Professional Documents
Culture Documents
Advocate for the client access to the services of social work; practice Personal reflection and
self-correction to assure continual professional development; attend to professional roles and
boundaries; demonstrate professional demeanor in behavior, appearance and communication;
engage in Career long learning; use supervision and consultation
2.1.2 Apply social work ethical principles to guide professional practice
Practice Behaviors:
Recognize and manage personal values in a way that allows professional values to guide
practice; make ethical decisions by applying standards of the NASW Code of Ethics;
tolerate ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at
principled decisions
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and
evaluation; demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues
2.1.4 Engage diversity and difference in practice
Practice Behaviors:
Gain sufficient self-awareness to eliminate the influence of personal bias and values in working
with diverse groups; recognize and communicate the importance of difference in shaping life
experiences
2.1.5 Advance human rights and social and economic justice
Practice Behaviors:
Advocate for human rights and social justice; Engage in practice that advance social and
economic justice
2.1.6 Engage in research- informed practice and practice informed research
Practice Behaviors:
Use research evidence to inform practice; Use practice to inform scientific inquiry
2.1.7 Apply Knowledge of human Behavior and the social environment
Practice Behaviors:
Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation;
Critique and apply knowledge to understand person and environment
2.1.8 Engage in policy practice to advance social and economic well-being and to deliver
effective social work services.
Practice Behaviors:
Analyze, formulate, and advocate for policies that advance social well-being; Collaborate with
colleagues and clients for effective policy action
2.1.9 Respond to contexts that shape practice
Practice Behaviors:
Continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; provide
leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social service
2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups,
organizations and communities
Practice Behaviors:
(a)
Engagement:
Substantively and affectively prepare for action with individuals, families, groups,
organizations and communities; use empathy and other interpersonal skills; develop a
Percenta
ge
10%
Related Course
Competency
Competency #1
10%
10%
10%
10%
10%
10%
30%
rubric
TOTAL
#10, #11
100%
GRADING POLICY:
Students may pass the course with a grade of D but must maintain a C average during the junior
and senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)
GRADE DISTRIBUTION:
100-95 A
94.9-90 A-
89.9-87 B+
86.9-83 B
82.9-80 B-
79.9-77 C+
79.9-77 C+
76.9-73 C
72.9-70 C-
69.9-67 D+
66.9-63 D
62.9-60 D-
impact student standing in the BSW program. Students are expected to attend all online class
modules. Students are expected to be prepared at class time for discussions based on assigned
readings as class participation enhances the learning experience. Assignments must be received
by the identified day. For further details about the role of a student, see the Universitys
Statement of Obligations of Faculty and to the Instructional Process in the Wayne State
University Graduate Bulletin. http://www.bulletins.wayne.edu/fib/fib2d.html
The instructor will closely monitor all postings, offer additional questions to guide discussions
and help maintain focus if the class has difficulty focusing on the topics. All assignments must
be completed on Blackboard and not submitted by email to the instructor.
The instructor will respond to student questions that are not related to the assignments by email.
The grade points will be posted in the Grade Center within a reasonable time period after the
deadline of each assignment.
At the end of module four, the instructor will email to each student personal feedback on their
progress in the seminar.
Members of the class, including the instructor, will request confidentiality of others as not to
repeat or share personal, professional, or assignment related issues discussed or disclosed in
class.
POLICIES FOR THIS COURSE
Assignments must be received by the identified deadline dates in the Course Calendar that is
located in the course menu on the Blackboard home page. To complete all assignments and the
required responding posts, the online modules of this course will require adherence to the periods
specified in the Course Calendar.
Students who are late in their postings will lose points for each assignment in accordance with
the Grading Rubrics associated with each assignment. The Grading Rubrics button for the
course is located in the course menu on the Blackboard home page. There is no extra credit for
assignments in this course. There is no opportunity to resubmit assignments after assignments are
graded. For a missed session at instructors discretion, (considered only in extreme cases life
events beyond ones control), student may be allowed an optional make-up assignment (i.e., a 3-5
page paper with minimum of 3 sources and using APA format focusing on topic covered on
session missed OR another assignment identified by the instructor). Students who elect this
option and successfully complete the makeup assignment will receive partial points (minus late
points indicated in the grading rubric) for missed session. Students who miss a second session
and who did a first make-up will not have an option for a second make-up these students would
lose all points for the second missed session. Students who miss more than two classes and do
no make-up work should drop the class.
Being a responsible student in a seminar entails regular class attendance and active class
participation with consideration for others. When students participate actively in class
discussions, learning is enhanced. To be able to participate actively and with relevance to the
course subject matter, it is important that you log into each class as soon as the assignment is
available. It is the students responsibility, whether present or absent, to keep abreast of
assignments and class discussion.
Academic honesty is expected therefore, all submitted work must be original. The presentation of
anothers words or ideas as ones own, without giving credit to the source with a properly noted
citation, is regarded as plagiarism. Any work that is submitted in this class found to contain
portions that are plagiarized will receive a ZERO.
Content
Introduction and orientation to the course
Student introductions
Review of course syllabus
Discussion on field assignments: learning
plan, process recordings, evaluations
II
III
IV
VI
Understanding of community
Social Work in urban settings versus rural
settings
#10, #11
VII
Competencies
#1
COURSE REQUIREMENTS
1. Evaluation of Practice Paper
30 points
a. The paper will be graded based on content covered, clarity, and grammar. It is
due Monday, March 9, 2015 by 11:59 pm. This is an evaluation of your practice,
building on the competencies and information gleaned from the first semester.
This report will continue to address performance outcomes related to the field
placement settings as students will focus on application, analysis and reflection
when considering practice. A written report, minimum of 5 pages must be
submitted using the outline below focusing on application, analysis and reflection
when considering practice at the field placement setting. The following content
must be addressed:
How do I
evaluate my
practice
with client
or group or
community
systems?
(Pick one
system)
How do I
know that
what I do
with client
or group or
community
systems has
an impact?
(Pick one
system)
What skills
do I need in
order for me
to work in
my current
field
placement
setting?
Are the
population
and field of
practice a
good fit for
me? Why or
5 points
4 points
4points
4 points
why not?
What can I
do to
improve my
social work
practice
with client,
or group or
community
systems?
How have
my
experiences
at this
agency
contributed
to my
knowledge
of ethical
social work
practice?
How has this
placement
helped me to
understand the
values of the
social work
profession and
how has it
assisted me in
the development
of ethics for
social work
practice?
4 points
4 points
5 points
Required
(All students are able to download the manual from the Schools web site)
The Field Education Manual, 7th Edition (2013). Wayne State University School of Social Work.
Recommended
Birkenmaier, J. M., and Berg-Weger, M. (2011). Practicum Companion for Social Work:
Integrating Class and Fieldwork, the (3rd Edition) (Connecting Core Competencies). Allyn &
Bacon.
Sweitzer, H. & King, M. (2004). The Successful Internship: Transformation and Empowerment
in Experiential Learning. Belmont, CA: Brooks/Cole.
REFERENCES
Arkin, N. (1999). Culturally sensitive student supervision: Difficulties and challenges. The
Clinical Supervisor, 18(2), 1-16. doi:10.1300/J001v18n02_01
Baker, D. R., & Smith, S. L. (1987). A comparison of field faculty and field student perceptions
of selected aspects of supervision. The Clinical Supervisor, 5(4), 31-42.
doi:10.1300/J001v05n04_04
Baum, N. (2011). Social work students' feelings and concerns about the ending of their fieldwork
supervision. Social Work Education, 30(1), 83-97. doi:10.1080/02615471003743388
Bogo, M. (2010). Achieving competence in social work through field education. University of
Toronto Press.
Bogo, M., & McKnight, K. (2005). Clinical Supervision in Social Work: A Review of the
Research Literature. The Clinical Supervisor, 24(1-2), 49-67. doi:10.1300/J001v24n01_04
Caspi, J. and Reid, W.J. (2002) Educational Supervision in Social Work: a task-centered model
for field instruction and staff development, NY: Columbia U.P.
Catalano, S. J. (1985). Crisis intervention with clinical interns: Some considerations for
supervision. The Clinical Supervisor, 3(1), 97-102. doi:10.1300/J001v03n01_08
Chui, E. T. (2010). Desirability and feasibility in evaluating fieldwork performance: Tensions
between supervisors and students. Social Work Education, 29(2), 171-187.
doi:10.1080/02615470902912219
Dolgoff, R. Loewenberg, E.A., Harrington, D. (2009) Ethical Decisions for Social Work Practice,
Brooks/Cole.
Fortune, A. E., Feathers, C. E., Rook, S. R., & Scrimenti, R. M. (1988). Student satisfaction with
field placement. The Clinical Supervisor, 6(3-4), 359-381. doi:10.1300/J001v06n03_25
Fortune, A. E., & Kaye, L. (2002). Learning opportunities in field practica: Identifying skills and
activities associated with MSW students' self-evaluation of performance and satisfaction. The
Clinical Supervisor, 21(1), 5-28. doi:10.1300/J001v21n01_02
Fortune, A. E., McCarthy, M., & Abramson, J. S. (2001). Student learning processes in field
education: Relationship of learning activities to quality of field instruction, satisfaction, and
performance among MSW students. Journal of Social Work Education, 37(1), 111-124.
Ganzer, C., & Ornstein, E. D. (2004). Regression, self-disclosure, and the teach or treat dilemma:
Implications of a relational approach for social work supervision. Clinical Social Work Journal,
32(4), 431-449.
Garthwait, C. (2005). The Social Work Practicum: A Guide and Workbook for Students. Allyn
and Bacon, Boston.
Gelman, C. (2004). Anxiety Experienced by Foundation-Year MSW Students Entering Field
Placement: Implications for Admissions, Curriculum, and Field Education. Journal of Social
Work Education, 40(1), 39-54.
Gelman, C., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging endings:
First year MSW interns' experiences with forced termination and discussion points for
supervisory guidance. Clinical Social Work Journal, 35(2), 79-90. doi:10.1007/s10615-0070076-6
Hay, K., & O'Donoghue, K. (2009). Assessing social work field education: Towards
standardising fieldwork assessment in New Zealand. Social Work Education, 28(1), 42-53.
doi:10.1080/02615470802020881
Holden, G., Barker, K., Rosenberg, G., Kuppens, S., & Ferrell, L. W. (2011). The signature
pedagogy of social work? An investigation of the evidence. Research on Social Work Practice,
21(3), 363-372.
Homonoff, E. (2008). The heart of social work: Best practitioners rise to challenges in field
instruction. The Clinical Supervisor, 27(2), 135-169. doi:10.1080/07325220802490828
Johnson, A.K.( 2000). The Community practice pilot project: integrating methods, field,
community assessment, and experiential learning. Journal of Community Practice. 8(4): 5-25
Kanno, H., & Koeske, G. F. (2010). MSW students' satisfaction with their field placement: The
role of preparedness and supervision quality. Journal of Social Work Education, 46(1), 23-38.
doi:10.5175/JSWE.2010.200800066
Lazar, A., & Eisikovits, Z. (1997). Social work students' preferences regarding supervisory styles
and supervisor's behavior. The Clinical Supervisor, 16(1), 25-37. doi:10.1300/J001v16n01_02
McNeece, C. A., & Thyer, B. A. (2004). Evidence-based practice and social work. Journal of
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