices that advance social and economic justice 1 2 3 4 5 NAComments:129

Competency #6:Student engages in research-informed practice and practice-informed research.6.1 Relate theoretical frameworks and evidence-based research to socialsystems and circumstances6.2 Assess, intervene, and evaluate strategies for empowering people in alltypes of social systems6.3 Apply foundation research skills to the evaluation of interventionstrategies6.4 Work collaboratively with agency personnel or faculty member to assessand improve intervention effectiveness or conduct program evaluation1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NA1 2 3 4 5 NAComments:Competency #7:Student applies knowledge of human behavior and the social environment.7.1 Utilize appropriate theoretical perspectives and knowledge from otherdisciplines to understand diverse human contexts (i.e. biological,psychological, social, spiritual, and cultural) and ways to assess them1 2 3 4 5 NAComments:Competency #8:Student engages in policy practice to advance social and economic well-being and todeliver effective social work services.8.1 Apply policy practice skills in working with people in all types of socialsystems1 2 3 4 5 NAComments:130

Competency #9:Student responds to contexts that shape practice.9.1 Act as change agent to promote optimal functioning in all types of social 1 2 3 4 5 NAsystems (i.e. Organizations, programs, and communities)9.2 Advocate for promoting social justice and positive social change 1 2 3 4 5 NAComments:Competency #10:Student engages, assesses, intervenes and evaluates with individuals, families, groups,organizations, and communities.10.1 Engage diverse groups (e.g., gender, race/ethnicity, sexual orientation, 1 2 3 4 5 NAage, etc.) in a variety of settings10.2 Make effective use of assessment tools and protocols to analyze and 1 2 3 4 5 NAintervene in organizations, programs, and communities10.3 Conduct needs assessments (including collecting new information and 1 2 3 4 5 NAidentifying and using existing data)10.4 Relate theories, models, and research appropriate to social systems and 1 2 3 4 5 NAcircumstances10.5 Develop and implement collaborative, multidisciplinary prevention and 1 2 3 4 5 NAintervention strategies10.6 Make effective use of prevention strategies across types of social 1 2 3 4 5 NAsystems10.7 Make effective use of intervention strategies across types of social 1 2 3 4 5 NAsystems10.8 Apply research skills to the evaluation of diverse types of social 1 2 3 4 5 NAsystems10.9 Identify and utilize appropriate evaluation tools 1 2 3 4 5 NA10.10 Communicate and disseminate evaluation results appropriate to the 1 2 3 4 5 NAintended audience10.11 Work collaboratively with agency personnel or faculty member toassess and improve intervention effectiveness or conduct programevaluation1 2 3 4 5 NAComments:131

University of GeorgiaSchool of Social WorkField EducationStudent Evaluation of Faculty Field LiaisonFaculty Liaison:_____________________________________________________________Academic Year:_________Concentration MSW (2 nd yr./advanced standing/3 rd year)____How many field visits did the liaison make during the academic year (fall and spring semester)?____ How many phone conferences?Please rate your assessment of the performance of your faculty field liaison by placing your ratingnumber to the left of the statement.1 = strongly disagree 2 = disagree 3 = neutral 4 = agree 5 = strongly agree1.____Was available to answer your questions regarding the field education process.2.____Liaison provided appropriate collaborative assistance in developing learning plan.3.____Provided you collaborative, constructive feedback during the mid term and final fieldevaluations.4.____Demonstrated that s/he was continually monitoring your performance at the field site.5.____When mediation was needed, s/he was available to work with you and your supervisor ina timely manner.6.____Overall, your faculty liaison was effective.Please comment briefly on the following. (Please use the back of this paper to elaborate)A. Describe the role your faculty field liaison played in your field experience.(e.g. advocacy, interpretation, explanations, etc.)B. In what ways did the faculty field liaison help you and your field instructor integrate social worktheory and practice? Please provide examples.132

The University of Georgia School of Social WorkCONCENTRATION FIELD PLACEMENT EVALUATION(to be completed by all students at the end of the 2 nd semester)This evaluation was developed to assist faculty, students and Field Instructors in assessing the variousaspects of the student’s field experiences. This information will be used to improve the quality of fieldinstruction. Feedback will be shared with individual Field Instructors and agencies. Evaluations will notbe sent to the individual Field Instructors.STUDENTS: Please evaluate your experience in your placement agency by circling the appropriatenumerical scale and by answering the narratives as openly as possible. Thank you.Student Intern: (optional)Field Placement Site _______________Placement: MSW Field Instructor ___________________Semester: Fall Spring 20__ Faculty Field Liaison _______________LimitedModerate Good ExcellentTHE AGENCY 1 2 3 41. Conduciveness of atmosphere for learning 1 2 3 42. Receptivity to students 1 2 3 43. Availability of a variety of learning experiences 1 2 3 44. Adaptability to your learning needs 1 2 3 45. Openness to examination by the student 1 2 3 46. Accessibility of resources 1 2 3 47. Innovative in service provision 1 2 3 48. Overall learning experience 1 2 3 49. Overall satisfaction with this placement 1 2 3 410. Competency of training received other than supervisor 1 2 3 411. Orientation to the agency and role 1 2 3 4THE FIELD INSTRUCTOR1. Competency as a professional role model 1 2 3 42. Consistency in their approach to you 1 2 3 43. Helps me to feel at ease with the supervisory process 1 2 3 44. Ability to assess and provide useful feedback of performance 1 2 3 45. Willingness to serve as an advocate within agency structure 1 2 3 46. Provides clear expectations of my role 1 2 3 47. Efforts of provide a variety of learning experiences 1 2 3 48. Compatibility with the student 1 2 3 49. Makes supervision a constructive learning process 1 2 3 410. Provides suggestions for developing my social work skills 1 2 3 411. Focuses on my learning needs as a student 1 2 3 412. Impact of supervision to professional development 1 2 3 413. Competency of supervision and training 1 2 3 414. Allows and encourages me to evaluate myself 1 2 3 415. Enables me to express opinions, questions and concerns 1 2 3 4133

How often did you and your supervisor meet? What was the structure of the supervision?How do you think the supervisory relationship impacted your development?Reflect on your Field Instructor and their style of instruction and supervision. Comment on the dynamicsof the relationship between you.Would you recommend this Field Instructor to another social work student? Why or why not?Would you recommend this Placement Agency? Why or why not?What kind of student do you think matches best with this Field Instructor? Agency?Did you feel challenged by this placement? How were you challenged; or how could it be improved?134

What experiences during your placement were most beneficial to your professional development?What are the strengths of this placement? What are the weaknesses?Please add any additional comments or feedback about your agency or supervisor:135

APPENDIX CASSIGNMENTDESCRIPTIONS136

AGENCY/ COMMUNITY STUDYI. Agency Information- Name of Agency- Address (including city and zip code)- Primary contact/field instructor name and degree level- Telephone number of primary contact/field instructorII.Agency AnalysisA. Agency Description- Describe the agency setting (non-profit, hospital, school, rural, urban,structured or unstructured, etc.)- What is the mission and/or purpose of the agency?- What types of clients does the agency serve?- What social problems are being addressed by the agency?- What services does the agency provide?- Do these services support the agency’s stated mission?- Describe the organizational structure and/or politics of the agency.(Include organizational chart if available)B. Agency Funding- How is the agency funded? Who provides funding?- Funding constraints?- Who oversees funding?C. Agency Resources and Barriers- What role does the agency play within the community?- How is the agency viewed by its clients and other communityagencies?- With what other community agencies does the agency collaboratewith, provide referrals to, and access additional resources from?- What presents barriers to the agency and its clients? How are thesebarriers addressed? If they are not being addressed, in what ways canthese barriers be addressed?D. Agency Policy- Identify major federal, state and local policies that service deliveryE. Ethics- Identify significant ethical issues in working with clients in theassigned agency137

F. Cultural Competency Within the Agency- How does the agency address issues of diversity (e.g. staff, clients,location, services provided).- Please rate the agency using the Cultural Competence Scale.G. Evidence-Based Practice- Provide an example of how evidence-based practice is demonstratedat your agency.III.IV.Role of the Social Worker- What is the role of the social worker in the agency? How does thisrole differ from other disciplines within the agency?- What are the specific activities performed by and expected of thesocial worker?- How is the social worker viewed by other disciplines within theagency?Role of the Social Work Intern- What is the role of the social work intern within the agency?- What are the specific activities performed by and expected of thesocial work intern?- How is the supervision of the social work student structured?- Describe the specific characteristics, skills, and qualities that a socialwork student would need in order to thrive in this agency setting.- Describe the type of social work student who would not be a “goodfit” for this agency setting.138

WHERE DOES YOUR AGENCY LIE ALONG THE CULTURAL COMPETENCE CONTINUUM?Cultural Cultural Cultural Cultural Cultural AdvancedDestructiveness Incapacity Blindness Pre-competence Competence Cultural CompetenceCultural Destructiveness – agency’s policies, programs, practices, and attitudes are destructive to cultures and, hence, to individuals of the culture; ignorescultural differences, but systematically denies people from different cultures access to their natural helpers, removes children from their families to be placed in“socially acceptable” homes, purposely risks the well being of minority individuals by putting them in harms way without their knowledge or consent; believesits actions are desirable/justifiable.Cultural Incapacity – agency’s policies, programs, and practices are destructive but these negative effects are unintended and unrecognized; does not intend tobe culturally destructive but rather lacks the capacity to help culturally different clients or culturally diverse communities; believes in the supremacy of dominantculture helpers.Cultural Blindness – agency does not recognize important differences; functions with the belief that color or culture make no difference and that all people arethe same, therefore, all clients can and should be treated the same; there is the belief that helping methods traditionally used by the dominant culture areuniversally applicable.Cultural Pre-competence – agency recognizes its inability to properly serve those who are culturally diverse and is working to improve service; a false sense ofaccomplishment (or failure) based on the achievement of one goal or activity seen as fulfilling an obligation to the minority communities. Examples includehiring minority staff, seeking cultural knowledge, recruiting minority members to serve on boards of directors or advisory committees.Cultural Competence – reflected in agencies that are characterized by acceptance and respect for difference, continuing self-assessment regarding culture,careful attention to the dynamics of difference, continuing expansion of cultural knowledge and resources, and a variety of adaptations of service models in orderto better meet the needs of culturally diverse populations.Advanced Cultural Competence – in addition to the items in “cultural competence,” the agency strives to develop new knowledge in culturally competentpractice/policies and is an advocate for changes within the wider human services arena and throughout society.Adapted from: Cross, T. L. (1988). Services To Minority Populations. Focal Point, 3(1), pp. 1-4.Garthwait, C. (2005). The social work practicum: A guide and workbook for students (3 rd ed.). Boston: Allyn & Bacon.139

FIELD EDUCATIONPROCESS RECORDINGSThe process recording is an evaluative tool used to assess a student’s communication skills andincrease self-awareness in the professional use of self. It is a verbatim account of an interviewwith a client system. Most students are unable to tape record their interview, therefore, a“verbatim” account should be to the best of the student’s memory.While transcribing the interview from a tape or notes, or writing from memory, the studentshould not attempt to alter the interview. The exercise of a writing process recording allows thestudent to reflect on the interview and observe communication exchanges and worker responsesthat could have been handled differently. This is part of the learning process. Remember it isused as a tool for receiving feedback from one’s field instructor or faculty liaison as well as forstudent self-evaluation. There is no “grade” given on a process recording.There are various formats for writing process recordings. Your field instructor may request adifferent format from what is presented here. It is fine to use a different process recordingformat for your instructor. Check with your faculty liaison as to your use of format for theprocess recordings due at seminar. The following format, with distinct columns, should be usedfor writing the process recordings.140

Suggested Format for Process RecordingContent Skill Used Your Gut Reactions Your AnalysisWorkerReportwordssaidyouIdentify socialwork skill youused, if anyDescribe your subjectivereactions (thoughts,feelings, sensations) toyour own words during thisexchangeObjectively Evaluate yourselection of the skill, ifany, used and the quality ofyour performanceClientReportwords clientsaidDescribe your subjectivereactions to the client’swords/gestures during theexchangeTo the degree possible,objectively analyze theclient’s words/gesturesduring this exchangeProcess Recording ExampleContent Skill Used Your Gut Reactions Your AnalysisWorkerHow are youfeeling duringthis difficulttime?Open probeI have a hunch the clientwants to and probablyneeds to talk about herfeelings, but I’m scared itmight be too much forher- and perhaps for metohandle.I think this is an appropriateskill to use at this point. Ialso believe that I phrased itwell. An open probe is moreuseful here than a closedprobe.ClientI’m just sotired all thetimeI believe it! I’d beexhausted too if I were inher shoes. I don’t knowif I could even get out ofbed and face the world.Client’s words appear torepresent an accuratedescription of her feelings. Iwonder, might she bedepressed enough that sheneeds to talk to a medicaldoctor?WorkerYou’resimplyexhausted.ReflectingfeelingsShe looks/feels terriblyfatigued. I feel depletedas I try to understandwhat she is feeling.I believe that I’m on targetwith this feeling reflection,and think it is the right skillto use at this time.141

PROCESS RECORDINGStudent:_________________________________________________Client’s First Name:___________________________________Date:_________Liaison:_________________________________________________ Agency:__________________________________________________________Presenting Issue(s):_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________Purpose of Interview:________________________________________________________________________________________________________Plan for Next Interview:______________________________________________________________________________________________________WORKERContent Skills Used Gut Reaction Analysis Field Instructor’sCommentsCLIENT142

Continuation PageStudent:___________________________ Client’s First Name:___________________________ Date: __________________Content Skills Used Gut Reaction Analysis Field Instructor’s CommentsWORKERCLIENTWORKERCLIENTLiaison:_______________________________________ Agency:_______________________________________143

SUPERVISORY METHOD: JOURNALINGFORMAT:MATERIALS:JournalingWritten log kept by student; optional for structured/semi-structuredjournal; specific questions for student to reflect upon (see attachedquestions).FOCUS:Interactive written communication with self and instructor about practiceexperiences, which validates student’s personal contribution to learningachievements. Written reflections can include relation to new concepts tocurrent knowledge; exploration of personal experiences and feelings;impediments, personal or systematic, to work with clients; and thoughtsregarding ethical practice issues. Emphasis is on exploratory, reflectivecognition.FEATURES:• Journals may be structured, semi-structured, or unstructured. Entriesmay be evaluated for course grades.• Instructor must be clear about focus of entries and about how journal willbe used, i.e. whether it will be evaluated, graded, shared with others, etc.• Frequency of entries may be flexible, but minimum of three per week isrecommended•Timely, regular, and thoughtful written feedback in the journal from thefield instructor is essential to student’s learning• Facilitative, not punitive, responses from instructors or others respondingto the journal is critical• Emphasis should be on expressive, rather than formal or grammaticallycorrect, languageLIMITATIONS:• Student may initially be hesitant about disclosing personal feelings orself-identified weakness in this format, particularly if journal is graded.• Supervisee’s ability to think and process information beyond thedescriptive level144

QUESTIONS FOR SEMI—STRUCTURED JOURNALINGSemi-structured journaling uses prompts or trigger questions which the student respondsto, along with free or unstructured writing.Suggested prompts to choose from:1. Which interactions with clients impacted you the most today and why?2. What were some of the things you already knew about what you observed with thisclient? What surprised you?3. What do you feel good about regarding the way you handled this interaction?4. Is there anything you would change about what you said or did if you were to be facedwith this situation again? Why?5. What obstacles did you have to deal with that impacted this interaction?6. If you could change anything about how your agency supports or doesn’t support thisclient, what would it be?7. What ethical issues entered into this interaction? How did you deal with those?8. What feelings were you left with after you had this interaction with the client?9. What additional information or skills do you feel you need to help this client?10. How do you think the client would describe interacting with you?145

Reflection Paper/Journal GuidelinesChoose a situation/interaction/task/project (or a portion of a task or project) and reflect upon itusing the structure outlined below. Each section must be clearly labeled.1. DescriptionDescribe in detail a situation/interaction/task/incident/experience etc. that occurred aspart of the field placement. Choose one that was significant to you, was an “eye-opener”and/or created a dilemma for you in terms of what to say or do.Example: Another worker started talking to me about her feelings toward a clientwhile we were standing in the hallway….2. ReactionIn detail, discuss your reactions and feelings about the situation, task, etc. Why was thissituation significant? What dilemma was posed to you? How was this a “trigger”situation to you?Example: I felt uncomfortable talking about this situation in the hallway becauseof confidentiality issues. Even though I was uncomfortable, I did not sayanything to the worker. She is the professional and I am “just” the student…..3. ConceptualizationApply academic knowledge to the practice-based situation you have described. Whatprofessional issues or underlying social work knowledge, values, and skills can beapplied to enhance understanding of the situation? This conceptualization may includethe application of theory and/or the critique of theory.Example: In my experience of co-facilitating the group, I was aware of powerand control issues. Specifically, when Mr. A. said…, I observed tense groupdynamics (People avoiding eye contact, visual tightening of posture, silence). Inour group’s class, the readings identify….Another area of knowledge that I can apply to this situation relates to communicationskills of confrontation and immediacy…4. ActionThink critically about the situation. What would you do differently if confronted with asimilar situation? Which action seems best to you now and why do you think it is a betterresponse? If you decide that you would not handle the situation differently, why not?Support your position.Example: Group dynamics need to be understood when facilitating a meeting.Next time, I need to…This is important because…..146

5. Relation to learning outcomesDiscuss how this situation relates to one or more of your skill sets and the correspondingobjective(s).Example: This situation relates clearly to the skill set of assessment as I must beaware of group dynamics…The challenge for me…..This situation also relates tothe skill set of communications….In order to respect confidentiality, please do not use any client or individual names in thisassignment.Adapted from Georgia State University Field Manual147

SUPERVISORY METHOD: REFLECTIVE PRACTICE EPISODEFORMAT:MATERIALS:FOCUS:Individual Conference most frequently but may be adapted for GroupConference.Reflection exercise form (see attached example)Student’s reflections about some practice experience. Attends to student’sintegration of experience with theoretical, ethical, and/or professionalissues.FEATURES:• Requires thoughtful review, analysis, and reflection by student prior tosupervisory conference.• Attends to the meaning of an experience for the student.• Provides valuable data for evaluation (work sample).• Provides launching point for discussion of broad range of professional issues.• Provides data for on-going reflection and point of reference from which instructorand student can track the student’s improvement in thinking about practice.• Encourages student to think “beyond” the observational/descriptive level.• Offers some safety to student in initially broaching some sensitive or taboo topicswith the instructor.• Best if is incorporated as a regular format for inclusion in supervision conferences(e.g., student submits a prescribed number of reflection episodes in a given periodof time, like one week.)• May be incorporated into the Journaling method.LIMITATIONS:• Student must risk and can be vulnerable to having instructor learn about ideas,concerns, questions, and issues troubling to student.• Student’s ability to think and process information beyond the descriptive level.148

GUIDELINES FOR REFLECTIVE PRACTICE EPISODESAND SEMINAR DISCUSSION1. Describe a situation you experienced in your practicum that you would like to reflect on.The situation can be an ethical dilemma, a practice issue, or a question about therelevancy of theory; policy issue, diversity issue; the situations can be any issue that hasaffected you in practice that you want further discussion about. (Identify the problem.)2. How do you describe the situation as a problem relevant to social work practice?(Framing the problem.)3. What did you do in response to the problem? Do you think this was the best solution tothe problem? Why? How did you come up with the solution? (What information did youuse to reach a solution: theoretical knowledge, intuition, previous experience, anythingelse?)149

4. If you haven’t done anything to solve the problem, what do you think you should do andhow would you proceed?5. Discuss how this situation relates to the practice of social work.6. Does this problem and your solution fit into your definition of social work practice?Explain.Developed by Geraldine Jackson-White, October, 1994150

GUIDELINES FOR REFLECTIVE PRACTICE EPISODESAND SEMINAR DISCUSSION1. Describe a situation you experienced in your practicum that you would like to reflect on.The situation can be an ethical dilemma, a practice issue, a question about the relevancyof theory, the situations can be any issue that has affected you in practice that you wantfurther discussion about. (Identify the problem.)The issue I want to reflect upon, which is one I’m sure to encounter again and again as asocial worker, is how to handle terminating with clients who I have emotionally bondedwith and who are ready to move on. I met with a family tonight for our final session andafter working with them for twelve weeks, it was very hard to say goodbye. My feelingsare very mixed- I’m really happy about the progress this family has made but I also wishwe could have an ongoing working relationship.2. How do you describe the situation as a problem relevant to social work practice?(Framing the problem.)This problem is very relevant to social work because, as pointed out byCompton/Galaway, social work intervention is always time-centered and should bedirected towards measurable, achievable goals. We should also keep clientempowerment as one of our central tasks and should work with clients in way that, asquickly as possible, ensure that they become self-sufficient in solving their problems andmaking changes in their own lives. These goals are certainly an integral part of the inhomeFamily Intervention Program.3. What did you do in response to the problem? Do you think this was the best solution tothe problem? Why? How did you come up with the solution? (What information did youuse to reach a solution: theoretical knowledge, intuition, previous experience, anythingelse?)I responded genuinely to the feelings of the family when they said they would miss ourvisits with them by telling them I would miss them too, and that I had enjoyed workingwith and learning from them. I then changed the focus to re-emphasizing, as I had inmany previous sessions, how they had been responsible for the success of our work andwhat strengths that would continue to be able to call upon. The dilemma that remains forme is how to let go emotionally of my relationship with this family- which I know will justtake time.4. If you haven’t done anything to solve the problem, what do you think you should do andhow would you proceed?I feel the issue is pretty well resolved with this family and will just need to be something Iam sensitive to and careful about down the road as I become attached to the people Iwork with.151

5. Discuss how this situation relates to the practice of social work.The practice of social work has a lot to do with caring about people and I feel all socialworkers need to bond with people, yet not create unhealthy dependency or allow finishingup with people to be too traumatic for them or the social worker.6. Does this problem and your solution fit into your definition of social work practice?Yes, the issue and solution fit my definition of social work practice and I feelcomfortable with the idea of having time-limited interventions with people as muchas possible. I think it will be helpful to me personally to work in settings and withmodels that are similar to the in-home model—that is limited in duration and focusedon intervention.Developed by Geraldine Jackson-White, October, 1994152

SOWK 7055COMMUNITY NEEDS ASSESSMENT ANALYSISThe purpose of this assignment is to help you identify key information for a community needsassessment. Write a brief analysis using the following questions as a guide.1. Describe the contents of the community needs assessment you prepared in SOWK7153 or SOWK 7106.2. Describe the contents of the community needs assessment you completed in yourpracticum.3. Compare how these two community needs assessments are similar and how theyare different.4. Discuss the strengths and limitations of each approach.5. Based upon your experience with these two models, what do you see as the keycomponents to be included in a community needs?Adapted from Georgia State University Field Manual153

FIELD EDUCATION - CASE PRESENTATION(Written)Please choose one of your clients with whom you have worked at your field site. As a socialworker, your clients may range from an individual to a community. As Kirst-Ashman and Hull(1999) in Understanding Generalist Practice (p.31) have stated:Social workers help people deal with problems ranging from personal relationships tolack of resources to blatant discrimination. A social worker may need to address theproblem of a battered woman who is economically and emotionally dependent on herabusive husband and who also has three children to protect, a social worker might havean adolescent child who has committed a number of serious crimes and is heavilyinvolved with an urban gang, a social worker may need to advocate and fight for changein public assistance policy.Regardless of the size of your client system or the nature of the problem, the problem-solvingprocess is similar. For this assignment, please choose an individual, couple, family, or group asyour client system. Use the following problem-solving outline in writing your case presentation.Clearly label each of the five problem solving phases and type the final product.1. Exploration and Assessment-Briefly describe your client system. Identify significant, micro, mezzo, and macrofactors, as well as elements of human diversity that may be impacting your client. Whatare your client’s strengths? Define the problem situation. Discuss your multidimensionalassessment of the client’s problems.2. Planning and Contracting-Describe your plan of action. How did you and your client decide which problem(s) toaddress? What are the short and long term goals that you and your client have agreed towork on? What is the contract, i.e. the working agreement, between you, the client, andanyone else involved in the action plan? What parties are responsible for carrying out thespecifics of the contract? How is progress going to be evaluated?3. Intervention-Discuss the implementation of the plan of action. Describe the client progress during theintervention. Discuss any issues, situations, and conditions that have altered the plan.How is progress being monitored? How did you choose your interventions?4. Evaluation-What were the results of your interventions? How do you know the client reached setgoals? What methodology was used for evaluating your practice?5. Termination and Follow-Up-Discuss the reasons for termination in this case. Describe the process of disengagement,i.e. client transition from dependence on worker to making decisions and functioning154

independently, and stabilization, i.e. maintenance of change and continued client growthfollowing termination. Discuss client need and any plans for follow-up.6. Comments-In reviewing your work with your client, what would you do differently?Use critical thinking to address the gaps, omissions, oversights, etc. in your work.Discuss your strengths and weaknesses as you evaluate your role.Adapted from Georgia State University Field Manual155

FIELD EDUCATION - EVALUATION OF PRACTICE PAPERThe application of research in social work practice is critical in providing competent social workservices. According to Westerfelt and Dietz (1997), there are two major arguments that supportsuch application: (1) The NASW Code of Ethics emphasizes the responsibility of social workersto understand, utilize, and conduct research (please see Section 5.02- Evaluation and Research),and (2) Social workers are accountable to clients, and therefore, services that make a differenceshould be provided.One option in fulfilling this research role is to evaluate one’s practice. The most commonmethod to evaluate practice is the application of the single-subject design. The focus of thispaper is to evaluate your intervention process with a single “subject” in your practice. “Subject”can be one individual, one family, one group, or one community.Please address the following items in your paper:1. a. State your research question. What do you want to know and why?Begin to ask yourself- what would you like to know? What would the agency like toknow? What would the client system like to know?b. Conduct a brief literature review on your research question.Summarize your findings.*Note- any agency based research project must be discussed with and approved by yourfield instructor and all agency protocol (e.g. consent form) must be followed. Clientsshould not be forced to participate and non-participation should not affect a client’sreceipt of or eligibility for services.2. Describe your dependant variable(s) and the chose measures (indicators) for eachvariable.3. Describe your independent variable. Specify your intervention and include location,specific activities, duration, frequency, etc.4. Describe your single-subject design. Include the base-line measures, intervention(s), anddesign. Discuss why you chose this single-subject design for your research.5. Describe how you conducted your data collection. Attach copies of consent forms,agency protocol, research instruments, etc.6. Summarize your findings. Do not use actual names of clients in reporting data.7. Discuss the limitation of both your measurement scale and the research design. Addressreliability and validity of your research.156

8. What are your conclusions? How do your results relate back to your initial researchquestion?Adapted from: A.Westerfelt and T.J. Dietz (1997). Planning and Conducting Agency-BasedResearch. NY/LonghamAdapted from Georgia State University Field Manual157

FIELD EDUCATION- CODE OF ETHICS PAPERThe NASW Code of Ethics, found in Appendix F, has been the “bible” on professional conductand ethical behavior for social work practitioners. The code provides guidelines for social workpractice. Over the years, the Code has been modified to better reflect contemporary practice.There are three parts to this paper:1. Choose a subsection of the Code of Ethics you think best supports your fieldagency’s practice. Thoroughly explain your choice, substantiating it withexamples from our work at your field placement.2. Choose a subsection of the Code of Ethics that you think least supports your fieldagency’s practice. Thoroughly explain your choice, substantiating it withexamples from your field placement.3. Create an addendum to the Code of Ethics that reframes the least supportivesubsection that you chose in Part II so it better supports your field agency’spractice.Adapted from Georgia State University Field Manual158

FIELD EDUCATION – FINAL PAPERThe final paper is a synthesis of the student’s experiences in field education. Theorganizational/community analysis section (Part I) assists the student in revisiting the field site toprovide a context for understanding practice. Part II is designed to help the student assess his/herlearning experiences related to the competencies/practice behaviors. Please type.Part I: ORGANIZATIONAL/ COMMUNITY ANALYSISPlease address the following items:1. Define and describe the community in which the field site operates. Assess its strengths,resources, and specific issues/problems.2. Describe the field site’s purposes and goals. What is the site’s function and role in thecommunity? How does it address the needs/issues of the community?3. Describe the field site’s structure. How is the service delivery carried out? How arepolicy decisions made within the setting?4. What are the funding sources for the field site? How are the social workers funded?5. How do the field site’s activities reflect its stated purposes and goals? Distinguishbetween the field site’s stated goals and what actually happens in practice.6. Describe the barriers/obstacles you have encountered that seem to stand in the way ofeffective social work practice. Why do these barriers/obstacles exist? What can be doneto diminish or eliminate such barriers/obstacles?7. Give an example of an existing community partnership initiative between the field siteand the community. Critically analyze its strengths and weaknesses. If none currentlyexists, what recommendations would you make to the field site for the creation of acommunity partnership?Part II: LEARNING OUTCOMESA. Please use your individualized learning plan in completing this section. Review each ofthe learning outcomes, including your specific personal outcomes and address thefollowing for each learning outcome:Choose an activity or task in which you were involved that relates to thespecific learning outcome. (One activity might have addressed more thanone learning outcome.) Perform a self-assessment on yourcompetence/success in completing each outcome. Provide an explanationand a rational to support your assessment.159

B. Please address the following questions:1. What did you find most challenging in your field experience?2. How does this field education experience impact your future decisions aboutcareer choices, volunteer work, community activism, etc.?Adapted from Georgia State University Field Manual160

SOWK 7055FINAL SELF-ASSESSMENTPlease develop a concise self-assessment in preparation for your end of the semester evaluation.Feel free to add any information that you feel is particularly relevant to your experiences thatmay not be captured by the questions.1. Describe your strengths and how they impacted your work.2. Describe areas that you feel you still need and/or desire more experience and/orexposure.3. Reflect upon what you have learned and identify how your practicum hasspecifically contributed to the acquisition of your skills and knowledge.4. Discuss how you evaluated your practice.5. Please identify any one learning experience from this semester that you feelcontributed the most to your professional development. Briefly explain how thiswas beneficial.6. Please identify any one learning experience you wanted to have in your practicumthat did not occur. Discuss how this is still relevant to your learning goals, andhow you plan to incorporate this learning in your continued professionaldevelopment.161

CONTINUING PROFESSIONAL DEVELOPMENT PLANName:_________________________Date: _________________________Objective(s) Learning Resources and Strategies Evidence of Objectives Target DateApproved by: _______________________ (Student): ___________________ (Field Instructor):______________________(Faculty):______________________162

WORKSHEET FOR DEVELOPING CONTINUING LEARNING OBJECTIVESBehavioral AspectTo developknowledge aboutTo developunderstanding of1.2.3.4.5.6.1.2.3.4.5.6.To develop skill in 1.2.3.4.5.6.To develop attitudestoward1.2.3.4.5.6.Content AreasTo develop interest in 1.2.3.4.5.6.To develop values of 1.2.3.4.5.6.Knowles, M. (1980) The Modern Practice of Adult Education: From pedagogy to andragogy(revised)163

APPENDIX DPERSONAL SAFETY/RISKREDUCTION164

GUIDELINES ON PERSONAL SAFETYPERSONAL SAFETY/RISK REDUCTION*Due to increasing incidents of violence against social workers, the School is attempting tomake students aware of safety issues and be better prepared to handle potentiallydangerous situations. Training in personal safety is provided to all new students early inthe first term of enrollment; content includes awareness, prevention, and management ofdangerous situations at home, on the street and while traveling, in public places, and inthe field. Handouts on this content are provided at the training session. Also, agencysafety guidelines and information on student health care safety preparation appear in thisManual. Because safety issues relate to field work, campus life, and many other settings,general information about risk assessment and reduction is also included in this section.This information can be used to assess environmental risk levels, to determine if a clientor another individual could be dangerous, to make decisions about managing riskysituations, or to protect oneself or clients.It is very difficult to predict when dangerous behavior will occur. The factors most oftenconsidered to be predictors are: history of violent behavior, male clients, abuse of drugsand/or alcohol. Aggressive behavior may be direct or indirect; determinants include fear,anger, overstress, chemical alteration, need for attention or power, and paranoia. Theimportant variable is the intent or perceived intent of the individual who appears to bedangerous. It is important to determine whether the behavior is a characteristic adaptivestyle or if it is reactive to a particular or current situation. However, the best protection ina threatened or actual assault is to follow your intuition. Problem-solving skills are alsotransferable to risky situations: gather data, evaluate the information, decide on a courseof action based on the evaluation, implement it, evaluate the outcome and adjustaccordingly. This process may occur in an instant or over a longer period.The goals of risk prevention and management strategies should be:1. protect the client, staff, and others in the environment2. help the individual gain control with the least amount of pain and guilt3. help the individual focus on the source of anger, fear, frustration, etc.4. assist the individual to express these feelings verbally rather than in actionsGENERAL RISK REDUCTION GUIDELINES1. Walk with a sense of purpose. Be aware of body language.165

2. Be alert to people around you. Beware of strangers who approach and speak toyou. Keep at a safe distance and keep moving.3. Do not walk on side of the street where people are loitering. Walk on theoutside of the sidewalk, away from possible hiding places.4. Be aware of safe places such as stores, library, school, and community centersto use as refuge.5. Do not carry a purse or bag. If you must carry one, conceal it or use a shoulderbag or backpack.6. Wear sensible appropriate clothing, low heeled shoes, and no jewelry whichcould be snatched off or wrapped around your neck.7. Do not give money to people who ask for it.8. Assess multi-story buildings for safety. If you take the elevator, observeelevator interior before entering. If the elevator appears unsafe, wait for thenext elevator or consider taking the stairs; be aware of who is in the stairwelland how far apart the exits are. If a suspicious person enters the elevator afteryou have entered it, exit before the door closes. Stand next to the controlpanel. If accosted, press all buttons.RISK REDUCTION GUIDELINES IN FIELD WORKStudents should receive a specific orientation to agency policies and proceduresregarding risk management. If the field instructor does not provide this orientation,students must ask for it. Students should also learn about the agency’s informal methodsfor assessing and handling risk situations.Each situation is different, but the guidelines that follow may generally apply in themanagement of potentially dangerous situations.1. Appreciate realistic limitations. Be reasonable about what is and is not possible.Know when to stay and leave. (A sound preventive approach is to avoid seeingclients with reputations for unprovoked assaults or those in acute paranoidpsychotic distress in an empty office without backup staff or security available.)2. Keep your work area as safe as possible, keeping it clear of items which couldbe harmful to anyone involved in a physical intervention. For example, keepobjects which can be used as weapons (ashtrays, sharp objects, a hot cup ofcoffee) away from clients.166

3. Where possible, alert staff members that assistance may be needed beforeentering the crisis situation.4. Act calmly. Keep the scream out of your voice. An emotional or aggressiveresponse to a distraught individual is likely to reinforce that person’saggression. Remember, clients and others who are violent are often reacting tofeelings of helplessness and loss of control. Therefore, you need to be in controlof the situation.5. Take a non-threatening posture to avoid appearing confrontational, but take aprotected posture as well. This usually means standing slightly sideways to theindividual, at a safe distance away from sudden lunges, punches, and kicks, witharms and hands held near the upper body for possible quick self-protection.Avoid a “stare down” by periodically breaking eye contact.6. Don’t walk away from the individual who is escalating. Acknowledge theindividual’s feelings and attempt to talk him/her down. Encouraging theindividual to sit down may sufficiently delay or divert the possibility of attack.Usually a one-to-one situation with available staff at a distance works well. Themost appropriate staff member to be with the individual is the one who has thebest rapport with him/her, not necessarily the staff with the most authority orrank.7. Observe the progress of the aggression and the stages of escalation. Identifythose actions on your part which serve to calm and those which serve to inflamethe individual, and act accordingly.8. Avoid sudden movements or the issuance of strident commands, as these mayonly inflame the individual. Whenever possible, allow the individual to makebehavioral choices. Directives or alternatives should be stated concretely and interms of actions which can be performed immediately. Depending on thecognitive abilities of the individual, limit-setting may take two forms:1) Direct: state clearly and specifically the required or prohibited behavior2) Indirect: allow the individual to choose between two acceptable behavioralalternatives9. Do not touch the individual unless you are willing to restrain him/her, and onlywhen there is sufficient staff power to do so in a manner consistent with theagency’s “take down” or containment policies.167

10. In the event of the physical intervention where the individual is placed in a quietroom or in seclusion, the isolation should be as brief as possible. Placing anindividual in isolation will not help him/her learn about the experience duringthis critical learning period. The verbal and cognitive work begins here inhelping clients understand and predict their own violent impulses.WHAT TO DO IF ATTACKED OR SERIOUSLY THREATENED DURING FIELDWORK1. Follow agency procedures to manage the immediate situation and to report theincident informally.2. Get any needed medical care and debrief with your field instructor.3. Immediately notify the School (the faculty liaison or the Director of FieldEducation).4. Recognize that a physical attack or threatening behavior is frightening and thatyou may respond emotionally to the stress. Seek help to resolve the crisisresponses.*Source: University of Michigan School of Social Work, Field Instruction Manual, May1997.168

APPENDIX EORIENTATION/SUPERVISION169

ORIENTATION TO THE AGENCYThe School provides the student with a general orientation to the profession and to fieldeducation.The agency is responsible for agency-based orientation, which typically occurs during thefirst week of field work. In general the orientation should consist of acquainting thestudent with the various services offered by the agency, and the range of scope ofpossible assignments. Planning for these assignments should begin right after theorientation period, and specific initial assignments should be identified. The studentshould use the orientation period to begin developing a written learning contract, whichwill serve as a guide for the current and subsequent terms of field work experience (seeAppendices A and B).The School’s rationale for the agency orientation to field instruction is twofold. First,before the student engages with clients, agency staff, communities, etc., s/he should havesome knowledge of professional roles and relationships, the ethics of the profession, andthe nature of service delivery systems, as well as some acquaintance with various theoriesof human behavior. Second, students are expected to gain knowledge about the range andtype of specific agency services, agency structure and staff roles and responsibilities, aswell as inter-agency and community relationships. A well-planned and organizedorientation within the agency will not only provide information useful for studentperformance but will serve the agency by enhancing the potential for greater studentproductivity.Agencies may wish to take different approaches to the agency orientation. One approachis to schedule various activities which could include reading reports and other agencydocuments, interviews, and observation within the agency and at other agencies andfacilities. A somewhat richer approach is to schedule all of the above and to begin tointroduce related tasks into the assignments. For example, a student who is scheduled tovisit another agency may be asked to obtain information needed by the placement agency.Another student preparing to work with a client group may conduct initial interviewswith prospective members.170

SOME IDEAS FOR A WELL-PLANNED, COMPREHENSIVE PLACEMENTEXPERIENCE• Initial Orientation Session for Students• Intern Packet-useful information about the agency, personnel, helpful terminology,organizational chart, etc.-various readings about population, settings or other helpful “orienting”contextual information-special paperwork, forms• Agency Tour-meet personnel, supervisory staff, secretarial staff, etc.-faculty tour and student’s space of their own-formally introduce student at agency staff meeting• Inform intern of agency policies and procedures• Supply student with some office supplies• Arrange for lunch plans on the first day so student doesn’t feel isolated or alone• Have the student “shadow” you on the first day or two (or at least for a few hours)to help acclimate them to the setting• Give student an opportunity for client contact in the first two days• Meet with student at the end of every day the first week• Meet with the student both formally and informally the first week – plan ondiscussing at least one case to set the tone for supervision• Plan regularly scheduled supervision blocks of time each week in addition toinformal “chats”• Allow for the student to take initiative for their own learning and plans for theirtime• Help student to develop a “project” that they could accomplish over the course ofthe term171

PREPARING STUDENTS FOR ORIENTATION TO FIELD PLACEMENT SITEMicro Level of Orientation1. Orientation Plan2. Learning plan3. SupervisionLearning stylesSupervisor role and stylePrevious experiences with supervisionWeekly supervision timesWho sets agenda for supervision meetingsWhat is discussed in supervisionHow to discus goals, fears, issues, assignmentsIntegrating class and fieldEvaluation of learning outcomes4. Professional BehaviorExpectationsAgency boundaries: what’s okay to talk about; what’s not okayTime off for illness, holidaysMake-up days1. Purpose, function, and structure of the agency/organizationMissionGovernancePoliciesFunding2. Who’s WhoOrganizational chartsJob descriptionsList of people to meetMezzo Level of Orientation172

3. Clients/Consumers/ConstituentsWho they areService provision/delivery (what and how)How they get connectedIntake processCosts for servicesService outcomes/evaluation4. Layout of agency/organizationTour of agencyStudent’s office, desk, phone, files, etc.Copy and fax machinesLunch/break room5. Information flowTelephoneComputer use/accessRouting materialMail (in and out)MessagesMeetings required6. DocumentationFormatWhen and whereConfidentiality issuesJargon, abbreviationsStatistical recordsForms7. ConfidentialityInterview locationsConsent for release of informationConfidential and privileged informationLegal requirements to report; other legal parameters8. Safety and Security IssuesOfficeHome VisitsUse of personal car9. ResourcesFor clients/consumers/constituentsFor studentsFor staff173

Bibliography of important books and articlesInternet availabilityLibrary journal accessCellular phonesMileage and/or parking reimbursementStipendStaff developmentAdditional learning opportunitiesMacro Level of Orientation1. The CommunityMap of the communityHistory of the communityStrengths of the communityMajor issuesAspects of diversityCommunity leadership2. Social Service SystemVisits to area agencies and organizationsResource list of area agencies and organizationsHow this agency/organization fits in with similar agencies/organizationselsewhereHow this agency/organization coordinates with other types ofagencies/organizationsHow this agency/organization partners with other agencies/organizations/groupsCoalitions/networking groups in the communityHistory/perceptions/strengths/limitations of agency/organization in the community3. Social PoliciesLocal, state, federal government mandates or sanctionsRegulatory bodiesRegulatory processesLegislation affecting clients/service provision and/or deliveryAdapted from Cochrane, S. & Hanley, M. M. (1998). Learning through Field: A DevelopmentalApproach. Needham Heights, MA: Allyn & Bacon.174

SUPERVISIONTypically, field instruction of students occurs through a variety of styles and methods, includingformal conference time with the field instructor, group of team supervision, demonstration,coaching, and team meetings. The choice of which activity best fits the student and theassignments are left to the field instructor. However, the pattern of instruction must be by designand minimum contact time must be established. The School requires a minimum of one hour ofsupervision per week, but recommends more. The plan should bear a direct relationship to thecompetencies/practice behaviors of the relevant practicum course statement and the student’sgoals as expressed in the educational agreement. This appendix provides some descriptions ofactivities that can be used in the supervisory session.The student is expected to take a proactive stance in regard to the use of instructional time. Thiscan mean formulating questions, topics, and/or agendas and any relevant written materials (suchas case notes or reports or drafts) for field instruction conferences or meetings. The followingpages provide some ideas on how to assess the student, suggests possible learning activities, anddescribes some ways to evaluate competence. Descriptions for some of these assignments can befound in Appendix C.175

Baseline Assessment and Methods of EvaluationBaseline AssessmentKnowing what one needs to learn is an obvious prerequisite to achieving professional mastery.The student achieves such mastery through engagement in self-assessment and the fieldinstructor’s assessment, and subsequent written evaluation, of the student’s abilities andperformance.It is important for the field instructor to have a sense of the knowledge and skills a student bringsto the field placement. The initial challenge to the field instructor is figuring out the student’slevel of competence at the beginning of the field placement. Students come with a range ofexperiences and nothing should be assumed or predetermined prior to the student’s arrival at thefield site. In addition, the amount of experience alone does not guarantee competency.Therefore, each student should have an individualized baseline assessment. From this baselinedata, the field instructor and student can develop a plan to provide learning opportunities that fitwith the individual student.Some suggestions for establishing a baseline assessment of the student’s abilities:have the student write a brief summary of his/her strengths and weaknesseshave the student observe your practice—discuss the student’s observations about theclient, the problem situation, assessment and intervention, social work roles, values andethics, etc.have the student write a summary of an observed transaction between client and fieldinstructorobserve the student’s practice of beginning-level tasksassess the student’s verbal communication skills through role play situationsassess the student’s written communication skills through case summary, letter, meetingnotes, etc. using the format required by the agency176

Selection of Learning ExperiencesThe following is a list of learning experiences to help stimulate thinking about identifyinglearning experiences for social work students. This list is not exhaustive, some of the items maynot apply to your setting, and there may be additional learning opportunities unique to yourspecific agency/ organization or area of practice to consider.[Adapted from S. J. Wilson (1981). Field Instruction: Techniques for Supervisors. NY: FreePress.]1. Read case records, committee meeting minutes, and agency reports/ newsletters/webpage2. Read journal articles and review websites pertaining specifically to theagency/organization or area of practice3. Observe the field supervisor or other appropriate agency personnel in interactionswith clients, colleagues, and other community organizations. Prepare a summary orassessment of the interaction. Write an assessment of the client.4. Listen to a tape-recorded interaction or lecture or watch an audio-visual presentation.Prepare a critique for discussion.5. Attend a meeting (e.g., staff/team, agency committee, agency board, communitygroup). Take notes on the dynamics of the discussion. Provide a written summary ofthe content.6. Visit the agency in the evening or on weekends to observe agency activities duringthese “off-hour” times.7. Audio or video-tape an interaction with a client. Review and critique it.8. Interview the field supervisor and take a social history. Discuss the interview process.9. Sit in the waiting area and observe the atmosphere, behaviors of individuals, andinteractions between clients and staff.10. Be responsible for a caseload of clients (number assigned may vary based onresponsibilities involved and School of Social Work requirements). Conductinterviews with clients and provide direct services.11. Visit other community agencies and organizations (e.g., referral sources,collaborative partners).177

12. Attend a court hearing.13. Attend related professional workshops, seminars, and lectures in the community.14. Attend in-service staff development programs.15. Prepare an in-service staff development program.16. Co-facilitate or lead a group. Participate in the pre-planning.17. Co-facilitate or lead a meeting. Participate in the pre-planning.18. Go out on home visits. Conduct or participate in the interview.19. Take on-call (after hours) responsibilities.20. Role play with the field supervisor to try out new skills and techniques.21. Participate in orienting new students or staff to the agency/organization.22. Keep a daily log of experiences and reactions to them. Use a critical thinkingapproach in reflecting on the experiences.23. Prepare a process recording of an individual interaction, group session, meeting, ortelephone contact.24. Participate in a one-way mirror observation as an observer or as a subject.25. Interview administrators, managers, or other staff to gather specific information abouttheir roles.26. Assist in writing or revising the agency’s policy and procedures manual.27. Assist in writing or revising the agency’s manual/resource file for student interns.28. Assist in gathering information for and prepare an annual program or agency budget.29. Develop, or assist in developing, a grant proposal.30. Identify new funding opportunities.31. Assist in writing a newsletter. Prepare a web page item.32. Assist with a marketing or public relations project.178

33. Participate on an agency committee to plan an event (e.g., fund-raising, educationalworkshop, community activity).34. Develop outcome measures for a program or special project.35. Design and conduct a research project.Don’t forget your “wish list” of activities you have on your Things To Do list (written orotherwise) that could match well with the student’s competencies/practice behaviors. Theseactivities may be great learning opportunities for the student. For example, that coalitionmeeting you never have time for may be perfect for your student. Perhaps your student canupdate the agency’s community resources directory. What about those clients who need afollow-up phone call after having received services from your agency? Even within theparameters of competencies/practice behaviors, you can be creative in identifying learningexperiences for the social work intern.179

Methods of EvaluationEvaluation of student performance is an ongoing, interactive process between student andsupervisor culminating in an end-of-semester written evaluation. For a fair and completeassessment of student performance, the field instructor should employ a variety of measuresalong with the repetition of such measures. This approach will increase accuracy and fairness inevaluating student performance and provide the field instructor with more opportunities to offerprofessional direction, guidance, and specific feedback. Listed below are methods of evaluationthat can be made use of over the course of the field placement to evaluate the student’sperformance as related to the educational outcomes in the learning plan and the final evaluationinstrument. Outlines for some of these assignments can be found in Appendix C. Methods ofevaluation include (but are not limited to):1. ObservationDirect observation of a student allows for direct assessment on all aspects of astudent’s interviewing skills. While students may feel uncomfortable at this prospect,most realize that it is an invaluable opportunity to gain feedback. One suggestion is tophase in observation by starting with the student observing the field instructor andprocessing what took place, then conducting a joint interview followed by discussion,and, finally, the field instructor observing the student conducting an interview.2. Role PlaySimulating placement-specific situations can be used to identify the student’sstrengths and weaknesses. A role play can be used to deal with challenges andobstacles that confront a student in practice. For a role play to be most beneficial, itshould be carefully planned and structured. Some field instructors use role playsituations to develop benchmarks for specific skills and to determine assignment ofstudent tasks.3. Case/Task SummaryThe student’s ability to apply social work knowledge, skills, and values to practicecan be assessed through a written case/task summary. Multiple summaries over timeoffer an opportunity to view how the student gathers and organizes information,makes assessments, sets goals, and identifies appropriate interventions. Through awritten summary, the student’s writing abilities, familiarity with professional style,and ability to be clear and concise while highlighting significant data can bedemonstrated. A case/task summary may be required agency practice or requestedspecifically by the field instructor as a method of student evaluation.180

4. Process RecordingThis type of recording is specifically used for teaching purposes. Most of the time it isnot placed in agency records. The process recording is a verbatim documentation ofan interaction between the student and a client or a transaction between the studentand another worker (e.g., information gathering on a project). It requires the studentto write down both the verbal and non-verbal communications of the student’sinteractions along with the student’s reflections and analysis. Although somewhattedious, the process recording is a very effective method for assessing the student’sprofessional skills, knowledge, and values. The student engages in self-assessmentand, in addition, receives feedback from the field instructor. Two or three processrecordings per semester are suggested.5. Video/Audio TapingThe use of video and audio taping allows for an extensive evaluation of the student’sperformance by the supervisor and provides an opportunity for self-evaluation. Bothstrengths and weaknesses can be identified. A student may be asked to submit a selfevaluationwith the actual tape prior to the supervisor’s critique. Clearly, fieldinstructors must be selective about the transactions students are allowed to tape. Thestudent must follow agency protocol in securing client permission to video oraudiotape. Such protocol must include the acknowledgement of voluntary clientparticipation in taping with continuation of receiving services not contingent uponparticipating, the educational purposes of taping, and tape disposal.6. Forms, Reports, Professional Letters, and Additional Disseminated MaterialsA student’s ability to write clearly and professionally, retrieve information from avariety of sources, and organize material in writing is intrinsic to the process ofevaluating a student’s performance. It is helpful to offer opportunities for the studentto write, in full or in part, court reports, grants, reports to funding sources, intakes,newsletter articles, program/agency descriptions for brochures/websites,informational handouts for clients, letters, etc. Although field instructors may be ableto complete forms by rote, this is a new task for the student. Having the student fillout forms can provide the field instructor with information about the student’sknowledge of the agency, ability to gather data, basic writing skills, and ability tofocus on purpose of the task.7. Written AssignmentsIn addition to the variety of written items as part of routine agency practice, the fieldinstructor may ask the student to complete a written assignment in order to assess thestudent’s knowledge, values, and/or skills. Such assignments may be in addition toany assignments the student must complete for field seminar. A student and fieldinstructor may agree to use a required field seminar assignment (e.g., agencysummary, critiques of articles, daily/weekly logs, process recording) for evaluationpurposes as well.181

8. Staff PresentationThe student’s ability to gather, organize, and verbally present information can beevaluated through the student’s participation in agency meetings (e.g., staff, program,committee) and community opportunities (e.g., meetings, special events/projects,collaboratives). As an active participant, the student is not only able to increasehis/her understanding of the agency, the community, and their interrelatedness, but isable to enhance his/her sense of professional self and connection to the agency.9. Supervisory ConferenceWeekly formal supervision enables the student to process his/her tasks and fieldexperiences on a regular basis. Initially, the field instructor may set the structure forthe supervisory conference, but eventually the student should take on moreresponsibility in preparing an agenda and identifying challenging situations. Throughthe supervisor’s support and constructive criticism, there should be evidence of thestudent’s professional growth. It is recommended that both the supervisor and thestudent maintain written summaries of supervisory sessions to be used in completingthe student’s final written evaluation.10. Feedback from OthersMost students have the opportunity to work with agency staff in addition to theprimary field instructor. Some students may be assigned task supervisors. Otherstudents may work on a joint project with a professional from another agency. In anycase, a student will benefit from being given the opportunity to work with others,each with his/her own professional style. In addition, feedback from these otherprofessionals can be useful in assessing student performance. The field instructorshould build in a mechanism for obtaining such feedback.11. Student Self-ReportThe student’s ability to recognize his/her strengths and limitations, personalbiases/prejudices, and areas of professional growth are critical to the educationalprocess. The final evaluation form may be used as a pre- and post-test measure toobserve how the student evaluates his/her performance over time in the fieldplacement. The supervisor may ask the student for a written self-assessment separatefrom the final evaluation.182

SUPERVISORY METHOD: INDIVIDUAL CONFERENCEFORMAT:MATERIALS:Individual ConferenceWritten materials on practice situation:May be case materials (summary of situation and/or session(s), verbatimprocess recording of interaction(s), psychosocial summary, intake orassessment information, genograms, ecomaps, etc.) ORSummary of group, community, or organizational practice situation, ORReflection exercise, critical incident report, communication skillschecklist, ORTaped recording of client interaction, AV or Audio playbackFOCUS:May vary: May focus on analysis of practice situation, planning or ofinterventions, outcome evaluation, or tracking of interpersonalcommunication and/or intervention skills.FEATURES:• Conducted according to a regular schedule of planned sessions, providing follow-throughin intervening time and to next session.• Involves preparation by both student and instructor, e.g. materials should be prepared andsubmitted in advance for instructor to review before the conference.• Consistent with adult learning/self-directed inquiry, giving student opportunity for selfassessment,assisted by consultation with instructor.• Quality control: Instructor has direct access to the student’s work.• Can be used to supervise practice at all levels (individual, family, community).• Can utilize a wide range of process materials/methods.• Provides direct feedback designed to improve understanding and performance.LIMITATIONS:• Vulnerable to the power differential between instructor and student and can feelthreatening to the student.• Limited by the quality of the preparation of the written materials and preparation of theparticipants.183

SUPERVISORY METHOD: CLINICAL CASE CONFERENCEFORMAT:MATERIALS:Individual or Group ConferenceWritten materials on practice situation:May be case materials (summary of situation and/or session(s), verbatimprocess recording of interaction(s), psychosocial summary, intake orassessment information, genograms, ecomaps, etc.) ORSummary of group, community, or organizational practice situation, ORReflection exercise, critical incident report, communication skillschecklist, ORTaped recording of client interaction, AV or Audio playbackFOCUS:May vary: May focus on analysis of practice situation, planning or ofinterventions, outcome evaluation, or tracking of interpersonalcommunication and/or intervention skills. Choices about materialsprepared should be determined by questions for which theconsultation/supervision is sought (see attached outline for questions thatmay be raised in the Case Conference.)FEATURES:• Presentation is organized, focused.• Involves preparation by student, other group members, and instructor, e.g. materialsshould be prepared and submitted in advance for supervisor and other group members toreview before the conference.• Consistent with adult learning/self-directed inquiry, giving student opportunity forframing questions, focusing the presentation.• Quality control: Supervisor has direct access to the student’s work.• Can utilize a wide range of process materials/methods for case material (see attachedguidelines for case presentations.)LIMITATIONS:• Student must risk and can be vulnerable to power differential in supervisory relationship.• Limited by the quality of the preparation of written materials and preparation of theparticipants.184

POTENTIAL QUESTIONS IN CASE DISCUSSIONSAdapted in part from Munson’s, Clinical Social Work Supervision, 2 nd Edition (1993),and expanded by Kathryn Thompson, (1996).1) What are your impressions of this client and the client’s “world”? What do you like aboutthe client? What do you see as the client’s strengths? What is unique, impressive, orinteresting about the client?2) How does the client want their life to be different? What does the client want to change?What does the client want instead of what is happening now?3) How do you think the client sees you? What do you think the client is wanting or expectingfrom you (in general and in specific interactions)? How do you want the client to perceiveyou?4) What is the dominant feeling you have about this client when you are anticipating seeing theclient, when you are with the client, or when you are thinking about the client? What doesthat tell you about your “beliefs” about the client or your relationship with the client?5) Theoretically, what are the ideas that are shaping the way you see this client and yourinterventions in this session (or in general) with the client? What do you know and what doyou need to know in order to understand the situation better and to develop some alternativehypotheses and plans?6) What are the dominant patterns in this case: patterns of personality or behavior? Life events?Interaction with others? Interaction in the session?7) What was the major focus, dominant theme, and subtext of this session? What are somealternative meanings you can imagine for these?8) What are you wanting the client to do or not do? What are you wanting to happen next?What can you imagine as the next small step for the client in getting “on track” toward thegoals you have set together?9) What are you going to do next with this case and what ideas underpin your plans? Howmight your plans empower or threaten to disempower the client? What meanings might theclient give to your plans and how will you identify cues for those meanings?185

SUPERVISORY METHOD: ROLE PLAYFORMAT:MATERIALS:FOCUS:Individual conference most frequently but may be adapted for GroupConference.Appropriate space: private area with limited distractions, protected fromintrusions while role play is in progress.Instructor and student’s co-creation of possibilities in practice situationthrough rehearsal of potential interaction, skill-building for student, the“voice” of the client or others in the role play situation.FEATURES:• Requires comfort with spontaneity, risk taking, and imagination of instructor and student• Requires relationship of trust between instructor and student• May provide launching point for discussion of broad range of professional issues• Encourages student to think “on his/her feet”• Providing rehearsal desensitizes student to taboo topics that may be anxiety producing forstudent to broach with client (or others)• Encourages student to try out new possibilities• Encourages application of theories, methods (moving concepts from descriptive toapplication/integration levels of knowing)• Engages affective and psychomotor as well as cognitive domains of learning• Bring the client’s “voice” actively and vividly into the supervisory session• Encourages and intensifies identification with and empathy for the client’s world,feelings, and perspectiveLIMITATIONS:• Student must risk and be vulnerable to having instructor learn about ideas, concerns,questions, and (often) about issues troubling to the student• Student’s ability to think and process information beyond the descriptive level186

APPENDIX FNASWCODE OF ETHICS187

Code of Ethicsof the National Association of Social WorkersApproved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW DelegateAssemblyPreambleThe primary mission of the social work profession is to enhance human well-beingand help meet the basic human needs of all people, with particular attention to theneeds and empowerment of people who are vulnerable, oppressed, and living inpoverty. A historic and defining feature of social work is the profession's focus onindividual well-being in a social context and the well-being of society. Fundamentalto social work is attention to the environmental forces that create, contribute to, andaddress problems in living.Social workers promote social justice and social change with and on behalf ofclients. "Clients" is used inclusively to refer to individuals, families, groups,organizations, and communities. Social workers are sensitive to cultural and ethnicdiversity and strive to end discrimination, oppression, poverty, and other forms ofsocial injustice. These activities may be in the form of direct practice, communityorganizing, supervision, consultation, administration, advocacy, social and politicalaction, policy development and implementation, education, and research andevaluation. Social workers seek to enhance the capacity of people to address theirown needs. Social workers also seek to promote the responsiveness oforganizations, communities, and other social institutions to individuals' needs andsocial problems.The mission of the social work profession is rooted in a set of core values. Thesecore values, embraced by social workers throughout the profession's history, are thefoundation of social work's unique purpose and perspective:servicesocial justicedignity and worth of the personimportance of human relationshipsintegritycompetence.This constellation of core values reflects what is unique to the social workprofession. Core values, and the principles that flow from them, must be balancedwithin the context and complexity of the human experience.188

Purpose of the NASW Code of EthicsProfessional ethics are at the core of social work. The profession has an obligationto articulate its basic values, ethical principles, and ethical standards. The NASWCode of Ethics sets forth these values, principles, and standards to guide socialworkers' conduct. The Code is relevant to all social workers and social workstudents, regardless of their professional functions, the settings in which they work,or the populations they serve.The NASW Code of Ethics serves six purposes:1. The Code identifies core values on which social work's mission is based.2. The Code summarizes broad ethical principles that reflect the profession'score values and establishes a set of specific ethical standards that should beused to guide social work practice.3. The Code is designed to help social workers identify relevant considerationswhen professional obligations conflict or ethical uncertainties arise.4. The Code provides ethical standards to which the general public can hold thesocial work profession accountable.5. The Code socializes practitioners new to the field to social work's mission,values, ethical principles, and ethical standards.6. The Code articulates standards that the social work profession itself can useto assess whether social workers have engaged in unethical conduct. NASWhas formal procedures to adjudicate ethics complaints filed against itsmembers.* In subscribing to this Code, social workers are required tocooperate in its implementation, participate in NASW adjudicationproceedings, and abide by any NASW disciplinary rulings or sanctions basedon it.*For information on NASW adjudication procedures, see NASW Procedures for theAdjudication of Grievances.The Code offers a set of values, principles, and standards to guide decision makingand conduct when ethical issues arise. It does not provide a set of rules thatprescribe how social workers should act in all situations. Specific applications of theCode must take into account the context in which it is being considered and thepossibility of conflicts among the Code's values, principles, and standards. Ethicalresponsibilities flow from all human relationships, from the personal and familial tothe social and professional.Further, the NASW Code of Ethics does not specify which values, principles, andstandards are most important and ought to outweigh others in instances when theyconflict. Reasonable differences of opinion can and do exist among social workerswith respect to the ways in which values, ethical principles, and ethical standardsshould be rank ordered when they conflict. Ethical decision making in a given189

situation must apply the informed judgment of the individual social worker andshould also consider how the issues would be judged in a peer review processwhere the ethical standards of the profession would be applied.Ethical decision making is a process. There are many instances in social work wheresimple answers are not available to resolve complex ethical issues. Social workersshould take into consideration all the values, principles, and standards in this Codethat are relevant to any situation in which ethical judgment is warranted. Socialworkers' decisions and actions should be consistent with the spirit as well as theletter of this Code.In addition to this Code, there are many other sources of information about ethicalthinking that may be useful. Social workers should consider ethical theory andprinciples generally, social work theory and research, laws, regulations, agencypolicies, and other relevant codes of ethics, recognizing that among codes of ethicssocial workers should consider the NASW Code of Ethics as their primary source.Social workers also should be aware of the impact on ethical decision making oftheir clients' and their own personal values and cultural and religious beliefs andpractices. They should be aware of any conflicts between personal and professionalvalues and deal with them responsibly. For additional guidance social workersshould consult the relevant literature on professional ethics and ethical decisionmaking and seek appropriate consultation when faced with ethical dilemmas. Thismay involve consultation with an agency-based or social work organization's ethicscommittee, a regulatory body, knowledgeable colleagues, supervisors, or legalcounsel.Instances may arise when social workers' ethical obligations conflict with agencypolicies or relevant laws or regulations. When such conflicts occur, social workersmust make a responsible effort to resolve the conflict in a manner that is consistentwith the values, principles, and standards expressed in this Code. If a reasonableresolution of the conflict does not appear possible, social workers should seekproper consultation before making a decision.The NASW Code of Ethics is to be used by NASW and by individuals, agencies,organizations, and bodies (such as licensing and regulatory boards, professionalliability insurance providers, courts of law, agency boards of directors, governmentagencies, and other professional groups) that choose to adopt it or use it as a frameof reference. Violation of standards in this Code does not automatically imply legalliability or violation of the law. Such determination can only be made in the context oflegal and judicial proceedings. Alleged violations of the Code would be subject to apeer review process. Such processes are generally separate from legal oradministrative procedures and insulated from legal review or proceedings to allowthe profession to counsel and discipline its own members.190

A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethicscannot resolve all ethical issues or disputes or capture the richness and complexityinvolved in striving to make responsible choices within a moral community. Rather, acode of ethics sets forth values, ethical principles, and ethical standards to whichprofessionals aspire and by which their actions can be judged. Social workers'ethical behavior should result from their personal commitment to engage in ethicalpractice. The NASW Code of Ethics reflects the commitment of all social workers touphold the profession's values and to act ethically. Principles and standards must beapplied by individuals of good character who discern moral questions and, in goodfaith, seek to make reliable ethical judgments.Ethical PrinciplesThe following broad ethical principles are based on social work's core values ofservice, social justice, dignity and worth of the person, importance of humanrelationships, integrity, and competence. These principles set forth ideals to which allsocial workers should aspire.Value: ServiceEthical Principle: Social workers' primary goal is to help people in need and toaddress social problems.Social workers elevate service to others above self-interest. Social workers draw ontheir knowledge, values, and skills to help people in need and to address socialproblems. Social workers are encouraged to volunteer some portion of theirprofessional skills with no expectation of significant financial return (pro bonoservice).Value: Social JusticeEthical Principle: Social workers challenge social injustice.Social workers pursue social change, particularly with and on behalf of vulnerableand oppressed individuals and groups of people. Social workers' social changeefforts are focused primarily on issues of poverty, unemployment, discrimination, andother forms of social injustice. These activities seek to promote sensitivity to andknowledge about oppression and cultural and ethnic diversity. Social workers striveto ensure access to needed information, services, and resources; equality ofopportunity; and meaningful participation in decision making for all people.191

Value: Dignity and Worth of the PersonEthical Principle: Social workers respect the inherent dignity and worth of theperson.Social workers treat each person in a caring and respectful fashion, mindful ofindividual differences and cultural and ethnic diversity. Social workers promoteclients' socially responsible self-determination. Social workers seek to enhanceclients' capacity and opportunity to change and to address their own needs. Socialworkers are cognizant of their dual responsibility to clients and to the broadersociety. They seek to resolve conflicts between clients' interests and the broadersociety's interests in a socially responsible manner consistent with the values, ethicalprinciples, and ethical standards of the profession.Value: Importance of Human RelationshipsEthical Principle: Social workers recognize the central importance of humanrelationships.Social workers understand that relationships between and among people are animportant vehicle for change. Social workers engage people as partners in thehelping process. Social workers seek to strengthen relationships among people in apurposeful effort to promote, restore, maintain, and enhance the well-being ofindividuals, families, social groups, organizations, and communities.Value: IntegrityEthical Principle: Social workers behave in a trustworthy manner.Social workers are continually aware of the profession's mission, values, ethicalprinciples, and ethical standards and practice in a manner consistent with them.Social workers act honestly and responsibly and promote ethical practices on thepart of the organizations with which they are affiliated.Value: CompetenceEthical Principle: Social workers practice within their areas of competence anddevelop and enhance their professional expertise.Social workers continually strive to increase their professional knowledge and skillsand to apply them in practice. Social workers should aspire to contribute to theknowledge base of the profession.192

Ethical StandardsThe following ethical standards are relevant to the professional activities of all socialworkers. These standards concern (1) social workers' ethical responsibilities toclients, (2) social workers' ethical responsibilities to colleagues, (3) social workers'ethical responsibilities in practice settings, (4) social workers' ethical responsibilitiesas professionals, (5) social workers' ethical responsibilities to the social workprofession, and (6) social workers' ethical responsibilities to the broader society.Some of the standards that follow are enforceable guidelines for professionalconduct, and some are aspirational. The extent to which each standard isenforceable is a matter of professional judgment to be exercised by thoseresponsible for reviewing alleged violations of ethical standards.1. Social Workers' Ethical Responsibilities to Clients1.01 Commitment to ClientsSocial workers' primary responsibility is to promote the well-being of clients. Ingeneral, clients' interests are primary. However, social workers' responsibility to thelarger society or specific legal obligations may on limited occasions supersede theloyalty owed clients, and clients should be so advised. (Examples include when asocial worker is required by law to report that a client has abused a child or hasthreatened to harm self or others.)1.02 Self-DeterminationSocial workers respect and promote the right of clients to self-determination andassist clients in their efforts to identify and clarify their goals. Social workers maylimit clients' right to self-determination when, in the social workers' professionaljudgment, clients' actions or potential actions pose a serious, foreseeable, andimminent risk to themselves or others.1.03 Informed Consent(a) Social workers should provide services to clients only in the context of aprofessional relationship based, when appropriate, on valid informed consent. Socialworkers should use clear and understandable language to inform clients of thepurpose of the services, risks related to the services, limits to services because ofthe requirements of a third-party payer, relevant costs, reasonable alternatives,clients' right to refuse or withdraw consent, and the time frame covered by theconsent. Social workers should provide clients with an opportunity to ask questions.(b) In instances when clients are not literate or have difficulty understanding theprimary language used in the practice setting, social workers should take steps to193

ensure clients' comprehension. This may include providing clients with a detailedverbal explanation or arranging for a qualified interpreter or translator wheneverpossible.(c) In instances when clients lack the capacity to provide informed consent, socialworkers should protect clients' interests by seeking permission from an appropriatethird party, informing clients consistent with the clients' level of understanding. Insuch instances social workers should seek to ensure that the third party acts in amanner consistent with clients' wishes and interests. Social workers should takereasonable steps to enhance such clients' ability to give informed consent.(d) In instances when clients are receiving services involuntarily, social workersshould provide information about the nature and extent of services and about theextent of clients' right to refuse service.(e) Social workers who provide services via electronic media (such as computer,telephone, radio, and television) should inform recipients of the limitations and risksassociated with such services.(f) Social workers should obtain clients' informed consent before audiotaping orvideotaping clients or permitting observation of services to clients by a third party.1.04 Competence(a) Social workers should provide services and represent themselves as competentonly within the boundaries of their education, training, license, certification,consultation received, supervised experience, or other relevant professionalexperience.(b) Social workers should provide services in substantive areas or use interventiontechniques or approaches that are new to them only after engaging in appropriatestudy, training, consultation, and supervision from people who are competent inthose interventions or techniques.(c) When generally recognized standards do not exist with respect to an emergingarea of practice, social workers should exercise careful judgment and takeresponsible steps (including appropriate education, research, training, consultation,and supervision) to ensure the competence of their work and to protect clients fromharm.1.05 Cultural Competence and Social Diversity(a) Social workers should understand culture and its function in human behavior andsociety, recognizing the strengths that exist in all cultures.194

(b) Social workers should have a knowledge base of their clients' cultures and beable to demonstrate competence in the provision of services that are sensitive toclients' cultures and to differences among people and cultural groups.(c) Social workers should obtain education about and seek to understand the natureof social diversity and oppression with respect to race, ethnicity, national origin,color, sex, sexual orientation, age, marital status, political belief, religion, and mentalor physical disability.1.06 Conflicts of Interest(a) Social workers should be alert to and avoid conflicts of interest that interfere withthe exercise of professional discretion and impartial judgment. Social workers shouldinform clients when a real or potential conflict of interest arises and take reasonablesteps to resolve the issue in a manner that makes the clients' interests primary andprotects clients' interests to the greatest extent possible. In some cases, protectingclients' interests may require termination of the professional relationship with properreferral of the client.(b) Social workers should not take unfair advantage of any professional relationshipor exploit others to further their personal, religious, political, or business interests.(c) Social workers should not engage in dual or multiple relationships with clients orformer clients in which there is a risk of exploitation or potential harm to the client. Ininstances when dual or multiple relationships are unavoidable, social workers shouldtake steps to protect clients and are responsible for setting clear, appropriate, andculturally sensitive boundaries. (Dual or multiple relationships occur when socialworkers relate to clients in more than one relationship, whether professional, social,or business. Dual or multiple relationships can occur simultaneously orconsecutively.)(d) When social workers provide services to two or more people who have arelationship with each other (for example, couples, family members), social workersshould clarify with all parties which individuals will be considered clients and thenature of social workers' professional obligations to the various individuals who arereceiving services. Social workers who anticipate a conflict of interest among theindividuals receiving services or who anticipate having to perform in potentiallyconflicting roles (for example, when a social worker is asked to testify in a childcustody dispute or divorce proceedings involving clients) should clarify their role withthe parties involved and take appropriate action to minimize any conflict of interest.1.07 Privacy and Confidentiality(a) Social workers should respect clients' right to privacy. Social workers should notsolicit private information from clients unless it is essential to providing services or195

conducting social work evaluation or research. Once private information is shared,standards of confidentiality apply.(b) Social workers may disclose confidential information when appropriate with validconsent from a client or a person legally authorized to consent on behalf of a client.(c) Social workers should protect the confidentiality of all information obtained in thecourse of professional service, except for compelling professional reasons. Thegeneral expectation that social workers will keep information confidential does notapply when disclosure is necessary to prevent serious, foreseeable, and imminentharm to a client or other identifiable person. In all instances, social workers shoulddisclose the least amount of confidential information necessary to achieve thedesired purpose; only information that is directly relevant to the purpose for whichthe disclosure is made should be revealed.(d) Social workers should inform clients, to the extent possible, about the disclosureof confidential information and the potential consequences, when feasible before thedisclosure is made. This applies whether social workers disclose confidentialinformation on the basis of a legal requirement or client consent.(e) Social workers should discuss with clients and other interested parties the natureof confidentiality and limitations of clients' right to confidentiality. Social workersshould review with client’s circumstances where confidential information may berequested and where disclosure of confidential information may be legally required.This discussion should occur as soon as possible in the social worker-clientrelationship and as needed throughout the course of the relationship.(f) When social workers provide counseling services to families, couples, or groups,social workers should seek agreement among the parties involved concerning eachindividual's right to confidentiality and obligation to preserve the confidentiality ofinformation shared by others. Social workers should inform participants in family,couples, or group counseling that social workers cannot guarantee that allparticipants will honor such agreements.(g) Social workers should inform clients involved in family, couples, marital, or groupcounseling of the social worker's, employer's, and agency's policy concerning thesocial worker's disclosure of confidential information among the parties involved inthe counseling.(h) Social workers should not disclose confidential information to third-party payersunless clients have authorized such disclosure.(i) Social workers should not discuss confidential information in any setting unlessprivacy can be ensured. Social workers should not discuss confidential information in196

public or semipublic areas such as hallways, waiting rooms, elevators, andrestaurants.(j) Social workers should protect the confidentiality of clients during legalproceedings to the extent permitted by law. When a court of law or other legallyauthorized body orders social workers to disclose confidential or privilegedinformation without a client's consent and such disclosure could cause harm to theclient, social workers should request that the court withdraw the order or limit theorder as narrowly as possible or maintain the records under seal, unavailable forpublic inspection.(k) Social workers should protect the confidentiality of clients when responding torequests from members of the media.(l) Social workers should protect the confidentiality of clients' written and electronicrecords and other sensitive information. Social workers should take reasonablesteps to ensure that clients' records are stored in a secure location and that clients'records are not available to others who are not authorized to have access.(m) Social workers should take precautions to ensure and maintain theconfidentiality of information transmitted to other parties through the use ofcomputers, electronic mail, facsimile machines, telephones and telephone answeringmachines, and other electronic or computer technology. Disclosure of identifyinginformation should be avoided whenever possible.(n) Social workers should transfer or dispose of clients' records in a manner thatprotects clients' confidentiality and is consistent with state statutes governing recordsand social work licensure.(o) Social workers should take reasonable precautions to protect client confidentialityin the event of the social worker's termination of practice, incapacitation, or death.(p) Social workers should not disclose identifying information when discussing clientsfor teaching or training purposes unless the client has consented to disclosure ofconfidential information.(q) Social workers should not disclose identifying information when discussing clientswith consultants unless the client has consented to disclosure of confidentialinformation or there is a compelling need for such disclosure.(r) Social workers should protect the confidentiality of deceased clients consistentwith the preceding standards.197

1.08 Access to Records(a) Social workers should provide clients with reasonable access to recordsconcerning the clients. Social workers who are concerned that clients' access to theirrecords could cause serious misunderstanding or harm to the client should provideassistance in interpreting the records and consultation with the client regarding therecords. Social workers should limit clients' access to their records, or portions oftheir records, only in exceptional circumstances when there is compelling evidencethat such access would cause serious harm to the client. Both clients' requests andthe rationale for withholding some or all of the record should be documented inclients' files.(b) When providing clients with access to their records, social workers should takesteps to protect the confidentiality of other individuals identified or discussed in suchrecords.1.09 Sexual Relationships(a) Social workers should under no circumstances engage in sexual activities orsexual contact with current clients, whether such contact is consensual or forced.(b) Social workers should not engage in sexual activities or sexual contact withclients' relatives or other individuals with whom clients maintain a close personalrelationship when there is a risk of exploitation or potential harm to the client. Sexualactivity or sexual contact with clients' relatives or other individuals with whom clientsmaintain a personal relationship has the potential to be harmful to the client and maymake it difficult for the social worker and client to maintain appropriate professionalboundaries. Social workers--not their clients, their clients' relatives, or otherindividuals with whom the client maintains a personal relationship--assume the fullburden for setting clear, appropriate, and culturally sensitive boundaries.(c) Social workers should not engage in sexual activities or sexual contact withformer clients because of the potential for harm to the client. If social workersengage in conduct contrary to this prohibition or claim that an exception to thisprohibition is warranted because of extraordinary circumstances, it is social workers--not their clients--who assume the full burden of demonstrating that the former clienthas not been exploited, coerced, or manipulated, intentionally or unintentionally.(d) Social workers should not provide clinical services to individuals with whom theyhave had a prior sexual relationship. Providing clinical services to a former sexualpartner has the potential to be harmful to the individual and is likely to make itdifficult for the social worker and individual to maintain appropriate professionalboundaries.198

1.10 Physical ContactSocial workers should not engage in physical contact with clients when there is apossibility of psychological harm to the client as a result of the contact (such ascradling or caressing clients). Social workers who engage in appropriate physicalcontact with clients are responsible for setting clear, appropriate, and culturallysensitive boundaries that govern such physical contact.1.11 Sexual HarassmentSocial workers should not sexually harass clients. Sexual harassment includessexual advances, sexual solicitation, requests for sexual favors, and other verbal orphysical conduct of a sexual nature.1.12 Derogatory LanguageSocial workers should not use derogatory language in their written or verbalcommunications to or about clients. Social workers should use accurate andrespectful language in all communications to and about clients.1.13 Payment for Services(a) When setting fees, social workers should ensure that the fees are fair,reasonable, and commensurate with the services performed. Consideration shouldbe given to clients' ability to pay.(b) Social workers should avoid accepting goods or services from clients as paymentfor professional services. Bartering arrangements, particularly involving services,create the potential for conflicts of interest, exploitation, and inappropriateboundaries in social workers' relationships with clients. Social workers shouldexplore and may participate in bartering only in very limited circumstances when itcan be demonstrated that such arrangements are an accepted practice amongprofessionals in the local community, considered to be essential for the provision ofservices, negotiated without coercion, and entered into at the client's initiative andwith the client's informed consent. Social workers who accept goods or services fromclients as payment for professional services assume the full burden of demonstratingthat this arrangement will not be detrimental to the client or the professionalrelationship.(c) Social workers should not solicit a private fee or other remuneration for providingservices to clients who are entitled to such available services through the socialworkers' employer or agency.199

1.14 Clients Who Lack Decision-Making CapacityWhen social workers act on behalf of clients who lack the capacity to make informeddecisions, social workers should take reasonable steps to safeguard the interestsand rights of those clients.1.15 Interruption of ServicesSocial workers should make reasonable efforts to ensure continuity of services in theevent that services are interrupted by factors such as unavailability, relocation,illness, disability, or death.1.16 Termination of Services(a) Social workers should terminate services to clients and professional relationshipswith them when such services and relationships are no longer required or no longerserve the clients' needs or interests.(b) Social workers should take reasonable steps to avoid abandoning clients who arestill in need of services. Social workers should withdraw services precipitously onlyunder unusual circumstances, giving careful consideration to all factors in thesituation and taking care to minimize possible adverse effects. Social workers shouldassist in making appropriate arrangements for continuation of services whennecessary.(c) Social workers in fee-for-service settings may terminate services to clients whoare not paying an overdue balance if the financial contractual arrangements havebeen made clear to the client, if the client does not pose an imminent danger to selfor others, and if the clinical and other consequences of the current nonpayment havebeen addressed and discussed with the client.(d) Social workers should not terminate services to pursue a social, financial, orsexual relationship with a client.(e) Social workers who anticipate the termination or interruption of services to clientsshould notify clients promptly and seek the transfer, referral, or continuation ofservices in relation to the clients' needs and preferences.(f) Social workers who are leaving an employment setting should inform clients ofappropriate options for the continuation of services and of the benefits and risks ofthe options.200

2. Social Workers' Ethical Responsibilities to Colleagues2.01 Respect(a) Social workers should treat colleagues with respect and should representaccurately and fairly the qualifications, views, and obligations of colleagues.(b) Social workers should avoid unwarranted negative criticism of colleagues incommunications with clients or with other professionals. Unwarranted negativecriticism may include demeaning comments that refer to colleagues' level ofcompetence or to individuals' attributes such as race, ethnicity, national origin, color,sex, sexual orientation, age, marital status, political belief, religion, and mental orphysical disability.(c) Social workers should cooperate with social work colleagues and with colleaguesof other professions when such cooperation serves the well-being of clients.2.02 ConfidentialitySocial workers should respect confidential information shared by colleagues in thecourse of their professional relationships and transactions. Social workers shouldensure that such colleagues understand social workers' obligation to respectconfidentiality and any exceptions related to it.2.03 Interdisciplinary Collaboration(a) Social workers who are members of an interdisciplinary team should participatein and contribute to decisions that affect the well-being of clients by drawing on theperspectives, values, and experiences of the social work profession. Professionaland ethical obligations of the interdisciplinary team as a whole and of its individualmembers should be clearly established.(b) Social workers for whom a team decision raises ethical concerns should attemptto resolve the disagreement through appropriate channels. If the disagreementcannot be resolved, social workers should pursue other avenues to address theirconcerns consistent with client well-being.2.04 Disputes Involving Colleagues(a) Social workers should not take advantage of a dispute between a colleague andan employer to obtain a position or otherwise advance the social workers' owninterests.201

(b) Social workers should not exploit clients in disputes with colleagues or engageclients in any inappropriate discussion of conflicts between social workers and theircolleagues.2.05 Consultation(a) Social workers should seek the advice and counsel of colleagues whenever suchconsultation is in the best interests of clients.(b) Social workers should keep themselves informed about colleagues' areas ofexpertise and competencies. Social workers should seek consultation only fromcolleagues who have demonstrated knowledge, expertise, and competence relatedto the subject of the consultation.(c) When consulting with colleagues about clients, social workers should disclose theleast amount of information necessary to achieve the purposes of the consultation.2.06 Referral for Services(a) Social workers should refer clients to other professionals when the otherprofessionals' specialized knowledge or expertise is needed to serve clients fully orwhen social workers believe that they are not being effective or making reasonableprogress with clients and that additional service is required.(b) Social workers who refer clients to other professionals should take appropriatesteps to facilitate an orderly transfer of responsibility. Social workers who referclients to other professionals should disclose, with clients' consent, all pertinentinformation to the new service providers.(c) Social workers are prohibited from giving or receiving payment for a referral whenno professional service is provided by the referring social worker.2.07 Sexual Relationships(a) Social workers who function as supervisors or educators should not engage insexual activities or contact with supervisees, students, trainees, or other colleaguesover whom they exercise professional authority.(b) Social workers should avoid engaging in sexual relationships with colleagueswhen there is potential for a conflict of interest. Social workers who become involvedin, or anticipate becoming involved in, a sexual relationship with a colleague have aduty to transfer professional responsibilities, when necessary, to avoid a conflict ofinterest.202

2.08 Sexual HarassmentSocial workers should not sexually harass supervisees, students, trainees, orcolleagues. Sexual harassment includes sexual advances, sexual solicitation,requests for sexual favors, and other verbal or physical conduct of a sexual nature.2.09 Impairment of Colleagues(a) Social workers who have direct knowledge of a social work colleague'simpairment that is due to personal problems, psychosocial distress, substanceabuse, or mental health difficulties and that interferes with practice effectivenessshould consult with that colleague when feasible and assist the colleague in takingremedial action.(b) Social workers who believe that a social work colleague's impairment interfereswith practice effectiveness and that the colleague has not taken adequate steps toaddress the impairment should take action through appropriate channels establishedby employers, agencies, NASW, licensing and regulatory bodies, and otherprofessional organizations.2.10 Incompetence of Colleagues(a) Social workers who have direct knowledge of a social work colleague'sincompetence should consult with that colleague when feasible and assist thecolleague in taking remedial action.(b) Social workers who believe that a social work colleague is incompetent and hasnot taken adequate steps to address the incompetence should take action throughappropriate channels established by employers, agencies, NASW, licensing andregulatory bodies, and other professional organizations.2.11 Unethical Conduct of Colleagues(a) Social workers should take adequate measures to discourage, prevent, expose,and correct the unethical conduct of colleagues.(b) Social workers should be knowledgeable about established policies andprocedures for handling concerns about colleagues' unethical behavior. Socialworkers should be familiar with national, state, and local procedures for handlingethics complaints. These include policies and procedures created by NASW,licensing and regulatory bodies, employers, agencies, and other professionalorganizations.203

(c) Social workers who believe that a colleague has acted unethically should seekresolution by discussing their concerns with the colleague when feasible and whensuch discussion is likely to be productive.(d) When necessary, social workers who believe that a colleague has actedunethically should take action through appropriate formal channels (such ascontacting a state licensing board or regulatory body, an NASW committee oninquiry, or other professional ethics committees).(e) Social workers should defend and assist colleagues who are unjustly chargedwith unethical conduct.3. Social Workers' Ethical Responsibilities in Practice Settings3.01 Supervision and Consultation(a) Social workers who provide supervision or consultation should have thenecessary knowledge and skill to supervise or consult appropriately and should doso only within their areas of knowledge and competence.(b) Social workers who provide supervision or consultation are responsible forsetting clear, appropriate, and culturally sensitive boundaries.(c) Social workers should not engage in any dual or multiple relationships withsupervisees in which there is a risk of exploitation of or potential harm to thesupervisee.(d) Social workers who provide supervision should evaluate supervisees'performance in a manner that is fair and respectful.3.02 Education and Training(a) Social workers who function as educators, Field Instructors for students, ortrainers should provide instruction only within their areas of knowledge andcompetence and should provide instruction based on the most current informationand knowledge available in the profession.(b) Social workers who function as educators or Field Instructors for students shouldevaluate students' performance in a manner that is fair and respectful.(c) Social workers who function as educators or Field Instructors for students shouldtake reasonable steps to ensure that clients are routinely informed when servicesare being provided by students.204

(d) Social workers who function as educators or Field Instructors for students shouldnot engage in any dual or multiple relationships with students in which there is a riskof exploitation or potential harm to the student. Social work educators and FieldInstructors are responsible for setting clear, appropriate, and culturally sensitiveboundaries.3.03 Performance EvaluationSocial workers who have responsibility for evaluating the performance of othersshould fulfill such responsibility in a fair and considerate manner and on the basis ofclearly stated criteria.3.04 Client Records(a) Social workers should take reasonable steps to ensure that documentation inrecords is accurate and reflects the services provided.(b) Social workers should include sufficient and timely documentation in records tofacilitate the delivery of services and to ensure continuity of services provided toclients in the future.(c) Social workers' documentation should protect clients' privacy to the extent that ispossible and appropriate and should include only information that is directly relevantto the delivery of services.(d) Social workers should store records following the termination of services toensure reasonable future access. Records should be maintained for the number ofyears required by state statutes or relevant contracts.3.05 BillingSocial workers should establish and maintain billing practices that accurately reflectthe nature and extent of services provided and that identify who provided the servicein the practice setting.3.06 Client Transfer(a) When an individual who is receiving services from another agency or colleaguecontacts a social worker for services, the social worker should carefully consider theclient's needs before agreeing to provide services. To minimize possible confusionand conflict, social workers should discuss with potential clients the nature of theclients' current relationship with other service providers and the implications,205

including possible benefits or risks, of entering into a relationship with a new serviceprovider.(b) If a new client has been served by another agency or colleague, social workersshould discuss with the client whether consultation with the previous service provideris in the client's best interest.3.07 Administration(a) Social work administrators should advocate within and outside their agencies foradequate resources to meet clients' needs.(b) Social workers should advocate for resource allocation procedures that are openand fair. When not all clients' needs can be met, an allocation procedure should bedeveloped that is nondiscriminatory and based on appropriate and consistentlyapplied principles.(c) Social workers who are administrators should take reasonable steps to ensurethat adequate agency or organizational resources are available to provideappropriate staff supervision.(d) Social work administrators should take reasonable steps to ensure that theworking environment for which they are responsible is consistent with andencourages compliance with the NASW Code of Ethics. Social work administratorsshould take reasonable steps to eliminate any conditions in their organizations thatviolate, interfere with, or discourage compliance with the Code.3.08 Continuing Education and Staff DevelopmentSocial work administrators and supervisors should take reasonable steps to provideor arrange for continuing education and staff development for all staff for whom theyare responsible. Continuing education and staff development should address currentknowledge and emerging developments related to social work practice and ethics.3.09 Commitments to Employers(a) Social workers generally should adhere to commitments made to employers andemploying organizations.(b) Social workers should work to improve employing agencies' policies andprocedures and the efficiency and effectiveness of their services.(c) Social workers should take reasonable steps to ensure that employers are awareof social workers' ethical obligations as set forth in the NASW Code of Ethics and of206

the implications of those obligations for social work practice.(d) Social workers should not allow an employing organization's policies, procedures,regulations, or administrative orders to interfere with their ethical practice of socialwork. Social workers should take reasonable steps to ensure that their employingorganizations' practices are consistent with the NASW Code of Ethics.(e) Social workers should act to prevent and eliminate discrimination in theemploying organization's work assignments and in its employment policies andpractices.(f) Social workers should accept employment or arrange student field placementsonly in organizations that exercise fair personnel practices.(g) Social workers should be diligent stewards of the resources of their employingorganizations, wisely conserving funds where appropriate and nevermisappropriating funds or using them for unintended purposes.3.10 Labor-Management Disputes(a) Social workers may engage in organized action, including the formation of andparticipation in labor unions, to improve services to clients and working conditions.(b) The actions of social workers who are involved in labor-management disputes,job actions, or labor strikes should be guided by the profession's values, ethicalprinciples, and ethical standards. Reasonable differences of opinion exist amongsocial workers concerning their primary obligation as professionals during an actualor threatened labor strike or job action. Social workers should carefully examinerelevant issues and their possible impact on clients before deciding on a course ofaction.4. Social Workers' Ethical Responsibilities as Professionals4.01 Competence(a) Social workers should accept responsibility or employment only on the basis ofexisting competence or the intention to acquire the necessary competence.(b) Social workers should strive to become and remain proficient in professionalpractice and the performance of professional functions. Social workers shouldcritically examine and keep current with emerging knowledge relevant to social work.Social workers should routinely review the professional literature and participate incontinuing education relevant to social work practice and social work ethics.207

(c) Social workers should base practice on recognized knowledge, includingempirically based knowledge, relevant to social work and social work ethics.4.02 DiscriminationSocial workers should not practice, condone, facilitate, or collaborate with any formof discrimination on the basis of race, ethnicity, national origin, color, sex, sexualorientation, age, marital status, political belief, religion, or mental or physicaldisability.4.03 Private ConductSocial workers should not permit their private conduct to interfere with their ability tofulfill their professional responsibilities.4.04 Dishonesty, Fraud, and DeceptionSocial workers should not participate in, condone, or be associated with dishonesty,fraud, or deception.4.05 Impairment(a) Social workers should not allow their own personal problems, psychosocialdistress, legal problems, substance abuse, or mental health difficulties to interferewith their professional judgment and performance or to jeopardize the best interestsof people for whom they have a professional responsibility.(b) Social workers whose personal problems, psychosocial distress, legal problems,substance abuse, or mental health difficulties interfere with their professionaljudgment and performance should immediately seek consultation and takeappropriate remedial action by seeking professional help, making adjustments inworkload, terminating practice, or taking any other steps necessary to protect clientsand others.4.06 Misrepresentation(a) Social workers should make clear distinctions between statements made andactions engaged in as a private individual and as a representative of the social workprofession, a professional social work organization, or the social worker's employingagency.208

(b) Social workers who speak on behalf of professional social work organizationsshould accurately represent the official and authorized positions of the organizations.(c) Social workers should ensure that their representations to clients, agencies, andthe public of professional qualifications, credentials, education, competence,affiliations, services provided, or results to be achieved are accurate. Social workersshould claim only those relevant professional credentials they actually possess andtake steps to correct any inaccuracies or misrepresentations of their credentials byothers.4.07 Solicitations(a) Social workers should not engage in uninvited solicitation of potential clients who,because of their circumstances, are vulnerable to undue influence, manipulation, orcoercion.(b) Social workers should not engage in solicitation of testimonial endorsements(including solicitation of consent to use a client's prior statement as a testimonialendorsement) from current clients or from other people who, because of theirparticular circumstances, are vulnerable to undue influence.4.08 Acknowledging Credit(a) Social workers should take responsibility and credit, including authorship credit,only for work they have actually performed and to which they have contributed.(b) Social workers should honestly acknowledge the work of and the contributionsmade by others.5. Social Workers' Ethical Responsibilities to the Social Work Profession5.01 Integrity of the Profession(a) Social workers should work toward the maintenance and promotion of highstandards of practice.(b) Social workers should uphold and advance the values, ethics, knowledge, andmission of the profession. Social workers should protect, enhance, and improve theintegrity of the profession through appropriate study and research, active discussion,and responsible criticism of the profession.(c) Social workers should contribute time and professional expertise to activities thatpromote respect for the value, integrity, and competence of the social workprofession. These activities may include teaching, research, consultation, service,209

legislative testimony, presentations in the community, and participation in theirprofessional organizations.(d) Social workers should contribute to the knowledge base of social work and sharewith colleagues their knowledge related to practice, research, and ethics. Socialworkers should seek to con-tribute to the profession's literature and to share theirknowledge at professional meetings and conferences.(e) Social workers should act to prevent the unauthorized and unqualified practice ofsocial work.5.02 Evaluation and Research(a) Social workers should monitor and evaluate policies, the implementation ofprograms, and practice interventions.(b) Social workers should promote and facilitate evaluation and research tocontribute to the development of knowledge.(c) Social workers should critically examine and keep current with emergingknowledge relevant to social work and fully use evaluation and research evidence intheir professional practice.(d) Social workers engaged in evaluation or research should carefully considerpossible consequences and should follow guidelines developed for the protection ofevaluation and research participants. Appropriate institutional review boards shouldbe consulted.(e) Social workers engaged in evaluation or research should obtain voluntary andwritten informed consent from participants, when appropriate, without any implied oractual deprivation or penalty for refusal to participate; without undue inducement toparticipate; and with due regard for participants' well-being, privacy, and dignity.Informed consent should include information about the nature, extent, and durationof the participation requested and disclosure of the risks and benefits of participationin the research.(f) When evaluation or research participants are incapable of giving informedconsent, social workers should provide an appropriate explanation to theparticipants, obtain the participants' assent to the extent they are able, and obtainwritten consent from an appropriate proxy.(g) Social workers should never design or conduct evaluation or research that doesnot use consent procedures, such as certain forms of naturalistic observation andarchival research, unless rigorous and responsible review of the research has foundit to be justified because of its prospective scientific, educational, or applied value210

and unless equally effective alternative procedures that do not involve waiver ofconsent are not feasible.(h) Social workers should inform participants of their right to withdraw fromevaluation and research at any time without penalty.(i) Social workers should take appropriate steps to ensure that participants inevaluation and research have access to appropriate supportive services.(j) Social workers engaged in evaluation or research should protect participants fromunwarranted physical or mental distress, harm, danger, or deprivation.(k) Social workers engaged in the evaluation of services should discuss collectedinformation only for professional purposes and only with people professionallyconcerned with this information.(l) Social workers engaged in evaluation or research should ensure the anonymity orconfidentiality of participants and of the data obtained from them. Social workersshould inform participants of any limits of confidentiality, the measures that will betaken to ensure confidentiality, and when any records containing research data willbe destroyed.(m) Social workers who report evaluation and research results should protectparticipants' confidentiality by omitting identifying information unless proper consenthas been obtained authorizing disclosure.(n) Social workers should report evaluation and research findings accurately. Theyshould not fabricate or falsify results and should take steps to correct any errors laterfound in published data using standard publication methods.(o) Social workers engaged in evaluation or research should be alert to and avoidconflicts of interest and dual relationships with participants, should informparticipants when a real or potential conflict of interest arises, and should take stepsto resolve the issue in a manner that makes participants' interests primary.(p) Social workers should educate themselves, their students, and their colleaguesabout responsible research practices.6. Social Workers' Ethical Responsibilities to the Broader Society6.01 Social WelfareSocial workers should promote the general welfare of society, from local to globallevels, and the development of people, their communities, and their environments.Social workers should advocate for living conditions conducive to the fulfillment of211

asic human needs and should promote social, economic, political, and culturalvalues and institutions that are compatible with the realization of social justice.6.02 Public ParticipationSocial workers should facilitate informed participation by the public in shaping socialpolicies and institutions.6.03 Public EmergenciesSocial workers should provide appropriate professional services in publicemergencies to the greatest extent possible.6.04 Social and Political Action(a) Social workers should engage in social and political action that seeks to ensurethat all people have equal access to the resources, employment, services, andopportunities they require to meet their basic human needs and to develop fully.Social workers should be aware of the impact of the political arena on practice andshould advocate for changes in policy and legislation to improve social conditions inorder to meet basic human needs and promote social justice.(b) Social workers should act to expand choice and opportunity for all people, withspecial regard for vulnerable, disadvantaged, oppressed, and exploited people andgroups.(c) Social workers should promote conditions that encourage respect for cultural andsocial diversity within the United States and globally. Social workers should promotepolicies and practices that demonstrate respect for difference, support the expansionof cultural knowledge and resources, advocate for programs and institutions thatdemonstrate cultural competence, and promote policies that safeguard the rights ofand confirm equity and social justice for all people.(d) Social workers should act to prevent and eliminate domination of, exploitation of,and discrimination against any person, group, or class on the basis of race, ethnicity,national origin, color, sex, sexual orientation, age, marital status, political belief,religion, or mental or physical disability.212

APPENDIX GNASWCULTURAL COMPETENCE213

NASW Standards for Cultural Competence in Social Work PracticePrepared by the NASW National Committee on Racial and Ethnic DiversityApproved by the NASW Board of Directors June 23, 2001ContentsOverview of StandardsIntroductionDefinitionsGoals and Objectives of the StandardsStandardso Standard 1. Ethics and Valueso Standard 2. Self-Awarenesso Standard 3. Cross-Cultural Knowledgeo Standard 4. Cross-Cultural Skillso Standard 5. Service Deliveryo Standard 6. Empowerment and Advocacyo Standard 7. Diverse Workforceo Standard 8. Professional Educationo Standard 9. Language Diversityo Standard 10.Cross-Cultural LeadershipStandards for Cultural Competence in Social Work PracticeStandard 1. Ethics and Values—Social workers shall function in accordance withthe values, ethics, and standards of the profession, recognizing how personal andprofessional values may conflict with or accommodate the needs of diverse clients.Standard 2. Self-Awareness—Social workers shall seek to develop anunderstanding of their own personal, cultural values and beliefs as one way ofappreciating the importance of multicultural identities in the lives of people.Standard 3. Cross-Cultural Knowledge—Social workers shall have and continue todevelop specialized knowledge and understanding about the history, traditions,values, family systems, and artistic expressions of major client groups that theyserve.Standard 4. Cross-Cultural Skills—Social workers shall use appropriatemethodological approaches, skills, and techniques that reflect the workers’understanding of the role of culture in the helping process.214

Standard 5. Service Delivery—Social workers shall be knowledgeable about andskillful in the use of services available in the community and broader society and beable to make appropriate referrals for their diverse clients.Standard 6. Empowerment and Advocacy—Social workers shall be aware of theeffect of social policies and programs on diverse client populations, advocating forand with clients whenever appropriate.Standard 7. Diverse Workforce—Social workers shall support and advocate forrecruitment, admissions and hiring, and retention efforts in social work programsand agencies that ensure diversity within the profession.Standard 8. Professional Education—Social workers shall advocate for andparticipate in educational and training programs that help advance culturalcompetence within the profession.Standard 9. Language Diversity—Social workers shall seek to provide or advocatefor the provision of information, referrals, and services in the language appropriateto the client, which may include use of interpreters.Standard 10. Cross-Cultural Leadership—Social workers shall be able tocommunicate information about diverse client groups to other professionals.IntroductionThe Standards for Cultural Competence in Social Work Practice are based on thepolicy statement "Cultural Competence in the Social Work Profession" published inSocial Work Speaks: NASW Policy Statements (2000) and the NASW Code ofEthics (1997), which charges social workers with the ethical responsibility to beculturally competent. Both were originally adopted by the 1996 NASW DelegateAssembly.NASW "supports and encourages the development of standards for culturallycompetent social work practice, a definition of expertise, and the advancement ofpractice models that have relevance for the range of needs and servicesrepresented by diverse client populations" (NASW, 2000b, p. 61). The material thatfollows is the first attempt by the profession to delineate standards for culturallycompetent social work practice.The United States is constantly undergoing major demographic changes. The 1990to 2000 population growth was the largest in American history with a dramaticincrease in people of color from 20 percent to 25 percent (Perry & Mackum, 2001).Those changes alter and increase the diversity confronting social workers daily intheir agencies. The complexities associated with cultural diversity in the UnitedStates affect all aspects of professional social work practice requiring social215

workers to strive to deliver culturally competent services to an ever-increasingbroad range of clients. The social work profession traditionally has emphasized theimportance of the person-in-environment and the dual perspective, the concept thatall people are part of two systems: the larger societal system and their immediateenvironments (Norton, 1978). Social workers using a person-in-environmentframework for assessment need to include to varying degrees important culturalfactors that have meaning for clients and reflect the culture of the world aroundthem.In the United States, cultural diversity in social work has primarily been associatedwith race and ethnicity, but diversity is taking on a broader meaning to include thesociocultural experiences of people of different genders, social classes, religiousand spiritual beliefs, sexual orientations, ages, and physical and mental abilities. Abrief review of the social work literature in the past few years points to the range ofpotential content areas that require culturally sensitive and culturally competentinterventions. These include addressing racial identity formation for people of coloras well as for white people; the interrelationship among class, race, ethnicity, andgender; working with low-income families; working with older adults; the importanceof religion and spirituality in the lives of clients; the development of gender identityand sexual orientation; immigration, acculturation, and assimilation stresses;biculturalism; working with people with disabilities; empowerment skills; communitybuilding; reaching out to new populations of color; and how to train for culturallycompetent models of practice.Therefore, cultural competence in social work practice implies a heightenedconsciousness of how clients experience their uniqueness and deal with theirdifferences and similarities within a larger social context.DefinitionsThe NASW Board of Directors, at its June, 2001 meeting, accepted the followingdefinitions of culture, competence, and cultural competence in the practice of socialwork. These definitions are drawn from the NASW Code of Ethics and Social WorkSpeaks.CULTUREThe word culture is used because it implies the integrated pattern of humanbehavior that includes thoughts, communications, actions, customs, beliefs, values,and institutions of a racial, ethnic, religious, or social group. Culture often is referredto as the totality of ways being passed on from generation to generation. The termculture includes ways in which people with disabilities or people from various216

eligious backgrounds or people who are gay, lesbian, or transgender experiencethe world around them.The Preamble to the NASW Code of Ethics begins by stating:The primary mission of the social work profession is to enhance human well-beingand help meet the basic human needs of all people, with particular attention to theneeds and empowerment of people who are vulnerable, oppressed, and living inpoverty.And goes on to say, "Social workers are sensitive to cultural and ethnic diversityand strive to end discrimination, oppression, poverty, and other forms of socialinjustice" (NASW, 2000a, p. 1).Second, culture is mentioned in two ethical standards:Value: Social Justice and the Ethical Principle: Social workers challenge socialinjustice.This means that social workers’ social change efforts seek to promote sensitivity toand knowledge about oppression and cultural and ethnic diversity.Value: Dignity and Worth of the Person and the Ethical Principle: Social workersrespect the inherent dignity and worth of the person.This value states that social workers treat each person in a caring and respectfulfashion, mindful of individual differences and cultural and ethnic diversity.COMPETENCEThe word competence is used because it implies having the capacity to functioneffectively within the context of culturally integrated patterns of human behaviordefined by the group.In the Code of Ethics competence is discussed in several ways. First as a value ofthe profession:Value: Competence and the Ethical Principle: Social workers practice within theirareas of competence and develop and enhance their professional expertise. Thisvalue encourages social workers to continually strive to increase their professionalknowledge and skills and to apply them in practice. Social workers should aspire tocontribute to the knowledge base of the profession.Second, competence is discussed as an ethical standard:217

1.04 Competence(1) Social workers should provide services and represent themselves as competentonly within the boundaries of their education, training, license, certification,consultation received, supervised experience, or other relevant professionalexperience.(2) Social workers should provide services in substantive areas or use interventiontechniques or approaches that are new to them only after engaging in appropriatestudy, training, consultation, and supervision from people who are competent inthose interventions or techniques.(3) When generally recognized standards do not exist with respect to an emergingarea of practice, social workers should exercise careful judgment and takeresponsible steps (including appropriate education, research, training, consultation,and supervision) to ensure the competence of their work and to protect clients fromharm.Cultural competence is never fully realized, achieved, or completed, but rathercultural competence is a lifelong process for social workers who will alwaysencounter diverse clients and new situations in their practice. Supervisors andworkers should have the expectation that cultural competence is an ongoinglearning process integral and central to daily supervision.CULTURAL COMPETENCECultural competence refers to the process by which individuals and systemsrespond respectfully and effectively to people of all cultures, languages, classes,races, ethnic backgrounds, religions, and other diversity factors in a manner thatrecognizes, affirms, and values the worth of individuals, families, and communitiesand protects and preserves the dignity of each.Cultural competence is a set of congruent behaviors, attitudes, and policies thatcome together in a system or agency or among professionals and enable thesystem, agency, or professionals to work effectively in cross-cultural situations.Operationally defined, cultural competence is the integration and transformation ofknowledge about individuals and groups of people into specific standards, policies,practices, and attitudes used in appropriate cultural settings to increase the qualityof services, thereby producing better outcomes (Davis & Donald, 1997).Competence in cross-cultural functioning means learning new patterns of behaviorand effectively applying them in appropriate settings.Gallegos (1982) provided one of the first conceptualizations of ethnic competenceas "a set of procedures and activities to be used in acquiring culturally relevant218

insights into the problems of minority clients and the means of applying suchinsights to the development of intervention strategies that are culturally appropriatefor these client." (p. 4). This kind of sophisticated cultural competence does notcome naturally to any social worker and requires a high level of professionalismand knowledge.There are five essential elements that contribute to a system's ability to becomemore culturally competent. The system should (1) value diversity, (2) have thecapacity for cultural self-assessment, (3) be conscious of the dynamics inherentwhen cultures interact, (4) institutionalize cultural knowledge, and (5) developprograms and services that reflect an understanding of diversity between and withincultures. These five elements must be manifested in every level of the servicedelivery system. They should be reflected in attitudes, structures, policies, andservices.The specific Ethical Standard for culturally competent social work practice iscontained under Section 1. Social workers' ethical responsibilities to clients.1.05 Cultural Competence and Social Diversity(1) Social workers should understand culture and its functions in human behaviorand society, recognizing the strengths that exist in all cultures.(2) Social workers should have a knowledge base of their clients' cultures and beable to demonstrate competence in the provision of services that are sensitive toclients' cultures and to differences among people and cultural groups.(3) Social workers should obtain education about and seek to understand thenature of social diversity and oppression with respect to race, ethnicity, nationalorigin, color, sex, sexual orientation, age, marital status, political belief, religion, andmental or physical disability.Finally, the Code re-emphasizes the importance of cultural competence in the lastsection of the Code, Section 6. Social Workers Ethical Responsibilities to theBroader Society.6.04 Social and Political ActionSocial workers should act to expand choice and opportunity for all people, withspecial regard for vulnerable, disadvantaged, oppressed, and exploited people andgroups.Social workers should promote conditions that encourage respect for cultural andsocial diversity within the United States and globally. Social workers shouldpromote policies and practices that demonstrate respect for difference, support the219

expansion of cultural knowledge and resources, advocate for programs andinstitutions that demonstrate cultural competence, and promote policies thatsafeguard the rights of and confirm equity and social justice for all people.Social workers should act to prevent and eliminate domination of, exploitation of,and discrimination against any person, group, or class on the basis of race,ethnicity, national origin, color, sex, sexual orientation, age, marital status, politicalbelief, religion, or mental or physical disability.GOALS AND OBJECTIVES OF THE STANDARDSThese standards address the need for definition, support, and encouragement forthe development of a high level of social work practice that encourages culturalcompetence among all social workers so that they can respond effectively,knowledgeably, sensitively, and skillfully to the diversity inherent in the agencies inwhich they work and with the clients and communities they serve.These standards intend to move the discussion of cultural competence within socialwork practice toward the development of clearer guidelines, goals, and objectivesfor the future of social work practice.The specific goals of the standards areto maintain and improve the quality of culturally competent services providedby social workers, and programs delivered by social service agenciesto establish professional expectations so social workers can monitor andevaluate their culturally competent practiceto provide a framework for social workers to assess culturally competentpracticeto inform consumers, governmental regulatory bodies, and others, such asinsurance carriers, about the profession's standards for culturally competentpracticeto establish specific ethical guidelines for culturally competent social workpractice in agency or private practice settingsto provide documentation of professional expectations for agencies, peerreview committees, state regulatory bodies, insurance carriers, and others.220

STANDARDS FOR CULTURAL COMPETENCE IN SOCIAL WORK PRACTICEStandard 1. Ethics and Values—Social workers shall function in accordance with thevalues, ethics, and standards of the profession, recognizing how personal and professionalvalues may conflict with or accommodate the needs of diverse clients.InterpretationA major characteristic of a profession is its ability to establish ethical standards tohelp professionals identify ethical issues in practice and to guide them indetermining what is ethically acceptable and unacceptable behavior (Reamer,1998). Social work has developed a comprehensive set of ethical standardsembodied in the NASW Code of Ethics that " "address a wide range of issues,including, for example, social workers'’ handling of confidential information, sexualcontact between social workers and their clients, conflicts of interest, supervision,education and training, and social and political action" (Reamer, 1998, p. 2). TheCode includes a mission statement, which sets forth several key elements in socialwork practice, mainly the social workers' commitment to enhancing human wellbeingand helping meet basic human needs of all people; client empowerment;service to people who are vulnerable and oppressed; focus on individual well-beingin a social context; promotion of social justice and social change; and sensitivity tocultural and ethnic diversity. Social workers clearly have an ethical responsibility tobe culturally competent practitioners.The Code recognizes that culture and ethnicity may influence how individuals copewith problems and interact with each other. What is behaviorally appropriate in oneculture may seem abnormal in another. Accepted practice in one culture may beprohibited in another. To fully understand and appreciate these differences, socialworkers must be familiar with varying cultural traditions and norms. Clients’ culturalbackground may affect their help-seeking behaviors as well. The ways in whichsocial services are planned and implemented need to be culturally sensitive to beculturally effective. Cultural competence built on the profession's valued stance onself-determination and individual dignity and worth, adding inclusion, tolerance, andrespect for diversity in all its forms. Cultural competence requires social workers torecognize the strengths that exist in all cultures. Cultural competence also requiressocial workers to struggle with ethical dilemmas arising from value conflicts orspecial needs of diverse clients. For example, helping clients enroll in mandatedtraining or mental health services that are culturally insensitive, or lack of informedconsent when a client group's immigration status or language barriers are ignoredin service planning.It requires social workers to struggle with ethical dilemmas arising from valueconflicts or special needs of diverse clients such as helping clients enroll inmandated training or mental health services that are culturally insensitive. Cultural221

competence requires social workers to recognize the strengths that exist in allcultures. This does not imply a universal nor automatic acceptance of all practicesof all cultures. For example, some cultures subjugate women, oppress personsbased on sexual orientation, and value the use of corporal punishment and thedeath penalty. Cultural competence in social work practice must be informed byand applied within the context of NASW's Code of Ethics and the United NationsDeclaration of Human Rights.Standard 2. Self-Awareness—Social workers shall develop an understanding of their ownpersonal and cultural values and beliefs as a first step in appreciating the importance ofmulticultural identities in the lives of people.InterpretationCultural competence requires social workers to examine their own culturalbackgrounds and identities to increase awareness of personal assumptions, values,and biases. The workers' self-awareness of their own cultural identities is asfundamental to practice as the informed assumptions about clients' culturalbackgrounds and experiences in the United States. This awareness of personalvalues, beliefs, and biases inform their practice and influence relationships withclients. Cultural competence includes knowing and acknowledging how fears,ignorance, and the "isms" (racism, sexism, ethnocentrism, heterosexism, ageism,classism) have influenced their attitudes, beliefs, and feelings.Social workers need to be able to move from being culturally aware of their ownheritage to becoming culturally aware of the heritage of others. They can value andcelebrate differences in others rather than maintain an ethnocentric stance and candemonstrate comfort with differences between themselves and others. They havean awareness of personal and professional limitations that may warrant the referralof a client to another social worker or agency that can best meet the clients' needs.Self-awareness also helps in understanding the process of cultural identityformation and helps guard against stereotyping. As one develops the diversitywithin one’s own group, one can be more open to the diversity within other groups.Cultural competence also requires social workers to appreciate how workers needto move from cultural awareness to cultural sensitivity before achieving culturalcompetence, and to evaluate growth and development throughout these differentlevels of cultural competence in practice.Self-awareness becomes the basis for professional development and should besupported by supervision and agency administration. Agency administrators andpublic policy advocates also need to develop strategies to reduce their own biasesand expand their self-awareness.222

Standard 3. Cross-Cultural Knowledge—Social workers shall have and continue to developspecialized knowledge and understanding about the history, traditions, values, familysystems, and artistic expressions of major client groups served.InterpretationCultural competence is not static and requires frequent relearning and unlearningabout diversity. Social workers need to take every opportunity to expand theircultural knowledge and expertise by expanding their understanding of the followingareas: "the impact of culture on behavior, attitudes, and values; the help-seekingbehaviors of diverse client groups; the role of language, speech patterns, andcommunication styles of various client groups in the communities served; theimpact of social service policies on various client groups; the resources (agencies,people, informal helping networks, and research) that can be used on behalf ofdiverse client groups; the ways that professional values may conflict with oraccommodate the needs of diverse client groups; and the power relationships in thecommunity, agencies, or institutions and their impact on diverse client groups"(Gallegos, pp. 7-–8).Social workers need to possess specific knowledge about the particular providersand client groups they work with, including the range of historical experiences,resettlement patterns, individual and group oppression, adjustment styles,socioeconomic backgrounds, life processes, learning styles, cognitive skills,worldviews and specific cultural customs and practices, their definition of andbeliefs about the causation of wellness and illness, or normality and abnormality,and how care and services should be delivered. They also must seek specializedknowledge about U.S. social, cultural, and political systems, how they operate, andhow they serve or fail to serve specific client groups. This includes knowledge ofinstitutional, class, culture, and language barriers that prevent diverse client groupmembers from using services.Cultural competence requires explicit knowledge of traditional theories andprinciples concerning such areas as human behavior, life cycle development,problem-solving skills, prevention, and rehabilitation. Social workers need thecritical skill of asking the right questions, being comfortable with discussing culturaldifferences, and asking clients about what works for them and what is comfortablefor them in these discussions. Furthermore, culturally competent social workersneed to know the limitations and strengths of current theories, processes andpractice models, and which have specific applicability and relevance to the serviceneeds of culturally diverse client groups.Standard 4. Cross-Cultural Skills—Social workers shall use appropriate methodologicalapproaches, skills, and techniques that reflect the workers' understanding of the role ofculture in the helping process.223

InterpretationThe personal attributes of a culturally competent social worker include qualities thatreflect genuineness, empathy, and warmth; the capacity to respond flexibly to arange of possible solutions; an acceptance of and openness to differences amongpeople; a willingness to learn to work with clients of different backgrounds; anarticulation and clarification of stereotypes and biases and how these mayaccommodate or conflict with the needs of diverse client groups; and personalcommitment to alleviate racism, sexism, homophobia, ageism, and poverty. Theseattributes are important to the direct practitioner and to the agency administrator.More specifically, social workers should have the skills towork with a wide range of people who are culturally different or similar tothemselves, and establish avenues for learning about the cultures of theseclientsassess the meaning of culture for individual clients and client groups,encourage open discussion of differences, and respond to culturally biasedcuesmaster interviewing techniques that reflect an understanding of the role oflanguage in the client’s cultureconduct a comprehensive assessment of client systems in which culturalnorms and behaviors are evaluated as strengths and differentiated fromproblematic or symptomatic behaviorsintegrate the information gained from a culturally competent assessment intoculturally appropriate intervention plans and involve clients and respect theirchoices in developing goals for serviceselect and develop appropriate methods, skills, and techniques that areattuned to their clients' cultural, bicultural, or marginal experiences in theirenvironmentsgenerate a wide variety of verbal and nonverbal communication skills inresponse to direct and indirect communication styles of diverse clientsunderstand the interaction of the cultural systems of the social worker, theclient, the particular agency setting, and the broader immediate communityeffectively use the clients' natural support system in resolving problems—forexample, folk healers, storefronts, religious and spiritual leaders, families ofcreation, and other community resourcesdemonstrate advocacy and empowerment skills in work with clients,recognizing and combating the "isms", stereotypes, and myths held byindividuals and institutionsidentify service delivery systems or models that are appropriate to thetargeted client population and make appropriate referrals when indicatedconsult with supervisors and colleagues for feedback and monitoring ofperformance and identify features of their own professional style that impede224

or enhance their culturally competent practiceevaluate the validity and applicability of new techniques, research, andknowledge for work with diverse client groups.Standard 5. Service Delivery—Social workers shall be knowledgeable about and skillful inthe use of services available in the community and broader society and be able to makeappropriate referrals for their diverse clients.InterpretationAgencies and professional social work organizations need to promote culturalcompetence by supporting the evaluation of culturally competent service deliverymodels and setting standards for cultural competence within these settings.Culturally competent social workers need to be aware of and vigilant about thedynamics that result from cultural differences and similarities between workers andclients. This includes monitoring cultural competence among social workers(agency evaluations, supervision, in-service training, and feedback from clients).Social workers need to detect and prevent exclusion of diverse clients from serviceopportunities and seek to create opportunities for clients, matching their needs withculturally competent service delivery systems or adapting services to better meetthe culturally unique needs of clients. Furthermore, they need to foster policies andprocedures that help ensure access to care that accommodates varying culturalbeliefs.For direct practitioners, policymakers, or administrators, this specifically involvesactively recruiting multiethnic staff and including cultural competencerequirements in job descriptions and performance and promotion measuresreviewing the current and emergent demographic trends for the geographicarea served by the agency to determine service needs for the provision ofinterpretation and translation servicescreating service delivery systems or models that are more appropriate to thetargeted client populations or advocating for the creation of such servicesincluding participation by clients as major stakeholders in the development ofservice delivery systemsensuring that program decor and design is reflective of the cultural heritageof clients and families using the serviceattending to social issues (for example, housing, education, police, andsocial justice) that concern clients of diverse backgroundsnot accepting staff remarks that insult or demean clients and their culturesupporting the inclusion of cultural competence standards in accreditationbodies and organizational policies as well as in licensing and certificationexaminationsdeveloping staffing plans that reflect the organization and the targeted client225

population (for example, hiring, position descriptions, performanceevaluations, training)developing performance measures to assess culturally competent practiceincluding participation of client groups in the development of research andtreatment protocols.Standard 6. Empowerment and Advocacy—Social workers shall be aware of the effect ofsocial policies and programs on diverse client populations, advocating for and with clientswhenever appropriate.InterpretationCulturally competent social workers are keenly aware of the deleterious effects ofracism, sexism, ageism, heterosexism or homophobia, anti-Semitism,ethnocentrism, classism, and xenophobia on clients' lives and the need for socialadvocacy and social action to better empower diverse clients and communities.As first defined by Solomon (1976), empowerment involves facilitating the clients'connection with their own power and, in turn, being empowered by the very act ofreaching across cultural barriers. Empowerment refers to the person’s ability to dofor themselves while advocacy implies doing for the client. Even in the act ofadvocacy, social workers must be careful not to impose their values on clients andmust seek to understand what clients mean by advocacy. Respectful collaborationneeds to take place to promote mutually agreed-on goals for change.Social workers need a range of skills and abilities to advocate for and with clientsagainst the underlying devaluation of cultural experiences related to difference andoppression, and power and privilege in the United States. The empowermenttradition in social work practice suggests a promotion of the combined goals ofconsciousness raising, developing a sense of personal power, and skills whileworking toward social change. Best practice views this as a process and outcomeof the empowerment perspective (Gutiérrez, 1990; Simon, 1994). Social workersusing this standard will apply an ecosystems perspective and a strengthsorientation in practice. This means that workers consider client situations as theydescribe needs in terms of transitory challenges rather than fixed problems.According to Gutiérrez and Lewis (1999), empowerment is a model for practice, aperspective and a set of skills and techniques. The expectation is that culturallycompetent social workers reflect these values in their practice.Standard 7. Diverse Workforce—Social workers shall support and advocate forrecruitment, admissions and hiring, and retention efforts in social work programs andagencies that ensure diversity within the profession.226

InterpretationIncreasing cultural competence within the profession requires demonstrated effortsto recruit and retain a diverse cadre of social workers, many of whom would bringsome "indigenous" cultural competence to the profession as well as demonstratedefforts to increase avenues for the acquisition of culturally competent skills by allsocial workers. Diversity should be represented at all levels of the organization, andnot just among direct practitioners.The social work profession has espoused a commitment to diversity, inclusion, andaffirmative action. However, available statistics indicate that in the United Statessocial workers are predominantly white (88.5 percent) and female (78.0 percent).The proportion of people of color has remained relatively stable in the social workmembership of the National Association of Social Workers over a period of severalyears: 5.3 percent identify themselves as African American; Hispanics, includingMexican Americans, Puerto Ricans, and other Hispanic groups constitute about 2.8percent of the membership; Asians and Pacific Islanders 1.7 percent; and AmericanIndians/First Nations People 0.5 percent (Gibelman & Schervish, 1997).Social work client populations are more diverse than the social work professionitself. In many instances, service to clients is targeted to marginalized communitiesand special populations, groups that typically include disproportionately highnumbers of people of color, elderly people, people with disabilities, and clients oflower socioeconomic status.Matching workforce to client populations can be an effective strategy for bridgingcultural differences between social worker and client, although it cannot be the onlystrategy. The assumption is that individuals of similar backgrounds can understandeach other better and communicate more effectively (Jackson & López, 1999). Yetan equally compelling fact is that "the majority of clinicians from the mainstreamdominant culture will routinely provide care for large numbers of patients of diverseethnic and/or cultural backgrounds increasing the numbers of culturally diversesocial workers is not sufficient. Even these professionals will need to be able toprovide care for patients who are not like themselves" (Jackson & Lopez, 1999, p.8). In addition, culturally competent social workers who bring a special skill orknowledge to the profession, like bicultural and bilingual skills, or American SignLanguage (ASL) skills, are entitled to professional equity and should not beexploited for their expertise, but should be appropriately compensated for skills thatenhance the delivery of services to clients.Standard 8. Professional Education—Social workers shall advocate for and participate ineducational and training programs that help advance cultural competence within theprofession.227

InterpretationCultural competence is a vital link between the theoretical and practice knowledgebase that defines social work expertise. Social work is a practice-orientedprofession, and social work education and training need to keep up with and stayahead of changes in professional practice, which includes the changing needs ofdiverse client populations. Diversity needs to be addressed in social work curriculaand needs to be viewed as central to faculty and staff appointments and researchagendas.The social work profession should be encouraged to take steps to ensure culturalcompetence as an integral part of social work education, training and practice, andto increase research and scholarship on culturally competent practice among socialwork professionals. This includes undergraduate, master’s and doctoral programsin social work as well as post-master’s training, continuing education, and meetingsof the profession. Social agencies should be encouraged to provide culturallycompetent in-service training and opportunities for continuing education for agencybasedworkers. NASW should contribute to the ongoing education and trainingneeds for all social workers, with particular emphasis on promoting culturallycompetent practice in continuing education offerings in terms of content, faculty,and auspice.In addition, the NASW Code of Ethics clearly states, "Social workers who providesupervision and consultation are responsible for setting clear, appropriate, andculturally sensitive boundaries." This highlights the importance of providingculturally sensitive supervision and field instruction, as well as the pivotal role ofsupervisors and Field Instructors in promoting culturally competent practice amongworkers and students.Standard 9. Language Diversity—Social workers shall seek to provide and advocate for theprovision of information, referrals, and services in the language appropriate to the client,which may include the use of interpreters.InterpretationSocial workers should accept the individual person in his or her totality and ensureaccess to needed services. Language is a source and an extension of personalidentity and culture and therefore, is one way individuals interact with others in theirfamilies and communities and across different cultural groups. Individuals andgroups have a right to use their language in their individual and communal life.Language diversity is a resource for society, and linguistic diversity should bepreserved and promoted. The essence of the social work profession is to promotesocial justice and eliminate discrimination and oppression based on linguistic or228

other diversities. Title VI of the Civil Rights Act clarifies the obligation of agenciesand service providers to not discriminate or have methods of administering servicesthat may subject individuals to discrimination.Agencies and providers of services are expected to take reasonable steps toprovide services and information in appropriate language other than English toensure that people with limited English proficiency are effectively informed and caneffectively participate in and benefit from its programs.It is the responsibility of social services agencies and social workers to provideclients services in the language of their choice or to seek the assistance of qualifiedlanguage interpreters. Social workers need to communicate respectfully andeffectively with clients from different ethnic, cultural, and linguistic backgrounds; thismight include knowing the client’s language. The use of language translation shouldbe done by trained professional interpreters (for example, certified or registeredsign language interpreters). Interpreters generally need proficiency in both Englishand the other language, as well as orientation and training.Social agencies and social workers have a responsibility to use languageinterpreters when necessary, and to make certain that interpreters do not breachconfidentiality, create barriers to clients when revealing personal information that iscritical to their situation, are properly trained and oriented to the ethics ofinterpreting in a helping situation, and have fundamental knowledge of specializedterms and concepts specific to the agency's programs or activities.Standard 10. Cross-Cultural Leadership—Social workers shall be able to communicateinformation about diverse client groups to other professionals.InterpretationSocial work is the appropriate profession to take a leadership role not only indisseminating knowledge about diverse client groups, but also in activelyadvocating for fair and equitable treatment of all clients served. This role shouldextend within and outside the profession.Guided by the NASW Code of Ethics, social work leadership is the communicationof vision to create proactive processes that empower individuals, families, groups,organizations, and communities. Diversity skills, defined as sensitivity to diversity,multicultural leadership, acceptance and tolerance, cultural competence, andtolerance of ambiguity, constitute one of the core leadership skills for successfulleadership (Rank & Hutchison, 2000). Social workers should come forth to assumeleadership in empowering diverse client populations, to share information aboutdiverse populations to the general public, and to advocate for their clients’ concerns229

at interpersonal and institutional levels, locally, nationally, and internationally.With the establishment of standards for cultural competence in social work practice,there is an equally important need for the profession to provide ongoing training incultural competence and to establish mechanisms for the evaluation ofcompetence-based practice. As the social work profession develops culturalcompetencies, then the profession must have the ability to measure thosecompetencies. The development of outcome measures needs to go hand in handwith the development of these standards.ReferencesDavis, P., & Donald, B. (1997). Multicultural counseling competencies: Assessment,evaluation, education and training, and supervision, Thousand Oaks, CA: SagePublications.Gallegos, J. S. (1982). The ethnic competence model for social work education. InB. W. White (Ed.), Color in a white society (pp. 1–9). Silver Spring, MD: NationalAssociation of Social Workers.Gibelman, M., & Schervish, P. H. (1997). Who we are: A second look. Washington,DC: NASW Press.Gutiérrez, L. M. (1990). Working with women of color: An empowermentperspective. Social Work, 35,149–153.Gutiérrez, L. M., & Lewis, E. A. (1999). Empowering women of color. New York:Columbia University Press.Jackson, V., & López, L. (Eds.). (1999). Cultural competency in managedbehavioral healthcare. Dover, NH: Odyssey Press.National Association of Social Workers. (2000a). NASW code of ethics.Washington, DC: Author NASW.National Association of Social Workers. (2000b). Cultural competence in the socialwork profession. In Social work speaks: NASW policy statements (pp. 59–62).Washington, DC: NASW Press.Norton, D. G. (1978). The dual perspective. New York: Council on Social WorkEducation.Perry, M. J., & Mackum, P. J. (2001), Population change and distribution: 1990-230

2000. Population change and distribution: 1990–2000. United States 2000 BriefSeries, April 2, 2001, Retrieved June 28, 2001,http://www.census.gov/prod/2001pubs/c2kbr01-2.pdfRank, M. G., & Hutchison, W. S. (2000). An analysis of leadership within the socialwork profession. Journal of Social Work Education, 36, 487–503.Reamer, F. G. (1998). Ethical standards in social work: A critical review of theNASW code of ethics. Washington, DC: NASW Press.Simon, B. (1994). The empowerment tradition in American social work. New York:Columbia University Press.Solomon, B. (1976). Black empowerment. New York: Columbia University Press.National Committee on Racial and Ethnic Diversity 1999–2001Saundra H. Starks, EdD, ACSW, LCSWLina Fong, PhD, ACSW, LCSWEmma Montero, MSWAda E. Deer, ACSWInderjit K. Jaipaul, DSW, ACSWCarmen Ortiz Hendricks, DSW, ACSWRobert D. Showers, BSWClara Simmons, ACSW, DCSWNelrene Yellow Bird, MSWHalaevalu F. Vakalahi, DSWIrene Moreda, DSWNASW StaffElizabeth J. Clark, PhD, ACSW, MPH, NASW Executive DirectorLeticia Diaz, MSLuisa López, MSWTracy Whitaker, ACSWNote: These standards build on and adhere to other standards of social work practice established by NASW, including, but not limitedto, NASW Standards for the Classification of Social Work Practice, Standards for the Practice of Clinical Social Work, Standards forSocial Work Case Management, Standards for Social Work Practice in Child Protection, Standards for School Social Work Services,Standards for Social Work in Health Care Settings, Standards for Social Work Personnel Practices, and Standards for Social WorkServices in Long-Term Care Facilities. Visit the NASW Web site to view the standards online. Purchase full document from NASWPress at 1-800-227-3590.231

APPENDIX HMEMORANDUM OFUNDERSTANDING232

MEMORANDUM OF UNDERSTANDING CONCERNINGAFFILIATION OF STUDENTS FOR SOCIAL WORK PRACTICUMThis is a Memorandum of Understanding on the part of ___________, hereinafter referredto as "Facility," and the Board of Regents of the University System of Georgia by and onbehalf of the University of Georgia School of Social Work, hereinafter referred to as"University."A. PURPOSE.1. The purpose of this Memorandum of Understanding is to guide and direct theparties respecting their affiliation and working relationship, inclusive ofanticipated future arrangements and agreements in furtherance thereof, toprovide high quality practicum learning experience for students in theUniversity's School of Social Work, while at the same time enhancing theresources available to the Facility for the providing of services to its clients.2. Neither party intends for this Memorandum to alter in any way their respectivelegal rights or their legal obligations to one another, to the students andfaculty assigned to the Facility, or as to any third party.B. GENERAL UNDERSTANDING:1. The courses of instruction (i.e. social work practicum) to be provided will be ofsuch content and cover such periods of time as may from time to time bemutually agreed upon by the University and the Facility. The starting andending date for each program shall be agreed upon at least one month beforethe program commences.2. The number of students designated for participation in a practicum educationprogram will be mutually determined by agreement of the parties, and may atany time be altered by mutual agreement. All student participants must bemutually acceptable to both parties and either party may withdraw anystudent from a program based upon perceived lack of competency on the partof the student, the student's failure to comply with the rules and policies of theFacility or the University, or for any other reason if either party reasonablybelieves that it is not in the best interest of the program for the student tocontinue.3. There shall be no discrimination on the basis of race, color, national origin,religion, creed, sex, age, disability, or veteran status in either the selection ofstudents for participation in the program, or as to any aspect of the practicumtraining; provided, however, that with respect to disability, the disability mustnot be such as would, even with reasonable accommodation, in and of itselfpreclude a student's effective participation in the program.233

C. FACILITY RESPONSIBILITIES.1. The Facility will retain responsibility for the services to clients and willmaintain administrative and professional supervision of all patient careactivities provided by students insofar as their presence and programassignments affect the operation of the Facility and its care, direct andindirect, of patients.2. The Facility will provide adequate practice facilities for participating studentsin accordance with the practice objectives developed through cooperativeplanning by the university's departmental faculty and the Facility's staff.3. The Facility will use its best efforts to make conference space andclassrooms available as may be necessary for teaching and planningactivities in connection with practicum training programs.4. Facility staff shall, upon request, assist the University in the evaluation of thelearning and performance of participating students.5. The Facility shall provide for orientation of both University faculty andparticipating students to the facilities, philosophies, rules, and regulations andpolicies of the Facility.6. Subject to the Facility's overall supervisory responsibility for patient services,it may, but is not obligated to, permit appropriately licensed faculty membersto provide such patient services at the Facility as may be necessary forteaching purposes.7. All medical or health care (emergency or otherwise) that a student orUniversity faculty member receives at the Facility will be at the expense of theindividual involved.8. The Facility shall do or cause to be done the following:a. Provide an experienced Field Instructor(s) for MSW students who shallhave responsibility for the field related educational program of thestudent including delivery and evaluation of the educational program. Itis recommended that educational instruction be separated fromadministrative supervision, and that records of educational instructionnot be included with administrative records.b. Provide administrative support for the identification and provision ofeducational opportunities for the student. These educationalopportunities shall be incorporated into the Practicum Learning Plan.The Practicum Learning Plan shall be drawn up at the beginning ofeach academic term in a conference including the designated Facility234

Field Instructor, the Faculty Liaison, and the Student. This plan mustbe approved by the Faculty Liaison. Educational opportunities willnormally evolve from the work station of the student. However, it isexpected that during the period of field instruction additionalopportunities will be needed to fulfill the various objectives of thePracticum Learning Plan. The Facility agrees to work with the Schoolin arranging these additional opportunities for the student.c. Permit the student to utilize time in the work week for educationalpurposes in fulfillment of educational objectives identified in thestudent's Practicum Learning Plan and agreed to by the Facility FieldInstructor of the student.d. Permit the Facility Field Instructor to set aside designated time eachweek for instruction of student for educational purposes, and to attendmeetings/training sessions for Field Instructors.D. UNIVERSITY RESPONSIBILITIES:1. The University will use its best efforts to see that students selected forparticipation in the practicum training program are prepared for effectiveparticipation in the clinical training phase of their overall education. TheUniversity will retain ultimate responsibility for the education of its students.2. Prior to the commencement of a practicum training program, the Universitywill, upon request, provide responsible Facility officials with such studentrecords as will adequately disclose the prior education and relatedexperiences of prospective student participants.3. The University will use its best efforts to see that the practicum trainingprograms at the Facility are conducted in such a manner as to enhance clientcare. Only those students who have satisfactorily completed the prerequisitedidactic portion of their curriculum will be selected for participation in aprogram.4. The University will not assign any faculty member to the Facility in connectionwith the operation of the program who is not appropriately qualified.5. a. The University will require all participating faculty and students to showproof of liability insurance in an amount satisfactory to the College andthe Facility. Upon request, evidence of such insurance will beprovided.b. The University will require all participating faculty and students to showproof of health insurance if required by the Facility, in an amountsatisfactory to the Facility. Upon request, evidence of such insurancewill be provided.235

6. The University will encourage student compliance with the Facility's rules,regulations and procedures, and use its best efforts to keep studentsinformed as to the same and any changes therein. Specifically, the Universitywill keep each participating student apprized of his or her responsibility:a. To follow the administrative policies, standards, and practices of theFacility when the student is in the Facility.b. To report to the Facility on time and to follow all establishedregulations during the regularly scheduled operating hours of theFacility.c. To conform to the standards and practices established by theUniversity while training at the Facility.d. To keep in confidence all medical and health/mental health informationpertaining to particular clients.7. If required by the Facility the University will require each participating studentto furnish proof of a current physical examination, the results of which shall,upon request, be made available to the Facility. The parties may agree tohave such examination performed by the Facility.E. MUTUAL RESPONSIBILITIES:1. The parties will work together to maintain an environment of qualitypracticum learning experiences and quality patient care. At theinstance of either party a meeting or conference will be promptly heldbetween University and Facility representatives to resolve anyproblems or develop any improvements in the operation of thecontemplated training program.2. Unless sooner canceled. or provided below, the term of this affiliationfor training shall be for 36 months, commencing on________andending on____________. This working relationship and affiliation maybe renewed by mutual written consent of the parties. It also may becanceled at any time by either party upon not less than thirty (30) dayswritten notice in advance of the next training experience.236

PRACTICUM FACILITY:(Please fill in completely)The Board of Regents of theUniversity System of Georgia by andOn behalf of the UniversityOf Georgia School of Social WorkBy:Facility NameAddress_________________________Michael F. Adams, PresidentUniversity of Georgia_________________________Date___________________________________Address___________________________________Facility Phone #By:_________________________________Authorized Official (signature)__________________________________(Please print name)_________________________________Title237

APPENDIX IBIOPSYCHOSOCIAL ASSESSMENTAND CASE/TREATMENTPLANNING238

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SOWK 7055 Clinical PracticeCase Plan/Treatment Plan AssignmentCase Planning/Treatment Planning for Direct PracticeA. Define the problem that will be the focus of social work intervention (not all the problems thatthe individual has)B. Identify the signs of the problem (i.e., what can be seen or heard that is a result of/or shows thatthere is a problem)C. Identify the overall goal which should directly address the problem (e.g., reduce depression,eliminate purging, improve self-esteem)D. Identify the objectives (at least three) which should be the changes that you want to observe (seeor hear) in the symptoms (use “as evidenced by…..”) and then identify a target date for theobjective to be metObjectives should be SMART:SpecificMeasurableAttainableReasonableTimelyE .Identify action steps (at least three for each objective) to reach each objective which should beaccomplished in a relatively short time (1-2 weeks) and a target date for accomplishment shouldbe identifiedThe plan should be written so that when the client accomplishes the steps, the objectives will be met andthe overall goal will be attained.Clinical Treatment Planning Example:A therapist identifies that the client meets the criteria for a diagnosis of major depression,moderate. The goal is the reduction of depression and the objectives are the reduction/eliminationof the symptoms of depression, i.e., crying, sleep disturbance, loss of appetite, lethargy. Theaction steps are then smaller steps that work toward reducing the symptoms (“client will take awalk for 30 minutes three times per week instead of watching television”).Case Planning Example:A DFCS worker would identify the problem as the maltreatment that was substantiated in a case.The symptoms would be the specific instances of maltreatment (e.g., leaving a 3 year-old homealone). The goal is usually the overall safety of the child. The objectives would be centeredaround the correction of the specific types of maltreatment (e.g., “child will be supervised by anadult at all times”). Then, the action steps are the smaller steps to meet the objective (“motherwill find a day care center that allows ‘drop-ins’ so that there will be an alternative forappropriate care when mother is unable to provide it”).258

Case Plan/Treatment PlanSocial Worker’s Name:Identified Problem:Signs of the Problem:Overall Goal:Treatment Modality:Objective #1:Step #1Step #2Step #3Evaluation Plan for Objective #1:259

Objective #2:Step #1Step #2Step #3Evaluation Plan for Objective #2:Objective #3:Step #1Step #2Step #3Evaluation Plan for Objective #3:260