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

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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
Page 1 and 2: THE UNIVERSITY OF GEORGIASCHOOL OF
Page 3 and 4: CHAPTER 4 - FOUNDATION FIELD EDUCAT
Page 5 and 6: CHAPTER 1FIELD PRACTICUM ORGANIZATI
Page 8 and 9: 10. Evaluating agencies as to conti
Page 10 and 11: 4. Serves as an advocate for the st
Page 14 and 15: 4. Adequate facilities must be avai
Page 16 and 17: training on clinical and administra
Page 18 and 19: CRITERIA FOR THE SELECTION OF FIELD
Page 20 and 21: a student fails field practicum (gr
Page 22 and 23: Sexual HarassmentThe University of
Page 24 and 25: liaison to make up the absences in
Page 26 and 27: Note: Students are not intentionall
Page 28 and 29: III. UNIQUE PLACEMENT REQUESTSThere
Page 30 and 31: Block PlacementMSW students interes
Page 32 and 33: appropriate efforts by the field in
Page 34 and 35: 1. Discuss any concerns with the fi
Page 36 and 37: CHAPTER 4FOUNDATION FIELD EDUCATION
Page 38 and 39: Specific Instructional Tasks:Instru
Page 40 and 41: CHAPTER 5CONCENTRATION FIELD EDUCAT
Page 44 and 45: PLEASE NOTE:deadlines, information
Page 46 and 47: students who are currently placed a
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Page 50 and 51: APPENDIX AFOUNDATION FIELDMATERIALS
Page 52 and 53: Generalist Practice Behaviors1. Adv
Page 54 and 55: Grading CriteriaA 90 - 100 Superior
Page 56 and 57: ADA StatementIn accordance with the
Page 58 and 59: SCHOOL OF SOCIAL WORKUNIVERSITY OF
Page 60 and 61: 2.1.4 Engage diversityand differenc
Page 62 and 63: GRADES & EVALUATION1. GRADESThe fou
Page 64 and 65: Foundation Field Mid Semester Evalu
Page 66 and 67: Signature of field supervisor:_____
Page 68 and 69: Final Field Instructor EvaluationFo
Page 70 and 71: 2.1.5 Advance human rights and soci
Page 72 and 73: Student Self-Rating Scale for Evalu
Page 74 and 75: Competency #5:Student advances huma
Page 76 and 77: The University of GeorgiaSchool of
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Page 82 and 83: SOWK 7055CLINICAL PRACTIUM(Semester
Page 84 and 85: Required AssignmentsFall SemesterAs
Page 86 and 87: RECOMMENDED ADDITIONAL READINGSBoyl
Page 88 and 89: Competency Practice Behavior Tasks/
Page 90 and 91: 2. Use empathy and sensitive interv
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7. Conduct assessments of social sy
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Additional assignments for this cou
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ADA StatementIn accordance with the
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Competency Practice Behavior Tasks/
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2.1.8 Engage in policypractice to a
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13University of Georgia School of S
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Field Instructor Evaluation ofAdvan
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2.1.6 Engage in research-informed p
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University of GeorgiaSchool of Soci
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2.1.2 Apply social work ethical pri
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2.1.9 Respond to contexts that shap
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Competency #3:Student applies criti
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Competency #10:Student engages, ass
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Field Instructor Evaluation of Adva
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2.1.6 Engage in research-informed p
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2.1.3 Apply social work ethical pri
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2.1.8 Engage in policy practice to
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Student Self-Rating Scale for Evalu
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Competency #6:Student engages in re
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How often did you and your supervis
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APPENDIX CASSIGNMENTDESCRIPTIONS136
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F. Cultural Competency Within the A
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FIELD EDUCATIONPROCESS RECORDINGSTh
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PROCESS RECORDINGStudent:__________
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SUPERVISORY METHOD: JOURNALINGFORMA
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Reflection Paper/Journal Guidelines
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SUPERVISORY METHOD: REFLECTIVE PRAC
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4. If you haven’t done anything t
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5. Discuss how this situation relat
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FIELD EDUCATION - CASE PRESENTATION
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FIELD EDUCATION - EVALUATION OF PRA
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FIELD EDUCATION- CODE OF ETHICS PAP
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B. Please address the following que
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CONTINUING PROFESSIONAL DEVELOPMENT
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APPENDIX DPERSONAL SAFETY/RISKREDUC
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2. Be alert to people around you. B
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10. In the event of the physical in
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ORIENTATION TO THE AGENCYThe School
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PREPARING STUDENTS FOR ORIENTATION
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Bibliography of important books and
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Baseline Assessment and Methods of
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12. Attend a court hearing.13. Atte
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Methods of EvaluationEvaluation of
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8. Staff PresentationThe student’
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SUPERVISORY METHOD: CLINICAL CASE C
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SUPERVISORY METHOD: ROLE PLAYFORMAT
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Code of Ethicsof the National Assoc
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situation must apply the informed j
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Value: Dignity and Worth of the Per
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ensure clients' comprehension. This
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conducting social work evaluation o
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1.08 Access to Records(a) Social wo
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1.14 Clients Who Lack Decision-Maki
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(b) Social workers should not explo
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(c) Social workers who believe that
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including possible benefits or risk
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(c) Social workers should base prac
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legislative testimony, presentation
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asic human needs and should promote
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NASW Standards for Cultural Compete
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workers to strive to deliver cultur
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1.04 Competence(1) Social workers s
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expansion of cultural knowledge and
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competence requires social workers
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InterpretationThe personal attribut
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population (for example, hiring, po
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InterpretationCultural competence i
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at interpersonal and institutional
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APPENDIX HMEMORANDUM OFUNDERSTANDIN
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C. FACILITY RESPONSIBILITIES.1. The
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6. The University will encourage st
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APPENDIX IBIOPSYCHOSOCIAL ASSESSMEN
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SOWK 7055 Clinical PracticeCase Pla
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Objective #2:Step #1Step #2Step #3E
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MSW Field Manual - School of Social Work at the University of Georgia

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