The University of Chicago School of Social Service Administration

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1. Identify as a professional social worker andconduct oneself accordingly.Advanced practitioners in social administration can:• Recognize the multiple and conflicting goals of humanservice organizations and the implications for practice of theclient-serving context;• Understand and identify professional strengths, limitations,and challenges in working in human service organizations.StudentStudentF.I.F.I.Strategies to reinforce and increase competence:2. Apply social work ethical principles to guideprofessional practice.Advanced practitioners in social administration can:• Apply social work ethical principles in managing human serviceorganizations, working with communities, and when analyzingpolicies that affect social work clients;• Apply social work ethical principles when considering conflictsbetween various professional goals, between various interests,and between financial and client-level concerns.StudentStudentF.I.F.I.Strategies to reinforce and increase competence:
3. Apply critical thinking to inform andcommunicate professional judgments.Advanced practitioners in social administration can:• Bring a critical social work perspective to bear on politicalprocesses, economic systems, and organizational contexts;• Evaluate, select, and implement practice approaches thatreflect critical analysis of strengths and weaknesses oftheoretical perspectives and practice alternatives.• Become critical consumers of empirical evidence based on a firmunderstanding of research design and methods.StudentStudentStudentF.I.F.I.F.I.Strategies to reinforce and increase competence:4. Engage diversity and difference in practice.Advanced practitioners in social administration can:• Apply critical thinking to issues of diversity (e.g., class, race,gender, sexual orientation) in human service organizations;• Apply knowledge of diverse populations and recognize theimportance of their participation and input when workingwithin human service organizations and when engaged inchange efforts at multiple levels.StudentStudentF.I.F.I.Strategies to reinforce and increase competence:
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VII. Grading and Problem Solving fr
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Introduction to Field EducationPoli
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Field Education Staff and RolesNanc
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Field Readiness WorkshopsRequired f
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EEP at a GlanceEEP at a Glance2011-
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Education. Students will coordinate
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III. Responsibilities of Student in
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FIELD EDUCATION POLICIESDISCLOSURE
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7. Students in the School Social Wo
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THIRD QUARTER OF PLACEMENT• Revie
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Risk Management and SafetyIncidents
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IV. Responsibilities of Field Educa
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Field Instructor ChecklistField Con
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Selection and Evaluation of Field P
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V. Learning Contracts and Quarterly
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In the second year, clinical studen
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VI. Student Placement ProcessFirst
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Dual Degree StudentsDual Degree stu
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B. Assignment of a grade of FIn som
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Steps Toward Field Problem Resoluti
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Requesting a Field Placement Change
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THE SCHOOL OF SOCIAL SERVICEADMINIS
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STUDENT EVALUATION OF FIELD SEMINAR
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IX. Tool Box for Field Instructors
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Quick Reference: Full-Time/Part-Tim
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Field Placement Safety Discussion F
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Core Learning ContractDate:Student:
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Page 73 and 74: Clinical Learning ContractDate:Stud
Page 81 and 82: Social Administration Learning Cont
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Page 120 and 121: 5. Advance human rights and social
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Page 127: BENEFITS AND TRAINING FOR FIELD INS
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Page 133 and 134: DIRECT PRACTICEAgency:So that we ma
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Page 145 and 146: CONTINUING EDUCATION CREDITSFOR FIE
Page 163: DIRECT PRACTICEField Instructor's S
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3. The Code is designed to help soc
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expertise.Social workers continuall
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standards of confidentiality apply.
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1.13 Payment for Services(a) When s
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(c) Social workers are prohibited f
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3.06 Client Transfer(a) When an ind
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(b) Social workers who speak on beh
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Social workers should facilitate in
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The University of Chicago School of Social Service Administration

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