Field Education Manual

Transcription

1 Department of Social Work Field Education Manual Undergraduate and Graduate Programs Revised 12/2010

2 TABLE OF CONTENTS Foreword and Acknowledgments Ohio University Department of Social Work: Mission, Goals, and Objectives Faculty and Staff Directory CALENDARS Undergraduate Pre-Placement Calendar Undergraduate Field Practicum Calendar Foundation Pre-placement and Field Practicum Calendar Advanced Field Practicum Calendar OUZ/Cambridge Cohort Calendars OU-Southern Cohort Calendars NASW CODE OF ETHICS THE ROLE SET: DESCRIPTION AND RESPONSIBILITIES Agencies Field Instructors Augmented Field Instructors Students Faculty Advisors Field Education Faculty Field Education Director Field Liaisons FIELD POLICIES AND GUIDELINES Prerequisites and Procedures for Enrollment in Field (Undergraduate & Graduate) Social Work Trainee Status The Resume and Field Interest Inventory Employment-Based Field Placements Foundation and Advanced Placement in Same Agency Request for Continuation--55 Extension of the Internship Period Student Performance Problems in Field Instruction Routine Process for Ongoing Communication & Problem-Solving Guidelines for Problem Solving in Field Education Grading Termination From the Field Appeals Academic Performance Review Policy Liability Issues Handling Sensitive Client Data Policy Application for Scholarship

3 OHIO UNIVERSITY POLICIES RELATED TO FIELD Academic Honesty Equal Employment and Educational Opportunity Sexual Harassment Policy Statement Research Projects Involving Human Subjects Policy on Individuals with Disabilities FIELD EDUCATION CURRICULUM Field Education Goals Undergraduate Generalist Social Work Practice Field Goals and Objectives Graduate First-Year Foundation Field Goals and Objectives Graduate Second-Year Administration Specialization Field Goals and Objectives-88 Graduate Second-Year Clinical Specialization Field Goals and Objectives The Learning Contract and End-of-the-Quarter Evaluation Learning Contract/Evaluation Sample Evaluation of Student Performance in the Field Practicum Scheduling of the Undergraduate Field and Practice Courses Scheduling of the Graduate Field Practicum Grading of the Undergraduate Field and Practice Courses Grading of the Graduate Field Practicum Undergraduate Generalist Social Work Practice Syllabus for Field Practicum Graduate First-Year Foundation Syllabus for Field Practicum Graduate Second-Year Advanced Administration Specialization Syllabus for Field Practicum Graduate Second-Year Advanced Clinical Specialization Syllabus for Field Practicum FIELD SURVEY End-of-the-Year Field and Program Evaluation Survey SAMPLE FORMS Undergraduate Application for Field Practicum Undergraduate Pre-Placement Advising Memo Field Practicum Preference Agency Affiliation Agreement Field Instructor Affiliation Agreement Release and Acknowledgement Handling Sensitive Client Data Undergraduate Weekly Attendance Report Undergraduate Field Practicum Log Sheet MSW Student Timesheet Application for Scholarship, College of Arts and Sciences DIRECTORY OF AGENCIES Listing by Practice Categories

4 FOREWORD This field practicum manual has been deigned to assist students, field instructors, and faculty by providing information relevant to the field placement process, including a faculty and staff roster, field calendars, a description of the role set, policies and guidelines for field, a thorough description of the field education curriculum, and a complete listing of agencies currently affiliated with the Ohio University Social Work Department. The use of this manual will result in two clear benefits for student and community participants: 1) a clear grasp of how to manage the placement process 2) an understanding of the roles, responsibilities, and protocols related to field ACKNOWLEDGMENTS The Field Office of Ohio University would like to offer our heartfelt appreciation to the members of the North Central Field Directors Consortium for their generous sharing of ideas and materials in the design of this field manual. Consortium members include Case Western Reserve University, Cleveland State University, Michigan State University, Ohio State University, State University of New York at Buffalo, Syracuse University, University of Akron, University of Cincinnati, Indiana University, University of Michigan, University of Pittsburgh, University of Toledo, Wayne State University, Western Michigan University, West Virginia State College, West Virginia University, and Xavier University. Special thanks must go to JoAnn McFall of Michigan State University for the framework and much of the original content of the field curriculum. Freve Pace, ACSW, LISW-S Field Education Director Carole W. Alder, MSW, LISW-S Assistant Director of Field Education Leon Anderson, PhD Professor and Interim Chair of the Department of Social Work 3

5 OHIO UNIVERSITY DEPARTMENT OF SOCIAL WORK MISSION, GOALS AND OBJECTIVES Ohio University Mission Statement (Draft Version a/o January 2006) Ohio University is a national, public, comprehensive university that emphasizes a highquality, learning-centered educational experience and conducts world-class research in many disciplines. The Athens campus combines undergraduate, graduate and professional programs in a residential setting; the regional campuses offer enhanced access to many of the same quality programs. This combination of strengths, setting and access fosters a diverse academic community that serves the economic and cultural needs of the region and benefits the state, nation and world by generating new knowledge and educating future citizens and leaders. Department of Social Work Mission Statement (revised July 2010) Our mission is to prepare social work students at the baccalaureate and master s level to become leaders in the profession of social work who have the knowledge and skills to improve the quality of life of individuals, families, groups, organizations and communities throughout the region, nation and world. This is accomplished by providing a high-quality, comprehensive, learner-centered educational experience focused on the responsibilities of citizenship. The department is committed to promoting the strengths of diversity through education, research and service, while maintaining a particular focus on the rural Appalachian region. Interdisciplinary collaboration and advocacy are emphasized to address social injustice toward economically disadvantaged and long-underserved groups. The creation of a culture of research throughout the practice community that builds the capacity to evaluate and apply evidence-based research to practice is central to this mission. Additionally, an ability to assess practice and policy effectiveness and disseminate new knowledge to guide policy and practice is a core value of the department. The objectives of the program, as they relate to its goals, are noted below: GOAL A.) Objective A1.) Objective A2.) Objective A3.) Prepare social work students for the professional practice of social work with diverse systems of various sizes, emphasizing the provision of competent and ethical services to families in rural and other communities, based on the core competencies of social work. Practice with the values, ethics, and historical traditions of the social work profession. Understand the distinctive characteristics of diverse populations as well as the nature of oppression and discrimination and the implications these have for practice with client systems of all sizes (individuals, families, groups, organizations, and communities). Utilize a biopsychosocial, strengths-based perspective to guide assessment and intervention efforts with client systems of all sizes. Objective A4B.) Critically evaluate and apply the theoretical and empirical knowledge and skills of generalist social work to practice in the pre-engagement through ending phases with client systems of all sizes. 9/14/2011 4

6 Objective A4M.) Objective A5.) Objective A6.) Objective A7B.) Objective A7M.) Objective A8.) Critically evaluate and apply the theoretical and empirical knowledge and skills of generalist and advanced social work perspectives to practice in the pre-engagement through ending phases with client systems of all sizes. Use appropriate oral and written communication skills with client systems of all sizes. Utilize information technology to enhance effectiveness as social work professionals. Through the use of supervision, demonstrate self-awareness and professional use of self to enhance professional social work practice with clients systems of all sizes. Through the use of supervision and independently, demonstrate selfawareness and professional use of self to enhance professional social work practice with clients systems of all sizes. Advocate, through professional and political means, for policies and Programs that address the social and economic well-being of clients and others in need of assistance GOAL B.) Objective B1.) Objective B2.) Objective B3.) Objective B4.) Objective B5.) Prepare social work students to conduct research to guide their own practice and to contribute to the knowledge base of the social work profession by disseminating that knowledge in appropriate forums and serving as Researcher-Practitioner role models in the agencies and communities they serve. Implicit in this goal is that faculty will conduct independent and collaborative research with each other and with students, and act as Researcher-Practitioner role models for students and community agencies. Encourage full-time faculty and MSW students to conduct independent and/or collaborative research that increases the knowledge base of social work practice, models scientific inquiry for the practice community and increases the capacity to evaluate and improve social work practice. Encourage all full-time faculty and MSW students to disseminate the results of their research and other scientific inquiry through professional presentations, trainings and publications. Encourage faculty and students to participate in interdisciplinary research collaborations to expand scholarly development and maximize funding options. Enable students to assess practice effectiveness, evaluate research findings, and apply research knowledge and conduct research to enhance practice interventions. Enable students to analyze the impact of social policies and agency structures on clients, workers, and the delivery of social work services. 9/14/2011 5

7 GOAL C.) Objective C1.) Objective C2.) Objective C3.) Prepare social workers for service leadership in professional organizations and in advocacy for the development and improvement of service delivery systems. Encourage full-time faculty and students to become engaged in ongoing service and consultation to local, regional and national organizations relevant to the provision or improvement of rural social work services and to local, regional and national professional social work organizations, and promote change when warranted.. Ensure that student course assignments and field experiences include multiple opportunities to understand and interact with rural families and community groups through such means as case studies, guest speakers, meeting attendance, needs assessments and provision of technical assistance. Encourage full-time, tenured faculty to provide leadership and service to the university community through participation in governance and other academic initiatives. Please Note: The program complies with all Council on Social Work Education (CSWE) programmatic requirements. Copies of the complete Educational Policy and Accreditation Standards of CSWE, which were revised for July 2002 implementation, are available in the Department of Social Work office, and online at follow the link to Accreditation Documents. 9/14/2011 6

8 Ohio University Department of Social Work Faculty and Staff Directory Name Office Telephone and Carole Alder Morton Leon Anderson Department Chair Morton Warren Galbreath UG Chair Eastern Campus Judi Haberkorn Morton Gregg Hungerford Chillicothe Campus Kenneth Larimore Morton Mingun Lee Morton Freve Pace Grad Chair Morton Natalie Pope Morton Tracy Pritchard Morton Susan Sarnoff Morton Karen Slovak Zanesville Campus Anne Sparks Morton Solveig Spjeldnes Morton Deborah Pack Morton Carol Nogrady Morton /14/2011 7

9 PLEASE REFER TO THE WEBSITE CALENDAR FOR ANY FURTHER INFORMATION OR UPDATES REGARDING THE DATES AND TIMES OF EVENTS OF THE DEPARTMENT. THE WEB ADDRESS IS: 9/14/2011 8

10 UNDERGRADUATE PRE-PLACEMENT FIELD CALENDAR (Note: The following meetings and activities are mandatory.) WINTER QTR. DATE ACTIVITIES AND INSTRUCTIONS 7 th Friday Feb. 18, am - 12pm Pre-placement Meeting: This meeting is for all social work juniors who will be entering the senior practice sequence the following year: Critical information is provided at this meeting, and attendance is mandatory. 8 th Wednesday Feb. 23, 2011 Application Due Date: One completed copy of the Undergraduate Application for Field Practicum is to be submitted to the field administrator in the social work office; three copies are to be made and retained by the student for use at agency interviews. SPRING QTR. 1 st Thursday 3 rd Thursday 2nd Tuesday 12pm - 2pm 2 nd Wednesday 4 th Friday Mar. 31 Apr. 14, 2011 Apr. 5, 2011 Apr. 6 Apr. 22, 2011 Faculty Advisor Meeting: Students must schedule and complete a meeting with their faculty advisor to outline next year s academic schedule, verify a GPA of 2.5, and discuss field interests. Students must bring current DARS to this meeting. Student must complete this meeting prior to scheduling and completing interviews with field agencies (for further details, refer to the field manual, Pre-requisites and Procedures for Enrollment in the Field ). Field Placement Fair: This fair is held at Walter Hall Rotunda, and all students entering the field must attend. Agency representatives will be available for your questions. Note: bring your Field Education Manual to the fair. Agency Interviews: Students must schedule and complete three agency interviews during this time period. At the conclusion of the interviews, the student must schedule a meeting with a field faculty member to discuss the completed interviews and field placement preferences. Bring all information necessary to complete the Field Practicum Preference Form located in the form section of this manual. 4 th Friday Apr. 22, 2011 Appointment with Field Faculty: This is the last day to meet with a field faculty member to discuss field placement preferences and to complete the form. Last week of the quarter SUMMER QTR. July or earlier June 6 June 10, 2011 No later than July 15, 2011 Field placements will be finalized and posted. Field placement process is complete. Malpractice Insurance: Students must purchase malpractice insurance per policy on p. 70 and submit proof to social work office. Students cannot go to field placement without current malpractice insurance. Students: it is important that you demonstrate professional responsibility related to the above tasks and deadlines. If you have concerns related to any of the above, it is your responsibility to contact a field faculty member for clarification or help. 9/14/2011 9

11 UNDERGRADUATE FIELD PRACTICUM CALENDAR (Note: The following meetings and activities are mandatory.) FALL QTR. DATE ACTIVITIES AND INSTRUCTIONS 1 st Tuesday Sep First Day of Field Practicum: Dependent upon receipt of your Liability Insurance Certificate in the Social Work Office, this is the first day of field for fall quarter; make arrangements with your field instructor for start date. 1 st Thursday Sep. 8, 2011 Field Orientation and Training: This training is for field instructors who are new to the program; make arrangements with your field instructor for field activities in the event of his or her absence. 3 rd Friday 5:00pm 9 th Friday 5:00pm Sep. 23, 2011 Nov. 4, 2011 Learning Contract Due Date: Turn in your signed learning contract to your seminar instructor (via the social work office) by 5:00 pm. Evaluation of Student s Performance in Field: Turn in your signed evaluation to your seminar instructor (via the social work office) by 5:00 pm. WINTER QTR. 1 st Tuesday Jan. 3, 2012 First Day of Field Practicum: This is the first day of field for winter quarter; make arrangements with your field instructor for start date. 2 nd Friday 5:00pm 9 th Friday 5:00pm Jan. 13, 2012 Mar. 2, 2012 Learning Contract Due Date: Turn in your signed learning contract to your seminar instructor (via the social work office) by 5:00 pm. Note: this date is one week earlier than in the fall. Evaluation of Student s Performance in Field: Turn in your signed evaluation to your seminar instructor (via the social work office) by 5:00pm. SPRING QTR. 1 st Tuesday Mar. 27, 2012 First Day of Field Practicum: This is the first day of field for spring quarter; make arrangements with your field instructor for start date. 2 nd Friday 5:00pm 9 th Tuesday (Time to be announced.) 9 th Friday 5:00pm Apr. 6, 2012 May 22, 2012 May 25, 2012 Learning Contract Due Date: Turn in your signed learning contract to your seminar instructor (via the social work office) by 5:00pm. Annual Spring Luncheon: This is a celebration for graduating students and their field instructors. Instructions will be provided. Evaluation of Student s Performance in Field: Turn in your signed evaluation to your seminar instructor (via the social work office) by 5:00 pm. Students, it is important that you demonstrate professional responsibility related to the above tasks and deadlines. If you have concerns related to any of the above, it is your responsibility to contact a field faculty member for clarification or help. 9/14/

12 FOUNDATION PRE-PLACEMENT AND FIELD PRACTICUM CALENDAR (Note: The following meetings and activities are mandatory.) FALL QTR. DATE ACTIVITIES AND INSTRUCTIONS 2 nd Wednesday 12:00 2:00pm Morton 416 Sep. 14, 2011 First Pre-placement Meeting: This meeting is for all foundation students who will be entering a field practicum winter quarter. Critical information is provided at this meeting related to the process of 3 rd Monday 2:00pm 3 rd Wednesday 12:00 2:00pm Morton rd Thursday - 5 th Tuesday Sep. 19, 2011 Sep. 21, 2011 Sep Oct. 4, /14/ entering field, and attendance is mandatory. Resume and Field Interest Inventory : Turn in your resume and Field Interest Inventory to field faculty (via the social work office) by 2:00pm. Second Pre-placement Meeting: Various agencies will be explored and discussed; bring completed resume and Field Interest Inventory. Attendance is mandatory. Agency Interviews: Students must schedule and complete three agency interviews during this time period to determine field preferences. 4 th Wednesday Sep. 29, 2011 Employment-based Field Instruction Proposal : This proposal is to be submitted to your field liaison if an employment-based field placement is desired (option only available during the foundation year). Proposal must be approved by the field director. 4 th Wednesday 5 th Friday Last week of the quarter Sep Oct. 7, 2011 Nov. 14- Nov. 18, 2011 Appointment with Field Faculty: Schedule this individual appointment at the completion of your agency interviews in order to discuss your agency preferences. Bring all information necessary to complete the Field Practicum Preference Form located in the form section of this manual. Field Placements will be finalized and posted. Field placement process is complete. Malpractice Insurance: students must purchase malpractice insurance per policy on p. 70 and submit proof to social work office. Students cannot go to field placement without current malpractice insurance. WINTER QTR. 1 st Tuesday Jan. 3, 2012 First Day of Field Practicum: Dependent upon receipt of your Liability Insurance Certificate in the Social Work Office, this is the first day of field for winter quarter; make arrangements with your field instructor for start date. 1 st Thursday Jan. 5, 2012 Field Orientation and Training: This training is for all foundation students and for field instructors who are new to the program. Location to be announced. Field credit for this training. 3 rd Friday 5:00pm Jan. 20, 2012 Learning Contract Due Date: Turn in your signed learning contract to your field liaison (via the social work office) by 5:00 pm.

13 CONTINUED 4 th Monday 12:00 2:00pm Morton th Monday 12:00 2:00pm Morton th Friday 5:00pm 10 th Friday 5:00pm Jan. 23, 2012 Feb. 20, 2012 Mar. 2, 2012 Mar. 9, 2012 Group Meeting: All foundation students meet together with field liaisons. This meeting provides an opportunity to discuss field issues. Bring your completed and signed time sheets for liaison s review. Field credit for this meeting. Group Meeting: All foundation students meet together with field liaisons. This meeting provides an opportunity to discuss field issues. Bring your completed and signed time sheets for liaison s review. Field credit for this meeting. Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison (via the social work office) by 5:00 pm. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison (via the field office) by 5:00 pm. Hours must total 160. SPRING QTR. 1 st Tuesday Mar. 27, 2012 First Day of Field Practicum: This is the first day of field for spring quarter; make arrangements with your field instructor for your start date. 2 nd Friday 5:00pm 3 rd Monday 12:00 2:00pm Morton th Monday 12:00 2:00pm Morton th Tuesday 5 th Wednesday Apr. 6, 2012 Apr. 9, 2012 Apr. 16, 2012 Apr. 17 Apr. 25, 2012 Learning Contract Due Date: Turn in your signed learning contract to your field liaison (via the social work office) by 5:00 pm. Note: this date is one week earlier than winter quarter. Group Meeting: All foundation students meet together with field liaisons to begin the planning process for an advanced field placement. Field credit for this meeting. Group Meeting: All foundation students meet together with field liaisons to continue process for advanced field placement. Bring completed and signed time sheets, updated resume, and Field Interest Inventory. Field credit for this meeting. Agency Interviews: Students must schedule and complete three agency interviews during this time period to determine field preferences. Schedule an appointment with your field liaison at the completion of the agency interviews. 5 th Wednesday Apr. 25, 2012 Request for Continuation Proposal : Last day to submit your proposal to your field liaison if you are seeking an advanced placement in the same agency. 5 th Friday Apr 27, 2012 Appointment with Field Liaison: This is the last day to meet with your field liaison to discuss your interviews and your field placement preferences and to complete the Field Practicum Preference Form. 9/14/

14 CONTINUED 8 th Monday 12:00 2:00pm Morton th Friday 5:00pm 10 th Friday 5:00pm Last week of the quarter May 14, 2012 May 25, 2012 June 1, 2012 June 4 June 8, 2012 Group Meeting: All foundation students meet with field liaisons to discuss field issues. Bring completed and signed time sheets for liaison s review. Field credit for this meeting. Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison (via the social work office) by 5:00 pm. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison (via the social work office) by 5:00 pm. Hours must total 200. Advanced field placement assignments will be finalized and posted. Field placement process is complete. Students, it is important that you demonstrate professional responsibility related to the above tasks and deadlines. If you have concerns related to any of the above, it is your responsibility to contact a field faculty member for clarification or help. 9/14/

15 ADVANCED FIELD PRACTICUM CALENDAR (Note: The following meetings and activities are mandatory.) FALL QTR. DATE ACTIVITIES AND INSTRUCTIONS 1 st Wednesday Sep. 7, 2011 First Day of Field Practicum: AS Students Dependent upon receipt of your Liability Insurance Certificate in the Social Work office, this is the first day of field for fall quarter; make arrangements with your field instructor for your start date 1 st Thursday Sep. 8, 2011 Field Orientation and Training: This training is for field instructors who are new to the program. 3 rd Friday 5:00pm Sep. 23, 2011 Learning Contract Due Date: Turn in your signed learning contract to your field liaison (via the social work office) by 5:00 pm. 4 th Thursday Sep. 29, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues; bring your completed and signed time sheets for liaison s review. 8 th Thursday Oct. 27, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues; bring your completed and signed time sheets for liaison s review. 9 th Friday 5:00pm 10 th Friday 5:00pm Nov. 4, 2011 Nov. 14, 2011 (The above date reflects Friday being a holiday) Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison (via the social work office) by 5:00 pm. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison (via the social work office) by 5:00 pm. Hours must total 200. WINTER QTR. 1 st Monday Jan. 2, 2012 First Day of Field Practicum: For all but AS Students, upon receipt of your Liability Insurance certificate in the Social Work office, this is the first day of field for winter quarter; make arrangements with your field instructor for your start date. 2 nd Friday 5:00pm Jan. 13, 2012 Learning Contract Due Date: Turn in your signed learning contract to your field liaison (via the social work office) by 5:00 pm. Note: This date is one week earlier than fall quarter. 4 th Thursday Jan. 26, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues; bring your completed and signed time sheets for liaison s review. 8 th Thursday Feb. 23, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues; bring your completed and signed time sheets for liaison s review. 9/14/

16 CONTINUED 9 th Friday 5:00pm 10 th Friday 5:00pm Mar. 2, 2012 Mar. 9, 2012 Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison (via the social work office) by 5:00 pm. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison (via the social work office) by 5:00 pm. Hours must total 200. SPRING QTR. 1 st Monday Mar. 26, 2012 First Day of Field Practicum: This is the first day of field for spring quarter; make arrangements with your field instructor for your start date. 2 nd Friday 5:00pm Apr. 6, 2012 Learning Contract Due Date: Turn in your signed learning contract to your field liaison (via the social work office) by 5:00 pm. 4 th Thursday Apr. 19, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues; bring your completed and signed time sheets for liaison s review. 8 th Thursday May 17, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues; bring your completed and signed time sheets for liaison s review. 9 th Friday 5:00pm 10 th Friday 5:00pm May 25, 2012 June 1, 2012 Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison (via the social work office) by 5:00 pm. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison (via the social work office) by 5:00 pm. Hours must total 200. Students, it is important that you demonstrate professional responsibility related to the above tasks and deadlines. If you have concerns related to any of the above, it is your responsibility to contact a field faculty member for clarification or help. 9/14/

17 OUZ/CAMBRIDGE COHORT ADVANCED FIELD PRACTICUM CALENDAR (Note: The following meetings and activities are mandatory.) FALL QTR. DATE ACTIVITIES AND INSTRUCTIONS 1 st Wednesday Sept. 8, 2010 First Day of Field Practicum: This is the first day of field for fall quarter; make arrangements with your field instructor for your start date. Advanced-standing students note: you must provide your malpractice insurance certificate to the social work office prior to attending field placement. 1st Thursday 8:45am to 4pm Sept. 9, Baker Center (Athens) Field Orientation and Training: This training is for field instructors who are new to the program. 3 rd Thursday Sept. 23, Learning Contract Due: Turn in your signed learning contract to your field liaison prior to class. 4 th Thursday Sept. 30, 2010 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule). 8 th Thursday Oct. 28, 2010 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule). 10 th Tuesday Nov. 9, Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison prior to class. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison prior to class. Malpractice Insurance: Second-year students must renew malpractice insurance to ensure continuous coverage for second year and must submit proof of same to social work office. WINTER QTR. 1 st Monday Jan. 3, 2011 First Day of Field Practicum: This is the first day of field for winter quarter; make arrangements with your field instructor for your start date. Note: second-year students must have submitted malpractice insurance renewal certificate to the social work office prior to attending field. 2 nd Thursday Jan. 13, Learning Contract Due: Turn in your signed learning contract to your field liaison prior to class. Note: This date is one week earlier than fall quarter. 4 th Thursday Jan. 27, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule). 9/14/

18 CONTINUED 8 th Thursday Feb. 24, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule). 10 th Thursday Mar. 10, Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison prior to class. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison prior to class. Hours must total 200. SPRING QTR. 1 st Monday Mar. 28, 2011 First Day of Field Practicum: This is the usual first 2 nd Thursday Apr. 7, day of field for spring quarter; make arrangements with your field instructor for your start date. Learning Contract Due: Turn in your signed learning contract to your field liaison prior to class. 4 th Thursday Apr. 21, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule). 8 th Thursday May 19, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please 10 th Thursday June 2, Tracy Pritchard (pritchar@ohio.edu) to schedule). Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison prior to class. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison prior to class. Hours must total 200. Students: It is important that you demonstrate professional responsibility related to the above tasks and deadlines. If you have concerns related to any of the above, it is your responsibility to contact a field faculty member for clarification or help. 9/14/

19 OU SOUTHERN COHORT FOUNDATION PRE-PLACEMENT AND FIELD PRACTICUM CALDENDAR (Note: The following meetings and activities are mandatory.) FALL QTR. DATE ACTIVITIES AND INSTRUCTIONS 2 nd Wednesday 7:25 to 8:25pm 3 rd Wednesday 7:25 to 8:25pm 3 rd Thursday 6th Wednesday Sep. 15, Library Sep. 22, 2010 ITV via OULN Sep. 23, 2010 to Oct.13, /14/ First Pre-placement Meeting: This meeting is for all foundation students who will be entering a field practicum winter quarter. Critical information is provided at this meeting related to the process of entering field; attendance is mandatory. Second Pre-placement Meeting: All foundation students are required to attend this meeting; resumes and Field Interest Inventories are due prior to the beginning of the meeting (send electronically to field Coordinator/Field Liaison). Agency Interviews: Students must schedule and complete three agency interviews during this time period to determine field preference. 6 th Wednesday Oct Employment-based Field Instruction Proposal Due: This proposal is to be submitted electronically to the Field Coordinator/Field Liaison if an employment-based field placement is desired (option only available during the foundation year). Appointment with Field Coordinator/Field Liaison: Schedule this individual appointment at the completion of your agency interviews in order to discuss your agency preferences. Prior to this meeting have the Field Practicum Preference Form electronically sent to the Field Coordinator/Field Liaison. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule). Last week of the quarter Nov. 8, 2010 Nov. 12, 2010 Placements Announced: Field placements will be finalized and announced. Field placement process complete. Malpractice Insurance: Students must purchase malpractice insurance per policy on p. 70 of the field manual and submit proof of insurance to the social work office. Students cannot go to the field placement without current malpractice insurance. WINTER QTR. 1 st Tuesday Jan. 4, 2011 First Day of Field Practicum: Dependent upon receipt of your liability insurance certificate in the social work office, this is the first day of field for winter quarter; make arrangements with your field instructor for your start date. 1 st Thursday 8:45am to 4pm Jan. 6, 2011 ITV via OULN Field Orientation and Training: This training is for all foundation students and field instructors; information provided at this training is vital to field performance.

20 CONTINUED 3 rd Wednesday Jan. 19, Library 4 th Wednesday 7:25 to 8:25pm 8 th Wednesday 7:25 to 8:25pm Jan. 26, 2011 ITV via OULN Feb. 23, 2011 ITV via OULN 10 th Wednesday March 9, Library Learning Contract Due: Turn in your signed learning contract to your Field Coordinator/Liaison prior to SW 662 class. Field Coordinator/Liaison Group Meeting: This meeting provides an opportunity to discuss field issues; signed timesheets are due for liaison s review. Field Coordinator/Liaison Group Meeting: This meeting provides an opportunity to discuss field issues; signed timesheets are due for liaison s review Evaluation of Student s Performance and Timesheets: The evaluation of the student s performance in field and final timesheets with signatures are due to the Field Coordinator/Liaison prior to class. SPRING QTR. 1 st Tuesday Mar. 29, 2011 First Day of Field Practicum: This is the usual first day of practicum for spring quarter; make arrangements with your field instructor for your start date. 2 nd Wednesday Apr. 6, Library 3 rd Wednesday 7:25 to 8:25pm 4 th Wednesday 7:25 to 8:25pm 3rd Wednesday to 5 th Wednesday Apr. 13, 2011 ITV via OULN Apr. 20, 2011 ITV via OULN Apr. 13, 1011 Apr th Wednesday Apr. 27, Library 8 th Wednesday 7:25 to 8:25pm May 18, 2011 ITV via OULN Learning Contract Due: Turn in your signed learning contract to your Field Coordinator/Liaison prior to class. Note: this date is one week earlier than for winter quarter. Field Coordinator/Liaison Group Meeting: All foundation students and advanced standing student(s) meet with Field Coordinator/Liaison to begin the planning process for an advanced field placement Field Coordinator/Liaison Group Meeting: Placement process continues; updated Resume and Field Interest Inventory are due; and timesheets are due for review. Agency Interviews: Students must schedule and complete three agency interviews during this time period to determine field preferences. Request for Continuation Proposal: For those not in an employment-based field site during foundation and are seeking to continue your placement in the same agency, April 27 th is the last day to submit (electronically) your continuation proposal. This cannot be an employment-based placement. Field Coordinator/Liaison Group Meeting: Submit Field Practicum Preference Form prior to class. Field Coordinator /Liaison Group Meeting: Field issues are discussed; completed and signed timesheets are due for review. 9/14/

21 CONTINUED 10 th Wednesday June 1, Library Last week of Qtr. May 31-June 3, 2011 Evaluation of Student s Performance and Time Sheets: The evaluation of the student s performance in field and final timesheets with signatures are due to the Field Coordinator/Liaison prior to class. Placements Announced: Placement process is complete. Students: It is important that you demonstrate professional responsibility related to the above tasks and deadlines. If you have concerns related to any of the above, it is your responsibility to contact a field faculty member for clarification or help. 9/14/

22 OU-SOUTHERN COHORT ADVANCED FIELD PRACTICUM CALENDAR (Note: The following meetings and activities are mandatory.) FALL QTR. DATE ACTIVITIES AND INSTRUCTIONS 1 st Wednesday Sept. 7, 2011 First Day of Field Practicum: This is the first day of field for fall quarter; make arrangements with your field instructor for your start date. Advanced-standing students note: you must provide your malpractice insurance certificate to the social work office prior to attending field placement. 1st Thursday 8:45am to 4pm Sept. 8, 2011 **Site to be Determined** 3 rd Tuesday Sept. 20, Library 9/14/ Field Orientation and Training: This training is for field instructors who are new to the program. Learning Contract Due: Turn in your signed learning contract to your field liaison prior to class. 4 th Tuesday Sept. 27, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule. 8 th Tuesday Oct. 25, 2011 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule. 10 th Thursday Nov. 10, Shawnee-Clark Library Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison prior to class. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison prior to class. Malpractice Insurance: Second-year students must renew malpractice insurance to ensure continuous coverage for second year and must submit proof of same to social work office. WINTER QTR. 1 st Wednesday Jan. 4, 2012 First Day of Field Practicum: This is the first day of field for winter quarter; make arrangements with your field instructor for your start date. Note: second-year students must have submitted malpractice insurance renewal certificate to the social work office prior to attending field. 2 nd Thursday Jan. 12, Shawnee-Clark Library Learning Contract Due: Turn in your signed learning contract to your field liaison prior to class. Note: This date is one week earlier than fall quarter. 4 th Tuesday Jan. 24, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule.

23 CONTINUED 8 th Tuesday Feb. 21, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule. 10 th Thursday Mar. 8, Shawnee-Clark Library Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison prior to class. Final Time Sheet Due: Turn in your completed and signed time sheet to your field liaison prior to class. Hours must total 200. SPRING QTR. 1 st Monday Mar. 26, 2012 First Day of Field Practicum: This is the usual first day of field for spring quarter, make arrangements with your field instructor for your start date 2 nd Thursday Apr. 5, Shawnee-Clark Library Learning Contract Due: Turn in your signed learning contract to your field liaison prior to class. 4 th Tuesday Apr.17, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule. 8 th Tuesday May 15, 2012 Individual Meetings: Schedule an individual meeting with your field liaison to discuss field issues and time sheets are due for review. Meeting will be held via Skype or other electronic media from 12 to 4pm. Please Tracy Pritchard (pritchar@ohio.edu) to schedule. 10 th Thursday May 31, Evaluation of Student s Performance in Field: Turn in your completed and signed evaluation to your field liaison prior to class. Students: It is important that you demonstrate professional responsibilities related to the above tasks and deadlines. If you have concerns related to any of the above, it is your responsibility to contact a field faculty member for clarification or help. 9/14/

24 Code of Ethics of the National Association of Social Workers Approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate Assembly Preamble The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession's focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. "Clients" is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation, administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals' needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession's history, are the foundation of social work's unique purpose and perspective: service social justice dignity and worth of the person importance of human relationships integrity competence. This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. Purpose of the NASW Code of Ethics Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers' conduct. The Code is relevant to all social workers and social work students, 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's core values and establishes a set of specific ethical standards that should be used to guide social work practice. 3. The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise. 4. The Code provides ethical standards to which the general public can hold the social work profession accountable. 5. The Code socializes practitioners new to the field to social work's mission, values, ethical principles, and ethical standards. 9/14/

25 6. The Code articulates standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members.* In subscribing to this Code, social workers are required to cooperate in its implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings or sanctions based on it. *For information on NASW adjudication procedures, see NASW Procedures for the Adjudication of Grievances. The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code's values, principles, and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict. Ethical decision making in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer review process where the ethical standards of the profession would be applied. Ethical decision making is a process. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Social workers should take into consideration all the values, principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted. Social workers' decisions and actions should be consistent with the spirit as well as the letter of this Code. In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social workers should consider ethical theory and principles generally, social work theory and research, laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among codes of ethics social 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 of their clients' and their own personal values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics and ethical decision making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agency-based or social work organization's ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel. Instances may arise when social workers' ethical obligations conflict with agency policies or relevant laws or regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers should seek proper 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, professional liability insurance providers, courts of law, agency boards of directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. Violation of standards in this Code does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the Code would be subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members. A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which professionals aspire and by which their actions can be judged. Social workers' ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to uphold the profession's values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments. 9/14/

26 Ethical Principles The following broad ethical principles are based on social work's core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire. Value: Service Ethical Principle: Social workers' primary goal is to help people in need and to address social problems. Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service). Value: Social Justice Ethical Principle: Social workers challenge social injustice. Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers' social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people. Value: Dignity and Worth of the Person Ethical Principle: Social workers respect the inherent dignity and worth of the person. Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients' socially responsible self-determination. Social workers seek to enhance clients' capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients' interests and the broader society's interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession. Value: Importance of Human Relationships Ethical Principle: Social workers recognize the central importance of human relationships. Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals, families, social groups, organizations, and communities. Value: Integrity Ethical Principle: Social workers behave in a trustworthy manner. Social workers are continually aware of the profession's mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated. Value: Competence Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise. Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession. 9/14/

27 Ethical Standards The following ethical standards are relevant to the professional activities of all social workers. These standards concern (1) social workers' ethical responsibilities to clients, (2) social workers' ethical responsibilities to colleagues, (3) social workers' ethical responsibilities in practice settings, (4) social workers' ethical responsibilities as professionals, (5) social workers' ethical responsibilities to the social work profession, and (6) social workers' ethical responsibilities to the broader society. Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards. 1. SOCIAL WORKERS= ETHICAL RESPONSIBILITIES TO CLIENTS 1.01 Commitment to Clients Social workers' primary responsibility is to promote the well-being of clients. In general, clients' interests are primary. However, social workers' responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.) 1.02 Self-Determination Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients' right to self-determination when, in the social workers' professional judgment, clients' actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others Informed Consent (a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a third-party payer, relevant costs, reasonable alternatives, clients' right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions. (b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients' comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible. (c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients' interests by seeking permission from an appropriate third party, informing clients consistent with the clients' level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients' wishes and interests. Social workers should take reasonable steps to enhance such clients' ability to give informed consent. (d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent 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 risks associated with such services. (f) Social workers should obtain clients' informed consent before audiotaping or videotaping clients or permitting observation of services to clients by a third party Competence (a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. (b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are 9/14/

28 competent in those interventions or techniques. (c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm Cultural Competence and Social Diversity (a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures. (b) Social workers should have a knowledge base of their clients' cultures and be able to demonstrate competence in the provision of services that are sensitive to clients' cultures and to differences among people and cultural groups. (c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical disability Conflicts of Interest (a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients' interests primary and protects clients' interests to the greatest extent possible. In some cases, protecting clients' interests may require termination of the professional relationship with proper referral of the client. (b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests. (c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.) (d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers' professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest Privacy and Confidentiality (a) Social workers should respect clients' right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or 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 valid consent 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 the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed. (d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences, when feasible before the disclosure is made. This applies whether social workers disclose confidential information on the basis of a legal requirement or client consent. (e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations 9/14/

29 of clients' right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social worker-client relationship 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 each individual's right to confidentiality and obligation to preserve the confidentiality of information shared by others. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements. (g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social worker's, employer's, and agency's policy concerning the social worker's disclosure of confidential information among the parties involved in the counseling. (h) Social workers should not disclose confidential information to third-party payers unless clients have authorized such disclosure. (i) Social workers should not discuss confidential information in any setting unless privacy can be ensured. Social workers should not discuss confidential information in public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants. (j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client's consent and such disclosure could cause harm to the client, social workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain the records under seal, unavailable for public inspection. (k) Social workers should protect the confidentiality of clients when responding to requests from members of the media. (l) Social workers should protect the confidentiality of clients' written and electronic records and other sensitive information. Social workers should take reasonable steps 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 the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible. (n) Social workers should transfer or dispose of clients' records in a manner that protects clients' confidentiality and is consistent with state statutes governing records and social work licensure. (o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker's termination of practice, incapacitation, or death. (p) Social workers should not disclose identifying information when discussing clients for teaching or training purposes unless the client has consented to disclosure of confidential information. (q) Social workers should not disclose identifying information when discussing clients with consultants unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure. (r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards Access to Records (a) Social workers should provide clients with reasonable access to records concerning the clients. Social workers who are concerned that clients' access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit clients' access to their records, or portions of their records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both clients' requests and the rationale for withholding some or all of the record should be documented in clients' files. 9/14/

30 (b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records Sexual Relationships (a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced. (b) Social workers should not engage in sexual activities or sexual contact with clients' relatives or other individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients' relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers--not their clients, their clients' relatives, or other individuals with whom the client maintains a personal relationship--assume the full burden for setting clear, appropriate, and culturally sensitive boundaries. (c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers--not their clients--who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally. (d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries Physical Contact Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact Sexual Harassment Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature Derogatory Language Social workers should not use derogatory language in their written or verbal communications to or about clients. Social workers should use accurate and respectful language in all communications to and about clients Payment for Services (a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the services performed. Consideration should be given to clients' ability to pay. (b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers' relationships with clients. Social workers should explore and may participate in bartering only in very limited circumstances when it can be demonstrated that such arrangements are an accepted practice among professionals in the local community, considered to be essential for the provision of services, negotiated without coercion, and entered into at the client's initiative and with the client's informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that this arrangement will not be detrimental to the client or the professional relationship. (c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are entitled to such available services through the social workers' employer or agency Clients Who Lack Decision-Making Capacity When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients. 9/14/

31 1.15 Interruption of Services Social workers should make reasonable efforts to ensure continuity of services in the event that services are interrupted by factors such as unavailability, relocation, illness, disability, or death Termination of Services (a) Social workers should terminate services to clients and professional relationships with them when such services and relationships are no longer required or no longer serve the clients' needs or interests. (b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary. (c) Social workers in fee-for-service settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have been addressed and discussed with the client. (d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client. (e) Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients' needs and preferences. (f) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of services and of the benefits and risks of the options. 2. SOCIAL WORKERS= RESPONSIBILITIES TO COLLEAGUES 2.01 Respect (a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues. (b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues' level of competence or to individuals' attributes such as race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical disability. (c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the well-being of clients Confidentiality Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such colleagues understand social workers' obligation to respect confidentiality and any exceptions related to it Interdisciplinary Collaboration (a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its individual members should be clearly established. (b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other avenues to address their concerns consistent with client well-being Disputes Involving Colleagues (a) Social workers should not take advantage of a dispute between a colleague and an employer to obtain a position or otherwise advance the social workers' own interests. 9/14/

32 (b) Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate discussion of conflicts between social workers and their colleagues Consultation (a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best interests of clients. (b) Social workers should keep themselves informed about colleagues' areas of expertise and competencies. Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise, and competence related to the subject of the consultation. (c) When consulting with colleagues about clients, social workers should disclose the least amount of information necessary to achieve the purposes of the consultation Referral for Services (a) Social workers should refer clients to other professionals when the other professionals' specialized knowledge or expertise is needed to serve clients fully or when social workers believe that they are not being effective or making reasonable progress with clients and that additional service is required. (b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients' consent, all pertinent information to the new service providers. (c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is provided by the referring social worker Sexual Relationships (a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority. (b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest Sexual Harassment Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature Impairment of Colleagues (a) Social workers who have direct knowledge of a social work colleague's impairment that is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague's impairment interferes with practice effectiveness and that the colleague has not taken adequate steps to address the impairment should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations Incompetence of Colleagues (a) Social workers who have direct knowledge of a social work colleague's incompetence should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to address the incompetence should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations Unethical Conduct of Colleagues (a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. 9/14/

33 (b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues' unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations. (c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive. (d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW committee on inquiry, or other professional ethics committees). (e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct. 3. SOCIAL WORKERS= RESPONSIBILITIES IN PRACTICE SETTINGS 3.01 Supervision and Consultation (a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence. (b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive boundaries. (c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee. (d) Social workers who provide supervision should evaluate supervisees' performance in a manner that is fair and respectful Education and Training (a) Social workers who function as educators, field instructors for students, or trainers should provide instruction only within their areas of knowledge and competence and should provide instruction based on the most current information and knowledge available in the profession. (b) Social workers who function as educators or field instructors for students should evaluate students' performance in a manner that is fair and respectful. (c) Social workers who function as educators or field instructors for students should take reasonable steps to ensure that clients are routinely informed when services are being provided by students. (d) Social workers who function as educators or field instructors for students should not engage in any dual or multiple relationships with students in which there is a risk of exploitation or potential harm to the student. Social work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries Performance Evaluation Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner and on the basis of clearly stated criteria Client Records (a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects the services provided. (b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services and to ensure continuity of services provided to clients in the future. (c) Social workers' documentation should protect clients' privacy to the extent that is possible and appropriate and should include only information that is directly relevant to the delivery of services. (d) Social workers should store records following the termination of services to ensure reasonable future access. Records should be maintained for the number of years required by state statutes or relevant contracts. 9/14/

34 3.05 Billing Social workers should establish and maintain billing practices that accurately reflect the nature and extent of services provided and that identify who provided the service in the practice setting Client Transfer (a) When an individual who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client's needs before agreeing to provide services. To minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the clients' current relationship with other service providers and the implications, including possible benefits or risks, of entering into a relationship with a new service provider. (b) If a new client has been served by another agency or colleague, social workers should discuss with the client whether consultation with the previous service provider is in the client's best interest Administration (a) Social work administrators should advocate within and outside their agencies for adequate resources to meet clients' needs. (b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients' needs can be met, an allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently applied principles. (c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or organizational resources are available to provide appropriate staff supervision. (d) Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the Code Continuing Education and Staff Development Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for whom they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics Commitments to Employers (a) Social workers generally should adhere to commitments made to employers and employing organizations. (b) Social workers should work to improve employing agencies' policies and procedures and the efficiency and effectiveness of their services. (c) Social workers should take reasonable steps to ensure that employers are aware of social workers' ethical obligations as set forth in the NASW Code of Ethics and of 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 social work. Social workers should take reasonable steps to ensure that their employing organizations' practices are consistent with the NASW Code of Ethics. (e) Social workers should act to prevent and eliminate discrimination in the employing organization's work assignments and in its employment policies and practices. (f) Social workers should accept employment or arrange student field placements only in organizations that exercise fair personnel practices. (g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving funds where appropriate and never misappropriating funds or using them for unintended purposes Labor-Management Disputes (a) Social workers may engage in organized action, including the formation of and participation in labor unions, to improve services to clients and working conditions. 9/14/

35 (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, ethical principles, and ethical standards. Reasonable differences of opinion exist among social workers concerning their primary obligation as professionals during an actual or threatened labor strike or job action. Social workers should carefully examine relevant issues and their possible impact on clients before deciding on a course of action. 4. SOCIAL WORKERS= ETHICAL RESPONSIBILITIES AS PROFESSIONALS 4.01 Competence (a) Social workers should accept responsibility or employment only on the basis of existing competence or the intention to acquire the necessary competence. (b) Social workers should strive to become and remain proficient in professional practice and the performance of professional functions. Social workers should critically examine and keep current with emerging knowledge relevant to social work. Social workers should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics. (c) Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics Discrimination Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, or mental or physical disability Private Conduct Social workers should not permit their private conduct to interfere with their ability to fulfill their professional responsibilities Dishonesty, Fraud, and Deception Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception Impairment (a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of 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 professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others Misrepresentation (a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker's employing agency. (b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations. (c) Social workers should ensure that their representations to clients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved are accurate. Social workers should claim only those relevant professional credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others Solicitations (a) Social workers should not engage in uninvited solicitation of potential clients who, because of their circumstances, are vulnerable to undue influence, manipulation, or coercion. 9/14/

36 (b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of consent to use a client's prior statement as a testimonial endorsement) from current clients or from other people who, because of their particular circumstances, are vulnerable to undue influence 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 contributions made by others. 5. SOCIAL WORKERS= ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION 5.01 Integrity of the Profession (a) Social workers should work toward the maintenance and promotion of high standards of practice. (b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity 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 that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, legislative testimony, presentations in the community, and participation in their professional organizations. (d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should seek to contribute to the profession's literature and to share their knowledge at professional meetings and conferences. (e) Social workers should act to prevent the unauthorized and unqualified practice of social work Evaluation and Research (a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions. (b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge. (c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice. (d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted. (e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants' well-being, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research. (f) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants' assent to the extent they are able, and obtain written consent from an appropriate proxy. (g) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible. (h) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty. 9/14/

37 (i) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services. (j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation. (k) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information. (l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and of the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed. (m) Social workers who report evaluation and research results should protect participants' confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure. (n) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods. (o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants' interests primary. (p) Social workers should educate themselves, their students, and their colleagues about responsible research practices. 6. SOCIAL WORKERS= ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY 6.01 Social Welfare Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environments. Social workers should advocate for living conditions conducive to the fulfillment of basic human needs and should promote social, economic, political, and cultural values and institutions that are compatible with the realization of social justice Public Participation Social workers should facilitate informed participation by the public in shaping social policies and institutions Public Emergencies Social workers should provide appropriate professional services in public emergencies to the greatest extent possible Social and Political Action (a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities 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 and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice. (b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups. (c) Social workers should promote conditions that encourage respect for cultural and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and 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. 9/14/

38 Agency Responsibilities THE ROLE SET: DESCRIPTION AND RESPONSIBILITIES 1. The agency must provide social services and be committed to social work values and practice. The agency must support a focus on diversity among its staff and service programs with demonstrated attention to potentially vulnerable and/or oppressed client groups. 2. The agency is committed to the provision of diverse learning experiences for majority students and agency support for minority students. When appropriate, linkages with other agencies to provide such experiences for student learners are sought. 3. The agency administrators agree to the field learning goals set forth by the department for the student s field education. The agency has programs which will offer students a wide range of learning opportunities commensurate with the department s objectives for field instruction. 4. The agency undertakes, individually and collectively, the responsibilities of the teaching role, including the provision of appropriate supports to enable field instructors to maintain an educational focus with their assigned students(s). 5. The agency is committed to providing professional supervision by a university-approved and -qualified field instructor who possesses appropriate credentials for the student s level of study. The field instructor must be approved by the agency to have the time, interest, and professional competence to assume the educational role and to complete necessary documentation related to the student s learning contract and evaluation as required by the department. In addition, the agency must approve of and support the completion of a Field Instructor Affiliation Agreement by all potential agency field instructors. 6. The agency indicates agreement with responsibilities of each party in the provision of field instruction by completing the Agency Affiliation Agreement, which is subject to approval by the field education director. 7. The agency agrees to participate in pre-placement activities designed to help in the placement process. These include involvement by appropriate agency personnel in the following: attendance at the Field Placement Fair (undergraduates), completion of the annual field survey, attendance at field orientation and other training sessions, and conducting pre-placement student interviews. 8. The agency agrees to welcome the student, in writing, at the time the agency assignment is officially made. 9. The agency is responsible for providing the student with the appropriate orientation to agency personnel, policies, and procedures and with other relevant social services in the community. Information regarding the agency s history, organization, mission, and structure will be provided to the student to assist in completion of the department s required organizational analysis assignment. 9/14/

39 10. The agency will make available to the student other resources needed to complete class assignments involving the field. This may include existing statistical data, case information, and management information related to agency and client systems. The student will be supported in gathering data required for research projects. 11. The student is to be accepted as a participant in the overall agency program and activities as appropriate. This includes the opportunity for planned contacts with agency staff, other than field instructors, through whom appropriate learning opportunities can be provided. 12. The agency must provide the following for the student(s) during the period of placement: Space in which the student can carry out independent work. Office supplies as needed in the performance of responsibilities. Access to client and agency resources appropriate to the planned learning experience. Mileage reimbursement and any other reimbursements customarily provided to staff. Timely provision of information regarding whether the student is covered by the agency s liability insurance policy. Information regarding requirements or recommendations for obtaining the Hepatitis B vaccination series, including the possibility of agency reimbursement for the vaccinations. 13. The agency agrees to provide time for weekly supervision meetings between the field instructor and the student(s). The minimum expectation is for one hour per week of formal supervision. Supervision can occur either individually or as part of a supervisory group, with two exceptions, the liaison visits and evaluation conferences, which are to be done individually. 14. The agency agrees to support the field instructor and/or other appropriately identified staff in attendance at required orientation, training, placement, and pre-placement meetings and in conferences between the field instructor, student, and field liaison. 15. The agency agrees to provide the field instructor and the student ample time and opportunity to develop and fulfill a learning contract in conjunction with department goals and objectives. 16. The field instructor, augmented field instructor (when assigned), student, field liaison, and any other person(s) with whom the student has worked will participate in the assessment and evaluation of the student s progress. It is understood that evaluation is an ongoing part of the placement experience but that a formal, written evaluation will be completed at the end of each quarter of the student s field placement. The evaluation is to be written by the field instructor, discussed with the student, and signed by both before being submitted to the field liaison. 9/14/

40 Field Instructor Responsibilities 1. Agency-designated and university-approved field instructors (determined by completion of and approval by the field education director of the Field Instructor Affiliation Agreement ) will possess the following qualifications: Undergraduate field instructors: Must possess a minimum of a bachelor s degree in social work or a bachelor s or a master s degree in a related field. If the field instructor does not possess a bachelor s or master s degree in social work, an augmented field instructor will be assigned. Master s level field instructors: Must possess a minimum of a master s degree in social work or possess a master s degree in a related field or possess a bachelor s degree in social work or a related field with extensive social service practice experience. If the field instructor does not possess a master s degree in social work, an augmented field instructor will be assigned. 2. Field instructors are expected to display a commitment to social work values and education through their work. They must have an interest in and the ability to teach. They must possess a knowledge of the community and its resources and the capacity to integrate academic content with the field instruction curriculum. 3. The field instructor will participate, as assigned by the agency, in pre-placement activities such as attendance at the Field Placement Fair (undergraduates) and preplacement student interviews. 4. The field instructor is responsible for orienting the student to the agency. This orientation includes a description of the agency s expectations of the student, a briefing on the roles of support staff, and instruction on the use of office equipment. Background information about the agency and agency policies should be included in this orientation. An orientation to appropriate other social services in the community will also be provided. 5. The field instructor interfaces with the agency on behalf of the student whenever necessary. 6. The field instructor agrees to participate in all required field instructor training opportunities, including, but not limited to, field instructor orientation and trainings. 7. The field instructor will assist students in preparing the required learning contract each quarter, which is to be compatible with the department s goals and objectives. All assignments in the learning contract will reflect curriculum goals, outcome objectives, and an appropriate action plan. 8. The field instructor will have weekly educationally focused supervision conferences with the student. The expectation is for one hour of formal supervision to be provided individually or in a group supervision format per week. During these weekly conferences, the learning contract, the student s performance, and any issues or deficiencies noted during the past week are to be discussed. 9/14/

41 9. The field instructor is responsible for working with the field liaison to coordinate an agency on-site conference between the student, field liaison, and field instructor at least twice during each field year for undergraduates and second-year graduates and once for first-year graduate students. 10. The field instructor is responsible for preparing an end-of-quarter evaluation. The evaluation is to be discussed in a formal evaluation meeting with each student. The field instructor must sign the evaluation and, with the student, make arrangements for the evaluation to be sent to the field liaison by the designated date. It is understood that the assigning of the final field grade will be done by the field liaison after reviewing the evaluation and other pertinent information. 11. Field instructors are expected to participate in an annual field and program evaluation survey. 12. The field instructor agrees to deal with any problems in the student s field performance in accordance with the department s Student Performance Problems in Field Instruction policy (see section entitled Field Policies and Guidelines ). Augmented Field Instructor Responsibilities In rare cases in which the field instructor does not have the designated social work degree, the field instructor and the student must agree to augment the placement with a designated MSW who will reinforce a social work perspective. This perspective is designed to emphasize the values, ethics, and historical traditions of social work with a focus on and a respect for diversity, practicing with cultural competence, and working with client systems (micro to macro) within the context of their environment. This augmented field instruction will include the following: a. participation in the scheduled field instruction orientation and training b. input into the learning contract c. attendance and participation in field liaison visits d. an individual meeting with the student at least once per quarter to discuss the social work perspective, as defined above e. opportunity for input into the end-of-the-quarter written evaluation Student Responsibilities 1. The student is expected to conduct him or herself in an appropriate and responsible manner, consistent with the NASW Code of Ethics (included in this manual). 2. The student is expected to read and become familiar with the field manual and is expected to comply with all policies and timelines given. Noncompliance with timelines and/or policies may result in failure to be admitted into or maintained in the field sequence. 3. The student must sign the university s Release and Acknowledgment form in order to participate in field education. 9/14/

42 4. The student will participate in department-sponsored learning opportunities held in conjunction with the placement process, including pre-placement meetings, attendance at the Field Placement Fair (undergraduates), conferences with field staff prior to agency assignment, orientation meetings, liaison field visits, and office meetings, etc. 5. The student, in conjunction with his or her field instructor and field liaison, will aid in the creation of a learning contract each quarter, according to program specifications. The student is responsible for forwarding the signed learning contract to the field liaison (see section entitled Field Education Curriculum: The Learning Contract ). 6. The student is responsible for keeping his or her field liaison apprised of progress in the field. This can include regular communications in the field journal (undergraduates) and normally scheduled conferences as well as contact specifically initiated to discuss problems (see policy on Student Performance Problems in Field Instruction and Guidelines for Problem Solving in Field Education ). 7. The student must notify the agency field instructor prior to absences. Extended absences and make-up plans must be negotiated with the field instructor and approved by the field instructor and the field liaison. 8. The student is expected to complete the required hours each quarter in equally spaced allotments, unless special arrangements are made with and agreed to by both the field instructor and the field liaison. Field begins on the first day of classes and ends on the last day of classes each quarter. (See Extension of the Internship Period for exceptions to this.) 9. Students are to complete the following total number of hours in the field: Undergraduates Foundation Advanced Fall 120 Winter 160 Fall 200 Winter 160 Spring 200 Winter 200 Spring 160 Spring The student is responsible for his or her own transportation to and from the agency and when on agency business and should carefully consider transportation issues in the selection process. Access to reliable transportation is an expectation for social work students in the field. 11. Students must obtain permission from the agency for use of agency-written material for any purpose. 12. Students are responsible for signing each end-of-quarter evaluation. The signature indicates the student has read and discussed the evaluation but does not necessarily imply agreement with its contents. A passing grade cannot be assigned unless a signed learning contract, signed evaluation, and completed timesheet(s) are received by the field liaison prior to the announced deadlines indicated in the field calendars. 9/14/

43 13. Severance of contact with the agency may be initiated by the student, agency, or department. It must be planned, and the student is expected to terminate contact with clients, complete reports, etc., as specified by the agency (see Student Performance Problems in Field Instruction, Guidelines for Problem Solving in Field Education, and Termination from the Field policies). 14. Each student is responsible for providing for his or her own professional liability practice insurance. 15. Each student is responsible for providing his or her automobile liability insurance. 16. Students are responsible for determining and complying with policies regarding Hepatitis inoculations and other health testing, screening, and/or treatment issues required by the agency. 17. Students must provide factual information regarding any factors or special needs which may affect their field assignment or performance as requested by the department or agency. 18. The student is expected to take an active role in identifying learning experiences he or she would like to have at the agency. The student must recognize that the agency determines what he or she can and cannot do while representing the agency. This does not preclude the right to raise questions about any procedures, policies, or the nature of the service delivery. 19. The student is expected to dress according to the agency s dress code policy. If the student feels unable to comply with the code, the issue should be discussed with the field instructor. If an agreement cannot be made, the student should not select the agency. 20. The student under no circumstances is to discuss his or her clients and their problems outside the agency. If the student uses client-related material in class, he or she must first secure the client s and the agency s permission, and then it must be carefully disguised, so no one can identify the client or others whose privacy might be thus invaded. 21. Social Work Trainee Status: There is a Social Work Trainee designation available in Ohio to master s level social work students. You may want to obtain this designation while you are a student in the program IF: 1) You do not hold a L.S.W. (Licensed Social Worker) in Ohio license, and 2) Your field placement is in an agency that bills Medicaid for mental health services. 9/14/

44 If your situation fits these two criteria and you wish to obtain the SW Trainee status, you will need to contact the Ohio Counselor, Social Worker and Marriage & Family Therapist (CSWMFT) Board at: to complete the online registration process. Registration will require documentation of your enrollment in a master s level field education course via a copy of your online enrollment schedule. Your status as a SW Trainee will last until four weeks past the end of the quarter in which you register. The same verification, minus the initial application, will be required each additional quarter in which you wish to maintain your SW Trainee status. Faculty Advisor Responsibilities 1. The faculty advisor ensures that the student meets the criteria for admission to the field. (Refer to Undergraduate Pre-placement Advising Memo, under section entitled Sample Forms. ) 2. The faculty advisor helps identify student interest areas related to the field and helps to clarify the student s educational goals. 3. The faculty advisor shares information with the student regarding the social work curriculum including: Educational objectives Description of program elements 4. The faculty advisor shares information regarding different agencies as they relate to the student s interest and goals. 5. The faculty advisor refers students with special needs to the field director or department chair as appropriate. Students with special needs include students requiring a course waiver or other curriculum-related exceptions, students about whom the advisor has reservations about admission to the field, and students who will have unique placement needs due to a disability. Field Education Faculty Responsibilities 1. The field education faculty are responsible for: The selection of field agencies and instructors Final determination of the student s readiness for field instruction Placement of students in the agencies Negotiating the details of the placement 2. The field education faculty will provide orientation, training, and other supports to students, field instructors, field liaisons, and agencies. 3. The field education faculty will develop and distribute the Field Education Manual. 9/14/

45 4. The field education faculty will develop and administer policies related to the field. 5. The field education faculty will determine and announce the field instruction calendar, including deadlines for agency interviews, receipt of learning contracts, and evaluations of students. 6. The field education faculty will review all Employment-Based Field Instruction Proposals involving students requesting paid employment and field instruction in the same agency (see policy entitled Paid Employment and Field Instruction ) and will inform the field education director of a recommendation to approve or disapprove the request. Field Education Director Responsibilities 1. The field education director is administratively responsible, under the supervision of the department chair, for planning, implementing, and evaluating all aspects of the field education experience, including the following: Final determination of the readiness of students for field instruction. Assessing and selecting field agencies. Determining qualifications and making field instructor appointments. Assigning students to a field practicum agency and field instructor. Collaboration with the department chair in the assignment of field liaisons. Scheduling and implementing orientation and training activities for field instructors and students. Monitoring placements and consulting with agency personnel, students, and field liaisons as needed. Consulting with the department s undergraduate and graduate chairs regarding field instruction concerns. Supervision of field liaison functions. 2. The field education director is responsible for developing and monitoring all field policies and procedures. 3. The field education director is responsible for assisting in the resolution of any field-related problems as specified in the Student Performance Problems in Field Instruction, Guidelines for Problem Solving in Field Education, and Termination from the Field policies. 4. The field education director will keep the faculty, field liaisons, field instructors, students, and appropriate agency personnel informed of significant issues related to the field curriculum and field education policies and will obtain their input into policy design. 5. The field education director will be informed of the Council on Social Work Education (CSWE) policies and standards related to field education in accredited social work programs. The field education director will interpret and operationalize such policies and standards. 9/14/

46 6. The field education director is responsible for the final submission of field grades. 7. The field education director is responsible for design, implementation, and analysis of the annual field and program evaluation survey. 8. The field education director is responsible for design and development of the undergraduate integrative seminar curriculum and, together with other field education faculty, serves as an instructor for designated class section(s). 9. The field education director will assume the role of field liaison for designated agencies and students. 10. Assignments for field liaison responsibilities are made by the field education director, with approval from the director of the department. 11. Supervision of field liaison duties will be undertaken by the field education director, with the assistance, if needed, of the director of the department. Field Liaison Responsibilities 1. The field liaison is responsible for contributing to and approving the student learning contract. 2. The field liaison is responsible for monitoring student progress in the placement, including regular contact with the field instructor and the student in order to assess the integration of course work and field instruction, to monitor the student s progress in the field, and to ensure that all field requirements are met by the student and by the agency. 3. The field liaison is responsible for assigning a grade to the student s field work and for submitting the grade to the field office prior to the end of the quarter. Grades will be assigned based upon achievement of goals and objectives stated in the student learning contract as evaluated by the field liaison during agency/student contacts and as evaluated by the field instructor as part of the written evaluation at the completion of each quarter and on other criteria identified in this manual in the field policy section under Grading. 4. On-site field liaison visits with the student and field instructor in the agency will occur during the following quarters unless otherwise negotiated with and approved by the field education director: Undergraduate Program: Fall and Winter Quarters Graduate Program: First-Year Foundation Field Practicum: Winter Quarter Second-Year Advanced Field Practicum: Fall and Winter Quarters 5. During quarters not requiring an on-site visit, the field liaison is expected to have a minimum of one additional visit, telephone contact, and/or campus office visit depending on need. 9/14/

47 6. If the field liaison notes any problems in the student s field experience, he or she will address them as directed in the Student Performance Problems in Field Instruction, Guidelines for Problem Solving in Field Education, and Termination From the Field policies. 7. Field liaisons will participate in all field orientation trainings or other appropriate meetings scheduled by the field office. 8. Field liaisons are responsible for documenting all agency visits and other contacts on a liaison log to be submitted to the field education director each quarter. Student field grades will not be submitted to the university by the field office prior to the receipt of all quarterly field documentation. 9/14/

48 PREREQUISITES AND PROCEDURES FOR ENROLLMENT IN THE FIELD Undergraduate Prerequisites: Enrollment in the undergraduate senior practice sequence, which includes the field practicum, requires the student to have met the following requirements: has attained either junior or senior rank has been accepted as a major in the Department of Social Work has demonstrated academic and intellectual ability as evidenced by achieving a minimum of a 2.5 overall GPA at the time of application to the major and at the end of winter quarter prior to the field placement process has completed all prerequisites as listed in the Department of Social Work s Undergraduate Student Handbook has completed all junior-level courses required for the major or will complete by the end of spring quarter prior to entering the senior sequence has maintained conduct that is representative of the profession, including conduct contained in the NASW Code of Ethics In addition, it is recommended that all but one quarter of the foreign language requirement be completed prior to entering the senior sequence. Undergraduate Procedures: To enhance the quality of learning and to promote professional behavior and problem solving, the Department of Social Work has developed the following procedures leading up to student placement in the social work field practicum: Distribution of Placement Materials: At a pre-placement meeting in February of the academic year preceding enrollment in the practice sequence, students will receive the Field Education Manual and instruction regarding the placement process. NOTE: students are to keep the field education manual until graduation and comply with all policies, procedures, and timelines included therein. Application For Field Practicum: Students are to complete one (1) copy of the Undergraduate Application for Field Practicum (see Sample Forms section) by the date designated in the field calendar. This is to be submitted to the Social Work Department office. Three additional copies are to be made and kept for agency interviews. Advising: In accordance with the dates indicated on the field calendar, students are responsible for making an appointment with their faculty advisor and for bringing the required material to the appointment. In preparation for advising, students should have completed reading this manual. 9/14/

49 They are urged to talk to other students or faculty about ideas for possible field placements. Advising for field placement includes the following activities: determination of eligibility to enroll in the field/practice sequence as per the above-outlined requirements discussion of immediate and long-range interests and goals a review of the student s GPA an exploration of possible practicum sites completion of the Undergraduate Pre-placement Advising Memo NOTES: 1) Students whom the faculty advisor considers to be in need of special assistance or about whom the faculty advisor may have reservations related to admittance to the field practicum will be referred to the Field Education Director; 2) Students must participate in the above-described advising meeting prior to scheduling and conducting agency interviews; 3) A copy of the Undergraduate Preplacement Advising Memo form is included in the Sample Forms section of this manual. Field Placement Fair: For undergraduates, a field placement fair is held early in the spring quarter during which students have the opportunity to further familiarize themselves with possible placement sites, field instructors, and learning opportunities. The placement fair is scheduled prior to the dates during which agency interviews will occur. Prior to the field placement fair, students are expected to have read the section of this manual which is devoted to agency descriptions (refer to Directory of Agencies). Agency Interviews: During the time period designated on the field calendar, students will initiate contact, schedule and interview with at least three agencies. For each interview, students are to take a completed copy of the Undergraduate Application for Field Practicum to the field instructor at the agency. NOTE: These are two-sided interviews. Students are exploring the agency to gain information about whether or not this agency will best fit their needs and interests. Simultaneously the agency field instructor is interviewing the student as a potential practicum student for his or her agency. Students have two weeks to complete three agency interviews. Should any difficulties arise pertaining to field placement, it is the student s responsibility to contact the field education director. The faculty advisor is also available for consultation during the time period in which the student is exploring potential field placements. Appointment with Field Liaison: After the student has completed at least three (3) agency interviews and prior to the date designated on the field calendar, the student will schedule an appointment with one of the field faculty. At this time, the student will discuss the agencies where he or she has been interviewed and will complete the Field Practicum Preference Form. On this form, the student designates first, second, and third choices for field placement. NOTE: No agency is to be listed until the student has had a face-to-face contact with an agency representative. All agencies at which the student interviewed must be included on the preference form. 9/14/

50 Approval Process: Following the end of student interview period, the field education director will compile from the field practicum preference forms all student first choices and submit these students names to the agencies for final approval. Should more students list an agency than the agency can accommodate, the final decision (as to which students will be placed there) is made by the agency and field education director. The field education director will finalize all student placements. In the event that a student s first choice cannot be honored, his or her name will be submitted to the second setting for approval and, if necessary, to the third choice. If it appears as if the student will not be assigned to any of his/her designated agency choices, he or she will be contacted by the field education director to discuss further options. A student who is refused placement by 3 agencies with available placement slots will be denied admission to the senior practice sequence and field practicum. Final Agency Assignment: When all data have been received and confirmed, the field director will notify the students of their assignment. Graduate Prerequisites: Students seeking enrollment in the Foundation MSW field practicum must have met the following requirements: adherence to the timeline and guidelines for the placement process listed in the Foundation Pre-Placement and Field Practicum Calendar successful completion of all coursework occurring prior to and concurrent with the placement process maintained conduct that is representative of the profession, including conduct contained in the NASW Code of Ethics There are two levels of MSW field instruction defined as follows: Foundation Practice (first year; winter and spring quarter): During the foundation practicum, the student is building a solid substructure of knowledge, skills, values, and ethics in the area of social work practice in order to lay a foundation for the second year s advanced training in a selected area of concentration. From a generalist perspective, the student is expected to learn and perform the full complement of social work roles: counselor/clinician, broker, teacher, and advocate. Advanced Specialized Practice (second year; fall, winter, and spring quarters): During the second (and final) year of the MSW program, the student will develop advanced practice skills for service delivery directly with or on behalf of rural families. The student will choose the desired specialization--clinical or administrative practice. The student s practice courses integrate with either a clinical or administrative field placement. To enhance the quality of learning and to promote professional behavior and problem solving, the Department of Social Work has developed the following procedures leading up to student placement in the field practicum: 9/14/

51 Foundation Procedures: Distribution of Placement Materials: Early in the fall quarter, students will be provided with information about the field process and with a copy of the Field Education Manual. The student is responsible for attending all group and individual meetings dealing with the field placement process and for adhering to the timelines and guidelines provided. The Foundation Placement Process: The student is responsible for completing the Field Interest Inventory and for providing a current resume to the field office. Revisions may be required. After reviewing the agencies listed in the field manual, the student may seek additional consultation from the field education director, other field faculty, or the faculty advisor to discuss placement possibilities. The final resume and inventory will be used as part of the interview process and will be shown to prospective field instructors. The student must have a face-to-face interview with every agency at which he or she may wish to be placed. If the student has multiple placement interests, he or she may wish to interview at more than one agency. After interviewing, the student is to make an appointment with the field education director to discuss placement preferences and must submit a Field Practicum Preference Form listing all agencies he or she interviewed with. The timeline listed in the field manual must be followed in order for the student to receive optimal consideration for placement at a particular agency. Failure to comply with pre-placement timelines may result in denial of a field placement. Approval Process: Following the end of the student interview period, the field education director will compile from the field practicum preference forms all student first choices and submit these students names to the agencies for final approval. Should more students list an agency than that agency can accommodate, the final decision as to which student(s) will be placed there is made by the agency and field education director. In the event that the student is not selected for an agency of his or her choice, the field education director will contact the student to discuss alternatives. A student who is refused placement by 3 agencies with available placement slots will be denied admission to the MSW foundation field practicum. Final Agency Assignment: Every effort will be made to complete the foundation placement process by the end of the fall quarter of the foundation year. When all assignments have been confirmed with the agency representatives, the field education director will notify students of their assignment. Advanced Procedures: It is recognized that for some students and some agencies there may be benefits to continuing the student s placement assignment for the specialization field experience within the same agency. For other students and agencies, a switch to another agency is desirable (see Foundation and Advanced Placement in Same Agency: Request for Continuation policy). 9/14/

52 The Advanced Placement Process: By the beginning of the fourth week of the spring quarter of the foundation year, the student and field instructor will have discussed whether the agency has the capability of providing a specialized field experience for the student s preferred interest in either clinical or administrative practice. If the agency is approved for the student s choice of specialization, a decision must be made regarding whether the student will remain in the agency for the specialization placement or will move to another setting. The availability of a specialization placement in the same agency does not guarantee the student or the agency a continued placement there. For the student to be assigned to the same agency for the specialized field placement, the student, field instructor, and field liaison must all be in agreement. The field education director makes the final decision regarding this matter. Factors to be considered are as follows: 1) can the agency provide a specialized placement focusing on either clinical or administrative practice with new learning opportunities for the student; 2) has the student developed practice needs and interests which would best be addressed in a different setting; and 3) does the student meet the agency s criteria for advanced field instruction. If the student, field instructor, and field liaison wish consideration for a specialized placement in the same agency, a proposal outlining the second-year supervisory assignment and proposed learning objectives and tasks must be submitted to the field education director by the date specified in the field calendar (see Foundation and Advanced Placement in same Agency: Request for Continuation policy). For students who will be completing their specialized field placements at another agency, an interview process similar to the one conducted in the foundation year field assignment will occur. Timelines for updating the resume and the Field Interest Inventory, completion of interviews, and meeting with the field education director are listed in the field calendar of the manual. Approval Process: This process will be the same as for the foundation placement. The field education director will make every effort to accommodate student and agency preferences. The student will be notified if there is any problem with his or her agency choices. A student who is refused placement by 3 agencies with available placement slots shall be denied admission to the MSW advanced field practicum. Final Agency Assignment: Before the end of the spring quarter of the foundation year, when all assignments have been confirmed with the agencies, the field education director will notify students of their assignment. SOCIAL WORK TRAINEE STATUS The Ohio Counselor, Social Worker, and Marriage and Family Therapist Board (CSWMFT) offers a Social Work Trainee designation to master s level students enrolled in a field practicum course in Ohio. You may want to obtain this designation while you are a student in the program IF: 1) You do not hold a L.S.W. (Licensed Social Worker) in Ohio license, and 2) Your field placement is in an agency that bills Medicaid for mental health services. 9/14/

53 If your situation fits these two criteria and you wish to obtain the SW Trainee status, you will need to contact the Ohio Counselor, Social Worker and Marriage & Family Therapist (CSWMFT) Board at: to complete the online registration process. Registration will require documentation of your enrollment in a master s level field education course via a copy of your online enrollment schedule. Your status as a SW Trainee will last until four weeks past the end of the quarter in which you register. The same verification, minus the initial application, will be required each additional quarter in which you wish to maintain your SW Trainee status. Social worker trainee status is not a substitute for licensure and is only valid at the school approved field placement site(s) where the student is completing his or her field placement through the dates listed on the board's online license verification system. THE RESUME AND FIELD INTEREST INVENTORY Graduate students at both the foundation and advanced level must submit a current resume and a Field Interest Inventory to the field education director prior to interviewing at potential field practicum agencies. Due dates are specified in the Foundation Pre-placement and Field Practicum Calendar. Revisions may be requested by the field director in order that these documents may be suitable to share with field instructors. The Field Interest Inventory is to be a typewritten personal statement (not to exceed two pages), which addresses the following points: a) Your volunteer and paid experiences in the social services and how these experiences have impacted your social work practice skills, interests, and career goals b) Beliefs and values which you bring to the field and how they may serve as both strengths and weaknesses to you in your professional practice c) Life experiences which have influenced you and how they might affect your helping skills d) Your particular practice interests and experiences, i.e., population, skills, setting, etc. e) Special circumstances or accommodations which you may need in the placement and field experience 9/14/

54 EMPLOYMENT-BASED FIELD PLACEMENTS Only undergraduates and foundation students will be eligible for employment-based field assignments. Due to the unique elements of and the importance of the advanced level of graduate field instruction, an employment-based placement is not an option for the advanced field assignment. The Student Role vs. the Employee Role The student and employee roles overlap in some ways and yet are fundamentally different. Both students and employees participate in an orientation period and engage in training which is often similar. Tasks performed may, at times, be identical. Both student and employee are expected to comply with organizational policies and practices. What, then, is different? The learning tasks of students are structured to enhance education, not the agency s need for employee productivity. Supervision of a student, referred to as field instruction is differentiated from the supervision employees typically receive. It focuses on the identification and application of theory in practice, the development of critical thinking, and the evaluation of alternative practice approaches. Agency supervision often focuses on attending to agency policy and procedures and on the important agency goal of productivity. Students do not carry the work load of paid staff, nor should they be expected to. A proposal for placement in a student s place of employment will be considered only when the agency and undergraduate or foundation student are able to create and support an educationally based field learning experience as defined below: 1. The agency meets the regular criteria for affiliated field instruction agencies and completes the Agency Affiliation Agreement. 2. The field instructor assignment is intended to emphasize the change from a worker/supervisor relationship to a learner/teacher relationship for both the student and the agency. As such, the designated field instructor must not have previously supervised the student as an employee. A potential field instructor must be designated, subject to the approval of the Department of Social Work. Approval will be contingent upon completing the Field Instructor Affiliation Agreement and upon an understanding of the role changes from worker/supervisor to student/field instructor. 3. The student s learning assignment must differ significantly in content from the tasks and roles performed as an employee. Every effort should be made to assign new learning tasks to be performed within a different program or site in the agency. 4. The department has specified goals for field work and objectives for each quarter and for each level of field instruction. The Employment-Based Field Instruction Proposal must reflect the entire course of field work to occur within the agency. Proposed field instruction assignments must meet curriculum requirements appropriate to the length and level of education that the student is pursuing. 5. In order to ensure consideration, the Employment-Based Field Instruction Proposal must be completed and turned in to the field education director by the date specified in the field calendar. 9/14/

55 6. The hours designated for the field practicum must be clearly differentiated from the student s regular work hours. At least 20% of student field hours are to be unpaid, thus ensuring a strong focus on student learning opportunities. The Employment-Based Field Instruction Proposal The following are the required elements of The Employment-Based Field Instruction Proposal : Completed agency and field instructor Affiliation Agreements Student name Date Program (undergraduate, first-year graduate foundation) Agency (name, address, phone, ) Employment supervisor Proposed field instructor and credentials Proposed days and hours of employment Proposed days and hours for field instruction Outline of current job responsibilities Outline of learning projects and tasks for fieldwork which will occur in a different part of the agency, will differ from the student s current work duties, and are consistent with field goals and objectives specified in the Field Education Curriculum. Student s signature and date signed, employment supervisor s signature and date signed, proposed field instructor s signature and date signed, field faculty member s signature and date signed FOUNDATION AND ADVANCED PLACMENT IN SAME AGENCY: REQUEST FOR CONTINUATION In recognition of the ability of some field placement agencies to offer a broad range of student learning experiences, the option of a field assignment in the same agency for the graduate-level advanced field placement is possible, providing certain criteria are met. The agency must be able to clearly define the difference between the objectives and learning experiences available to the foundation student and the advanced student. The two experiences are designed to be different in both depth and breadth of student learning and functioning. The foundation experience is designed to provide varied opportunities for exposure to and application of the generalist roles of broker, advocate, counselor/clinician, and teacher. Further, the foundation field experience should prepare the student for more advanced, specialized learning. While the fundamentals of the foundation and advanced experiences contain similarities, the specialized experience must offer opportunities for in-depth development of practice skills that will prepare the student for independent practice upon graduation. For example, an expectation for greater productivity or similar service provision to more difficult clients is not an acceptable differentiation between the two levels of fieldwork. On the other hand, a student who functioned as a case manager during the foundation year could conceivably be in the same agency the advanced year and provide individual and group counseling (clinical track) or become involved with grant writing, quality assurance, and MIS systems (administrative track). 9/14/

56 If a student wishes to be considered for continuation of his or her placement in the same agency for the advanced year of graduate study, a proposal must be submitted to the field liaison (see date specified in Field Education Manual). Continuation in the same agency will be considered only when the agency and student are able to design an educationally based field learning experience which meets the criteria for an advanced placement and which can be clearly delineated from the foundation experience. The student, the existing field instructor, and advanced-level field instructor (if a change in supervisors is planned) must approve the proposal. It is then submitted to the field liaison, with final approval granted by the field education director. Proposal for Continuation of Field in the Same Agency for the Advanced Experience: The following are the required elements of the Request for Continuation Proposal : Student Name Date Agency name and current (revised, if necessary) copy of Agency Affiliation Agreement (designating both foundation and advanced field student roles and responsibilities) Foundation field instructor s name Advanced-level field instructor s name and credentials and a completed Field Instructor Affiliation Agreement (if he or she will differ from the foundation field instructor and an agreement is not already on file) Summary of the foundation learning experience as it relates to the generalist perspective and as individualized for this student (include activities and skills acquired) Planned learning tasks for the advanced year for this student as they relate to the advanced field goals and objectives set forth in this manual (either clinical or administrative) and the development of advanced social work competencies. A discussion of how the advanced year will be differentiated from the foundation year of field and how the student will acquire advanced skills and will prepare for independent service delivery Signatures and dates for all parties on the educational team: student, current field instructor, proposed field instructor (if different), field liaison, and field education director 9/14/

57 EXTENSION OF THE INTERNSHIP PERIOD Rationale: Occasionally, students and/or field instructors request that the student spread field hours, or make up hours, outside of the designated calendar within which field placement is scheduled to occur. The follow criteria will determine whether a student will be approved to be in placement beyond the designated field schedule: 1) If a field placement agency routinely seeks to have student field coverage over one or more breaks, that fact must be discussed with and approved by the field education director prior to the placement process. It must be reflected in the agency description published in the field education manual and should also be discussed with all interested students during preplacement interviews. An agency may reject the placement of a student who does not wish to comply with this contingency. Once the placement has begun, the student learning contract must reflect completion dates consistent with the extended field hours agreement. 2) It is recognized that there may be situations in which the student s presence in the agency during breaks may be desired by both the student and the field instructor. The situation often results from unusual circumstances offering the student unique learning opportunities not available during the quarter. In this case, the field instructor and student, if both are interested in the student s participation in these learning experiences, must submit a written proposal to the field liaison as early in the quarter as possible, which addresses the learning opportunities available to the student and a rationale for how the student will benefit. The proposal must also address the following concerns: a.) What is the purpose or need for extended field availability? b.) What field instruction at the agency is available to the student during the extended placement? c.) What arrangements have been made to access field liaison services from the department during the extended placement? d.) A thorough explanation of hours that will be devoted to field for the quarters involved, including field hours designated to be served during academic breaks. e.) Outline which quarter s usual hours (fall, winter, or spring) will be used in the revised field schedule. f.) Attach a new or revised learning contract which explains the proposed learning experience(s) and the proposed dates of the extended field experience. The field liaison s approval of the proposal is required. 3) Under no circumstances (except as described in #4 below) should a student be expected to complete more than his/her expected field hour total. An agency desiring additional services beyond those required by the social work program must engage in an employment or volunteer arrangement with the student. During the period of employment or volunteering, the student is considered to be an agency employee or volunteer and not a student of the social work program. (See Paid Employment and Field Instruction policy for additional criteria which may apply.) 9/14/

58 4) Occasionally, the field liaison, in consultation with the field instructor and field education director, may determine that a student requires additional hours in the agency in order to pass the field practicum. This is the only time that a student may be required to complete more than the required field hours as part of the field practicum. In such cases, the student may be asked to complete these hours over breaks or in the summer. 5) It is expected that the student complete his/her required field hours within the time frame specified in the The Role Set described in the field education manual. However, there may be rare situations in which illness or other time constraints or exigencies, such as excessive bad weather, may result in a student needing to make up field hours over break. In such a situation, a written proposal (as outlined in #2 above) will be required and must be approved by the field liaison. STUDENT PERFORMANCE PROBLEMS IN FIELD INSTRUCTION Academic achievement, field performance, and ethical behaviors are critical indicators of the student's readiness to assume professional responsibilities. Since field instruction is a major requirement for the social work major, the student must earn a passing grade in all quarters of field instruction in order to complete candidacy for both the Bachelor of Arts in Social Work degree and the Master of Social Work degree. Academic Competence: Academic credit for both field and the core curriculum is given only to students whose course work meets minimally acceptable performance standards and conforms to the professional standards of ethical behavior and conduct. The program adheres to the university s Academic Honesty policy (found in the University Policies section of this manual). Professional Competence: In the field, students must demonstrate professional conduct, relationship skills, and behavior consistent with the values and ethics of the profession. Students are expected to comply with the NASW Code of Ethics (found elsewhere in this manual). Professional incompetence signifies that a student is not adequately or appropriately performing at his or her program level. The following list of behaviors are examples, but not a complete list, which would constitute professional incompetence and which could result in a referral to the Academic Performance Review Committee and in a possible recommendation of dismissal from the program: 1) inability to establish and maintain positive and constructive interpersonal relationships with clients and agency personnel 2) inability to perform professional duties due to personal problems 3) inability to accept constructive feedback from field instructor and/or an inability to make changes recommended by this feedback 4) failing to adhere to the time schedule for the placement hours 5) consistent lateness in meeting deadlines to complete work 6) rejection by three or more agencies during the placement process for reasons related to appropriateness or readiness for placement. 9/14/

59 Issues related to conduct, relationship skills, and professional behavior may or may not be included in the student s learning contract but will be considered as factors in field grading and continuation. The examples listed above are not inclusive, and additional performance competencies that students are expected to master are listed in the department s Academic Performance Review Policy, which is included in this manual. Ethical Behavior: The NASW Code of Ethics is the cornerstone of determining and guiding ethical behavior for social workers and students, and behavior in adherence with these ethical standards is a requirement and standard for the program. All students are provided with a copy of the NASW Code of Ethics in their field manual. Discussion about the code occurs in social work practice classes. The following list are examples, but not a complete list, of behaviors which constitute a violation of the NASW Code of Ethics and which may result in dismissal from the program: 1) engaging in sexual activities with clients 2) participation in dishonesty, fraud, deceit, or misrepresentation 3) exploitation of clients for personal advantage In addition, a conviction for a felony offense while in the program is an example of misconduct which may result in termination from the program. It is very important that any academic performance deficiency, nonacademic performance deficiency, or behavior problem in the field be brought to the student s attention by the field instructor, faculty, academic advisor, and/or field faculty as soon as it has been observed. Only in this way will the student and the field instructor have full opportunity to initiate timely corrective steps. These steps are described below but may also involve the initiation of the procedures delineated in the Academic Performance Review Policy. ROUTINE PROCESS FOR ONGOING COMMUNICATION AND PROBLEM SOLVING All parties involved--student, field instructor, and field faculty--are responsible for identifying issues and/or problems in the field and are expected to engage in direct communication between relevant parties when appropriate. It is expected that many problems are quickly addressed and easily resolved through this method of problem solving. Student Responsibilities: The student is responsible for notifying both the field instructor and the field liaison of any placement or performance concerns. Field Instructor Responsibilities: The field instructor is expected to meet on a weekly basis with the student to discuss his or her performance. These meetings must include any potential or noted problems in skill development, job performance, ethical considerations, and any other relevant issues. A verbal evaluation is to be provided mid quarter to the student with performance feedback before the formal written evaluation is completed and discussed at the conclusion of each quarter of field placement. Field Liaison Responsibilities: The field liaison monitors the student's progress through the student's participation in field seminars and by reviewing the student's integrative journal (undergraduates only). All students are monitored during individual and group liaison meetings and during agency field liaison visits or other contacts with the student and field instructor. Agency visits are required as specified in the "Field Liaison Role Set" policy in this manual. 9/14/

60 When minor problems in the placement occur, the field liaison may "coach" the student in how to address the problem directly or may serve as a sounding board for the field instructor before he or she deals directly with the student. Field Education Director Responsibilities: The field education director is responsible for administering and overseeing all aspects of the field program. In addition, the field education director may also serve as a field liaison with individual students and may teach seminar classes and perform other field liaison functions. GUIDELINES FOR PROBLEM SOLVING IN FIELD EDUCATION Problem-solving steps in this process are modeled after commonly utilized problem-solving techniques and serves as the usual method for resolving problems in the field. In certain circumstances, the implementation of the Academic Performance Review Policy, including a referral to the Academic Performance Review Committee, will be initiated. The usual method for problem-solving in field education is the following: A. Problem identification by student, field instructor, field liaison, field education director, or faculty advisor. B. Discussion of the problem, issues, or concern by those immediately involved. - the issue is resolved, or - a plan to address the problem is agreed upon and implemented, or - there appears to be no workable solution. C. If no workable solution is found, the field liaison becomes involved. The field liaison may coach the student, the field instructor, or both, and suggest they meet again. - the issue is resolved, or - a plan to address the problem is agreed upon and implemented, or - there still appears to be no workable solution. D. If there is still no workable solution, the field liaison schedules a meeting with the student and field instructor. This meeting is usually at the field site. The field education director is notified of the meeting. - the issue is resolved, or - a plan to address the problem is agreed upon and implemented, or - a solution cannot be facilitated. E. If a mutually agreed upon solution cannot be facilitated, the department chair (undergraduate or graduate) is notified. The department chair and field education director may engage in further problem solving activities. - the issue is resolved, or - a plan to address the problem is agreed upon and implemented, or - a solution cannot be facilitated. F. If no solution is agreed upon, a decision to terminate the field placement may be recommended. Termination of a field placement cannot occur unless the appropriate steps of the problem solving process have been utilized. At any point in the process, the field liaison, the field education director, the department chair, and/or the student may request a formal performance review by the Academic Performance Review Committee in accordance with the Academic Performance Review Policy. 9/14/

61 GRADING Field is graded Credit or Fail, and the grade is assigned by the field liaison based upon the following conditions: 1) The student demonstrates achievement of goals and objectives stated in the student learning contract as evaluated by the field liaison during agency contacts and following review of the field instructor s end-of-the-quarter written evaluation of the student wherein the field instructor assesses performance on each learning task in the student s learning contract on a 5-point Likert scale. In order to be assigned a grade of Credit, students are expected to achieve no more than one or two total combined scores at the no opportunity to demonstrate/not applicable, unsatisfactory, or below average performance levels, with all other scores at the level of satisfactory performance or above. 2) The student successfully conceptualizes and constructs required departmental field documentation. 3) The student adheres to field deadlines. 4) The student attends all required field meetings. 5) The student adheres to the NASW Code of Ethics and practices mature professional behavior. TERMINATION FROM THE FIELD If a student is terminated from the field or does not receive a passing grade of "Credit," a report, which includes written statements from both the field instructor and the field liaison, will be compiled by the field education director and placed in the student's file. This report shall include a recommendation regarding further placement options. An undergraduate student may be offered an opportunity to repeat any of the three field courses, after demonstrating that he or she has addressed the concerns leading to the original field termination or failure. Under no circumstances is an undergraduate student allowed to retake any portion of the field sequence more than once. A MSW student is not allowed to repeat any failed field course. In both the undergraduate and graduate programs, there is a close link between field and the concurrent practice class. If a student chooses to or is required to withdraw from either the practice class or the field, he or she must also withdraw from the other. A decision to enroll in a subsequent quarter must include approval to register for both courses. If the conclusion is reached that the student is unable to meet minimal performance standards in the field related to professional competence, ethical behavior, and conduct, or is otherwise unsuited to the profession, the faculty advisor will be informed by the field education director and will advise the student of the options available. These options could be one of the following: 1) dropping the course, 2) retaking the course at a later time, 3) selecting another major, 4) withdrawal from the University, 5) termination from the social work program. 9/14/

62 APPEALS Appeals of any action that the student perceives as adverse will be processed according to department guidelines as specified in the Academic Performance Review Policy and in conjunction with university policy as stated in the Ohio University Student Handbook. ACADEMIC PERFORMANCE REVIEW POLICY Rationale The purpose of this policy is to establish a process for evaluating inadequate student performance in the classroom and in the field that necessitates some form of intervention to maintain minimum acceptable standards of performance, and in some serious situations, dismissal from the program. This policy also delineates the appeal process and procedure. Introduction Course work, field performance and ethical behaviors are critical indicators of a student s readiness to assume professional responsibilities. All students are admitted to the program with the assumption that they have the potential to meet all academic standards, including academic and professional competence. Academic Competence: Academic credit for both the core curriculum and the field is given only to students whose course work meets minimally acceptable performance standards and conforms to the professional and university standards of ethical behavior and conduct. Academic Misconduct: refers to dishonesty or deception in fulfilling academic requirements. It includes, but is not limited to cheating, plagiarism, un-permitted collaboration, forged attendance (when attendance is required), fabrication (e.g., use of invented information or falsification of research or other findings), using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time), knowingly permitting another student to plagiarize or cheat from one s work, or submitting the same assignment in different courses without the consent of the instructor. If students are found to be involved in academic misconduct, they may receive a grade penalty for academic misconduct and/or a referral to the university judiciaries that may subject them to the full range of sanctions (reprimand, disciplinary probation, suspension, or expulsion from the university). Professional Competence: Students must demonstrate professional conduct, emotional stability, relationship skills, and behavior consistent with the values, ethics and legal responsibilities of the profession. Students are expected to comply with the National Association of Social Workers (NASW) Code of Ethics and the licensing code for social workers at this program level. Professional incompetence signifies that a student is not adequately or appropriately performing at her or his program level. Criteria for Review for Academic Performance Review Committee The following is a list of professional competencies that students are expected to master to successfully complete the program. Data that will be considered in assessing the student s skills include both the successful completion of coursework, including adequate performance in the field practicum. Students will be assessed as performing below expectations (1), meeting expectations (2), or exceeding expectations (3). Students will be evaluated on an as needed basis using the following criteria based on the Department of Social Work s objectives: 9/14/

63 1. Practice with values, ethics and historical traditions of the social work profession. Be knowledgeable of and adhere to the National Association of Social Workers Code of Ethics and the Ohio licensing code for social workers. Practice in a manner that reflects appropriate and responsible professional behavior toward clients, co-workers, and the agency. Professional behavior includes: being respectful of clients, other practitioners, and staff; dressing professionally; being on time and notifying agency staff ahead of time of any scheduling changes or absences; and completing assessments, summaries, progress notes, and other reports in a timely manner. Understand and apply professional guidelines on confidentiality. Communicate and practice in accordance with social work values, including respect for the client s dignity, individuality, and the right to self-determination. Know and follow agency rules, policies, and procedures relevant to agency practice during the field practicum. Recognize and apply ethical and legal standards across the range of professional activities in the practicum setting. Recognize and understand the implications of one s own attitudes and actions in an agency setting and demonstrate an ability to accept feedback and make modifications as needed. Seek consultation and supervision from field instructors and field liaison when faced with issues of ethics, practice, behavior, and all other situations required for practice. Meet all obligations responsibly and in a timely way and alert faculty and field supervisors in advance if unable to meet an obligation or deadline. 2. Understand the distinctive characteristics of diverse populations as well as the nature of oppression and discrimination, and implications these have for practice with client systems of all sizes. Develop and apply an understanding of and sensitivity to vulnerable and/or oppressed groups. Apply self- knowledge and use of self in the context of diversity (one s own attitudes, impact on others, values, and related strengths/limitations) as one operates in the agency setting with diverse others. Apply knowledge and demonstrate ability to practice with sensitivity to the nature and impact of diversity in different practice situations (i.e. working with specific racial/ethnic populations). 3. Utilize a biopsychosocial strengths-based perspective to guide assessment and intervention efforts with client systems of all sizes. Develop knowledge and skills to apply the biopsychosocial perspective in assessment and intervention efforts with client systems of all sizes. 9/14/

64 Develop knowledge and skills to apply a strengths-based perspective to guide assessment and intervention efforts with client systems of all sizes. 4 (Bachelors). Critically evaluate and apply the theoretical and empirical knowledge and skills of generalist social work in the pre-engagement through ending phases of practice with client systems of all sizes. Understand the major social work intervention theories and apply evidence-based methods as they relate to the practice setting. Develop the ability to identify developmental stages across the life span. Develop the ability to critically evaluate and apply the theoretical and empirical knowledge and skills of generalist social work practice. Develop the ability to apply generalist social work practice to pre-engagement through ending phases of practice with client systems of all sizes. Demonstrate the ability to function as generalist social worker in an agency setting. 4 (Masters). Critically evaluate and apply the theoretical and empirical knowledge and skills of generalist and advanced perspectives to practice in the pre-engagement through the ending phases of practice with client systems of all sizes. Understand the major social work intervention theories and apply evidence based methods as they relate to practice setting. Develop the ability to identify developmental stages across the life span and within the family life cycle. Develop the ability to critically evaluate and apply the theoretical and empirical knowledge and skills of generalist and advanced practice perspectives to practice. Demonstrate the ability to apply generalist and advanced perspectives to practice in the pre-engagement through the ending phases of practice, with client systems of all sizes. Develop ability to function as generalist and advanced practice social worker in an agency setting. 5. Use appropriate oral and written communication skills with client systems of all sizes. Develop clear and concise writing skills for professional practice (APA style, citing references appropriately). Listen sensitively to clients and to staff/client interactions. Develop skills in responding to clients and others that demonstrate understanding and empathy. Utilize interviewing and other data collection skills in working with clients to identify strengths and goals. 9/14/

65 Develop clear and concise public speaking skills for professional practice. 6. Utilize information technology to enhance effectiveness as social work professionals. Develop knowledge and skills of current information technologies to effectively work as a social work professional in an agency. 7 (Bachelors). Through use of supervision, demonstrate self-awareness and professional use of self to enhance professional social work practice with client systems of all sizes. 7 (Masters). Independently, and through use of supervision, demonstrate self-awareness and professional use of self to enhance professional social work practice with client systems of all sizes. Gain an awareness of self in relationship to others as a professional helping person in a rural environment. Become familiar with the role of social worker as distinguished from other agency personnel. Demonstrate an ability to prepare for supervision. Demonstrate an ability to work collaboratively with field instructor and field liaison. Demonstrate an ability to consistently adhere to time schedule for placement hours and meet social work program deadlines. Demonstrate an ability and willingness to accept supervisory input, including direction; ability to follow through on recommendations; and ability to negotiate needs for autonomy from and dependency on supervisors. Demonstrate an ability to self-reflect and self-evaluate regarding practice skills and the use of supervision, including using good judgment as to when supervisory input is necessary. Demonstrate an ability to develop respectful, positive, and constructive relationships with clients and agency personnel. Demonstrate an ability to communicate professionally and work collaboratively with multi-disciplinary teams and a variety of community professionals. Demonstrate an ability to accept constructive feedback and address issues regarding professional performance. 8. Assess practice effectiveness, evaluate research findings, apply research knowledge, and conduct independent research to enhance practice interventions. Develop knowledge and skills to evaluate program and practice effectiveness. Develop knowledge and skills to critically evaluate research findings and apply that knowledge to the practice of social work. 9/14/

66 Demonstrate an ability to conduct an independent research project to evaluate individual practice interventions or agency programs. 9. Analyze the impact of social policies and agency structures on clients, workers, and the delivery of social work services and promote organizational change, where warranted. Analyze and understand the impact of social policies and agency structures on clients, workers, and the delivery of social work services. Assess the impact of social policies and agency structures on clients, workers and the delivery of social work services. Promote organizational change, where warranted. Demonstrate the ability to adhere to and apply social welfare policies and programs particular to the community and field practice setting. 10. Advocate through professional and political means for policies and programs that address the social and economic well-being of clients and others in need of assistance. Demonstrate awareness of oppression and the need for advocacy in the community and society to promote social justice. Develop and apply knowledge of professional and political methods for conducting advocacy for the social and economic well-being of clients. Demonstrate appropriate judgment and methods in conducting advocacy for the social and economic well-being of clients. 11. In addition, any of the following are grounds for review by the Academic Performance Review Committee (APRC): Inability to perform professional duties due to personal problems. Rejection by three or more agencies during the placement process for reasons related to appropriateness or readiness for placement. Academic dishonesty, including cheating on examinations, or plagiarism, which involves presenting the work of someone else as one s own. Marginal academic performance (failure to maintain an overall 2.5 GPA in undergraduate courses or 3.0 GPA in graduate courses). A request by any faculty member for a review due to the student s poor coursework or field performance. Academic Performance Review Committee The Academic Performance Review Committee consists of three members: 1) a field faculty member; 2) the student s advisor; and 3) an additional departmental faculty member. In the case where the Chair of the respective program is the student s advisor, another faculty member will be assigned to the committee in his or her place. This committee will convene when the student is not meeting the requirements in any of the 10 competency areas described or #11 above. 9/14/

67 Procedures for Student Performance Review The Department of Social Work has established the following mechanisms to respond to requests for performance reviews. 1) The Academic Performance Review Committee will review any undergraduate and graduate student to assess his/her progress in the program using the above criteria and identify any problems that need to be addressed. This committee seeks to detect any emerging problems as soon as possible. Problem identification occurs when the student, field instructor, field liaison, field education director, faculty advisor or faculty member notifies the Director of the undergraduate or graduate program of a concern. 2) Requests for an Academic Performance Review must be initiated by the Chair of the program in which the student is enrolled. That Chair will consult with the Department Chair to determine whether the situation involves a possible violation of the Student Code of Conduct. In cases in which there might be such a violation, the case will be referred to Judiciaries, and depending upon its urgency, the Academic Performance Review will commence simultaneous with or following the Judiciaries determination. The Chair of the student s program will be responsible for calling the Performance Review Committee together to initiate the review process. The Chair of the APRC will be appointed by the Chair of the Department. 3) When a student s performance is evaluated as deficient, the committee determines what, if any, course of action could bring the student s performance into compliance with program and professional standards. 4) The student is then notified in writing by the Chair of the Academic Performance Review Committee of the committee s concerns. 5) The student then prepares a written response and has the option, at his or her request, to meet with the Academic Performance Review Committee to discuss the performance issues. 6) An action plan will be created by the Performance Review Committee to set forth the problems to be solved, actions to be taken to solve said problems, a time table for completion of the designated actions, and a reevaluation of the student s performance. 7) If the student fails to fulfill the action plan, the student cannot be continued in the program. Discontinuance can occur during any quarter of enrollment in the program, including the last quarter. 8) In some conditions, the student s behavior may be so serious that the committee may recommend immediate removal from the program until a formal review can occur. 9) In the case of undergraduate students, the Academic Performance Review Committee will make a recommendation to the Undergraduate Program Director, and in the case of graduate students, the committee will make a recommendation to the MSW Program Director, who will make the final decision regarding the Academic Performance Review Committee s recommendations. 9/14/

68 Notification Procedures The Program Director of the Undergraduate or Graduate program will notify the student of her or his final decision in writing. Appeal Procedures 1) The student can appeal this decision through a petition for reconsideration. The petition will be submitted to the Director of the Undergraduate program in the case of graduate students and the Director of the MSW program in the case of undergraduate students. 2) The petition should be presented in writing and address two major points. First, any extenuating circumstances that contributed to the poor performance should be identified. Secondly, there should be a discussion of the steps the student plans to take to address these circumstances or improve his/her performance. 3) The advisor will forward a recommendation, with rationale, regarding the student s status in the program to the appropriate program director. 4) The Program Director will call the Department s Appeals Committee to order. The Appeals Committee will consist of the Director of the Psychology and Social Work Clinic, a Group I tenure-track faculty member from one of the regional campuses, and one faculty member from the Department of Social Work who was not involved in the previous deliberations. The Committee Chair will be assigned by the Chair of the Department. Appeal Process 1) Within five days after the Appeals Committee has been constituted, the committee chair will set a date for a hearing. 2) Giving at least one week advance notice, the Appeals Committee Chair will inform the student, the student s advisor, field faculty member, and the Appeals committee members of the time and place of the hearing. 3) All committee members, the student s advisor, and the field faculty member must be present at the review hearing. Role of the Advisor 1) The student s advisor will present brief background information about the student and provide his or her assessment of the student s overall performance. 2) The advisor will also make any recommendations that might resolve the student s performance problems. Appeals Committee Hearing 1) Fact-Finding Phase A) The student may attend during the fact-finding part of the meeting and may present information to the committee at that time. B) The student may ask up to two persons who are knowledgeable about his or her performance to present information to the committee also. 9/14/

69 C) The student and his/her advocates must leave the meeting when the committee is ready to begin its deliberations. D) Other faculty can contribute information about the student s performance and may participate or submit written statements supporting the student s reinstatement or dismissal. 2) Deliberation and Action Phase A) Only the committee members, the student s advisor, and the field faculty representative will be present. The advisor and field faculty representative will be present for informational purposes only, and do not have a vote. B) The committee will reach one of three decisions: 1) to validate the Performance Review Committee s recommendation and contract; 2) to develop a new action plan, which must be completed by the student to resolve the performance problem and remain in the program; or 3) to dismiss the student from the program. The committee s recommendation will be by majority vote. C) The appeals committee will prepare a written recommendation for submission to the respective chair, which will include a statement describing the performance problem, a summary of the facts as they were presented to the committee, a description of the committee s actions, and the reasons supporting that action. Notification 1) Within one week after the review hearing, the committee s recommendation will be sent in writing to the respective chair. 2) The respective chair may accept, reject, or modify the recommendation of the committee. 3) The respective chair sends her or his decision to the student, the student s advisor, the field education director, and the Appeals Committee members. 3) A copy of the decision will be placed in the student s file. Confidentiality 1) All procedures related to the performance review must be carried out in a manner that protects the student s right to privacy regarding information about her or his academic records and performance. 2) The student has the right to review all written information that is presented to the committee. 3) Actions of the committee are to remain confidential and are to be shared only with those persons who are affiliated with the program and institution and are involved in an educational capacity, including possible communication with Judiciaries if warranted 9/14/

70 LIABILITY ISSUES Malpractice Insurance: Students are required to purchase individual liability insurance. Liability insurance is available through the National Association of Social Workers (NASW) to its members. Field faculty will provide information to students on how to purchase malpractice insurance through NASW during the pre-placement process. Proof of liability insurance must be provided to the social work office prior to the start of any social work field course (SW 492A,B,C, SW 591, SW592, SW 691, SW 692, & SW 693), and it is required that this insurance will be maintained throughout the duration of any field course. Proof of coverage consists of a copy of the face sheet from the policy, showing dates of coverage and amounts. Until verification of insurance has been provided to the social work office, no field hours may be accrued or counted. Failure to comply with the deadline required by this policy may also be a determining factor in the final field grade and in the case of possible termination from field. Release of Liability: Students are required by Ohio University to sign a waiver to absolve Ohio University of any risk of accident, injury, damage and/or loss to the student or his/her property which may arise out of participation in the field practicum (see Release and Acknowledgment form). Automobile Insurance: Students are required to carry sufficient auto liability and personal injury insurance of their own. HANDLING SENSITIVE CLIENT DATA POLICY While you are enrolled in the social work program, there will be assignments and discussions that ask you to reflect upon and/or analyze sensitive client or agency information. In order to maintain the confidentiality of your client system(s), you are required to adhere to all pertinent agency confidentiality policies as well as to comply with the following program requirements: Course assignments In all written and oral presentation assignments requiring the disclosure of your work with client(s), it is required that you specify what will be done to protect client confidentiality and avoid the sharing of non-essential information. It is not enough to cross out or change clients names. In this rural environment, other demographic information should be disguised. It is required that you change one or more of the following: give the client a fictitious name, age, address; change the marital status, number and ages of children, occupation, etc.; and note that this information has been altered. Label any written project as having modified client data. In addition, the course instructor may request that you seek oral or written permission from clients to share this modified client data. When writing about a particular client in repeated assignments, (i.e.: in your integrative journal), it is beneficial for the reader to know that you are referring to a previously mentioned client. At these times, follow the guidelines outlined above. In other words, be consistent in using the same fictitious name and other disguised identifiers in each subsequent assignment. 9/14/

71 Non-planned oral disclosures There will be occasions when you will wish to bring up aspects of your work with clients in class discussions where it is unrealistic to expect that you will have had the opportunity to obtain the client s permission first. When information is shared without written or oral permission, it is absolutely essential that you make every effort to protect the client s identity. If shared orally, tell your audience that you are disguising information and follow the criteria for disguising identities stated above. Photos and videos of clients Written permission by the client or guardian is required before you share photos, videotapes, or other images of clients. Even with written permission to use the image(s), disguise the name(s) and demographic data of these individuals unless given written permission to do otherwise. Computers, cell phones, and other technology Protect all sensitive client information while working on an assignment by making sure you use a password and other protective devices. Cell phones are not secure. Follow agency policies when using them to conduct agency business. It is your responsibility to be aware of and to use the most current and/or effective technology for disguising and/or deleting sensitive client data. At the end of the academic year Destroy all written materials, disks, and files containing identifying client data that you have used in preparing all reports and presentations. Students will be asked to sign this form indicating their understanding of and agreement to comply with this policy. You will find this form in the forms section of the Field Education Manual. APPLICATION FOR SCHOLARSHIP See Forms section of Field Education Manual for Application for Scholarship form. Eligibility Criteria: 1) At the completion of the student s placement in your agency (early June), the agency earns six credit hours per social work student who was placed in your agency. 2) These credit hours can only be used for employees of your agency to take graduate courses at Ohio University. They cannot be used for undergraduate courses. 3) It is the responsibility of the agency s designated authority to approve whom in the agency will be eligible to use these credits. 9/14/

72 4) These credit hours must be used within one calendar year from the time the student completes his/her placement, or your eligibility to use these earned credits expires. 5) Finally, the student must be admitted to a graduate program at Ohio University to participate in this program. Application Procedures: 1) The student must complete the attached application form and obtain his/her supervisor s signature. 2) The student should submit the completed application form to Mrs. Deborah Pack in Morton Hall ) The completed form must be submitted 2 weeks prior to the beginning of the quarter in which the student intends to take courses. 9/14/

73 Ohio University Policy and Procedures Academic Honesty "As an academic community, Ohio University holds the intellectual and personal growth of the individual to be a central purpose. Its programs are designed to broaden perspectives, enrich awareness, deepen understanding, establish disciplined habit of thought, prepare for meaningful careers, and thus to help develop individuals who are informed, responsible, and productive citizens" (Ohio University Mission Statement). Part of this process includes the expectation that students will be honest and forthright in their academic endeavors; therefore, all forms of academic misconduct are prohibited by the Student Code of Conduct. FORMS OF ACADEMIC MISCONDUCT Academic misconduct refers to any behavior that compromises academic integrity or violates the academic standards of the University. Academic misconduct includes, but is not limited to, the following examples: Cheating (any attempt by a student to answer questions on a test, quiz, or assignment by means other than his or her own knowledge). Examples: 1. Using the textbook or other material such as a notebook not authorized for use during an examination. 2. Attempting to observe the work of another student or allowing other students to observe your work. 3. Using specially prepared and unauthorized materials during a test - notes, formula lists, note written on clothing, etc. 4. Taking a quiz, exam, or similar evaluation in the place of another person. 5. Providing or requesting assistance from another person in a manner prohibited by the instructor. 6. Using a laboratory, computer, or calculator improperly or without authorization. 7. Changing material on a graded exam and then requesting a regrading of the exam. 8. Acquiring unauthorized knowledge of an examination or any part of an examination. 9. Permitting another student to plagiarize or copy from your work. 10. Submitting the same paper in two different courses without the knowledge and consent of instructors. Plagiarism (the presentation of the ideas or the writing of someone else as one=s own). Examples: 1. Reproducing another person=s work, whether published or unpublished. (This also includes using materials from companies that sell "research papers.") 2. Submitting as your own any academic exercise (written work, computer printout, sculpture) prepared totally or in part by another. 3. Allowing another person to substantially alter or revise your work and submitting it as your own. 4. Using another=s written ideas or words without properly acknowledging the source. If a student uses the words of someone else, he or she must put quotation marks around the passage and add indication of its origin, such as a footnote. Simply changing a word or two while leaving the organization and content substantially intact and failing to cite the source is plagiarism. Students should also take note that failure to acknowledge study aids such as Cliff=s Notes or common reference sources constitutes plagiarism. If a student is unsure about a question of plagiarism or cheating, he or she is obligated to consult his or her instructor on the matter before submitting the material. If you have any questions, consult the Office of Judiciaries. 9/14/

74 EXTENDED EXAMPLE OF PLAGIARISM While preparing a paper on John Steinbeck=s The Red Pony, the student finds the following passage in The Intricate Music: A Biography of John Steinbeck by Thomas Kiernan (1979): "The Red Pony, a minor American classic about a boy=s discovery of the accidental but uncompromising cruelty of nature, was a tale that Steinbeck simply had to write, given his own boyhood perceptions. The story, as in all of Steinbeck=s works, was nothing more than a vehicle for his larger theme, a theme that runs like a unifying thread through most of his literature: the eternal struggle between man as a unique deviation from mindless natural order, and man as a fated, helpless component of that order." The three passages that follow are examples of ways that this passage may be unethically used within the student=s work. 1. Plagiarism: undocumented, verbatim use of Kiernan=s actual words. The story, as in all of Steinbeck=s works, was nothing more than a vehicle for his larger theme: the eternal struggle between man as a unique deviation from mindless natural order, and man as a fated, helpless component of that order. 2. Plagiarism: undocumented paraphrase of Kiernan=s actual words. The novel is only yet another way for Steinbeck to express his recurring and overriding theme, that humanity is caught between two contradictory relationships to nature. 3. Plagiarism: undocumented use of Kiernan=s main idea. Therefore, the major theme in Steinbeck=s work surfaced in The Red Pony. As in most of his other novels, the author is preoccupied with the adverse role of humanity in relation to the natural world. Listed below are examples of the proper use of source material: 1. Correct documentation of verbatim quotation from Kiernan=s book: According to Thomas Kiernan, Steinbeck=s The Red Pony "was nothing more than a vehicle for his larger theme... the struggle between man as a unique deviation from mindless natural order, and man as a fated, helpless component of that order." 1 2. Correct documentation of a specific idea from Kiernan=s book: The major theme of The Red Pony, therefore, as Kiernan has suggested, seems to be the same as is to be found in Steinbeck=s other novels: the examination of humanity=s relationship to nature. 1 1 Thomas Kiernan, The Intricate Music: A Biography of John Steinbeck (Boston: Little, Brown & Co., 1979), p. 21. SANCTIONS FOR ACADEMIC MISCONDUCT When a student is found to be involved in academic misconduct, the instructor will normally confront the student and then determine what action should be taken. The instructor has the option of lowering or giving a failing grade on the project or in the course and/or referring the case to the Office of Judiciaries. If referred, academic misconduct is a Code A offense, which means that the possible sanctions range from a reprimand to disciplinary expulsion. If you are charged with academic misconduct and are referred, don=t panic! Read the charge carefully, you may consider talking with the professor to clarify the situation and/or pursue clarification during your procedural interview with the director or assistant director of judiciaries. The actual judicial procedures related to the Student Code of Conduct are described below. You may also consider consultation with Students Defending Students, a volunteer organization that advises and counsels those students who are charged with violating the Student Code of Conduct. This service is free. These volunteers will help in preparation of a defense by talking to parties involved, providing education about the judiciaries system, and answering any questions. 9/14/

75 ACADEMIC MISCONDUCT PROCESS AND APPEAL ROUTE Instructor accuses student of misconduct and takes action: - F grade on project and/or referral to the Office of Judiciaries - F grade in course and/or referral to the Office of Judiciaries If instructor refers to the Office of Judiciaries for violation of code of conduct: - Director or assistant director of judiciaries holds a procedural interview, informing the student of the charges. - Director or assistant director of judiciaries or University Hearing Board conducts a hearing that could result in the following: expulsion suspension probation or other sanction case dropped due to insufficient evidence If student/instructor disagrees with sanction or procedure: - May file written appeal within 3 days to the University Appeal Board. Under extremely unusual circumstances, student or instructor may request final review by the president of the University. If at any time a student needs advice on process, he or she can consult Students Defending Students, the Ombudsman, or the Office of Judiciaries. If a student wants to appeal the assignment of a grade due to alleged academic dishonesty: - Consult instructor If not resolved and want to continue appeal: - Consult chairperson of department in which class is being taught. If not resolved and want to continue appeal: - Consult dean of the college. PURPOSE: Equal Employment and Educational Opportunity To provide a uniform policy on equal and affirmative action in all areas of employment and educational relationship at Ohio University. POLICY: It is the policy of Ohio University that there shall be no discrimination against any individual in educational or employment opportunities because of race, color, religion, national origin, sex, veteran status, or handicap. Also, there shall be no discrimination because of age except in compliance with requirements of retirement plans or state and federal laws and guidelines. Furthermore, the University maintains a vigorous affirmative action program in order to promote equal employment opportunities and to ensure non-discrimination in all educational programs and activities. All programs to implement this policy will be reviewed on an annual basis. 9/14/

76 Ohio University accepts the important distinction between affirmative action and equal opportunity. Equal opportunity assumes that the concept of merit based solely upon a person=s ability to perform will govern all personnel and educational decisions. Ohio University is committed to achieving equal opportunity via affirmative action which requires specific efforts to recruit, admit, employ, transfer, and promote members of groups previously excluded. The assertion of this distinction gives impetus to the institution=s renewed search for approaches and programs designed to meet our goals and objectives. This is being done in recognition that benign neutrality tends to perpetuate the status quo. The realization of affirmative action objectives will increase the heterogeneity of the University community and facilitate knowledge of the values and cultures of people of the world. This will add a new dimension to the multicultural educational mission of the University. We are committed to cultural pluralism in the belief that this is beneficial to all people and essential in strengthening the fabric of society. This commitment demands that we provide opportunities for people who have been denied education justice. The responsibility of overseeing the University=s compliance with affirmative action requirements has been delegated by the President of the University to the Executive Assistant to the President for Affirmative Action. Every member of the University community, however, is charged with the responsibility for its attainment. Sexual Harassment Policy Statement PURPOSE: To provide a uniform policy on sexual harassment as a form of sex discrimination in all areas of employment and educational relationships at Ohio University. POLICY: I. Sexual Harassment Sexual harassment of students, staff, or faculty is prohibited at Ohio University. No male or female member of the Ohio University community including faculty, contract staff, classified staff, and students may sexually harass any other member of the community. Sexual harassment is a form of sex discrimination under Title VII of the Civil Rights Act of 1964 and thereby is illegal under law as well as a violation of Ohio University Policy. A. Sexual Harassment Defined This policy defines sexual harassment as unwanted advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when: 1. Submission to such conduct is made either explicitly or implicitly a term or condition of employment or of a student=s status in a course, program or activity; 2. Submission to or rejection of such conduct is used as the basis for decisions affecting the individual; or 3. Such conduct has the purpose or effect of unreasonably interfering with the individual=s work, performance, or educational experience; or creating an intimidating, hostile, or offensive environment for work or learning. B. Examples of Sexual Harassment (not to be construed as exhaustive) Sexual harassment may take many forms and includes: 1. Physical assault; 9/14/

77 2. Pressure, subtle or overt, for sexual favors accompanied by implied or overt threats concerning one s job, grades, or letters of recommendation; 3. Inappropriate display of sexually suggestive objects or pictures; 4. Direct propositions of a sexual nature; 5. A pattern of conduct that would discomfort or humiliate, or both, a reasonable person at whom the conduct was directed that includes one more of the following: a. Unnecessary touching, pinching, patting, or the constant brushing against another=s body; b. Use of sexually abusive language (including remarks about a person=s clothing, body or bodily movement, or sexual activities), c. Unwanted and unwelcome teasing and joking of a sexual nature. II. Enforcement All Ohio University employees and students are responsible for compliance with this policy. All University supervisory personnel have an affirmative responsibility to discourage and eliminate conduct inconsistent with this policy. Complaints may be received and investigated only by employees who have been authorized by the institution. Authorization will be given only to those individuals who have completed training provided by staff of the Office of Affirmative Action. Any individual who is not authorized but is approached about concerns or complaints regarding harassment must direct the complainant to an authorized employee. Because of their position or the nature of their work, the following individuals, or their designees, shall have completed training and thereby be authorized to receive and investigate inquiries and complaints: A. Representatives of each major planning unit other than the unit head (a list will be available at Office of Affirmative Action and Office of Legal Affairs); B. Representatives from the following offices: 1. Affirmative Action 2. Health Education and Wellness 3. Judiciaries 4. Legal Affairs 5. Ombuds 6. Personnel When authorized employees are contacted to receive a complaint, they must consult with staff of the Office of Affirmative Action. 9/14/

78 III. Inquiries and Informal and Formal Complaints Individuals wishing to make sexual harassment inquiries or complaints have the following options under this policy: A. Inquiries Individuals with questions or concerns about sexual harassment or the University=s policy regarding sexual harassment, may, without further obligation to take action, seek information from any employee authorized to receive complaints. Consultation regarding inquiries will not require the identification of any party making the inquiry or the subject of such inquiry. No direct action can or will be taken on the basis of inquiries alone. B. Informal Complaints Informal complaints are designed to be resolved in an educational and preventive manner, not punitive, and therefore do not involve any disciplinary sanctions against the accused. The decision to proceed informally initially does not preclude the filing of a formal complaint at some later point prior to the completion of the informal complaint process. Nor is filing an informal complaint a prerequisite for filing a formal complaint. However, a complainant should not simultaneously maintain complaints arising from the same occurrence with more than one office. C. Formal Complaints Formal complaints are the only option under which complainants may seek disciplinary sanctions against the accused. Formal complaints must be filed in writing. Formal complaints concerning the conduct of university employees may be filed with the Office of Affirmative Action or with authorized employees as indicated in Section II. When formal complaints are filed with authorized employees outside of the Office of Affirmative Action, consultation with staff of the Office of Affirmative Action is required. Formal complaints concerning the conduct of university students may be filed only with the Office of Judiciaries. IV. Rights of the Complainant and the Accused All information received in connection with inquiries, or with the filing, investigation, and resolution of sexual harassment complaints is treated as highly sensitive. Employees authorized by the University to receive and investigate complaints are required to maintain confidentiality to the extent possible consistent with the spirit of this policy and Ohio law. It is expected and anticipated that all parties involved in complaints will observe the same standard of sensitivity. It is emphasized that this practice is in the best interests of all parties. However, absolute confidentiality cannot be legally guaranteed. A. Rights of the Complainant All members of the University community have the right to seek information and assistance afforded by this policy without threat of penalty. All reasonable action will be taken to assure that the complainant and those testifying on behalf of the complainant or supporting the complainant in other ways will suffer no retaliation as a result of their activities to enforce this policy. Retaliation is illegal and is contrary to the letter and spirit of this policy. B. Rights of the Accused All members of the University community have the right to be informed of allegations against them resulting in informal or formal complaints and to respond fully to such complaints. At the time any informal or formal complaint procedures commence, the rights of the accused will be protected in accordance with Ohio University policies and procedures. 9/14/

79 Research Projects Involving Human Subjects I. SCOPE This policy applies to research investigations involving human subjects conducted by faculty, staff or students at, or under the auspices or financial support of Ohio University. II. PURPOSES A. To protect the rights and personal privacy of individuals; to assure a favorable climate for the conduct of scientific inquiry; and to protect the interests of Ohio University. B. To bring Ohio University policy on biomedical and behavioral research involving human subjects into compliance with the requirements set forth in the National Research Act (P.L ) and the regulations on public welfare set forth in Part 46 of Title 45 of the Code of Federal Regulations (45 CFR 46). III. POLICY A. Statement All research activity involving human subjects at Ohio University must be approved by the Institutional Review Board for Review of Research Involving Human Subjects (IRB) or a determination made by the IRB that the research is exempt from review. The review shall determine whether these subjects will be placed at risk, and when risk is involved, all of the following requirements will be satisfied. 1. Risks to subjects are minimized by using procedures which are consistent with sound research design but which do not unnecessarily expose subjects to risk. 2. Risks to subjects are reasonable in relation to anticipated benefits, if any, to subjects, and the importance of the knowledge that may reasonably be expected to result. 3. Selection of subjects is equitable. 4. Informed consent will be sought from each prospective subject or the subject=s legally authorized representative. 5. Informed consent will be appropriately documented. 6. Where appropriate the research plan makes adequate provision for monitoring the data collected to insure the safety of subjects. 7. Adequate provision is made to protect the privacy of subjects and to maintain the confidentiality of data. Where some or all of the subjects are likely to be vulnerable to coercion or undue influence, such as persons with acute or severe physical or mental illness, or persons who are economically or educationally disadvantaged, appropriate additional safeguards must be included in the study to protect the rights and welfare of these subjects. B. Implementation Procedure Implementation procedures shall rest upon the establishment of the Institutional Review Board, a recognized function of which shall be to provide advice and guidance to investigators regarding the protection of the rights and welfare of human subjects. Ultimate responsibility for the rights and welfare of human subjects, however, remains with the investigator; review and approval of a project do not relieve the investigators of that responsibility. 9/14/

80 The Institutional Review Board shall be constituted in compliance with the Code of Federal Regulations, Title 45, Part 46. C. General Principles Guiding Project Review 1. Ohio University and the individual members of its faculty, staff and student body engaged in investigations and educational projects have a responsibility for protection of the rights and welfare of human subjects. 2. Appropriate professional attention and facilities shall be provided to ensure the safety and well-being of human subjects. No subject in an investigation shall be exposed to unreasonable risk to his physical or psychological health. 3. Before a subject participates in an investigation involving any physical or psychological risk or substantial stress or discomfort, such risks shall be carefully explained to the subject, and the investigator shall be satisfied that the explanation has been understood by the subject. The subject=s written consent which contains a summary of the explanation and advice regarding risks, benefits, and compensation and medical treatment, if any, for physical injury resulting from the investigation, shall be obtained and kept as a matter of record of at least four years. 4. A request by any subject for withdrawal from an investigation shall be honored promptly without penalty. 5. Any investigation which undergoes substantial modification of design so as to change the effect on the rights or welfare of the human subjects involved must be resubmitted to the Institutional Review Board for re-evaluation. It shall be the responsibility of the project director to request such review prior to initiation of the modification. D. Additional Review Levels This policy does not limit the right of an academic or administrative unit from establishing its own review procedures for research conducted under its auspices. Such review may supplement but may not be a substitute for review by the IRB. If the IRB has denied approval of a research project the decision of the IRB may not be overturned at other review levels. Policy On Individuals With Disabilities The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, as amended, prohibits discrimination on the basis of disability and protects qualified individuals with disabilities from discrimination in educational programs. The law also requires that covered entities provide qualified individuals with disabilities with reasonable accommodations that do not impose undue hardship. An individual is considered to have a disability if that individual either (1) has a physical or mental impairment which substantially limits one or more of that person=s major life activities, (2) has a record of such an impairment, or (3) is regarded as having such an impairment. Ohio University and The Department of Social Work are committed to providing all admitted students with opportunities to take full advantage of the University=s educational programs. It is further the policy of the University to enable those with disabilities to participate as independently as possible in Ohio University activities so that campus life will be enhanced and the individual lives of members of the University community will be enriched. The Department of Social Work and the Field Office recognize that students with documented disabilities may need assistance or reasonable accommodations in order to complete the Social Work Program and field education placements. Students with disabilities who wish to request accommodations in the program or in their field education placements should contact the Chair of the Department and/or the Field Director. The Director will work with you and the field placement agency to coordinate reasonable accommodations that do not impose any undue hardship on the Social Work Department or the agency. Students should also request accommodations on their Undergraduate Application for Field Practicum form or on the Field Interest Inventory (graduate program). 9/14/

81 FIELD EDUCATION GOALS Throughout the Ohio University, Department of Social Work s field education curriculum, a core set of goals is pursued. The primary purpose of all levels of field instruction (undergraduate generalist, MSW foundation, and MSW advanced) is for each student to progressively develop his or her knowledge, skill, and ethical base in coordination with the department s social work practice courses and within an individual agency placement in rural Appalachia. The Seven Goals of Field Education At each program level, the student will be expected to: 1) Pursue professional self-development with a commitment to social justice and professional values and ethics. 2) Illustrate use of self in relationship to clients and agency systems in a rural environment with particular appreciation for differences among people. 3) Promote integration of the agency with other organizations and programs. 4) Engage with client systems, conduct strength-based assessments, and formulate goals. 5) Develop social work interventions with client systems in a rural environment. 6) Understand the concept of transition and its appropriate application across settings and population groups. 7) Support the evaluation process and develop research skills as key components of social work practice. The specific field practicum objectives for each student s learning at any given point in his or her education will be determined by his or her specific program level. Progressive and comprehensive learning objectives for each of the above goals for each program level and for each specific quarter are included in this section of the manual. 9/14/

82 UNDERGRADUATE GENERALIST SOCIAL WORK PRACTICE FIELD GOALS AND OBJECTIVES The student will be expected to: GOAL 1: Pursue professional self-development with a commitment to social justice and professional values and ethics. Outcome Objectives: Fall: a. Develop work habits that reflect appropriate and responsible professional behavior. b. Understand and use professional ethical guidelines, particularly guidelines on confidentiality. c. Demonstrate evidence of a clear understanding of safety principles in social work practice which are individualized to the student s agency and client population. Winter: a. Communicate respect for the client s dignity, individuality, and self-determination. b. Articulate a personal value system and identify value conflicts. Spring: a. Demonstrate writing skills that reflect objectivity, accountability, and best practice. b. Develop awareness of student s strengths and areas for growth and formulate shortterm plans for further training and career development. GOAL 2: Illustrate use of self in relationship to clients and agency systems in a rural environment with particular appreciation for the differences among people. Outcome Objectives: Fall: a. Take an active role in the learning process by helping to identify learning goals and needs. b. Develop an understanding of and sensitivity to vulnerable and oppressed groups in a rural environment. Winter: a. Be aware of interpersonal dynamics in the context of professional relationships with instructors, colleagues, and clients. b. Begin to function as a team member with a particular appreciation for the differences among people. Spring: a. Develop and utilize productive communication styles such as assertiveness, collaboration, and conflict resolution. GOAL 3: Promote integration of the agency with other organizations and programs. Outcome Objectives: Fall: 9/14/

83 a. Become familiar with the agency s mission, structure, personnel, internal resources, community relationships, and the role of social workers. b. Represent the agency and the profession responsibly in various community contacts. Winter: a. Demonstrate an understanding of interagency resource needs and availability and the power of advocacy. Spring: a. Understand the connection between social welfare policies, legal mandates, and the agency s needs and responses. GOAL 4: Engage with client systems, conduct strength-based assessments, and formulate goals. Outcome Objectives: Fall: a. Develop strong working relationships with clients and with coworkers at the agency. b. Demonstrate basic assessment skills and the ability to organize information within a problem-solving model. Winter: a. Utilize a strength-based approach in working with clients to identify resources and solutions. b. Develop confidence in utilizing a variety of interviewing protocols. Spring: a. Cultivate sensitivity to special needs and circumstances in developing service plans. GOAL 5: Develop social work interventions with client systems in a rural environment. Outcome Objectives: Fall: a. Identify developmental stages and related life tasks as they pertain to client systems in the agency. Winter: a. Implement interventions with client systems while utilizing a problem-solving model. Spring: a. Apply theories to generalist social work practice within a values and ethics framework. b. Identify with the role of advocate on behalf of various client systems. GOAL 6: Understand the concept of transition and its appropriate application across settings and population groups. Outcome Objectives: Fall: a. Gain an awareness of loss, change, and transition within a context of human lives. 9/14/

84 Winter: a. Build a referral data base and make appropriate referrals, securing linkage. b. Develop interventions that assist clients in accepting loss and creating a future. Spring: a. Plan for the impact of the ending of the client-worker relationship, including selfreflection. GOAL 7: Support the evaluation process and develop research skills as key components of social work practice. Outcome Objectives: Fall: a. Explore agency mechanisms for practice evaluation and develop strategies for assessing client outcomes. Winter: a. Develop and understanding of how research guides and modifies practice. Spring: a. Think critically about the role of evidence in shaping program design and social work practice. b. Utilize supervision to monitor practice outcomes and to evaluate professional skill development. 9/14/

85 The student will be expected to: GRADUATE FIRST-YEAR FOUNDATION FIELD GOALS AND OBJECTIVES GOAL 1: Pursue professional self-development with a commitment to social justice and professional values and ethics. Outcome Objectives: Winter: a. Develop work habits that reflect appropriate and responsible professional behavior. b. Understand and use professional ethical guidelines, particularly guidelines on confidentiality. c. Communicate respect for the client s dignity, individuality, and self-determination. d. Demonstrate evidence of a clear understanding of safety principles in social work practice which are individualized to the student s agency and client population. Spring: a. Articulate a personal value system and identify value conflicts. b. Demonstrate writing skills that reflect objectivity, accountability, and best practice. c. Develop awareness of student s strengths and areas for growth and formulate shortterm plans for further training and career development. GOAL 2: Illustrate use of self in relationship to clients and agency systems in a rural environment with particular appreciation for the differences among people. Outcome Objectives: Winter: a. Take an active role in the learning process by helping to identify learning goals and needs. b. Develop an understanding of and sensitivity to vulnerable and oppressed groups in a rural environment. c. Be aware of interpersonal dynamics in the context of professional relationships with instructors, colleagues, and clients. Spring: a. Begin to function as a team member with a particular appreciation for the differences among people. b. Develop and utilize productive communication styles such as assertiveness, collaboration, and conflict resolution. 9/14/

86 GOAL 3: Promote integration of the agency with other organizations and programs. Outcome Objectives: Winter: a. Become familiar with the agency s mission, structure, personnel, internal resources, community relationships, and the role of social workers. b. Represent the agency and the profession responsibly in various community contacts. Spring: a. Understand the connection between social welfare policies, legal mandates, and the agency s needs and responses. GOAL 4: Engage with client systems, conduct strength-based assessments, and formulate goals. Outcome Objectives: Winter: a. Develop strong working relationships with clients and with coworkers at the agency. b. Demonstrate basic assessment skills and the ability to organize information within a problem-solving model. c. Utilize a strength-based approach in working with clients to identify resources and solutions. Spring: a. Develop confidence in utilizing a variety of interviewing protocols. b. Cultivate sensitivity to special needs and circumstances in developing service plans. GOAL 5: Develop social work interventions with client systems in a rural environment. Outcome Objectives: Winter: a. Identify developmental stages and related life tasks as they pertain to client systems in the agency. b. Implement interventions with client systems while utilizing a problem-solving model. Spring: a. Apply theories to generalist social work practice within a values and ethics framework. b. Identify with the role of advocate on behalf of various client systems. 9/14/

87 GOAL 6: Understand the concept of transition and its appropriate application across settings and population groups. Outcome Objectives: Winter: a. Gain an awareness of loss, change, and transition within a context of human lives. b. Build a referral data base and make appropriate referrals, along with securing linkage for the client. Spring: a. Develop interventions that assist clients in accepting loss and creating a future. b. Plan for the impact of the ending of the client-worker relationship, including selfreflection. GOAL 7: Support the evaluation process and develop research skills as key components of social work practice. Outcome Objectives: Winter: a. Develop an understanding of how research guides and modifies practice. b. Explore agency mechanisms for practice evaluation and develop strategies for assessing client outcomes. Spring: a. Think critically about the role of evidence in shaping program design and social work practice. b. Utilize supervision to monitor practice outcomes and evaluate professional skill development. 9/14/

88 GRADUATE SECOND-YEAR ADMINISTRATION SPECIALIZATION FIELD GOALS AND OBJECTIVES The student will be expected to: GOAL 1: Pursue professional self-development with a commitment to social justice and professional values and ethics. Outcome Objectives: Fall: a. Utilize a variety of agency resources in order to understand agency structure, functions, and roles. b. Develop administrative roles within the context of a social service agency utilizing professional values and ethics. Winter: a. Demonstrate competence in oral, written, and technological reporting procedures at the program and agency levels. b. Identify professional skill development needs and plan for ways to develop and enhance administrative skills. Spring: a. Demonstrate independence in making decisions related to the implementation of professional values and ethics and to the resolution of value conflicts. b. Plan for the future by becoming familiar with professional organizations, credentialing bodies, and licensing laws and their procedures which relate to the student s chosen geographic locale. GOAL 2: Illustrate use of self in relationship to clients and agency systems in a rural environment with particular appreciation for the differences among people. Outcome Objectives: Fall: a. Develop and maintain an awareness of personal values, feelings, and attitudes related to issues of diversity. b. Understand and effectively utilize the agency s formal and informal communication patterns. Winter: a. Utilizing supervision, develop skills in consultation, conflict resolution, and the motivation of self and others. Spring: a. Use relationship and communication skills to independently work with a variety of agency leaders, managers, committees, and boards. 9/14/

89 GOAL 3: Promote integration of the agency with other organizations and programs. Outcome Objectives: Fall: a. Work cooperatively for the welfare of rural families within a network of organizations, agencies, and programs. Winter: a. Utilize a full understanding of the relationship of the agency to other community segments in organizing work assignments. b. Critically evaluate limitations, barriers, and inefficiencies within the agencycommunity context. Spring: a. Understand the impact of political and other environmental forces on program development and implementation within the agency-community context. GOAL 4: Engage with client systems, conduct strength-based assessments, and formulate goals. Outcome Objectives: Fall: a. Develop and sustain roles and relationships with client systems which reflect the integration of theoretical materials from the literature. b. Integrate into the assessment an understanding of the organization s structure, staffing and communication patterns, and decision-making process. Winter: a. Incorporate into the assessment and goal-setting process the biopsychosocial strengths (as well as barriers) that all stakeholders bring to the change process. Spring: a. Understand and apply agency and programmatic surveys, reports, and other data to the needs assessment and goal-setting process. b. Demonstrate sensitivity to disadvantaged rural populations by developing new programmatic goals. GOAL 5: Develop social work interventions with client systems in a rural environment. Outcome Objectives: Fall: a. Incorporate knowledge of organizational theory and system change in program development activities. b. Develop an understanding of and utilize skills in several aspects of the rural agency s personnel administration. Winter: a. Link program development to applicable funding, accreditation, or licensing standards. b. Implement a grant proposal project and other fund-raising activities. 9/14/

90 Spring: a. Implement new or existing programs which apply an understanding of diversity and multi-cultural sensitivity. GOAL 6: Understand the concept of transition and its appropriate application across settings and population groups. Outcome Objectives: Fall: a. Apply knowledge of agency and community history and resources toward the goal of understanding agency transitions. Winter: a. Utilize theories related to organization transition and change in the implementation of new or transformed agency programs or procedures. b. Attend to the needs of all stakeholders in their adjustment to loss, change, and transition. Spring: a. Identify professional strengths and areas for growth and plan future training and career goals. b. Terminate meaningfully with clients, colleagues, the field instructor, and the agency. GOAL 7: Support the evaluation process and develop research skills as key components of social work practice. Outcome Objectives: Fall: a. Link project development or other projects to evidence-based research literature. b. Consult current research literature in the development of a research proposal. Winter: a. Demonstrate an understanding of agency evaluation efforts which incorporate a variety of agency teams, data collection methods, and analytic strategies. b. Implement a research project utilizing the agency s resources and/or affiliations. Spring: a. Utilize supervision to monitor and improve practice and evaluation techniques. b. Formally present all evaluation and research results in a creative, non-threatening manner. 9/14/

91 GRADUATE SECOND-YEAR CLINICAL SPECIALIZATION FIELD GOALS AND OBJECTIVES The student will be expected to: GOAL 1: Pursue professional self-development with a commitment to social justice and professional values and ethics. Outcome Objectives: Fall: a. Utilize a variety of agency resources in order to understand agency structure, functions, and roles. b. Develop the identity of clinical social worker through the application of professional values and ethics in all professional activities. Winter: a. Demonstrate competence in the agency s documentation procedures and the use of technology. b. Identify professional skill development needs and plan for ways to develop and enhance clinical skills. Spring: a. Demonstrate independence in decision making related to the implementation of professional values and ethics and to the resolution of value conflicts. b. Plan for the future by becoming familiar with professional organizations, credentialing bodies, and licensing laws and their procedures which relate to my chosen practice locale. GOAL 2: Illustrate use of self in relationship to clients and agency systems in a rural environment with particular appreciation for the differences among people. Outcome Objectives: Fall: a. Develop and maintain an awareness of personal values, feelings, and attitudes related to issues of diversity. b. Maintain appropriate boundaries within a context of a respectful therapeutic alliance. Winter: a. Utilize feedback from the field instructor and others in order to develop an authentic therapeutic style. b. Identify own reactions to clients, colleagues, and others and the impact on various professional relationships. Spring: a. Resolve conflicting situations by utilizing an open, non-defensive approach. b. Utilize self-awareness and self-care as a foundation for independent practice. 9/14/

92 GOAL 3: Promote integration of the agency with other organizations and programs. Outcome Objectives: Fall: a. Work cooperatively for the welfare of rural families within a network of organizations, agencies, and programs. Winter: a. Identify an opportunity within the agency-community system to serve in the role of advocate on behalf of the client system. Spring: a. Critically evaluate the community service network for limitations, barriers, and inefficiencies and identify potential solutions. GOAL 4: Engage with client systems, conduct strength-based assessments, and formulate goals. Outcome Objectives: Fall: a. Incorporate into the assessment and goal setting process the biopsychosocial strengths that individuals, couples, and families bring to therapeutic interactions. b. Collect, organize, and analyze client data utilizing a case-conceptualization paradigm. Winter: a. Conduct assessments and goal-setting activities with client systems which reflect the application of advanced theories and practice models. b. Utilize cultural sensitivity in treatment planning and realistic goal setting. Spring: a. Identify a client s specialized needs and environmental circumstances to refine assessment skills and treatment planning. GOAL 5: Develop social work interventions with client systems in a rural environment. Outcome Objectives: Fall: a. Conceptualize clinical cases utilizing advanced theoretical knowledge and evidencebased treatment modalities. b. Implement interventions which are based on the assessment and the case conceptualization. Winter: a. Expand and refine case conceptualization skills and generalize learning from one case to another. b. Develop a repertoire of advanced clinical skills and practice modalities with a variety of client systems. 9/14/

93 Spring: a. Show evidence of independent integration of theories, case conceptualization principles, and practice techniques with a variety of clients. b. Develop specialized clinical skills in at least one area of practice. GOAL 6: Understand the concept of transition and its appropriate application across settings and population groups. Outcome Objectives: Fall: a. Attend sensitively to those experiences which initiate, interrupt, change, or terminate the therapeutic process and the provision of services. b. Apply knowledge of agency protocol and community resources toward the goal of continuity of care. Winter: a. Identify a treatment model that addresses loss, grief, and change. b. Develop an awareness of the impact on clinical work of one s own experiences of loss and change. Spring: a. Identify strengths and areas for growth and plan future training and career goals. b. Terminate meaningfully with clients, colleagues, the field instructor, and the agency. GOAL 7: Support the evaluation process and develop research skills as key components of social work practice. Outcome Objectives: Fall: a. Link practice methods to evidence-based research literature. b. Consult current research literature in the development of a research proposal. Winter: a. Assess practice outcomes utilizing the agency s protocols or other methods. b. Implement a research project utilizing the agency s resources and/or affiliations. Spring: a. Utilize supervision to monitor and improve case conceptualization and practice techniques. b. Formally present research results in a creative, non-threatening manner. 9/14/

94 THE LEARNING CONTRACT AND END-OF-THE-QUARTER EVALUATION The learning contract and end-of-the-quarter evaluation is a formal document, which is registered in the student s academic folder. This document, when completed, is to field placement what the syllabus is to classroom-based courses. It describes and predicts what learning and skill building will take place during the quarter for the student and the various experiences that the student will utilize in order to acquire knowledge and practice skills. In short, it is a planning document to ensure that the field experience is well thought out and is comprehensive in scope. Through planning of it and through a full commitment to it by both the student and the field instructor, a field experience will unfold for the student which fulfills its aims and which is of high quality. The learning contract also provides a format for the field instructor to evaluate the student on the student s learning and skill acquisition. Thus, it has two distinct phases or functions but is one cohesive document. The following material deals with the first phase of the document the learning contract. The field experience is focused on achievement of a core set of seven goals with different objectives for each quarter (refer to Field Education Goals in this section). The objectives vary depending on the student s level of study and are found in this section under the following titles: Undergraduate Generalist Social Work Practice, Graduate First-Year Foundation, Graduate Second-Year Clinical Specialization, and Graduate Second-Year Administrative Specialization. These goals and objectives become the foundation for the learning contract portion of the document. The learning contract is jointly developed by the field instructor and the student and is submitted to the field liaison for input and concurrence. As outlined previously in this manual, when one is assigned, the augmented field instructor is also involved in submitting elements and in reviewing and approving the learning contract/evaluation document. As stated above, the Department of Social Work has seven stated goals and quarterly objectives for the focus of the field experience. Taking into account the student s individual learning needs, the field instructor matches these goals and objectives with agency projects and learning opportunities available at that particular site. Thus, the learning contract/evaluation document is developed further. In rare cases, additional objectives may be added to an individual student s learning contract by the field liaison, field instructor, and/or student, with the approval of the field liaison. Finally, it is the student s job to provide thorough descriptions of the learning activities and roles, timelines, and evaluation methods and other detail, and, thus, the document is a complete description of achievement goals, individual responsibilities, and standards for judging success. 11/20/

95 The learning contract portion of the document must include the following components: Seven goals of field education Outcome objectives as developed and/or approved by the field office Learning tasks or projects associated with each stated objective Role of the student in completing each learning task Roles others will take in helping the student implement the task Targeted time period for task completion Method and criteria of evaluation and the person responsible for evaluating the student s work The learning contract/evaluation document is usually developed to span one quarter at a time, but it may be developed for the full academic year, with specific learning tasks specified for each quarter. Either way, it must be submitted quarterly, by designated due dates (refer to the Calendar section), to the field liaison for review and approval. As stated above, the learning contract/evaluation document also incorporates many elements related to how the student and the field instructor are planning for evaluation of the student s learning. An explanation of the policy and procedures related to actually preparing the endof-the-quarter evaluation can be found following this section and the sample learning contract/evaluation sample format. Procedures: As stated above, the field experience works out best and is less subject to disappointment on the part of any of the participants if it is planned out and if it contains clear expectations of organized activities which meet those expectations. Below is an outline of procedures that work well for developing a learning contract/evaluation document: 1. It is expected that the student will have preliminary discussions with the field instructor and will take thorough notes regarding agency projects, expected student roles, the supervisory roles of others in the agency, timelines, evaluation procedures, and standards for the student s success. Following this discussion, the student will then put together a formal document that describes these elements and outlines detailed expectations regarding his or her performance while in the field placement. 2. The learning contract/evaluation document is edited until it is mutually agreed upon by the student and the field instructor and is submitted to the field liaison. This would indicate that a follow-up conference between the student and the field instructor may be necessary prior to that submittal in order to incorporate refinements or details that either one would like to include that further define the expectations. 3. When an augmented field instructor is involved with a student s learning, the student will request that he or she review the learning contract/evaluation document and provide suggestions or additions. 11/20/

96 4. Finally, the field liaison will review the learning contract/evaluation document and may request clarifications regarding the student s activities, the student s role, or the evaluation methods, etc. The field liaison will be looking for enough detail in the descriptions to be assured that the student has a full commitment to a specified quantity and quality of field work. 5. The student is responsible at all stages for typing the learning contract/evaluation document and for obtaining all the required signatures. The pages of the document should be numbered, and the pages should be stapled together. Prior to submittal to the field liaison, the student should make two copies, one for self and one for the field instructor, to serve as an agenda to guide the field placement throughout the quarter. 6. After making any corrections or changes requested by the field liaison and after approval and signature of the field instructor, the student submits the final learning contract/evaluation document back to the field liaison with the previous draft attached. The liaison will review it, sign off, and maintain it until the final end-of-the-quarter evaluation portion has been submitted, at which time both documents will be submitted to the student s academic record in the department. 7. Amendments: The student and the field instructor, in collaboration, may amend the learning contract/evaluation document throughout the quarter as changes in the agency or the student s situation occur. The student should notify the field liaison, in writing, of any changes that are significant. 8. The student and the field instructor should consider the learning contract/evaluation document to be a tool to structure the field experiences for the student and to keep track of the student s achievement for the quarter. It should be utilized as a guide or checklist for weekly supervision meetings between the student and the field instructor, and, finally, it provides a format for formal evaluation of the student s social work practice in the field. On the following page is an example of the learning contract/evaluation document which includes appropriate headings, the content described above, and signature lines. All students should utilize this outline which is provided in this manual on the Department of Social Work s website. Following the sample learning contract/evaluation is a more detailed presentation of the topic of formal end-of-the-quarter evaluation of the student. 11/20/

97 LEARNING CONTRACT/EVALUATION SAMPLE Name: Agency: UNDERGRADUATE LEARNING CONTRACT/EVALUATION, QTR,20 Goal 1: Pursue professional self-development with a commitment to social justice and professional values and ethics. (Sample goal only; this content would change.) Objective A: Develop work habits that reflect appropriate and responsible professional behavior. (Undergraduate sample only; this content would change throughout.) LEARNING CONTRACT The Learning Activity: 1.Describe the learning task or project to fulfill the above objective: (This Information is to be provided by the student.) 2.Describe the roles of the student, field instructor, and others who will assist you: (This Information is to be provided by the student.) 3.Provide a target date for completion of the project: (Provided by the student.) Evaluation Planning and Mechanisms: 1. Who is going to evaluate the student: (This Information is to be provided by the student.) 2. What are the methods by which the project will be evaluated ( examples are direct observation, review of written work, discussion with the student, consultation with others, etc.): (This Information is to be provided by the student.) 3. What are the expected qualities of the work that will be assessed or the skills that will be demonstrated by the student: (This Information is to be provided by the student.) END-OF-THE-QUARTER EVALUATION Scoring (Circle or Highlight): N No Opportunity to Demonstrate/Not Applicable 3 Satisfactory Performance 1 Unsatisfactory Performance 4 Above Average Performance 2 Below Average Performance 5 Superior/Outstanding Performance Optional Comments: (This Information is provided by the field instructor at the end of the quarter.) 11/20/

98 FINAL COMMENTS BY FIELD INSTRUCTOR Required Comments (please summarize your student s overall performance and indicate areas for future growth): (This section occurs one time at the end of the document only, right before the signatures; these comments are provided by the field instructor at the end of the quarter.) SIGNATURES (Maintain signatures on a separate page) X Student Date X Field Instructor Date X Augmented Field Instructor (if assigned)* Date *In rare cases in which the field instructor does not have the designated social work degree per accreditation standards for social work programs, the field instructor and the student must agree to augment the placement with a designated MSW who will reinforce a social work perspective. This perspective is designed to emphasize the values, ethics, and historical traditions of social work with a focus on and a respect for diversity, practicing with cultural competence, and working with client systems within the context of the environment. X Field Liaison Date ***************************************************************************** The above sample would be page one of a learning contract for the undergraduate generalist program. The above sample uses the first goal and the first objective under that goal to illustrate the format. As stated above, the goals and objectives for each student level and for all quarters are included at the beginning of this section of the field manual. Goals and objectives should be inserted into the first two boxes of each section of the learning contract throughout the document. In reality, this has already been done for the student via the social work website. The student would download the learning contract template for his or her level of study from the website and utilize computer skills to save it to a file Finally the student would insert the content that would describe the student s field experiences for the quarter. 11/20/

99 While this section has described the learning contract preparation phase of the document, the following section deals with the evaluation phase in clearer detail. EVALUATION OF STUDENT PERFORMANCE IN THE FIELD PRACTICUM A student cannot pass field courses without an approved learning contract and a satisfactory end-of-the-quarter evaluation, based on that learning contract. These two phases of field documentation are tightly linked; they document the student s achievements in field, and eventually lead to a grade for field. A grade of Credit or Fail for field is assigned by the field liaison based on the following conditions: 1. The student demonstrates achievement of the goals and objectives stated in the student s learning contract as evaluated by the field liaison during agency contacts and through review of the field instructor s end-of-the-quarter written evaluation of the student, wherein the field instructor assesses performance on each learning task in the student s learning contract on a 5-point Likert scale. In order to be assigned a grade of Credit, the student is expected to achieve no more than one or two total combined scores at a level below a 3 ( no opportunity to demonstrate/not applicable, unsatisfactory, or below average performance ), and, likewise, all other scores must be at a level of 3 or above ( satisfactory performance, above average performance, and superior/outstanding performance ). 2. The student successfully conceptualizes and constructs all required departmental field documentation. 3. The student adheres to field deadlines. 4. The student attends all required field meetings. 5. The student adheres to the NASW Code of Ethics and practices mature professional behavior. As stated above, the field liaison is responsible for assignment of the field grade with input from the field instructor. The field liaison will be in contact with the field instructor and the student, and both the student and the field instructor are urged to bring any difficulties related to the practicum to the attention of the field liaison, in order that satisfactory learning can be developed and maintained. For more information on student s problems, see Student Performance Problems in Field Instruction, Guidelines for Problem-Solving in Field Education, Termination from the Field, Academic Performance Review Policy, and Appeals in this manual. End-of-the-quarter Evaluation: At the end of each quarter, no later than the date designated on the academic calendar included in this manual, field instructors must submit a written evaluation of each student s progress for that quarter. Though this formal field evaluation is required to be submitted at the end of each quarter, evaluation also should be regarded as an 11/20/

100 ongoing part of regularly scheduled supervisory conferences between the student and the field instructor and should be based on the mutually agreed-upon learning contract/evaluation document. This is a natural part of the supervision process and will lead to professional growth on the part of the student. Therefore, it is expected that the student will actively participate in the ongoing process of his or her evaluation informally throughout the quarter and formally at the end of the quarter. Procedures for Formal Evaluation: Procedures for the end-of-the-quarter, formal evaluation are outlined below: 1. As noted in the previous learning contract/evaluation sample presented above, the formal evaluation process would have been planned and described in the document from the beginning of the quarter. Further, the learning contract/evaluation document would already have an evaluation section at the end of each described learning task or project. Therefore, the expectations have already been spelled out, a scoring system has been provided for the field instructor to use, and a place for comments and guidance for the future is provided. 2. As the field instructor usually has a copy of the learning contract/evaluation document or has it on a disc, the mechanism already exists for providing a formal evaluation to the student. The student is responsible for providing sufficient advance notice to the field instructor of the due date for the evaluation. The student should also provide a copy of the document or the disc to the field instructor if he or she does not have one. 3. The field instructor will hold an evaluation conference with the student to discuss the student s achievements and will complete the evaluation part of the document. The field instructor will provide a score for each learning task according to the scoring guide provided (see sample learning contract/evaluation document above). 4. The field instructor may provide optional brief comments throughout the document which discuss the student s performance related to each field learning task or project. These comments need not be lengthy and would focus on strengths and/or areas for growth. There is a required comments section at the end of the evaluation in which a summary of the student s achievements should be provided by the field instructor. 5. The field instructor will sign the learning contract/evaluation document. The student will also sign the evaluation, which indicates that he or she has read and discussed the evaluation with the field instructor. If an augmented field instructor is involved, he or she will also contribute to the evaluation and sign off. 6. If the student disagrees with the field instructor s evaluation, he or she will be encouraged to submit at that time an additional statement to be included with the formal learning contract/evaluation document. 11/20/

101 7. The student will deliver a hard copy with original signatures of the learning contract/evaluation document to the field liaison by the announced date. Refer to the sample learning contract/evaluation document (shown above) for illustration of the above-mentioned evaluation elements. As the signature format changes a little on the evaluation document, the sample below illustrates these changes. Sample of signatures on the evaluation document: SIGNATURES (Maintain signatures on a separate page.) I have read and discussed this evaluation. X Student Date I have prepared this evaluation. X Field Instructor Date Reviewed by: X Augmented Field Instructor (if assigned) * Date *In rare cases in which the field instructor does not have the designated social work degree per accreditation standards for social work programs, the field instructor and the student must agree to augment the placement with a designated MSW who will reinforce a social work perspective. This perspective is designed to emphasize the values, ethics, and historical traditions of social work with a focus on and a respect for diversity, practicing with cultural competence, and working with client systems within the context of the environment. Reviewed by: X Field Liaison Date ************************************************************************ STUDENT S OPTIONAL APPENDED STATEMENT (An appended statement may be added if desired) 11/20/

102 11/20/

103 SCHEDULING OF THE UNDERGRADUATE FIELD AND PRACTICE COURSES The senior practice sequence involves three separate, inter-related courses; throughout the senior year, the student must register each quarter for each of the three courses: SW 396, 397 & 398: SW 491A, B & C: SW 492A, B & C: The practice class is taught fall, winter, and spring for two hours on Mondays and Wednesdays, from 1 to 3 p.m. The integrative seminar is taught fall, winter, and spring, once a week, for two hours. There are from one to three sections of this seminar offered each quarter, also, on Mondays and Wednesdays. The student must commit to the same seminar for each of the three quarters. For the field practicum, the student must complete 120 hours in the field during fall quarter, 160 hours during winter quarter, and 160 hours during spring quarter. The field practicum is to be arranged in at least half-day blocks of time, thus precluding the student from making short visits to the agency between other classes. Problems in scheduling for the field arise when the student has additional class commitments to complete for graduation beyond the senior practice sequence or when a student is employed part-time. Often these problems can be resolved, but sometimes they are insurmountable. It is important for the student to remember that this sequence is required for the major, that the three parts must be taken concurrently, and that no part of it can be waived in order to schedule other classes or to meet other commitments. As part of the field placement process, course-scheduling issues must be discussed with the faculty advisor and a field faculty member in order that a clear and complete yearly scheduling plan is formulated. After the senior practice sequence begins, additional scheduling issues that involve field practicum hours must be resolved with the field instructor. Unexpected or unresolved scheduling issues must be brought to the attention of the field director. 9/14/

104 SCHEDULING OF THE GRADUATE FIELD PRACTICUM The graduate field practicum adheres to the goals of the university and to those of the program; it represents an opportunity for integrated knowledge and skill building. In this professional program, it is an educational value that the field practicum be continuously linked with the other four curriculum areas: practice, human behavior in the social environment, research, and policy. Consequently, it is important that the student schedule the appropriate field courses concurrently with the other courses that are required for each quarter of the program. It is especially critical that the student s participation in the practice courses be concurrent with participation in field. Due to the very close link between the various courses and field, any decision to withdraw or to postpone one of them (in a quarter when they are scheduled to be taken together) will require a decision to withdraw from or postpone the other. The following schedule outlines the field practicum course sequence: SW 591: SW 592: SW 691: SW 692: SW 693: The student must complete 160 hours in the field during winter quarter of the foundation year. The student must complete 200 hours in the field during spring quarter of the foundation year. The student must complete 200 hours in the field during fall quarter of the advanced year. The student must complete 200 hours in the field during winter quarter of the advanced year. The student must complete 200 hours in the field during spring quarter of the advanced year. The program requires between 16 and 20 hours of fieldwork and between 14 and 16 hours of class work each quarter, exclusive of travel, study, etc. Therefore, the time required to complete the program is extensive, and students must consider how they will incorporate the program s requirements into their other life commitments. Prior to beginning the first quarter of fieldwork, the student is strongly encouraged to talk with his or her advisor or someone in the field office regarding how to best manage these issues. The field practicum is typically scheduled in at least half-day blocks of time. The student may not, on a regular basis, schedule short visits to the agency between other commitments. Due to commitments made to the agency by the program and because of the close link between the field practicum and other course work, field hours are to be divided equally between each week in the quarter and may not be completed early. Any deviation from this must be discussed with and approved by both the field instructor and the field liaison. Any problems that develop regarding scheduling or the completion of hours must be brought to the attention of the field instructor and the field liaison immediately. If necessary, the field director will also be notified. 9/14/

105 GRADING OF THE UNDERGRADUATE FIELD AND PRACTICE COURSES When the student enrolls in the senior practice sequence, he or she is embarking on a professional course of study that involves a combination of class, seminar, and practicum. A separate grade will be assigned for each of the three courses involved in the series: SW 396, 397 & 398, Social Work Practice: SW 491A, B & C, Integrative Seminar (Fall, Winter, & Spring): SW 492A, Field Practicum (Fall): SW 492B, Field Practicum (Winter): SW 492C, Field Practicum (Spring): 4 credit hours, A-F grading 2 credit hours, A-F grading 4 credit hours, credit/fail grading 5 credit hours, credit/fail grading 5 credit hours, credit/fail grading As stated previously in this section, the field practicum grade is assigned by the field liaison and is largely based on a written evaluation from the field instructor at the end of the quarter (see Evaluation of Student Performance in the Field Practicum for complete grading explanations). 9/14/

106 GRADING OF THE GRADUATE FIELD PRACTICUM The field experience for the social work graduate program is divided into two broad categories: Foundation Field and Specialized Field (either Clinical or Administration). Field goals are consistent with university and program goals and remain the same throughout the Ohio University MSW field curriculum. The objectives for each quarter of fieldwork are different as are the objectives for each of the two specializations. The goals and objectives of field can be found at the beginning of this section of the manual. As stated earlier in this manual, each quarter of field is graded Credit/Fail. No student who sustains a single failing grade in the field practicum will be retained in the program. Students may also be placed on academic probation or be terminated from the program for academic misconduct or a violation of the NASW Code of Ethics in the field or in the classroom. A separate grade will be assigned for each quarter in the field practicum as follows: SW 591, Foundation Field (Winter, 16 hours per week): SW 592, Foundation Field (Spring, 20 hours per week): SW 691, Specialized Field (Fall, 20 hours per week): SW 692, Specialized Field (Winter, 20 hours per week): SW 693, Specialized Field (Spring, 20 hours per week): 4 credit hours, credit/fail grading 4 credit hours, credit/fail grading 4 credit hours, credit/fail grading 4 credit hours, credit/fail grading 4 credit hours, credit/fail grading As previously stated in this section, the field practicum grade is assigned each quarter by the field liaison based on a written evaluation of the student from the field instructor. Also, information from field visits and other contacts with the field instructor and student may be considered in determining the grade. 9/14/

107 OHIO UNIVERSITY Department of Social Work SOCIAL WORK 492A, B & C, FIELD PRACTICUM, I, II & III This is a supervised field placement for undergraduate seniors for fall, winter, and spring quarters and is taken concurrently with SW 491A, B&C and SW 396,7&8. INSTRUCTORS AND OFFICE HOURS Freve Pace, LISW-S Carole W. Alder, LISW-S Tracy Pritchard, LISW-S 577 Morton Hall 535 Morton Hall 522 Morton Hall pace@ohio.edu alder@ohio.edu pritchar@ohio.edu Hours: M,11-12;W,12-1 Hours: Wed.,3-5 Hours: M&W,1-2 COURSE SUMMARY The undergraduate senior must register for these three field courses during fall, winter, and spring quarters. Individual call numbers apply to each quarter; consult the university s Schedule of Classes. The field practicum does not involve meeting in a university classroom for instruction. It consists of a three-quarter, hands-on experience in a social service agency and is taken concurrently with SW 491A,B&C (integrative seminars) and SW 396,7&8 (practice classes). During the field placement experience, the student begins with observation and gradually progresses toward more independent social work practice. The student learns and practices the social work roles of teacher, broker, counselor/clinician, and advocate in generalist practice. The field practicum is required for all senior social work students for graduation in the major. These field courses are designed to address most of the educational objectives of the undergraduate social work program and to assist the student in building generalist practice skills at the professional-competency level. These courses also provide a context for student research projects and include a commitment to community service. Throughout the field practicum sequence, the student applies theory to practice, while under the supervision of a competent practitioner the field instructor. Utilizing the seven goals of field education, as incorporated into the student s learning contract, the student is guided through the field practicum, which incorporates the following elements: professional development, cultural and social diversity within the practice setting, social work practice with an emphasis on disadvantaged groups and social justice, use of self and self-awareness, professional relationships and supervision, social work values and ethics, practice implementation and evaluation, organization and policy analysis, and research. 9/14/

108 Additionally, the specific learning objectives subsumed under each of the seven goals are progressive and comprehensive in terms of providing a complete learning experience at the undergraduate level. These objectives are specific to each quarter of the field experience and, along with the seven goals, are presented in the Field Education Manual. All of these elements come together to form the basis of the student s learning contract. Into this outline, the student will incorporate actual learning activities or tasks. This integration of goals, objectives, and tasks leads to an individualized contract, which spells out the expectations for the student for each quarter separately. The student s actual learning tasks and activities chosen for a given quarter will be derived from the following: the student s learning needs and interests, the student s level of knowledge and skill, the opportunities available at the agency, and the availability of appropriate supervision. This document is the course syllabus for the field practicum courses. Further, the material in the Field Education Manual outlines additional course requirements. In addition, the student s individual learning contract specifies the field goals, objectives, and activities for that student for a specific quarter. Therefore, all three of these documents are to be considered as constituting the field syllabus and are to be consulted for guidance and help with decision-making on the part of the participants. COURSE OBJECTIVES The seven goals of field education, as outlined in the field manual, are indeed the objectives for the course. These seven goals of field education, along with subsumed learning objectives for each quarter and inclusive of the learning tasks selected by the student and the field instructor, make up the field curriculum and address most of the social work undergraduate program objectives. The seven goals of field are as follows: 1. Pursue professional self-development with a commitment to social justice and professional values and ethics (relates to Program Objectives A1, A2, A4B, A5, A6, A7B, A8, B5, and C1). 2. Illustrate use of self in relation to clients and agency systems in a rural environment with particular appreciation for the differences among people (relates to Program Objectives A1, A2, A3, A4B, A5, A7B, and A8). 3. Promote integration of the agency with other organizations and programs (relates to Program Objectives A1, A3, A4B, A5, A7B, A8, and B5). 4. Engage with client systems, conduct strength-based assessments, and formulate goals (relates to Program Objectives A1, A2, A3, A4B, A5, and A7B). 5. Develop social work interventions with client systems in a rural environment (relates to Program Objectives A1, A2, A3, A4B, A5, A6, A7B, A8, and B5). 6. Understand the concept of transition and its appropriate application across settings and population groups (relates to Program Objectives A1, A2, A3, A4B, A5, A7B, A8, and B5). 7. Support the evaluation process and develop research skills as key components of social work practice (relates to Program Objectives A4B A5, A6, A7B, B3, B4, and B5). 9/14/

109 ATTENDANCE POLICIES Weekly attendance in field is required for completion of the field courses and for course credit. The field practicum consists of 440 hours: 120 hours for fall for 4 credits and 160 hours each for winter and spring for 5 credits each. These hours must be completed within the quarter. In conjunction with his or her field instructor, each student arranges a schedule for field hours in at least half-day blocks of time. This plan precludes making short visits to the agency between other classes. In following the concurrent model, the student s field schedule should include field hours for each week of classes, and hours should not be stockpiled, completed early, nor extend into final-exam week or inter-quarter breaks (refer to the Field Education Manual for additional details). It is a requirement of this course to participate successfully in the field practicum according to the above required hours and according to the schedule that is negotiated with the field instructor. Mature professional behavior is expected, and students must follow the individual agency s policies regarding notifying the field instructor of illness or other legitimate absences. The university s policy on legitimate absences will apply; legitimate absences are illness, death in the immediate family, religious observance, jury duty, and involvement in university-sponsored activities. It is not acceptable to be absent from field placement for any other reason (an exception is severe weather; see policy below). Field placement hours that are missed due to illegitimate reasons will affect your field grade and could lead to a grade of F. Severe weather could affect your attendance at your field placement; in fact, students should not travel to their placement agency during dangerous weather conditions. The student is advised to consult local weather reports, the highway patrol, and his or her field instructor for needed information in order to make a sensible and safe decision. All field hours that are missed for any reason must be made up within the quarter, and after the field practicum begins, any scheduling issues that come up are to be resolved with the field instructor, and such resolutions should be congruent with the previously stated guidelines. Unresolved scheduling issues must be brought to the attention of the field director. Any deviation from the above policy, no matter how slight, must be brought to the attention of the field liaison. GRADING POLICIES The field practicum is graded Credit or Fail, and the grade is assigned by the field liaison based upon the following conditions: 9/14/

110 1. The student demonstrates achievement of goals and objectives stated in the student learning contract as evaluated by the field liaison during agency contacts and following review of the field instructor s end-of-the-quarter written evaluation of the student wherein the field instructor assesses performance on each learning task in the student s learning contract on a 5-point Likert scale. In order to be assigned a grade of Credit, students are expected to achieve no more than one or two total combined scores at the following levels: no opportunity to demonstrate/not applicable, unsatisfactory, or below average performance levels. All other scores must be at a level of satisfactory performance or above. 2. The student successfully conceptualizes and constructs required departmental field documentation. 3. The student adheres to field deadlines. 4. The student attends all required field meetings. 5. The student adheres to the NASW Code of Ethics and practices mature professional behavior. The individualized evaluation is the final product of the student s learning contract, in which he or she contracts for a variety of learning experiences and participation in agency projects. This evaluation reflects the student s performance in social work practice, in ethical behavior, and in professional development. The evaluation documents the actual completion of the student s learning tasks as well as the quality of the work and exceptional achievement, and it identifies areas for further growth and learning. The student s end-of-the-quarter field evaluation is due in the social work office no later than Friday of the 9 th week of the quarter and will be considered by the field liaison in determining a grade for field. For additional information regarding the learning contract and evaluation, see below and refer to the field manual sections entitled Learning Contract and End-of-the-Quarter Evaluation. Both the learning contract and the evaluation are signed by the field instructor, the student, the augmented field instructor (if applicable), and the field liaison and become part of the student s permanent record in the department. In addition to the evaluation, information obtained from field visits or other contacts with the field instructor or student or information obtained from the student s documented work and/or reflections in the field journal may be considered in determining the grade. A failure in the field courses could relate to issues of academic competence, professional competence, and/or ethical competence. For additional information on failure or termination from the field practicum, refer to the Field Education Manual, Student Performance Problems in Field Instruction and Termination from the Field. Note: The student must complete all required hours in the field practicum. Failure to complete required field hours for the quarter will impact the student s grade. 9/14/

111 The field courses (SW 492A,B&C) coordinate with and are part of the senior-level practice and field courses (SW 396,7&8; 491A,B&C). Failure ( F ) in this course (SW 492A, B&C) or in any of the senior-level practice, seminar, or field courses will eliminate the opportunity of continuing in all of the courses in the senior sequence. If a student fails or chooses to withdraw or is required to withdraw from one of these courses, he or she must withdraw from the others. A decision to re-enroll in a subsequent quarter must include approval to register for all three related courses. ASSIGNMENT REQUIREMENTS 1. Field Practicum Hours: The student must complete and document 440 hours of social work practice in a local or regional agency, under the supervision of a field instructor at the agency, which must be currently affiliated with the social work department. In order to receive credit, these hours must be documented on the Weekly Attendance Report and turned in to the field liaison every two weeks. Refer to the Field Education Manual for complete details. 2. Learning Contract: Field activities and assignments are dictated by the student s learning contract. Each student must generate a learning contract based on the seven goals of field education, program-level objectives, and learning tasks available at the agency. Field goals, program-level objectives, and directions for constructing the learning contract are presented in the Field Education Manual. The student has the responsibility to consult with the field instructor regarding activities available at the agency and to prepare the learning contract each quarter, which is to be submitted to the field liaison for his or her approval by the due dates outlined in the calendar section of the Field Education Manual. It is the student s responsibility to fulfill the learning contract and to notify the field instructor or the field liaison immediately if fulfillment is not possible. 3. Evaluation: The evaluation of the student s work is due at the end of each quarter. Consult the Field Education Manual for a description and directions. This document, which is a periodic evaluation of the student s fieldwork and which provides recommendations for the student s professional growth, is initially formatted by the student and submitted to the field instructor for preparation. After discussion of the contents of the evaluation with the field instructor, the student submits the document to the field liaison by the due date outlined in the Field Education Manual. This course coordinates with SW 491A, B&C (Integrative Seminar, I, II & III) and SW 396,7&8 (Social Work Practice, I, II & III), as the assignments for the practice class and for seminar class are integrated with the field-practicum experiences in terms of timing and skill acquisition. Further, these assignments utilize the knowledge of the field instructor or other agency personnel, agency data and information, and other agency and community resources. 9/14/

112 ACADEMIC MISCONDUCT Academic misconduct is a Code A violation of the Ohio University Code of Student Conduct. Academic misconduct refers to dishonesty or deception in fulfilling academic requirements. It includes, but is not limited to, cheating, plagiarism, un-permitted collaboration, forged attendance (when attendance is required), fabrication (e.g., use of invented information or falsification of research or other findings), using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time), knowingly permitting another student to plagiarize or cheat from one s work, or submitting the same assignment in different courses without the consent of the instructor. If you are found to be involved in academic misconduct, you may receive a grade penalty for academic misconduct and/or a referral to the university judiciaries, which may subject you to the full range of sanctions (reprimand, disciplinary probation, suspension, or expulsion from the university). EDUCATIONAL EQUITY AND DISABILITY SERVICES During the field placement process, the student is given opportunity to declare a disability situation and to discuss accommodations with either the field liaison or the field instructor. The student should take advantage of early disclosure opportunities. In order to obtain accommodations pertaining to the appropriate assignment to an agency, to field placement projects and activities, or to assignments which are due to the field liaison (e.g., learning contract or evaluation), it is the responsibility of the student to notify both the field instructor and the field liaison, well in advance of the course, of his or her registration with the office of Disability Services and of the particular accommodations that are needed and recommended. The office is located at the Office for Institutional Equity (OIE), Crewson House, corner of Court and Mulberry Streets; telephone is as follows: INTELLECTUAL PROPERTY RIGHTS The materials associated with these classes, which have been developed by the instructors, are copyrighted in their names as of January 7, Course content may not be recorded or shared with anyone not enrolled in the program, except by the instructor s permission for purposes of Institutional Equity. REQUIRED READING Other than the Field Education Manual, no specific readings are required by the field liaisons or by the field office for these courses. Individual field instructors may suggest or require articles or books for that particular agency or setting, and, of course, readings for the practice classes (SW 396, 397, and 398) would be relevant to the field practicum at all levels. 9/14/

113 COURSE CALENDAR Refer to the Field Education Manual for the course calendar. This calendar actually commences during winter quarter of the junior year and outlines activities and due dates for various phases of the field experience, from initial orientation, to the field application and interviewing process, and to finalizing a placement at an agency. The calendar continues with critical requirements and due dates relevant to the field experience during the senior year and ends with the final requirement the end-of-the-quarter evaluation for spring quarter. The day-to-day activities at the field placement are dictated by the student s learning contract under the supervision of the field instructor. COURSE OUTLINE FOR FALL QUARTER In each agency setting, students begin as observers. They are provided with an orientation to the agency, to the community, and to client systems. This orientation usually covers about half of the quarter, but this will vary among the agencies, depending on the agency s size and complexity. Students are actively involved in this process and seek and obtain sufficient information to understand and analyze the setting and its relationship within the community s network of services and with state and local policies. As an aside, the orientation activity is reinforced later in the practice class. During fall quarter, for instance, a required assignment for SW-396 is the completion of an organizational analysis. This written analysis allows the student to learn a higher level of detail about his or her agency, and developing an understanding of this information will be useful throughout the remainder of the year, not only for practical purposes within the agency but for other practice-class assignments as well. Following orientation, the student begins a process of implementing selected practice assignments under the direction of an agency worker or the field instructor. Often, the student is paired with a seasoned worker, and with this method, the seasoned worker takes the lead in a case or situation. The student has a subordinate role, and at times, the seasoned worker will assign beginning-level responsibilities to the student throughout the quarter. When the student and the seasoned worker are working as a partnership, the student frequently has a chance to observe a variety of interventions but also has a chance to directly implement less complex actions. Later in the quarter, depending on the student s ability and readiness, as determined by the field instructor and the student, the student assumes increased responsibility and more challenging assignments. This may occur towards the end of fall quarter or at the beginning of winter quarter. All student activities throughout the quarter are outlined in the student s learning contract, and field practicum activities address undergraduate social work program objectives A1, A2, A3, A4B, A5, A6, A7B, A8, B4, B5, and C1. 9/14/

114 Field Integration with Seminar and Practice Class: Key topics in practice class during this quarter are as follows: a focus on individuals and families within a community context; engagement with client systems; interviewing and assessment; reflective use of self; applying theoretical constructs to social work practice; analyzing the practice agency in preparation for winter and spring projects related to grant writing, agency funding, and research projects. All of these topics are very useful for early development of practice skills and also in the development of awareness of self and others within the practice environment. During this time, the integrative seminar class provides weekly opportunities for journaling and analysis of field experiences and for group sharing and discussion of those experiences. Further, structured assignments in seminar, namely, the goal-setting exercise and the written selfexploration assignment, reinforce emerging skill development as well and assist with the development of a practice framework. COURSE OUTLINE FOR WINTER QUARTER By the beginning of this quarter, students assume increasing responsibility pertaining to assignments from the field instructor and/or other agency members. Students also receive an appropriate level of supervision from the field instructor or others at the agency, which is provided at an appropriate level, based on the student s level of independence and the level of risk related to the practice assignments. The nature of the student s assignments varies according to the practicum setting, but all of the student s assignments are outlined in the student s learning contract, and some of them continue throughout the remainder of the academic year. In various contexts, the students are engaged in applying the problemsolving model to various client systems. Thus, they are involved in the various phases of social work: engagement, assessment, goal formulation, planning, implementation, and evaluation. Sometime in winter quarter (or spring) the student may be functioning in a professional role similar to other agency social workers but will be performing fewer and less difficult work assignments. The field practicum activities relate to the undergraduate social work program objectives A1, A2, A3, A4B, A5, A6, A7B, A8, B4, B5, and C1. Field Integration with Seminar and Practice Class: Key topics in practice class during this period are as follows: continuing the focus on practice with individuals and families; work with groups; interventions with various client systems; and developing an agency-oriented research proposal. These topics coordinate well with the field activities of a student at midlevel development. For example, students will be required to analyze one particular case or client utilizing the technique of process recording as a tool and drawing on theoretical constructs. This assignment will typically involve direct coordination with their field work. Further, the student will prepare a research proposal with draws on their expanded knowledge of their agency and basic research skills which were acquired in the junior year. Meanwhile, in seminar class, the students are required to continue with journaling and class discussion of field work and to complete a written assignment which requires them to explore and analyzing in depth the culture of someone who is different from them. This assignment utilizes interviewing, organizing, and analyzing skills that are taught in both fall and winter practice classes, as well as other courses in the curriculum. 9/14/

115 COURSE OUTLINE FOR SPRING QUARTER During spring quarter, students assume greater responsibility for practice assignments which are aligned with steadily decreasing supervision. Field experiences continue to be oriented to application of the problem-solving model, and, thus, the student remains involved in the activities of assessment, goal formulation, planning, implementation, and evaluation. The nature of these assignments varies according to the practicum setting, but in each setting, the student is offered the opportunity to carry out alternative social work roles and interventions. All assignments which are taken on are documented in the student s learning contract, and the student uses this agreement as a mechanism to take responsibility for his or her learning goals. By the end of the quarter, the student is expected to be functioning in the same professional roles as other social workers in the agency. The student may also be taking on additional roles that align with his or her particular areas of interest. The quality and quantity of the student s work increases accordingly throughout the quarter as the student builds knowledge and skills. The field practicum activities for this quarter address undergraduate social work program objectives A1, A2, A3, A4B, A5, A6, A7B, A8, B4, B5, and C1. Field Integration with Seminar and Practice Class: Key topics in practice class during this quarter are as follows: continuation of practice skills with individuals, communities, and organizations; securing social service funding through grants or other funding projects; and analyzing and reporting on research data. At this point, the students are applying course content to agency needs and problems, thus the grant-writing project and the research analysis. The grant-writing project will utilize course content plus the student s knowledge of their agency and agency resources. Some students will be utilizing agency resources for a research project, but all students, having had the background of pursuing a research question winter quarter, will have a data set to analyze and interpret. In the seminar class, there is a continued emphasis on self-awareness and sensitivity to differences as the student continues to consider personal and professional values and beliefs utilizing case scenarios. Finally, at the end of the quarter, the students take an historical inventory and analyze their personal and professional growth over the entire year utilizing a structured essay assignment. This assignment also requires that the student incorporate salient social work principles and theories that the student has found useful in social work practice, and, as mentioned, requires considerable self-reflection. For further information on course requirements, course deadlines, course grading, full curriculum description, field policies and procedures, professional behavioral guidelines, and the NASW Code of Ethics, the student should read and understand the Field Education Manual, which is an extension of the course syllabus. 9/14/

116 OHIO UNIVERSITY Department of Social Work SOCIAL WORK 591 & 592, FOUNDATION FIELD PRACTICUM, I & II This is a supervised field placement for first-year graduate students for winter and spring quarters and is taken concurrently with practice classes, SW 542&3. INSTRUCTORS AND OFFICE HOURS Freve Pace, LISW-S Carole W. Alder, LISW-S Tracy Pritchard, LISW-S 577 Morton Hall 535 Morton Hall 522 Morton Hall pace@ohio.edu alder@ohio.edu pritchar@ohio.edu Hours: M,11-12;W,12-1 Hours: Wed.,3-5 Hours: M&W,1-2 COURSE SUMMARY The first-year graduate students in social work must register for these two field courses during winter and spring quarters. Individual call numbers apply to each quarter; consult the university s Schedule of Classes. The field practicum for foundation year does not involve meeting in a university classroom for instruction. It consists of a two-quarter, hands-on experience in a social service agency and is taken concurrently with SW 542&3, the social work practice classes. The foundation field practicum is required for all students in the graduate program (except advanced standing), and students must complete this practicum in order to advance to the second year of the program. The field hours that are required are outlined below and in the Field Education Manual. These two courses are designed to address most of the educational objectives of the graduate social work program, and by nature, they include a commitment to community service. The two field practicum courses for the first year of the graduate program assist the student in progressively building a solid substructure of knowledge, skills, values, and ethics in the area of social work practice. Utilizing the department s associations with community social service agencies, the field experience creates a context for the student for personal and professional development and provides structured opportunities for the student to apply content from the four primary curricular areas. During the field placement experience, the student begins with observation and gradually progresses toward more autonomous social work practice. The student learns and practices the social work roles of teacher, broker, counselor/clinician, and advocate in generalist practice. Within this context, the student will be laying the foundation for the development of basic generalist skills in social work practice in order that in the advanced year, specialized skill development can take place which is related to the student s area of concentration. 9/14/

117 Throughout the field practicum sequence, the student applies theory to practice, while under the supervision of a competent practitioner the field instructor. Utilizing the seven goals of field education, as incorporated into the student s learning contract, the student is guided through the field practicum, which incorporates the following elements: professional development, cultural and social diversity within the practice setting, social work practice with an emphasis on disadvantaged groups and social justice use of self and self-awareness, professional relationships and supervision, social work values and ethics, practice implementation and evaluation, organization and policy analysis, and research. Additionally, the specific learning objectives subsumed under each goal are progressive and comprehensive in terms of providing a complete learning experience at the foundation level. These objectives are specific to each quarter of the field experience and, along with the seven goals, are presented in the Field Education Manual. All of these elements come together to form the basis of the student s learning contract. Into this outline, the student will incorporate actual learning activities or tasks. This integration of goals, objectives, and tasks leads to an individualized contract, which spells out the expectations for the student for each quarter separately. The student s actual learning tasks and activities chosen for a given quarter will be derived from the following: the student s learning needs and interests, the student s level of knowledge and skill, the opportunities available at the agency, and the availability of appropriate supervision. This document is the course syllabus for the field practicum courses. Further, the material in the Field Education Manual outlines additional course requirements. In addition, the student s individual learning contract specifies the field goals, objectives, and activities for that student for a specific quarter. Therefore, all three of these documents are to be considered as constituting the field syllabus and are to be consulted for guidance and help with decision making on the part of the participants. COURSE OBJECTIVES The seven goals of field education, as outlined in the field manual, are indeed the objectives for the course. These seven goals of field education, along with subsumed learning objectives for each quarter and inclusive of the learning tasks selected by the student and the field instructor, make up the field curriculum and address most of the social work graduate program objectives. The seven goals of field are as follows: 1. Pursue professional self-development with a commitment to social justice and professional values and ethics (relates to Program Objectives A1, A2, A4M, A5, A6, A7M, A8, B5, and C1). 2. Illustrate use of self in relation to clients and agency systems in a rural environment with particular appreciation for the differences among people (relates to Program Objectives A1, A2, A3, A4M, A5, A7M, and A8). 3. Promote integration of the agency with other organizations and programs (relates to Program Objectives A1, A3, A4M, A5, A7M, A8, and B5). 9/14/

118 4. Engage with client systems, conduct strength-based assessments, and formulate goals (relates to Program Objectives A1, A2, A3, A4M, A5, and A7M). 5. Develop social work interventions with client systems in a rural environment (relates to Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, and B5). 6. Understand the concept of transition and its appropriate application across settings and population groups (relates to Program Objectives A1, A2, A3, A4M, A5, A7M, A8, and B5). 7. Support the evaluation process and develop research skills as key components of social work practice (relates to Program Objectives A4M A5, A6, A7M, B3, B4, and B5). ATTENDANCE POLICIES Weekly attendance in the field practicum is required for completion of the field courses and for course credit. The field practicum consists of 360 hours: 160 hours for 4 credits for winter quarter and 200 hours for 4 credits for spring quarter. These hours must be completed within the quarter. In conjunction with his or her field instructor, each student arranges a schedule for field hours in at least half-day blocks of time. In following the concurrent model, the student s field schedule should include field hours for each week of classes, and hours should not be stockpiled, completed early, nor extended into final-exam week or interquarter breaks (refer to the Field Education Manual for additional details). It is a requirement of this course to participate successfully in the field practicum according to the above required hours and according to the schedule that is negotiated with the field instructor. Mature professional behavior is expected, and students must follow the individual agency s policies regarding notifying the field instructor of illness or other legitimate absences. The university s policy on legitimate absences will apply; legitimate absences are illness, death in the immediate family, religious observance, jury duty, and involvement in university-sponsored activities. It is not acceptable to be absent from field placement for any other reason (an exception is severe weather; see policy below). Field placement hours that are missed due to illegitimate reasons will affect your field grade and could lead to a grade of F. Severe weather could affect your attendance at your field placement; in fact, students should not travel to their placement agency during dangerous weather conditions. The student is advised to consult local weather reports, the highway patrol, and his or her field instructor for needed information in order to make a sensible and safe decision. All field hours that are missed for any reason must be made up within the quarter, and after the field practicum begins, any scheduling issues that come up are to be resolved with the field instructor, and such resolutions should be congruent with the previously stated guidelines. Unresolved scheduling issues must be brought to the attention of the field director. Any deviation from the above policy, no matter how slight, must be brought to the attention of the field liaison. 9/14/

119 GRADING POLICIES The field practicum is graded Credit or Fail, and the grade is assigned by the field liaison based upon the following conditions: 1. The student demonstrates achievement of goals and objectives stated in the student learning contracts evaluated by the field liaison during agency contacts and following review of the field instructor s end-of-the-quarter written evaluation of the student wherein the field instructor assesses performance on each learning task in the student s learning contract on a 5-point Likert scale. In order to be assigned a grade of Credit, students are expected to achieve no more than one or two total combined scores at the following levels: no opportunity to demonstrate/not applicable, unsatisfactory, or below average performance levels. All other scores must be at a level of satisfactory performance or above. 2. The student successfully conceptualizes and constructs required departmental field documentation. 3. The student adheres to field deadlines. 4. The student attends all required field meetings. 5. The student adheres to the NASW Code of Ethics and practices mature professional behavior. The individualized evaluation is the final product of the student s learning contract, in which he or she contracts for a variety of learning experiences and participation in agency projects. This evaluation reflects the student s performance in social work practice, in ethical behavior, and in professional development. The evaluation documents the actual completion of the learning tasks as well as the quality of the work and exceptional achievement, and it identifies areas for further growth and learning. For additional information regarding the learning contract and evaluation, see below and refer to the field manual section entitled Learning Contract and End-of-the-Quarter Evaluation. In addition to the evaluation, information obtained from field visits or other contacts with the field instructor or student or information obtained from the student s documented work may be considered in determining the grade. A failure in the field courses could relate to issues of academic competence, professional competence, and/or ethical competence. For additional information on failure or termination from the field practicum, refer to the Field Education Manual, Student Performance Problems in Field Instruction and Termination from the Field. Note: The student must complete all field hours for the applicable quarter. Failure to complete the required field hours for the quarter will impact the student s grade. No student who sustains a single failing grade in the field practicum will be retained in the program. Students may also be placed on academic probation or be terminated from the program for academic misconduct or a violation of the NASW Code of Ethics in the field or in the classroom (refer to Field Education Manual for additional information. 9/14/

120 Both the learning contract and the evaluation are signed by the field instructor, the student, the augmented field instructor (if applicable), and the field liaison and become part of the student s permanent record in the department. ASSIGNMENT REQUIREMENTS 1. Field Practicum Hours: The student must complete and document 360 hours of social work practice in a local or regional agency, under the supervision of a field instructor at the agency, which must be currently affiliated with the social work department. In order to receive credit, these hours must be documented on the MSW Student Timesheet and turned in to the field liaison at Week #4 and 8 and at the end of the quarter. Refer to the Field Education Manual for complete details. 2. Learning Contract: Field activities and assignments are dictated by the student s learning contract. Each student must generate a learning contract based on the seven goals of field education, program-level objectives, and learning tasks available at the agency. Field goals, program-level objectives, and directions for constructing the learning contract are presented in the Field Education Manual. The student has the responsibility to consult with the field instructor regarding activities available at the agency and to prepare the learning contract each quarter, which is to be submitted to the field liaison for his or her approval by the due dates outlined in the calendar section of the Field Education Manual. It is the student s responsibility to fulfill the learning contract and to notify the field instructor or the field liaison immediately if fulfillment is not possible. 3. Evaluation: The evaluation of the student s work is due at the end of each quarter. Consult the Field Education Manual for a description and directions. This document which is a periodic evaluation of the student s fieldwork and which provides recommendations for the student s professional growth, is initially formatted by the student and submitted to the field instructor for preparation. After discussion of the contents of the evaluation with the field instructor, the student submits the document to the field liaison by the due date outlined in the Field Education Manual. ACADEMIC MISCONDUCT Academic misconduct is a Code A violation of the Ohio University Code of Student Conduct. Academic misconduct refers to dishonesty or deception in fulfilling academic requirements. It includes, but is not limited to, cheating, plagiarism, un-permitted collaboration, forged attendance (when attendance is required), fabrication (e.g., use of invented information or falsification of research or other findings), using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time), knowingly permitting another student to plagiarize or cheat from one s work, or submitting the same assignment in different courses without the consent of the instructor. If you are found to be involved in academic misconduct, you may receive a grade penalty for academic misconduct and/or a referral to the university judiciaries, which may subject you to the full range of sanctions (reprimand, disciplinary probation, suspension, or expulsion from the university). 9/14/

121 EDUCATIONAL EQUITY AND DISABILITY SERVICES During the field placement process, the student is given opportunity to declare a disability situation and to discuss accommodations with both the field liaison and the field instructor. The student should take advantage of early disclosure opportunities. In order to obtain accommodations pertaining to the appropriate assignment to an agency, to field placement projects and activities, or to assignments which are due to the field liaison (e.g., learning contract or evaluation), it is the responsibility of the student to notify both the field instructor and the field liaison, well in advance of the course, of his or her registration with the Office of Disability Services and of the particular accommodations that are needed and recommended. The office is located at the Office for Institutional Equity (OIE), Crewson House, corner of Court and Mulberry Streets; telephone is as follows: INTELLECTUAL PROPERTY RIGHTS The materials associated with these classes, which have been developed by the instructors, are copyrighted in their names as of January 7, Course content may not be recorded or shared with anyone not enrolled in the program, except by the instructor s permission for purposes of Institutional Equity. REQUIRED READING Other than the Field Education Manual, no specific readings are required by the field liaisons or by the field office for these courses. Individual field instructors may suggest or require articles or books for that particular agency setting, and, of course, readings from all of the foundational classes would be relevant to performance in the field practicum. The field practicum necessarily is part of an integrated curriculum, and this coordination is described briefly below. COURSE CALENDAR The student should refer to the Field Education Manual for the complete course calendar. This calendar actually commences during fall quarter and outlines activities and due dates for various phases of the field placement experience, from initial orientation to all of the various field requirements, to the interviewing process, and to finalizing the first placement. The calendar continues with critical requirements and due dates relevant to the field experience during winter and spring quarters and includes dates for submittal of the learning contracts and evaluations, dates for reporting of field hours, and dates for field meetings. Finally, the calendar ends with the due date for the final end-of-the-quarter evaluation at the end of spring quarter. The day-to-day activities at the field placement are dictated by the student s learning contract under the supervision of the field instructor. 9/14/

122 COURSE OUTLINE FOR WINTER QUARTER In each agency setting, students begin as observers. They are provided with an orientation to the agency, to the community, and to client systems. This orientation usually covers about half of the quarter, but this will vary among the agencies, depending on the agency s size and complexity. Students are actively involved in this process and seek and obtain sufficient information to understand and analyze the setting and its relationship within the community s network of services and with state and local policies. Following orientation, the student begins a process of implementing selected practice assignments under the direction of an agency worker or the field instructor Often, the student is paired with a seasoned worker, and with this method, the seasoned worker takes the lead in a case or situation. The student has a subordinate role, and at times, the seasoned worker will assign beginning-level responsibilities to the student throughout the quarter. When the student and the seasoned worker are functioning as a partnership, the student frequently has a chance to observe a variety of interventions but also has a chanc3 to directly implement less complex actions. Later in the quarter, depending on the student s ability and readiness, as determined by the field instructor and the student, the student assumes increased responsibility and more challenging assignments. This may occur towards the end of winter quarter or at the beginning of spring quarter. All student activities throughout the quarter are outlined in the student s learning contract, and field practicum activities for the field practicum address graduate social work program objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. Integration of Field with Academic Classes: During fall and winter quarters in the social work practice classes, the student is learning various theories pertaining to implementing a generalist perspective, including various assessment techniques, intervention strategies, and practice evaluation. In class, the perspective will be applied to a variety of client systems and across all phases of the helping process. The student is introduced to systematic eclecticism as a way of conceptualizing cases and making decisions on how to proceed with a specific client (this concept will be developed further in the advanced year). A collaborative problem-solving model is also taught in SW 541 Social Work Practice I: Foundations of Practice and is developed further and reinforced in SW 542 and 543. This model is available to the student to be applied to the formal course assignments and to the challenges that emerge in the field placement. The second practice class, SW 542 Social Work Practice II: Assessment and Intervention, which is taken concurrently with field placement during winter quarter, focuses on applying the practice model with individuals, families, and groups. Organizational theory and analysis is also presented in SW 542, and this content is useful to the student in understanding and analyzing the agency in which they are placed for direct, hands-on learning. The student prepares various assignments for the class, which utilize agency data, resources, and supervision, such as case presentations and an organizational analysis. Multicultural 9/14/

123 approaches and values and ethics are also emphasized in the SW 540 series, and these can be applied to the field placement experience directly. In SW 522 Social Welfare Policy and Services I: History of Social Welfare and Social Work, social welfare history and the social work profession are explored along with important current and historical social policies and their impact on various populations and vulnerable groups. The content and assignments for this class enable the students to better understand their agency s purpose and its response to social welfare problems and, perhaps, to begin to think critically about the experiences that they are having in the field placement. The origin and development of the social work code of ethics (NASW) is also emphasized in this course which helps to solidify a strong and ethical social work identity for the developing practitioner. COURSE OUTLINE FOR SPRING QUARTER By the beginning of this quarter, students assume increasing responsibility pertaining to assignments from the field instructor and/or other agency members. Students also receive an appropriate level of supervision from the field instructor or others, which is provided based on the student s level of independence and the level of risk related to the practice assignments. These assignments are outlined in the student s learning contract and usually continue throughout the remainder of the academic year. They are oriented toward offering the student experiences in applying a collaborative problem-solving model to various clients and systems. Thus, students are involved in assessment, problem definition, goal formulation, planning and implementation, and practice evaluation. The nature of the student s assignments varies according to the practicum setting, but in each setting, the student is offered the opportunity to carry out various social work roles and interventions with various client systems. At the beginning of the quarter to mid-way, the student may be functioning in a professional role similar to other agency social workers but is performing fewer and less difficult work assignments. Towards the end of the quarter, the student assumes greater responsibility for practice assignments that are aligned with steadily decreasing supervision. The quality and quantity of the student s work increases accordingly throughout the quarter as the student builds knowledge and skills. The activities of the field practicum address program objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. Integration of Field with Academic Classes: The content of the concurrent practice class, SW 543 Social Work Practice III: Community-Based Practice, consists of further exploration of the generalist perspective and a collaborative problem-solving model. In class, the model is applied to communities and larger systems. This macro system approach is applied in the field placement through two assignments that are presented in practice class but integrate with the agency and/or the community: a macro intervention and report and a community service project. In these two assignments, the student utilizes content from practice class, knowledge of the agency and community, and research to carry out projects at the macro level. It is also relevant to students in field placement that values and ethics applied at the macro level are presented in this course. 9/14/

124 Another assignment, for SW 523 Social Welfare Policy and Services II: Special Topics in Social Welfare, a social welfare policy class, is an analysis of the policies utilized at the student s agency that govern and direct the student s work at the field placement. For further information on course requirements, course deadlines, course grading, a full curriculum description, field policies and procedures, professional behavioral guidelines, and the NASW Code of Ethics, the student should read and understand the Field Education Manual, which is an extension of the course syllabus. 9/14/

125 OHIO UNIVERSITY Department of Social Work SOCIAL WORK 691, 692 & 693, ADVANCED FIELD PRACTICUM, I, II & III ADMINISTRATION SPECIALIZATION This is a supervised field placement for second-year graduate students for fall, winter, and spring quarters and is taken concurrently with social work practice classes, SW 644, 645, and 646. INSTRUCTORS AND OFFICE HOURS Freve Pace, LISW-S Carole Alder, LISW-S Tracy Prichard, LISW-S 577 Morton Hall 535 Morton Hall 522 Morton Hall pace@ohio.edu alder@ohio.edu pritchar@ohio.edu Hours: M,11-12;W,12-1 Hours: Wed.,3-5 Hours: M&W,1-2 9/14/ COURSE SUMMARY Second-year graduate students in social work must register for these three field courses during fall, winter, and spring quarters. Individual call numbers apply to each quarter; consult the university s Schedule of Classes. The field practicum for the specialization year does not involve meeting in a university classroom for instruction. It consists of a threequarter, hands-on specialized experience in a social service agency and is taken concurrently with social work practice classes, SW 644,5&6. The agency which is selected for the student s field placement is one that fits with the student s professional development goals and is selected through a process of mutual collaboration involving the student and the field education office. A second-year field placement is required for all students who wish to graduate with a master s degree in social work. The second-year, specialized field placement in administrative practice requires the student to spend 20 hours per week in a social service agency during the fall, winter, and spring quarters. Refer to the Field Education Manual and to the section below entitled Attendance Policies for further information on scheduling and documenting of hours. These three field courses, described in this syllabus, are designed to address most of the educational objectives of the graduate social work program. The field practicum also provides an authentic setting for student research projects and includes a commitment to community service. These three field practicum courses in the administrative specialization assist the student in progressively building upon the substructure of knowledge, skills, values, and ethics of social work practice which was acquired during the foundation field experience. Within a context of academic work in the four curricular areas and in conjunction with an individual placement in an agency in rural Appalachia and a close mentoring relationship with a field instructor, the student will develop advanced administrative practice skills, will strive to

126 clarify personal and professional values and ethics, and will further solidify a professional identity. Within this framework, the specialized, administrative field practicum prepares the student for advanced social work service delivery on behalf of rural families, utilizing interventions with medium to large systems. Throughout the field-practicum sequence, the student applies theory to practice while under the supervision of a competent practitioner the field instructor. Utilizing the structure of the seven goals of field education, as incorporated into the student s learning contract, the student is guided through the field practicum, which incorporates the following elements: professional development, cultural and social diversity within the practice setting, social work practice with an emphasis disadvantaged groups and social justice, use of self and selfawareness, professional relationships and supervision, social work values and ethics, practice implementation and evaluation, organization and policy analysis, and research. Additionally, the specific learning objectives subsumed under each of the seven goals are progressive and comprehensive in terms of providing a complete learning experience at the advanced level. These objectives are specific to each quarter of the field experience and, along with the seven goals, are presented in the Field Education Manual. All of these elements come together to form the basis of the student s learning contract. Into this outline, the student will insert actual learning activities or tasks. This integration of goals, objectives, and tasks leads to an individualized contract, which spells out the expectations for the student for each quarter separately (refer to the Field Education Manual for further explanations related to the learning contract). The student s actual learning tasks and activities chosen for a given quarter will be derived from the following: the student s learning needs and interests, the student s level of knowledge and skill, the opportunities available at the agency, and the availability of appropriate supervision. This document is the course syllabus for the field practicum courses. Further, the material in the Field Education Manual outlines additional course requirements. In addition, the student s individual learning contract specifies the field goals, objectives, and activities for that student for a specific quarter. Therefore, all three of these documents are to be considered as constituting the field syllabus and are to be consulted for guidance and help with decision-making on the part of the participants. COURSE OBJECTIVES The seven goals of field education, as outlined in the field manual, are indeed the objectives for the course. These seven goals of field education, along with subsumed learning objectives for each quarter and inclusive of the learning tasks selected by the student and the field instructor, make up the field curriculum and address most of the social work graduate program objectives. The seven goals of field are as follows: 9/14/

127 1. Pursue professional self-development with a commitment to social justice and professional values and ethics (relates to Program Objectives A1, A2, A4M, A5, A6, A7M, A8, B5, and C1). 2. Illustrate use of self in relation to clients and agency systems in a rural environment with particular appreciation for the differences among people (relates to Program Objectives A1, A2, A3, A4M, A5, A7M, and A8). 3. Promote integration of the agency with other organizations and programs (relates to Program Objectives A1, A3, A4M, A5, A7M, A8, and B5). 4. Engage client systems, conduct strength-based assessments, and formulate goals (relates to Program Objectives A1, A2, A3, A4M, A5, and A7M). 5. Develop social work interventions with client systems in a rural environment (relates to Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, and B5). 6. Understand the concept of transition and its appropriate application across settings and population groups (relates to Program Objectives A1, A2, A3, A4M, A5, A7M, A8, and B5). 7. Support the evaluation process and develop research skills as key components of social work practice (relates to Program Objectives A4M A5, A6, A7M, B3, B4, and B5). ATTENDANCE POLICIES Weekly attendance in field is required for completion of the field courses and for course credit. The field practicum consists of 600 hours: 200 hours for 4 credits for fall quarter, 200 hours for 4 credits for winter quarter, and 200 hours for 4 credits for spring quarter. These hours must be completed within the quarter. In conjunction with his or her field instructor, each student arranges a schedule for field hours in at least half-day blocks of time. In accordance with the concurrent model, the student s field schedule should include field hours for each week of classes, and hours should not be stockpiled, completed early in the quarter, or extended into final-exam week or inter-quarter breaks (refer to the Field Education Manual for additional details). It is a requirement of this course to participate successfully in the field practicum according to the above-required hours and according to the schedule that is negotiated with the field instructor. Mature professional behavior is expected, and students must follow the individual agency s policies regarding notifying the field instructor of illness or other legitimate absences. The university s policy on legitimate absences will apply; legitimate absences are illness, death in the immediate family, religious observance, jury duty, and involvement in university-sponsored activities. It is not acceptable to be absent from field placement for any other reason (an exception is severe weather; see policy below). Field placement hours that are missed due to illegitimate reasons will affect your field grade and could lead to a grade of F. Severe weather could affect your attendance at your field placement; in fact, students should not travel to their placement agency during dangerous weather conditions. The student is advised to consult local weather reports, the highway patrol, and his or her field instructor for needed information in order to make a sensible and safe decision. 9/14/

128 All field hours that are missed for any reason must be made up within the quarter, and after the field practicum begins, any scheduling issues that come up are to be resolved with the field instructor, and such resolutions should be congruent with the previously stated guidelines. Unresolved scheduling issues must be brought to the attention of the field director. Any deviation from the above policies, no matter how slight, must be brought to the attention of the field liaison. GRADING POLICIES The field practicum is graded Credit or Fail, and the grade is assigned by the field liaison based upon the following conditions: 1. The student demonstrates achievement of goals and objectives stated in the student learning contract as evaluated by the field liaison during agency contacts and following review of the field instructor s end-of-the-quarter written evaluation of the student wherein the field instructor assesses performance on each learning task in the student s learning contract on a 5-point Likert scale. In order to be assigned a grade of Credit, students are expected to achieve no more than one or two total combined scores at the following levels: no opportunity to demonstrate/not applicable, unsatisfactory, or below average performance levels. All other scores must be at a level of satisfactory performance or above. 2. The student successfully conceptualizes and constructs required departmental field documentation. 3. The student adheres to field deadlines. 4. The student attends all required field meetings. 5. The student adheres to the NASW Code of Ethics and practices mature professional behavior. The individualized evaluation is the final product of the student s learning contract, in which he or she contracts for a variety of learning experiences and participation in agency projects. This evaluation reflects the student s performance in social work practice, in ethical behavior, and in professional development. The evaluation documents the actual completion of the student s learning tasks as well as the quality of the work and exceptional achievement, and it identifies areas for further growth and learning. For additional information regarding the learning contract and evaluation, see below and refer to the field manual section entitled Learning Contract and End-of-the-Quarter Evaluation. In addition to the evaluation, information obtained from field visits or other contacts with the field instructor or student information obtained from the student s documented work may be considered in determining the grade. A failure in the field courses could relate to issues of academic competence, professional competence, and/or ethical competence. For additional information on failure or termination from the field practicum, refer to the Field Education Manual to sections entitled Student Performance Problems in Field Instruction and Termination from the Field. 9/14/

129 Note: The student must complete all field hours for the applicable quarter. Failure to complete the required field hours for the quarter will impact the student s grade. No student who sustains a single failing grade in the field practicum will be retained in the program. Students may also be placed on academic probation or be terminated from the program for academic misconduct or a violation of the NASW Code of Ethics in the field or in the classroom (refer to Field Education Manual for additional information. Both the learning contract and the evaluation are signed by the field instructor, the student, the augmented field instructor (if applicable), and the field liaison and become part of the student s permanent record in the department. ASSIGNMENT REQUIREMENTS 1. Field Practicum Hours: The student must complete and document 600 hours of social work practice in a local or regional agency, under the supervision of a field instructor at the agency, which must be currently affiliated with the social work department. In order to receive credit, these hours must be documented on the MSW Student Timesheet and be turned in to the field liaison at Week #4 and 8 and at the end of the quarter. Refer to the Field Education Manual for complete details. 2. Learning Contract: Field activities and assignments are dictated by the student s learning contract. Each student must generate a learning contract based on the seven goals of field education, program-level objectives, and learning tasks available at the agency. Field goals, program-level objectives, and directions for constructing the learning contract can be found in the Field Education Manual. The student has the responsibility to consult with the field instructor regarding activities available at the agency and to prepare the learning contract each quarter, which is to be submitted to the field liaison for his or her approval by the due dates outlined in the calendar section of the Field Education Manual. It is the student s responsibility to fulfill the learning contract and to notify the field instructor or the field liaison immediately if fulfillment is not possible. 3. Evaluation: The evaluation of the student s work is due at the end of each quarter. Consult the Field Education Manual for a description and directions. This document, which is a periodic evaluation of the student s fieldwork and which provides recommendations for the student s professional growth, is initially formatted by the student and submitted to the field instructor for preparation. After discussion of the contents of the evaluation with the field instructor, the student submits the document to the field liaison by the due date outlined in the Field Education Manual. 9/14/

130 ACADEMIC MISCONDUCT Academic misconduct is a Code A violation of the Ohio University Code of Student Conduct. Academic misconduct refers to dishonesty or deception in fulfilling academic requirements. It includes, but is not limited to, cheating, plagiarism, un-permitted collaboration, forged attendance (when attendance is required), fabrication (e.g., use of invented information or falsification of research or other findings), using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time), knowingly permitting another student to plagiarize or cheat from one s work, or submitting the same assignment in different courses without the consent of the instructor. If you are found to be involved in academic misconduct, you may receive a grade penalty for academic misconduct and/or a referral to the university judiciaries, which may subject you to the full range of sanctions (reprimand, disciplinary probation, suspension, or expulsion from the university). EDUCATIONAL EQUITY AND DISABILITY SERVICES During the field placement process, the student is given opportunity to declare a disability situation and to discuss accommodations with both the field liaison and the field instructor. The student should take advantage of early disclosure opportunities. In order to obtain accommodations pertaining to the appropriate assignment to an agency, to field placement projects and activities, or to assignments which are due to the field liaison (e.g., learning contract or evaluation), it is the responsibility of the student to notify both the field instructor and the field liaison, well in advance of the course, of his or her registration with the Office of Disability Services and of the particular accommodations that are needed and recommended. The office is located at the Office for Institutional Equity (OIE), Crewson House, corner of Court and Mulberry Streets; telephone is as follows: REQUIRED READING Other than the Field Education Manual, no specific readings are required by the field liaisons or by the field office for these courses. Individual field instructors may suggest or require articles or books for that particular setting, and, of course, readings from the advanced practice classes and other classes in the advanced curriculum would be relevant to the field practicum. The field practicum necessarily is part of an integrated curriculum, and this coordination is described briefly below. COURSE CALENDAR The student should refer to the Field Education Manual for the complete course calendar. This calendar commences during fall quarter and outlines activities and due dates throughout the year related to submittal of the learning contracts and evaluations, dates for reporting of field hours, and dates for field meetings. The calendar ends with the due date for the final end-of-the-quarter evaluation at the end of spring quarter. The day-to-day activities at the field placement are dictated by the student s learning contract under the supervision of the field instructor. 9/14/

131 COURSE OUTLINE FOR FALL QUARTER If this is a new agency for the student (students have the opportunity to change agencies after the first year of the graduate program), he or she will begin the field placement with some observation and orientation. For example, students will be provided with an orientation to the agency and to the client systems and are provided with opportunities to observe various leaders at the agency, program directors, and agency administrators. The students will be actively involved in this process and will quickly seek sufficient information to understand and analyze the setting and its relationship within the community s network of services and with state and local policies. For students continuing within the same agency as the foundation year, the orientation will necessarily be brief and would include an orientation to a different function, role, or team. In conjunction with final-year practice classes, the student, under supervision, will begin to apply knowledge of social work practice and a social work model, such as assessment, intervention, and practice evaluation, with larger client systems, such as teams, agencies and organizations, networks, and community structures. In the beginning of the quarter, it is expected that for some activities, the student will work closely with other agency staff, for example, as partners on a project or in teams. For other activities, the student will be working independently but will be closely supervised. Throughout the placement, the student will have many opportunities to be observed in more advanced social work roles and will receive concrete feedback to be utilized in future opportunities with clients and systems. The focus for this quarter is on identifying and understanding relevant administrative concepts and theories and on learning to execute administrative roles in a supportive environment. As the student demonstrates readiness, the student s responsibilities will increase and will involve more challenging responsibilities. All of the student s activities throughout the quarter are outlined in the student s learning contract. The activities of the field practicum address Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. Integration of Field with Academic Classes: During fall quarter, the student is learning agency administration and various management theories consistent with social work values and the roles of the social work administrator. Topics include agency planning, program design, decision making, leadership, supervision, staff development, board operations, and program evaluation. The influence of organizational and community values, political factors, racial and gender factors, and the rural environment are also considered. As a requirement for the practice class, SW 644 Social Work Administration, the student completes analytical assignments which utilize critical agency information and relationships with field personnel. The assignments consist of an analysis of an administrative issue, a case study presentation, and an administrator interview. In SW 661 Social Work Research Methods, the student has direct, hands-on experience with the research process by formulating a research proposal which involves a research question related to the student s field placement agency. In this project, the student utilizes agency data, resources, and supervision. 9/14/

132 COURSE OUTLINE FOR WINTER QUARTER By the beginning of winter quarter, students assume increased responsibility pertaining to assignments from the field instructor and/or other agency members. Students also receive an appropriate level of ad hoc and regularly scheduled supervision from the field instructor or others, which is provided based on the student s level of independence and the level of complexity of the practice assignments. These assignments are outlined in the student s learning contract and usually continue throughout the remainder of the academic year. They are oriented toward offering the student experiences in applying organizational and management theory and analysis and principles of resource management and service delivery to social work practice at the administrative level. Armed with an understanding of models of management at the mezzo-to-macro level, students are involved in assessment, problem definition, goal formulation, planning and implementation, and practice evaluation at an even greater level of skill and complexity. The nature of the student s assignments in the field varies according to the practicum setting. In each setting, the student is offered the opportunity to carry out various social work roles and tasks at the advanced level. At the beginning of the quarter, the student would be functioning in a professional role similar to other agency administrators but would be performing fewer and less difficult work assignments. Towards the end of the quarter, the student assumes responsibility for more complex practice assignments, and the quality and quantity of the student s work increases throughout the quarter as the student builds knowledge and skills. With close supervision from the field instructor, the student is expected to research, understand, and apply administrative models to agency management tasks and opportunities. The activities of the field practicum address Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. Integration of Field with Academic Classes: Integration of the field practicum with the practice classes consists of various academic assignments that are linked with the field experience as follows: In SW 600 The Rural Social Agency, the focus is on teaching the student various critical elements of the social service agency and service delivery, including political, economic, and social factors; on presenting various theories of organizational change and implementation of change; and on applying the problem-solving model to organizations. The student utilizes agency data in the development of various assignments for the class such as an agency typology paper and a service delivery schematic. The student also develops a grant proposal as one mechanism for promoting or supporting change at his or her agency. This project utilizes the student s established relationships at the placement agency, the student s influence and expertise, and the student s knowledge about the agency. It requires data and information from the agency and capitalizes on the agency s uniqueness. SW 645 Resource Management, deals with all of the aspects of acquiring, managing, and being accountable for agency resources, including funds, facilities, and information technology. Armed with a background on these topics, the students are expected to prepare fund-raising briefs applicable to their field agency as well as a list of funding sources which realistically pertain to their field agency. 9/14/

133 COURSE OUTLINE FOR SPRING QUARTER During spring quarter, students assume greater responsibility for practice assignments in depth and breadth. This increased responsibility occurs within the context of an increase in independent work on the part of the student with strong behind-the-scenes supervision on the part of the field instructor. The student remains involved in administrative practice at various mezzo and macro levels and in various agency roles and activities. The basic model of assessment, goal formulation, implementation, and evaluation is applied at various system levels. The nature of the student s assignments varies according to the practicum setting, and all assignments are documented in the student s learning contract. The activities of the field practicum address Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. By the end of the quarter, the student will be functioning in the role of independent social worker within the agency such that the student is able to design, plan, and implement administrative interventions with a variety of mezzo-to-macro clients and is able to evaluate his or her own practice. Integration of Field with Academic Classes: In SW 646 Designing Rural Services, the student studies community development and improvement of service delivery within the rural community. Based on an understanding of various community change processes, the student develops an analysis of his or her agency within the context of the rural community. The student assembles and analyzes data pertaining to the agency s current process of assessing community needs, identifying problems, making decisions, planning and implementing, and monitoring and evaluating. The student also considers areas which need improvement at the agency, examines the organization s planning and coordination patterns, and considers how to implement changes within the structure and process of the agency and community. In SW 663 Practice and Program Evaluation, which incorporates the agency-based or community-based research project described above, the students focus on data analysis and the final report on their research findings. In SW 694 Integrative Seminar, as the name implies, the student synthesizes content from both years of the graduate program to address social problems. The class content also focuses on advanced topics such as social work identity and philosophy, radicalization and social justice, political context, narrative deconstruction, supervision, and many others. The formal class assignment at the end of the class is a problem-based learning assignment an in-depth analysis and a comprehensive response to a human problem or need. This project provides an opportunity for the students to address a social problem which they have encountered in their practice in the field and to develop sound, theory-based responses at both the micro and macro levels. The project, which is a paper as well as an oral presentation, incorporates a review of relevant research, includes advocacy issues, and is guided by social work values and ethics. 9/14/

134 This project provides an opportunity for the student, in turn, to critically analyze their agency s or community s programs and responses within a context of social, political, and economic pressures and to engage with their field instructor in rich discussions related to applying new knowledge and new solutions to practice at the agency. For further information on course requirements, course deadlines, course grading, a full curriculum description, field policies and procedures, professional behavioral guidelines, and the NASW Code of Ethics, the student should read and understand the Field Education Manual, which is an extension of the course syllabus. 9/14/

135 OHIO UNIVERSITY Department of Social Work SOCIAL WORK 691, 692 & 693, ADVANCED FIELD PRACTICUM, I, II & III CLINICAL SPECIALIZATION This is a supervised field placement for second-year graduate students for fall, winter, and spring quarters and is taken concurrently with social work practice classes, SW 651, 652, and 653. INSTRUCTORS AND OFFICE HOURS Freve Pace, LISW-S Carole Alder, LISW-S Tracy Prichard, LISW-S 577 Morton Hall 535 Morton Hall 522 Morton Hall pace@ohio.edu alder@ohio.edu pritchar@ohio.edu Hours: M,11-12;W,12-1 Hours: Wed.,3-5 Hours: M&W,1-2 COURSE SUMMARY Second-year graduate students in social work must register for these three field courses during fall, winter, and spring quarters. Individual call numbers apply to each quarter; consult the university s Schedule of Classes. The field practicum for the specialization year does not involve meeting in a university classroom for instruction. It consists of a threequarter, hands-on specialized experience in a social service agency and is taken concurrently with social work practice classes, SW 651,2&3. The agency which is selected for the student s field placement is one that fits with the student s professional development goals and is selected through a process of mutual collaboration involving the student and the field education office. A second-year field placement is required for all students who wish to graduate with a master s degree in social work. The second-year specialized field placement in clinical practice requires the student to spend 20 hours per week in a social service agency during the fall, winter, and spring quarters. Refer to the Field Education Manual and to the section below entitled Attendance Policies for further information on scheduling and documenting of hours. These three field courses, described in this syllabus, are designed to address most of the educational objectives of the graduate social work program. The field practicum also provides an authentic setting for student research projects and includes a commitment to community service. These three field practicum courses in the clinical specialization assist the student in progressively building upon the substructure of knowledge, skills, values, and ethics of social work practice which was acquired during the foundational field experience. Within a context of academic work in the four curricular areas and in conjunction with an individual placement in an agency in rural Appalachia and a close mentoring relationship with a field 9/14/

136 instructor, the student will develop advanced clinical practice skills, will strive to clarify personal and professional values and ethics, and will further solidify a professional identity. Within this framework, the specialized, clinical field practicum prepares the student for advanced social work service delivery with rural families. Throughout the field-practicum sequence, the student applies theory to practice, while under the supervision of a competent practitioner the field instructor. Utilizing the structure of the seven goals of field education, as incorporated into the student s learning contract, the student is guided through the field practicum, which incorporates the following elements: professional development, cultural and social diversity within the practice setting, social work practice with an emphasis on disadvantaged groups and social justice, use of self and self-awareness, professional relationships and supervision, social work values and ethics, practice implementation and evaluation, organization and policy analysis, and research. Additionally, the specific practicum learning objectives subsumed under each of the seven goals are progressive and comprehensive in terms of providing a complete learning experience at the advanced level. These objectives are specific to each quarter of the field experience and, along with the seven goals, are presented in the Field Education Manual. All of these elements come together to form the basis of the student s learning contract. Into this outline, the student will insert actual learning activities or tasks. This integration of goals, objectives, and tasks leads to an individualized contract, which spells out the expectations for the student for each quarter separately (refer to the Field Education Manual for further explanations related to the learning contract). The student s actual learning tasks and activities chosen for a given quarter will be derived from the following: the student s learning needs and interests, the student s level of knowledge and skill, the opportunities available at the agency, and the availability of appropriate supervision. This document is the course syllabus for the field practicum courses. Further, the material in the Field Education Manual outlines additional course requirements. In addition, the student s individual learning contract specifies the field goals, objectives, and activities for that student for a specific quarter. Therefore, all three of these documents are to be considered as constituting the field syllabus and are to be consulted for guidance and help with decision making on the part of the participants. COURSE OBJECTIVES The seven goals of field education, as outlined in the field manual, are indeed the objectives for the course. These seven goals of field education, along with subsumed learning objectives for each quarter and inclusive of the learning tasks selected by the student and the field instructor, make up the field curriculum and address most of the social work graduate program objectives. The seven goals of field are as follows: 1. Pursue professional self-development with a commitment to social justice and professional values and ethics (relates to Program Objectives A1, A2, A4M, A5, A6, A7M, A8, B5, and C1). 9/14/

137 2. Illustrate use of self in relation to clients and agency systems in a rural environment with particular appreciation for the differences among people (relates to Program Objectives A1, A2, A3, A4M, A5, A7M, and A8). 3. Promote integration of the agency with other organizations and programs (relates to Program Objectives A1, A3, A4M, A5, A7M, A8, and B5). 4. Engage client systems, conduct strength-based assessments, and formulate goals (relates to Program Objectives A1, A2, A3, A4M, A5, and A7M). 5. Develop social work interventions with client systems in a rural environment (relates to Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, and B5). 6. Understand the concept of transition and its appropriate application across settings and population groups (relates to Program Objectives A1, A2, A3, A4M, A5, A7M, A8, and B5). 7. Support the evaluation process and develop research skills as key components of social work practice (relates to Program Objectives A4M A5, A6, A7M, B3, B4, and B5). ATTENDANCE POLICIES Weekly attendance in field is required for completion of the field courses and for course credit. The field practicum consists of 600 hours: 200 hours for 4 credits for fall quarter, 200 hours for 4 credits for winter quarter, and 200 hours for 4 credits for spring quarter. These hours must be completed within the quarter. In conjunction with his or her field instructor, each student arranges a schedule for field hours in at least half-day blocks of time. In accordance with the concurrent model, the student s field schedule should include field hours for each week of classes, and hours should not be stockpiled, completed early in the quarter, or extended into final-exam week or inter-quarter breaks (refer to the Field Education Manual for additional details). It is a requirement of this course to participate successfully in the field practicum according to the above-required hours and according to the schedule that is negotiated with the field instructor. Mature professional behavior is expected, and students must follow the individual agency s policies regarding notifying the field instructor of illness or other legitimate absences. The university s policy on legitimate absences will apply; legitimate absences are illness, death in the immediate family, religious observance, jury duty, and involvement in university-sponsored activities. It is not acceptable to be absent from field placement for any other reason (an exception is severe weather; see policy below). Field placement hours that are missed due to illegitimate reasons will affect your field grade and could lead to a grade of F. Severe weather could affect your attendance at your field placement; in fact, students should not travel to their placement agency during dangerous weather conditions. The student is advised to consult local weather reports, the highway patrol, and his or her field instructor for needed information in order to make a sensible and safe decision. All field hours that are missed for any reason must be made up within the quarter, and after the field practicum begins, any scheduling issues that come up are to be resolved with the field instructor, and such resolutions should be congruent with the previously stated 9/14/

138 guidelines. Unresolved scheduling issues must be brought to the attention of the field director. Any deviation from the above policies, no matter how slight, must be brought to the attention of the field liaison. GRADING POLICIES The field practicum is graded Credit or Fail, and the grade is assigned by the field liaison based upon the following conditions: 1. The student demonstrates achievement of goals and objectives stated in the student learning contract as evaluated by the field liaison during agency contacts and following review of the field instructor s end-of-the-quarter written evaluation of the student wherein the field instructor assesses performance on each learning task in the student s learning contract on a 5-point Likert scale. In order to be assigned a grade of Credit, students are expected to achieve no more than one or two total combined scores at the following levels: no opportunity to demonstrate/not applicable, unsatisfactory, or below average performance levels. All other scores must be at a level of satisfactory performance or above. 2. The student successfully conceptualizes and constructs required departmental field documentation. 3. The student adheres to field deadlines. 4. The student attends all required field meetings. 5. The student adheres to the NASW Code of Ethics and practices mature professional behavior. The individualized evaluation is the final product of the student s learning contract, in which he or she contracts for a variety of learning experiences and participation in agency projects. This evaluation reflects the student s performance in social work practice, in ethical behavior, and in professional development. The evaluation documents the actual completion of the student s learning tasks as well as the quality of the work and exceptional achievement, and it identifies areas for further growth and learning. For additional information regarding the learning contract and evaluation, see below and refer to the field manual section entitled Learning Contract and End-of-the-Quarter Evaluation. In addition to the evaluation, information obtained from field visits or other contacts with the field instructor or student or information obtained from the student s documented work may be considered in determining the grade. A failure in the field courses could relate to issues of academic competence, professional from the field practicum, refer to the Field Education Manual to sections entitled Student Performance Problems in Field Instruction and Termination from the Field. competence, and/or ethical competence. For additional information on failure or termination 9/14/

139 Note: The student must complete all field hours for the applicable quarter. Failure to complete the required field hours for the quarter will impact the student s grade. No student who sustains a single failing grade in the field practicum will be retained in the program. Students may also be placed on academic probation or be terminated from the program for academic misconduct or a violation of the NASW Code of Ethics in the field or in the classroom (refer to Field Education Manual for additional information. Both the learning contract and the evaluation are signed by the field instructor, the student, the augmented field instructor (if applicable), and the field liaison and become part of the student s permanent record in the department. ASSIGNMENT REQUIREMENTS 1. Field Practicum Hours: The student must complete and document 600 hours of social work practice in a local or regional agency, under the supervision of a field instructor at the agency, which must be currently affiliated with the social work department. In order to receive credit, these hours must be documented on the MSW Student Timesheet and be turned in to the field liaison at Week #4 and 8 and at the end of the quarter. Refer to the Field Education Manual for complete details. 2. Learning Contract: Field activities and assignments are dictated by the student s learning contract. Each student must generate a learning contract based on the seven goals of field education, program-level objectives, and learning tasks available at the agency. Field goals, program-level objectives, and directions for constructing the learning contract can be found in the Field Education Manual. The student has the responsibility to consult with the field instructor regarding activities available at the agency and to prepare the learning contract each quarter, which is to be submitted to the field liaison for his or her approval by the due dates outlined in the calendar section of the Field Education Manual. It is the student s responsibility to fulfill the learning contract and to notify the field instructor or the field liaison immediately if fulfillment is not possible. 3. Evaluation: The evaluation of the student s work is due at the end of each quarter. Consult the Field Education Manual for a description and directions. This document, which is a periodic evaluation of the student s fieldwork and which provides recommendations for the student s professional growth, is initially formatted by the student and submitted to the field instructor for preparation. After discussion of the contents of the evaluation with the field instructor, the student submits the document to the field liaison by the due date outlined in the Field Education Manual. 9/14/

140 ACADEMIC MISCONDUCT Academic misconduct is a Code A violation of the Ohio University Code of Student Conduct. Academic misconduct refers to dishonesty or deception in fulfilling academic requirements. It includes, but is not limited to, cheating, plagiarism, un-permitted collaboration, forged attendance (when attendance is required), fabrication (e.g., use of invented information or falsification of research or other findings), using advantages not approved by the instructor (e.g., unauthorized review of a copy of an exam ahead of time), knowingly permitting another student to plagiarize or cheat from one s work, or submitting the same assignment in different courses without the consent of the instructor. If you are found to be involved in academic misconduct, you may receive a grade penalty for academic misconduct and/or a referral to the university judiciaries, which may subject you to the full range of sanctions (reprimand, disciplinary probation, suspension, or expulsion from the university). EDUCATIONAL EQUITY AND DISABILITY SERVICES During the field placement process, the student is given opportunity to declare a disability situation and to discuss accommodations with both the field liaison and the field instructor. The student should take advantage of early disclosure opportunities. In order to obtain accommodations pertaining to the appropriate assignment to an agency, to field placement projects and activities, or to assignments which are due to the field liaison (e.g., learning contract or evaluation), it is the responsibility of the student to notify both the field instructor and the field liaison, well in advance of the course, of his or her registration with the Office of Disability Services and of the particular accommodations that are needed and recommended. The office is located at the Office for Institutional Equity (OIE), Crewson House, corner of Court and Mulberry Streets; telephone is as follows: INTELLECTUAL PROPERTY RIGHTS The materials associated with these classes, which have been developed by the instructors, are copyrighted in their names as of January 7, Course content may not be recorded or shared with anyone not enrolled in the program, except by the instructor s permission for purposes of Institutional Equity. REQUIRED READING Other than the Field Education Manual, no specific readings are required by the field liaisons or by the field office for these courses. Individual field instructors may suggest or require articles or books for that particular setting, and, of course, readings from the advanced practice classes and other classes in the advanced curriculum would be relevant to the field practicum. The field practicum necessarily is part of an integrated curriculum, and this coordination is described briefly below. 9/14/

141 COURSE CALENDAR The student should refer to the Field Education Manual for the complete course calendar. This calendar commences during fall quarter and outlines activities and due dates throughout the year related to submittal of the learning contracts and evaluations, dates for reporting of field hours, and dates for field meetings. The calendar ends with the due date for the final end-of-the-quarter evaluation at the end of spring quarter. The day-to-day activities at the field placement are dictated by the student s learning contract under the supervision of the field instructor. COURSE OUTLINE FOR FALL QUARTER If this is a new agency for the student (students have the opportunity to change agencies after the first year of the graduate program), he or she will begin the field placement with some observation and orientation. For example, students will be provided with an orientation to the agency and to the client systems and are provided with opportunities to observe agency clinical social workers and other agency personnel. The students will be actively involved in this process and will quickly seek sufficient information to understand and analyze the setting and its relationship within the community s network of services and with state and local policies. For students continuing within the same agency as the foundation year, the orientation will necessarily be brief and would include an orientation to a different role, team, and/or modality of service. In conjunction with second-year practice classes, the student, under supervision, will begin to apply knowledge of social work practice and a social work model, such as assessment, intervention, and practice evaluation, with identified clients. In the beginning of the quarter, it is expected that for some activities, the student will work closely with other agency staff, either as partners on an individual case, co-leaders for a group, or in teams. For other activities, such as individual counseling sessions, the student will be working independently but will be closely supervised. Throughout the placement, the student will have many opportunities to be observed in more advanced social work roles and will receive concrete feedback to be utilized in future opportunities with clients. The focus for this quarter is on identifying relevant practice theories and modalities useful to clinical work; on conceptualizing cases utilizing theories and models from evidence-based research; and on learning to implement advanced-level clinical social work skills in a supervised environment. In practice class, the concept of systematic eclecticism will be reintroduced and the principles of this orientation will be applied to case conceptualization and decision making related to fictional cases within the classroom and to actual cases in the agency setting. As the student demonstrates readiness, the student s responsibilities will increase and will involve more challenging cases or tasks. All of the student s activities throughout the quarter are outlined in the student s learning contract. The activities of the field practicum address Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. 9/14/

142 Integration of Field with Academic Classes: During fall quarter, classroom learning and assignments involve various theories related to the challenges humans face in society and the intervention models pertaining to social work practice with children and adolescents in rural communities. In SW 651 Direct Practice with Children and Adolescents, there is a focus on contextual and developmental factors related to difficulties that children and adolescents might have in functioning and thriving in their environment. The second-year student is asked to consider all of these relevant factors in the assessment process and to design interventions that relate to a child s specific situation. There is an emphasis on teaching the student to relate theoretical constructs to the assessment process and to the process of developing interventions and therapies. The readings incorporate the problem-solving model, risk and resiliency theory, developmental theory, social constructs, and various therapies such as cognitive behavioral and psychodynamic methods. Other topics include group work; severe emotional disturbance in children; diagnosis; abuse; neglect; and trauma. The course assignments provide an opportunity for the student to conceptualize a case utilizing models of understanding and treatment that have a research base and are individualized. Therefore, this content provides a base of knowledge which the clinical social work students can have readily available and can apply to cases they encounter in the field setting. In SW 661 Social Work Research Methods, the student has direct, hands-on experience with the research process by formulating a research proposal which involves a research question related to the student s field placement agency. In this project, the student utilizes agency data, resources, and supervision. COURSE OUTLINE FOR WINTER QUARTER By the beginning of this quarter, students assume increased responsibility pertaining to assignments from the field instructor and/or other agency members. Students also receive an appropriate level of ad hoc and regularly scheduled supervision from the field instructor or others, which is provided based on the student s level of independence and the level of risk related to the practice assignments. These assignments are outlined in the student s learning contract and usually continue throughout the remainder of the academic year. They are oriented toward offering the student experiences in applying identified theories of human behavior and social work practice at the advanced-clinical level. The nature of the student s assignments varies according to the practicum setting. At the beginning of the quarter, the student would be functioning in a professional role similar to other agency social workers but would be performing fewer and less difficult work assignments. Towards the end of the quarter, the student assumes responsibility for more complex practice assignments, and the quality and quantity of the student s work increases throughout the quarter as the student builds knowledge and skills. With close supervision from the field instructor, the student is expected to research and implement various practice models that would be appropriate to the student s clinical caseload. The activities of the field practicum address Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. 9/14/

143 Integration of Field with Academic Classes: The social work practice class for this quarter, SW 652 Direct Practice with Adults, deals with practice with adults as individuals and in groups. Utilizing a basic social work model which includes assessment, problem definition, goal formulation, treatment planning, implementation, and practice evaluation, the student will study and integrate various diagnostic and assessment methods as well as interventions and therapies from the social work and interdisciplinary literature. The student is expected to utilize this literature in order to work at a greater level of skill and complexity. The student will be studying such topics as mental disorders experienced by adults, medications, personality disorders, cognitive behavioral therapy, group therapy, and short-term treatment. Course assignments, which provide opportunities to apply the content of this class, include case studies, role plays, and brief analytical papers. Material from this class is extremely relevant to the challenges that students face in their field placement settings in providing clinical services to adults. At the end of the quarter, the student delivers to the class a case presentation which relates to their practice at their agency. To an actual case from the student s practice, the student utilizes case conceptualization skills to choose an appropriate framework with which to view the case and to develop a justification for a treatment modality and selected interventions. Many of these modalities are studied in the practice class, but under the philosophy of systematic eclecticism, the educational team would also support the student in a wide range of models, and the student is taught how to research practice models independently. In SW 600 The Rural Social Agency, the focus is on teaching the student the various critical elements of the social service agency and service delivery, including political, economic, and social factors; on presenting various theories of organizational change and implementation of change; and on applying the problem-solving model to organizations. The student utilizes agency data in the development of various assignments for the class such as an agency typology paper and a service delivery schematic. The student also develops a grant proposal as one mechanism for promoting or supporting change at his or her agency. This project utilizes the student s established relationships at the placement agency, the student s influence and expertise, and the student s knowledge about the agency. It requires data and information from the agency and capitalizes on the agency s uniqueness. COURSE OUTLINE FOR SPRING QUARTER During spring quarter, students assume greater responsibility for practice assignments in depth and breadth. This increased responsibility occurs within the context of an increase in independent work on the part of the student with strong behind-the-scenes supervision on the part of the field instructor. The student remains involved in practice at various levels micro, mezzo, and macro and in all practice activities such as assessment, goal formulation, implementation, and evaluation. The nature of the student s assignments varies according to the practicum setting, and all assignments are documented in the student s learning contract. The activities of the field practicum address Program Objectives A1, A2, A3, A4M, A5, A6, A7M, A8, B4, B5, and C1. 9/14/

144 By the end of the quarter, the student will be functioning in the role of independent social worker within the agency such that the student is able to design, plan, and implement individualized interventions with a variety of rural populations, based on a professional assessment, and is able to evaluate his or her own practice. Integration of Field with Academic Classes: The practice class for this quarter, SW 653 Strengthening Families in Rural Environments, is focused on applying various theoretical models of family treatment to practice. A variety of models are presented such as strategic therapy, Bowenian therapy, psychoanalytic therapy, cognitive behavioral therapy, existential therapy, etc. For the final project of this course, the student prepares a case analysis of an atrisk family, preferably one with whom the student is currently working at the placement agency. The case analysis includes the following elements: assessment and theoretical case conceptualization, treatment plan, intervention and treatment rationale, expected barriers, and expected outcomes. Diversity and rural environment issues are also included. The content of this course prepares the student to work with families at an independent level in a rural environment, and the final course project is essentially an opportunity for the student to demonstrate and explain to their peers and mentors how they have applied their knowledge with a family they have encountered. In SW 663 Practice and Program Evaluation, which incorporates the agency-based or community-based research project described above, the student focuses on data analysis and the final report on their research findings. In SW 694 Integrative Seminar, as the name implies, the student synthesizes content from both years of the graduate program to address social problems. The class content also focuses on advanced topics such as social work identity and philosophy, radicalization and social justice, political context, narrative deconstruction, supervision, and many others. The formal class assignment at the end of the class is a problem-based learning assignment an in-depth analysis and a comprehensive response to a human problem or need. This project provides an opportunity for the students to address a social problem which they have encountered in their practice in the field and to develop sound, theory-based responses at both the micro and macro levels. The project, which is a paper as well as an oral presentation, incorporates a review of relevant research, includes advocacy issues, and is guided by social work values and ethics. This project provides an opportunity for the student, in turn, to critically analyze their agency s or community s programs and responses within a context of social, political, and economic pressures and to engage with their field instructor in rich discussions related to applying new knowledge and new solutions to practice at the agency. For further information on course requirements, course deadlines, course grading, a full curriculum description, field policies and procedures, professional behavioral guidelines, and the NASW Code of Ethics, the student should read and understand the Field Education Manual, which is an extension of the course syllabus. 9/14/

145 END-OF-THE-YEAR FIELD AND PROGRAM EVALUATION SURVEY The Social Work Department of Ohio University conducts an annual end-of-the-year field and program evaluation survey. The aim of this activity is to pursue honest, professional, and constructive suggestions from our constituents. The goals of the survey are as follows: 1. To obtain feedback for corrective action and program improvement 2. To record trends and themes 3. To record aggregate numerical data for purposes of administrative improvement 4. To gather data useful in the process of selecting placements for students At the end of spring quarter, both graduate and undergraduate students are asked to evaluate their field placement site, their field instructor and augmented field instructor (if applicable), their field liaison, the field instruction office, and their seminar class and instructor (undergraduate only). The students also evaluate their perceived mastery of social work knowledge, skills, and values and ethics (twenty mastery questions rated from very poor to excellent). Likewise, the field instructors are asked to evaluate their field liaisons, the field instruction office, and the student s mastery of social work knowledge, skills, and values and ethics. The survey results are tabulated and analyzed over the summer. Each field instructor, field liaison, and seminar instructor will receive his or her individual scores only, plus comments provided, in order to reflect on changes he or she may want to implement prior to the coming year. The field education director and assistant field education director will analyze the overall results of the survey and will develop a corrective plan for field problems identified. Results are also shared with the department chair, the graduate chair, the undergraduate chair, and the program evaluation committee for overall program improvement activities. While these surveys are not anonymous, the following procedures ensure a safe and professional atmosphere for the participants to engage in candid feedback: 1. Participation in the survey is strictly voluntary. 2. The field instructors, field liaisons, and seminar instructors will not receive the results of the student s surveys until all grades have been submitted. 3. Individual results only are shared with field instructors, field liaisons, and seminar instructors. 4. Overall results of the survey are considered to be confidential material and are shared only with department administrators on a need-to-know basis. This end-of-the-year survey has proved to be valuable in improving the quality of the field education aspect of social work education at Ohio University. The department is studying the long-range trends with regard to student mastery of basic social work knowledge and skills and readiness for generalist practice and/or advanced practice. 9/14/

146 OHIO UNIVERSITY DEPARTMENT OF SOCIAL WORK UNDERGRADUATE APPLICATION FOR FIELD PRACTICUM ACADEMIC YEAR: STUDENT PROFILE *************************** Name: PID #: Local Address: Local Phone#: (If no phone, indicate means to get in touch with you if it becomes necessary.) PLEASE PLACE PICTURE HERE (Note: It is required to include a picture on the copy to be submitted to the social work department to help us become familiar with students.) OU *************************** Summer Address: *************************** (Do not write in this section.) Summer Phone #: Field Assignment: Permanent Address (or address at which you can be located at a later date for Field Instructor: purposes of follow-up): *************************** Permanent Phone #: SPECIAL CIRCUMSTANCES (Briefly explain any factors which might have an effect on your field practicum; examples are lack of transportation, commuting from a considerable distance, physical challenges, employment schedule, or coursework in addition to SW 396, 397, and 398): 9/14/

147 SPECIAL SKILLS (Examples are sports, arts and crafts, music, computer skills, etc.): AGENCY REQUIREMENTS (Do you meet the requirements of the specific agencies that you are considering for your practicum, particularly in relation to transportation and the suggested beneficial pre-placement experiences as outlined in the agency description in the Field Education Manual; and if not, please explain): ACADEMIC DATA: Date of planned graduation: Cumulative Grade-point Average (GPA): Courses in social sciences, other than social work, completed or in process of completion (give title or description not just course numbers, i.e., Deviant Behavior, Social Psychology, etc.): Courses taken in other colleges of the university or workshops of particular significance to social work, i.e., Interviewing (in Communications) or Human Sexuality, etc. (provide title or description): 9/14/

148 CAREER GOALS: EXPERIENCES IN SOCIAL SERVICES OR RELATED AREAS VOLUNTEER: Agency or Organization: Length of Service and Hours Per Week: Duties: Agency or Organization: Length of Service and Hours Per Week: Duties: Agency or Organization: Length of Service and Hours Per Week: Duties: PAID: Employer: Length of Service and Hours Per Week: Duties: Employer: Length of Service and Hours Per Week: Duties: Employer: Length of Service and Hours Per Week: Duties: ADDITIONAL LIFE EXPERIENCES (Please attach a one-page (maximum) statement addressing any special life experiences or additional information you believe will be helpful in relation to your career in social work and assignment for field practicum that has not been included in any other portion of this application; examples are associate degree, living abroad, dorm activities, student organizations, community activities, etc.): 9/14/

149 UNDERGRADUATE PRE-PLACEMENT ADVISING MEMO Student Name: Faculty Advisor Name: Date of Advising Meeting*: *Student is not to complete agency interviews until advising meeting has been completed and this form is submitted to the Field Education Director. 1) Student brought WINTER QUARTER DARS to the Advising Meeting: Yes / No (circle) 2) Student s GPA at end of WINTER QUARTER*. *NOTE: If GPA at end of Winter Quarter is below 2.4, the student will NOT be cleared to proceed with the placement process or to enroll in the senior sequence. 3) Student is admitted to the major: Yes / No (circle). If No, answer #4: 4) Student has applied for and obtained provisional admission status: Yes / No (circle) Status of Provisional Admission: 5) Course schedule for each remaining quarter prior to graduation (course name, #, and credit hrs): Spring: Summer: Fall: Winter: Spring: Any remaining coursework and schedule for completion: 6) My placement interests are as follows and we have discussed the following agencies as potential places for me to interview: 7) I WILL / WILL NOT (circle) have access to an automobile next year. If not, how will I address field transportation needs? We have participated in the pre-placement advising meeting together and the student agrees with the educational plan as stated above: Student Signature Faculty Advisor Signature 149

150 OHIO UNIVERSITY DEPARTMENT OF SOCIAL WORK FIELD PRACTICUM PREFERENCE FORM Student s Name: Date: Address: Telephone #: OU List of preferred practicum settings in order of preference: Agency Contact Person, Phone #, and l Comments (including a listing of all agencies at which you interviewed if not listed above): Student s Signature: Approved by Field Liaison: Date: Agency/Field Instructor Assignment: 9/14/

151 OHIO UNIVERSITY DEPARTMENT OF SOCIAL WORK AGENCY AFFILIATION AGREEMENT AGENCY: Agency Name: Contact Person (Field Instructor): Address: Phone: Fax: Website: Number of Staff: Agency Auspices: Geographic Area Served: Agency Background and Purpose: Agency Focus and Clientele Served: Student s Roles and Responsibilities: Each level of field instruction is different and is defined as follows: GENERALIST (Undergraduate): Generalist practice is the goal of the undergraduate social work program and is designed to prepare students to become practitioners who can perform the generalist roles of counselor/clinician, human services broker, teacher, and advocate. The generalist practitioner can focus on factors ranging from individual needs to broad social policies and on diverse contexts, locations, and problems. FOUNDATION (First two quarters of MSW): During the foundation practicum, the student is learning the basic skills necessary to prepare them for specialized practice and is integrating the knowledge learned in the courses of the other core curriculum areas. Though learning the generalist roles is part of the foundation curriculum, the foundation learning experience does not, in and of itself, prepare students for practice, but rather prepares them for advanced, specialized learning. SPECIALIZED PRACTICE (Second year of MSW): During the final year of education, the student chooses to concentrate on provision of services to children and families within a context of a) clinical or b) policy and administrative practice. What level(s) of student(s) can your agency provide learning experiences for: Undergraduate Yes/No (circle) Roles, Responsibilities, and Specific Learning Tasks Available to the Student: 9/14/

152 *(Graduate) Foundation Yes/No (Circle) Roles, Responsibilities and Specific Learning Tasks Available to the Student: *(Graduate) Clinical Practice Specialization Yes/No (circle) Roles, Responsibilities and Specific Learning Tasks Available to the Student: *(Graduate) Policy and Administration Specialization Yes/No (circle) Roles, Responsibilities and Specific Learning Tasks Available to the Student: *In agencies that are able to provide both a foundation and advanced practice specialization, there is the option of the student completing both the foundation and the specialized placement within that agency. This arrangement may be beneficial to both student and agency. If this is desired, it will be negotiated at the beginning of the foundation placement process and will be renegotiated midway through the spring quarter of the foundation year by the field instructor, field liaison, and student. Estimated Number of Placements Available: Undergraduate: Graduate Foundation: Graduate Advanced (Clinical Practice): Graduate Advanced (Policy and Administration): Suggested Beneficial Pre-Placement Experiences: Time Schedule for Students (i.e., constraints and opportunities for hours and days): Transportation (i.e., transportation resources required of the student; mileage reimbursement provided, etc.): Liability Insurance (i.e., malpractice insurance provided by the agency or student must purchase): Hepatitis Inoculation Requirements (required, highly recommended, or provided by the agency): 9/14/

153 Special Considerations: Agency Responsibilities: Yes/No (circle) The agency agrees to provide release time to the designated field instructor(s) to attend preplacement orientation, training, and other activities designed to aid the student in the placement process. Yes/No (circle) The agency agrees to accept the student as a participant in the overall agency program and activities as appropriate. This includes opportunities for planned contacts with agency staff other than field instructors through whom appropriate learning opportunities can be provided. Yes/No (circle) The agency agrees to provide the following for the student(s) during the period of placement: Space in which the student can carry on independent work Office supplies as needed in the performance of responsibilities Access to client and agency resources appropriate to the planned learning experience Mileage reimbursement and any other reimbursements customarily provided to staff Timely provision of information regarding whether the student is covered by the agency s liability insurance policy Information regarding requirements or recommendations for obtaining the Hepatitis B vaccination series, including the possibility of agency reimbursement for the vaccinations Yes/No (circle) The agency agrees to allow the field instructor at least one hour per week to provide individual or group supervision to the student(s). Yes/No (circle) The agency agrees to allow the field instructor ample time to aid the student in developing and fulfilling a learning contract in conjunction with department goals and objectives. Yes/No (circle) The agency agrees to allow the field instructor and any other pertinent staff to participate in the assessment and evaluation made of the student at the end of each academic quarter. In signing this application, I am indicating acceptance of the agency responsibilities included herein: Agency Director s Signature Date (Print Name) (Credentials) (Title) For Departmental of Social Work Use Only: Agency Approval: Yes No Field Director s Signature Date 9/14/

154 OHIO UNIVERSITY DEPARTMENT OF SOCIAL WORK FIELD INSTRUCTOR AFFILIATION AGREEMENT (Please complete this form for each field instructor requesting department approval) FIELD INSTRUCTOR: Field Instructor Name: Credentials: Agency Affiliation: Address: Phone: Fax #: Website: Academic Qualifications (include degrees, when and where received): Professional Experience Related to Social Work (include years of experience in social work or human services): Please address your experience and views regarding the following: Commitment to social work values and education: Interest in and experience in teaching or supervision: Knowledge of the community and its resources: 9/14/

155 Capacity to integrate academic content and issues of diversity with the field curriculum: Please address your scope of practice (i.e., areas of specialization with respect to social problems, modalities and interventions, populations, and settings): Please indicate level(s) of field instruction in which you seek to participate (undergraduate generalist, MSW foundation, MSW clinical specialization, and/or MSW policy and administration specialization): Field Instructor Responsibilities: Yes/No (circle) I agree to participate in pre-placement activities such as attendance at the Field Placement Fair (undergraduate), pre-placement interviews, and completion of the annual program and field evaluation survey. Yes/No (circle) I agree to assume responsibility for orienting students to the agency, including a description of the agency s expectations of the student, a briefing on the use of support staff, and training on use of office equipment. Further, background information about the agency and agency policies will be included in this orientation. An orientation to other appropriate social services in the community will also be provided. Yes/No (circle) I agree to interface with the agency on the student s behalf whenever necessary. Yes/No (circle) I agree to participate in all required field instructor training opportunities, including but not limited to Field Instructor Orientation Trainings. Yes/No (circle) I agree to assist the student in preparing the required Learning Contract each quarter, to be compatible with the department s goals and objectives. All assignments in the learning contract will reflect curriculum goals, outcome objectives, and an appropriate action plan. Yes/No (circle) I agree to hold weekly educationally focused supervision conferences with the student. I agree to the department s expectation of one hour of formal supervision to be provided individually or in a group supervision format per week. During these weekly conferences, the learning contract, the student s performance, and any issues or deficiencies noted during the past week will be discussed. 9/14/

156 Yes/No (circle) I agree to work with the field liaison to coordinate an agency on-site conference between the student, field liaison, and myself at least twice during the undergraduate and second-year graduate field sequence and once during the foundation field sequence. Yes/No (circle) I will be responsible for preparing an end-of-quarter evaluation, to include participation of the student, using department guidelines. I agree to complete this evaluation and make arrangements for the evaluation to be sent to the field liaison by the designated date. I agree that the assigning of an evaluation grade is the responsibility of the field liaison. Yes/No (circle) I agree to deal with any problems in the student s field performance in accordance with the department s Student Performance Problems in Field Instruction policy. Yes/No (circle) I agree to participate in and to allow my assigned student(s) to participate in additional supervision as may be required by the social work department to meet credentialing requirements by the Council on Social Work Education. In signing this application, the agency director and field instructor are indicating acceptance of the field instructor s responsibilities included herein: Field Instructor s Signature Date (Print Name) Agency Director s Signature Date (Print Name) (Credentials) (Title) For Department of Social Work Use Only: Field Instructor Approval: Yes No Field Education Director s Signature Date 9/14/

157 OHIO UNIVERSITY DEPARTMENT OF SOCIAL WORK RELEASE AND ACKNOWLEDGMENT The undersigned, an Ohio University student, desires to participate in *. By the execution of this release, I acknowledge and will agree that use of any equipment under the supervision of the Ohio University faculty or staff and any and all trips taken under the direction of the faculty or staff shall be deemed to have been accomplished or directed for my benefit. In the consideration of any efforts on my behalf, I voluntarily assume all risk of accident, injury, damage and/or loss to myself or my property which may arise out of my participation in the activity, and intend to release and discharge the State of Ohio, the Ohio University and all personnel associated or connected with the activity from every claim, liability or damage of any kind caused by the State of Ohio, the Ohio University, personnel involved, or otherwise. Further, I recognize and acknowledge the potential risks, liabilities, and dangers involved in the social work activities of Agencies including, but not limited to, home visitations, transportation of clients, confrontation of clients in volatile situations, court appearances, prosecution of charges and filing reports which may result in charges and fully assume these risks by accepting assignment to an Agency and participating in the Practicum Program of the Social Work Department of Ohio University. Further, I recognize, acknowledge and accept that I am responsible for my own health and accident insurance, automobile insurance, and professional liability insurance since these will not be provided by the Agency or the University. This release contains the entire agreement between the parties hereto and the terms of this Release are contractual and not a mere recital. Release further states that he/she carefully read the foregoing Release and Acknowledgement and knows the contents thereof and signs the Release and Acknowledgment as his/her free and voluntary act. Signature of Student Address Date *List all applicable activities. 9/14/

158 HANDLING SENSITIVE CLIENT DATA POLICY While you are enrolled in the social work program, there will be assignments and discussions that ask you to reflect upon and/or analyze sensitive client or agency information. In order to maintain the confidentiality of your client system(s), you are required to adhere to all pertinent agency confidentiality policies as well as to comply with the following program requirements: Course assignments: In all written and oral presentation assignments requiring the disclosure of your work with client(s), it is required that you specify what will be done to protect client confidentiality and avoid the sharing of non-essential information. It is not enough to cross out/change clients names. In this rural environment, other demographic information should be disguised. It is required that you change one or more of the following: give the client a fictitious name, age, address, change the marital status, number and ages of children, occupation, etc., and note that this information has been altered. Label any written project as having modified client data. In addition, the course instructor may request that you seek oral or written permission from clients to share this modified client data. When writing about a particular client in repeated assignments, (i.e.: in your integrative journal), it is beneficial for the reader to know that you are referring to a previously mentioned client. At these times, follow the guidelines outlined above. In other words, be consistent in using the same fictitious name and other disguised identifiers in each subsequent assignment. Non-planned oral disclosures: There will be occasions when you will wish to bring up aspects of your work with clients in class discussions where it is unrealistic to expect that you will have had the opportunity to obtain the client s permission first. When information is shared without written or oral permission, it is absolutely essential that you make every effort to protect the client s identity. If shared orally, tell your audience that you are disguising information and follow the criteria for disguising identities stated above. Photos and videos of clients: Written permission by the client or guardian is required before you share photos, videotapes, or other images of clients. Even with written permission to use the image(s), disguise the name(s) and demographic data of these individuals unless given written permission to do otherwise. Computers, cell phones, and other technology: Protect all sensitive client information while working on an assignment by making sure you use a password and other protective devices. Cell phones are not secure. Follow agency policies when using them to conduct agency business. It is your responsibility to be aware of and to use the most current and/or effective technology for disguising and/or deleting sensitive client data. At the end of the academic year: Destroy all written materials, disks, and files containing identifying client data that you have used in preparing all reports and presentations. I have read and agree to comply with the requirements of this policy: Student Signature Date 9/14/

159 OHIO UNIVERSITY DEPARTMENT OF SOCIAL WORK UNDERGRADUATE WEEKLY ATTENDANCE REPORT Student s Name: Agency Name: Week No., Beginning (Month/Day/Year): Sunday Date: to = hrs. to = hrs. Monday Date: to = hrs. to = hrs. Tuesday Date: to = hrs. to = hrs. Thursday Date: to = hrs. to = hrs. Friday Date: to = hrs. to = hrs. Saturday Date: to = hrs. to = hrs. Wednesday Date: to = hrs. to = hrs. Number of hours in field placement this week:. Provide reason for absences and plan for making up missed hours: Total number of hours in the field this quarter:. I certify that this student has worked the total number of hours indicated above in my agency this week. Field Instructor: Date: 9/14/

160 FIELD PRACTICUM LOG SHEET Student: Agency: Schedule of Activities for Week No. ; Date : Discuss Practice Situation (describe the situation, your activity or others you observed, the outcome, and your reactions and feelings): L.C. goal number and phrase: Linkage to Social Work Principles (describe how your above situation links to a social work concept, value, or ethical principle or theories of human behavior and practice models): Instructor s comments: ****************************** Schedule of Activities for Week No. ; Date : Discuss Practice Situation (describe the situation, your activity or others you observed, the outcome, and your reactions and feelings): L.C. goal number and phrase: Linkage to Social Work Principles (describe how your above situation links to a social work concept, value, or ethical principle or theories of human behavior and practice models): Instructor s comments: 12/7/

161 OHIO UNIVERSITY, DEPARTMENT OF SOCIAL WORK MSW STUDENT TIMESHEET STUDENT NAME: QUARTER: # OF HOURS REQUIRED IN FIELD THIS QUARTER: Week 1 Day, Date, Hours Worked, Daily Total (i.e., Mon., Sept. 9, 9-12, 1-4 = 6 hrs.): Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 2 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 3 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 4 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 5 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Note: It is expected that the student and field instructor will develop a schedule to be followed throughout the quarter. Exceptions should be pre-approved by the field instructor. Any time missed should generally be made up within that week or the following week at the latest. 9/14/

162 Week 6 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 7 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 8 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 9 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Week 10 Day, Date, Hours Worked, Daily Total: Total Hours in Field this Week: Total Hours in Field this Qtr.: Field Instructor s Signature: Date: Note: It is expected that the student and field instructor will develop a schedule to be followed throughout the quarter. Exceptions should be pre-approved by the field instructor. Any time missed should generally be made up within that week or the following week at the latest. 9/14/

163 Application for Scholarship College of Arts & Sciences, Ohio University Name of Applicant Student PID OAK Account Home Address Telephone Number Employing Agency Telephone Number Address Position Title of course for which scholarship is requested: Call Number Department Catalog Number Credit Hours Quarter offered Campus Total hour enrollment for this quarter Are you admitted into an Ohio University Graduate Program? Yes No (You must be admitted to Ohio University as a graduate student to receive a scholarship.) With which graduate program are you identified? What is your last university or college degree? Granting institution Date of degree If you have any questions, please contact Ms. Deborah Pack at Applicant s Signature Date Supervisor s Signature Date Chair, Department of Social Work Date Associate Dean, College of Arts and Sciences Date Account Number 9/14/

164 Directory of Agencies Listing by Categories The following agencies are available for field practicum. Brief descriptions follow each listing. If a description for a particular agency is not included, see your field director for information. Students who live outside of Athens and plan to commute to class during their practicum should discuss this with the field director to explore practicum sites in or near their local community which may not appear on this list. Your field director, as well as students currently enrolled in the practice sequence, will be able to give you additional information on particular agencies. U = Undergraduate placement available GF = Graduate Foundation placement available GC = Graduate Clinical placement available GA = Graduate Administrative placement available UPP = University Partnership Program Child Welfare Athens County Children Services (U, GF, GC, GA) (UPP) Avondale Youth Center (U, GF, GC, GA) (The) Children s Home of Wheeling (GF, GC) Fairfield County Job & Family Services (U) (UPP) Guernsey County Children Services (U, GF, GC,GA) (UPP) Muskingum County Children Services (U, GF, GC, GA) (UPP) North Point Consulting & Behavioral Health Services (GF. GC, GA) Public Children Services Association (GA) Vinton County Department of Job & Family Services (U) (UPP) Ross County Job and Family Services, Children Services (U) (UPP) Washington County Children Services (Intake/Assessment Unit) (GF) Children and Families Belmont County Department of Job & Family Services (GF, GC) Belmont County Juvenile Court (GC) Big Brothers/Big Sisters of Athens County, Inc. (U) Big Brothers/Big Sisters of the Upper Ohio Valley (GF) Center for Child and Family Development (U, GF, GC) (The) Children s Advocacy Center of Guernsey County (GA) Coshocton County Department of Job & Family Services (U, GF, GC, GA) Court Appointed Special Advocates (CASA/GAL) (U) Crittenton Services, Inc. (GC, GA) Hittle House (U, GF, GC) Integrated Services of Appalachian Ohio (U, GF, GC, GA) (The) Mentoring Center of Coshocton County (U, GF, GA) Ohio Family and Children First (GA) Sojourners Care Network (U, GF, GC, GA) Community Action Community Action Commission of Belmont County, Inc. (GA) Hocking/Athens/Perry Community Action (U, GF) Multicultural Genealogical Center (GA) Southeast, Inc. (GF, GC) UCM: Spiritual Growth & Social Justice (U, GF, GA) /14/

165 Corrections Belmont Correctional Institution (GF) Hocking Valley Community Residential Center (U, GF, GC, GA) SEPTA Correctional Facility (U) Southeastern Correctional Institution (U) Developmental Disabilities ATCO, Inc. (U) Buckeye Community Services (U, GF, GA) Echoing Meadows (U) HAVAR, Inc. (U, GF) Morgan County Board of Developmental Disabilities (U, GF, GC, GA) ResCare, Inc. Central Ohio (U, GF, GA) Domestic Violence and Victim Services Athens City Police Dept. Domestic Violence Unit (U) Athens County Victim Assistance Program (U) Eve, Inc. (U, GF) OU Survivor Advocacy Program (U, GF) Tri-County Mental Health & Counseling Services, Inc. (Sexual Assault Prevention Program) (U, GF, GA) Geriatrics Area Agency on Aging Region 9 (GF, GA) Belmont Senior Services, Inc. (GF, GA) Genesis HealthCare System, Inc. (U, GF) Hickory Creek of Athens (U) Hospice of Guernsey, Inc. (GC) Valley Hospice (GF, GA) Health Adena Regional Medical Center (U, GF, GC) Athens AIDS Task Force (U) Camden Clark Memorial Hospital (GF) Department of VA Medical Center, Chillicothe (GF, GC, GA) Fox Run Hospital (GF, GC) Holzer Medical Center (GF, GC, GA) King s Daughters Medical Center (GF, GC) O Bleness Memorial Hospital (U) Ohio Valley Medical Center (GC) OU COM Community Health Program (U) Parkersburg Outstation of Huntington VA (GF, GC) Pike Community Hospital (U, GF) Southeastern Ohio Regional Medical Center (U, GF) Southern Ohio Medical Center (U, GF, GC, GA) Homelessness Good Works, Inc. (U) Greater Wheeling Coalition for the Homeless, Inc. (GC) Washington County Home (U, GF, GC) Mental Health Alcohol, Drug Addiction, and Mental Health Services Board (AHV 317 Board) (U, GF, GA) Appalachian Behavioral Healthcare System (Athens Campus) (U, GF, GC, GA) Belmont County Student Services (GF) /14/

166 Cambridge Counseling Center (GF, GC, GA) Community Mental Health Services (GF, GC, GA) Fairfield Medical Center (GF, GC) Family Guidance Center (U) (The) Gathering Place (U) Hocking College: Health & Wellness Center (GF, GC) Jefferson Behavioral Health System (GF, GA) Northwood Health Systems (GF) People to People (U, GF, GC, GA) Psychology and Social Work Clinic (GC) Scioto Paint Valley Mental Health Center (U, GF, GC, GA) Shawnee Mental Health Center, Inc. (GF, GC) Six County, Inc. (GF, GC) Southern Ohio Behavioral Health (GF, GC) Sunstone, The Summit (U) Thompkins Child & Adolescent Services Inc. (U, GF, GC, GA) Tri-County Mental Health & Counseling Services, Inc. (Child Community Support Program) (U, GF, GC) Tri-County Mental Health & Counseling Services, Inc. (Crisis Intervention Team) (U) Tri-County Mental Health & Counseling Services, Inc. (SAMI Court) (U) Tri-county Mental Health & Counseling Services, Inc. (Supportive Psychiatric Treatment Program) (U) Tri-County Mental Health & Counseling Services, Inc. (Belpre Clinic) (GF, GC) Tri-County Mental Health & Counseling Services, Inc. (Logan Clinic) (GF, GC) Youth Services System, Inc. (GA) Program Planning and Evaluation Voinovich Center for Leadership and Public Affairs (U, GF, GA) Public Welfare National Association of Social Workers, Ohio Chapter (GF) School Based Ashland Independent Schools (GF) Buckeye Trail Elementary/Middle School (U, GF, GA) Challenging Horizons Program (CHP) After-School Program (U) Logan-Hocking Schools/Green Elementary (U, GF, GC) Meadowbrook Middle School/Rolling Hills Local School District (GF, GC) Substance Abuse (The) BASICS Program (GA, GC) (The) Counseling Center, Inc. (GC) Crossroads Counseling Services, Inc. (GF, GC, GA) Health Recovery Services (U, GF, GC, GA) Health Recovery Services (Bassett House) (U, GF, GC, GA) Hocking County Behavioral Health (U,GF, GC, GA) Muskingum Behavioral Health (GF, GC) TASC of Southeast Ohio (U, GF, GC) /14/

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