CSUSM Field Education Program Orientation

1. Field Instructor Training Module IOrientation to CSUSM Field Education Program, CSWE Core Competencies,Micro/Mezzo/Macro Practice, Learning Agreement & Evaluation CSUSM Department of Social Work Fall 2015 Presenters: Jeannine E. Guarino, LCSW # 24584 Lorene Ibbetson, LCSW # 21088 Directors of Field Education, Department of Social Work, CSUSM

2. Overview of Presentation • Meet & Greet and Introduction Ice Breaker • Field Education Manual Overview • Important Field Dates • Field Education Requirements • Field Documents • Ten Core Competencies and corresponding foundation and advanced Practice Behaviors • MSW Program Integrated Curriculum • Micro – Mezzo – Macro Practice • Learning Experiences in field that correlate to practice behaviors • Field Instructor’s Role in Student Learning: • Development of the Learning Plan • Supporting student’s linkage of classroom learning to field practicum • Evaluation of Student Learning – Comprehensive Skills Evaluation • Process of developing mastery (competence) • Information on additional online trainings

3. CSUSM MSW Field Education Overview – cont’d • Important Field Education Dates for 2015-2016 • Field Education Requirements: • Total required field hours (Foundation & Concentration Years) • Field supervision requirements • Agency site visits • Field Instructor Documents: • Learning Plan • Comprehensive Skills Evaluation

4. MSW Program at CSUM • 60 Units • 2 year or 3 year option • Year 1 is Foundation Year Generalist • Year 2 is Advanced Concentration Year • Two Concentrated Fields of Practice: • Behavioral Health • Children, Youth, and Families • IV-E Child Welfare Training Program

5. Field Practicum Hours • Foundation Year (1st year): 16 hours per week/2 days; • Fall semester 240 hours • Spring semester 272 hours • TOTAL HOURS YEAR 01: 512 • Concentration Year (2nd year): 20 hours per week/2.5 days; • Fall semester – 280 hours • Spring semester – 340 hours • TOTAL HOURS YEAR 02: 620 TOTAL FIELD HOURS BOTH YEARS: 1132 Typical days in field are M/W/F, 8:00 – 5:00 pm

6. Field Education Office at CSUSM • Oversees Internships • Approves and monitors agency internship sites • Oversees placement procedures • Conducts Trainings for Field Instructors • Addresses major issues of concern as they relate to field education • Ensures that CSWE competencies are integrated into field education

7. The Field Faculty Liaison… • Is an academic faculty member assigned to consult with the field instructor about the student in placement, • Assists in the development of the student's educational plan, • Leads an integrative field seminar as part of the core curriculum, • Participates in the evaluation of the student's performance and assignment of a grade, and • Conducts a site visit and acts as a liaison to the agency.

8. The Field Instructor is a Professional… • With a minimum of 2 years post MSW graduate experience OR a similar degree and years of experience • That provides a minimum of 1 hour per week onsite direct supervision and other educational opportunities for the student. • That guides the development of the student's learning agreement, and evaluates the student's performance. • Who is in a key position to provide the student with reality-based education in the field that cannot be provided in the classroom and which is the cornerstone of quality social work education.

9. Critical Aspects to Field Instruction • Protect the client(s) • Monitor adherence to NASW Code of Ethics and agency policies • Model appropriate social work knowledge, skills, and values • Promote self-reflection and “course correction” • Continually assess student’s readiness for practice • Typical experience consists of shadowing, observation, and supervised experience in 1st semester. Increased autonomy & initiative in 2nd semester.

10. Ethical Considerations in Field Instruction • NASW Code of Ethics3.02 Education & Training Social workers who function as educators, field instructors for students, or trainers should: (a) 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.

11. NASW Code of Ethics3.02 Education & Training • Social workers who function as educators, field instructors for students, or trainers should: (b) take reasonable steps to ensure that clients are routinely informed when services are being provided by students One of the first items on your orientation list should be to teach the student about informed consent. Have them practice on you!!

12. NASW Code of Ethics3.02 Education & Training • Social workers who function as educators, field instructors for students, or trainers should: (c) 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. It is the policy of the Department of Social Work that field instructors do not “friend” students on social networking sites.

13. NASW Code of Ethics3.02 Education & Training • Social workers who function as educators, field instructors for students, or trainers should: (d) evaluate students’ performance in a manner that is fair and respectful.

14. CSUSM MSW Program Integrated Curriculum • The Council on Social Work Education (CSWE) is the accrediting body that governs all social work programs in the United States. CSWE is responsible for developing accreditation standards that define the competencies that MSW students need to master in order to become effective social workers. • CSWE has defined Field Education is the signature pedagogy of an MSW program curriculum (CSWE, 2008). • The curriculum takes an integrated approach whereby all classes reinforce the linkage of theories and concepts to the field setting by linking assignments to the field practicum. • The 4 core content areas of focus in the academic curriculum include: • Human Behavior and the Social Environment (HBSE) • Policy • Practice • Research

15. 10 Core Competencies • CSWE has moved from focus on content to “competency-based education, an outcome performance approach to curriculum design”1 • “The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities.” • Competencies = “measurable practice behaviors … comprised of knowledge, values, and skills.” • Additional competencies may be added to the 10 1CSWE Educational Policy 2.1

16. Why Change? • Bring us back to social work’s core values • Social and economic justice • Social and economic well-being • Support NASW Code of Ethics principles & standards • Get us to think about research-informed practice & practice-informed research • Respond to new environmental trends and growing knowledge in the social and life sciences • The move from content to competence shifts focus to results of the educational process

17. 10 Core Competencies & Foundation Year Practice Behaviors Competency 1—Identify as a professional social worker and conduct oneself accordingly. • Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers: • 1) advocate for client access to the services of social work; 2) practice personal reflection and self-correction to assure continual professional development; 3) attend to professional roles and boundaries; 4) demonstrate professional demeanor in behavior, appearance, and communication; 5) engage in career-long learning; and, 6) use supervision and consultation. Competency 2—Apply social work ethical principles to guide professional practice. • Social workers have an obligation to conduct themselves ethically and to engage in ethical decision making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: • 7) recognize and manage personal values in a way that allows professional values to guide practice; 8) make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; 9) tolerate ambiguity in resolving ethical conflicts; and 10)apply strategies of ethical reasoning to arrive at principled decisions. Practice behaviors

18. Competency 3—Apply critical thinking to inform and communicate professional judgments. • Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers: • 11) distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; 12) analyze models of assessment, prevention, intervention, and evaluation; and, 13) demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Competency4—Engage diversity and difference in practice. • Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers: • 14) recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; 15) gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; 16) recognize and communicate their understanding of the importance of difference in shaping life experiences; and 17) view themselves as learners and engage those with whom they work as informants.

19. Competency 5—Advance human rights and social and economic justice. • Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers: • 18) understand the forms and mechanisms of oppression and discrimination; 19) advocate for human rights and social and economic justice; and, 20) engage in practices that advance social and economic justice. Competency 6—Engage in research-informed practice and practice-informed research. • Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers: • 21) use practice experience to inform scientific inquiry and. 22) use research evidence to inform practice.

20. Competency 7—Apply knowledge of human behavior and the social environment. • Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. • 23) utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and, 24) critique and apply knowledge to understand person and environment. Competency 8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services. • Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers: • 25) analyze, formulate, and advocate for policies that advance social well-being; and, 26) collaborate with colleagues and clients for effective policy action.

21. Competency 9—Respond to contexts that shape practice. • Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers: • 27) continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and 28) provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Competency 10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. • Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

22. Competency # 10 (a) – Engagement • Social Workers: 29) substantively and affectively prepare for action with individuals, families, groups, organizations and communities; 30) use empathy and other interpersonal skills; and, 31) develop mutually agreed-on focus of work and desired outcomes.

23. Competency # 10 (b) – Assessment • Social Workers: 32) collect, organize, and interpret client data; 33) assess client strengths and limitations; 34) develop mutually agreed-on intervention and goals and objectives; and, 35) select appropriate intervention strategies.

24. Competency # 10 (c) – Intervention • Social Workers: 36) initiate actions to achieve organizational goals; 37) implement prevention interventions that enhance client capacities; 38) help clients resolve problems; 39) negotiate, mediate, and advocate for clients; and, 40) facilitate transitions and endings.

25. Competency # 10 (d) – Evaluation • Social Workers: • 41) critically analyze, monitor, and evaluate interventions.

26. What Does This Mean for Field? • Each competency has practice behaviors which operationalize the competency and are measurable • In the student Learning Plan & Evaluations : practice behaviors become learning objectives. An Example: • Competency 5: Advance human rights and social and economic justice. • CSWE practice behavior: • Social workers understand the forms and mechanisms of oppression and discrimination • CSUSM Learning Plan learning objective: • Student will contact a local legislator about a current agency/client need and work with the agency to assist clients to do the same.

27. Micro – Mezzo – Macro Practice • Micro: Direct practice, usually with individuals, “to foster changes within personal functioning.” • Miley, Karla Krogsrud, O’Melia, M.& DuBois, B. (2011) Generalist social work practice, An empowering approach. Boston, MA: Allyn & Bacon. • Mezzo: Practice with families & small groups “… who share similar interests or common problems …” • Barker, R.L. (2003). The social work dictionary (5thed). Washington, DC: NASW Press. • Macro: Indirect practice with “goal of benefiting large groups of clients or general society, presenting opportunities to induce large-scale positive change in the lives of many clients through systemic solutions.” • Birkenmaier, Julie and Berg-Weger, Marla (2007). The practicum companion for social work: integrating class and field work. (2nd ed.) Boston, MA: Allyn & Bacon. Goal: MSW students will have micro-mezzo-macro experiences assigned over the course of the year

28. Micro Practice Micro-Practice - Individuals: • Assignment to three to four individual client cases (not in same family or household). • Completion of comprehensive psychosocial assignments for each assigned client. • Assignment of at least two on-going, long-term cases. • Participation in a minimum of two case conferences, including at least one case presentation. • Involvement in collaborative experiences with other members of an inter/multidisciplinary team in the agency.

29. Mezzo Practice Mezzo-Practice – Families and Groups: • Assignment to at least one family case (if available). • Participation in one group experience: Examples: educationally focused groups (e.g. parenting class); therapeutically focused groups; socialization groups; or discussion groups.

30. Macro Practice Macro-Practice – Organizations and Communities: • Attendance at a minimum of three agency or collaborative agency meetings or briefings. These may include macro-practice activities (e.g., program needs assessment, policy meeting, Board of Supervisors meeting, training, community organization/collaborative work, agency briefings, public relations and marketing meetings, program evaluation meetings). • FOUNDATION YEAR STUDENTS: Participation in a macro project at the field site such as grant writing, curriculum or program development/evaluation needs assessment, etc.

31. Core Competencies & Micro-Mezzo-Macro Practice • Group Activity: Select a competency • Look at practice behaviors associated with it • List learning experiences that can help your intern meet objectives • Micro • Mezzo • Macro

32. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.1) • 2.1.1: Identify as a professional social worker and conduct oneself accordingly: • Keep a reflective journal log of professional development and challenges; submit to field instructor weekly for discussion in supervision. • Summarize learning from Ethics training and classes; relate to current agency policies • and client/system issues in weekly supervision or written reports. • Attend multidisciplinary staff meetings and discuss social work perspective and roles • regarding projects and/or cases; observe and analyze different disciplines’ roles and viewpoints with field instructor. • Present cases/issues according to professional presentation guidelines in team meetings and supervision. Review and discuss social work theories and principles that apply to student agency work. • Create a weekly agenda for supervision that includes reports on clients/projects, integration of classroom learning, and personal reflections regarding professional development. • Review agency legislative agenda and discuss with field instructor key issues, themes, and factors affecting social policies, organizational service delivery, and clients/projects from a strengths, systems and structural perspective.

33. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.2) • 2.1.2 Apply Social Work Ethical Principles to Guide Ethical Practice: • Apply NASW Code of Ethics to agency practice: identify potential areas of conflict; • review Code of Ethics, keep reflection journal regarding standards and issues. Prioritize • standards as related to agency risks in written format. Submit and discuss in • supervision. • Informally interview agency professionals regarding ethical issues faced in practice, and • how these were handles; discuss in supervision. • Review ethics guidelines of other professions (nursing, attorneys, etc.) and discuss with • field instructor differences of viewpoints, potential conflicts, and ethical decision-making • processes. • Review recovery principles and least restrictive treatment setting alternatives; identify • potential risks to specific clients versus the value of self-determination. • Relate ethical principles to case consultations in team meetings and supervision. • Review agency case practice examples, role-play those or specific client ethical issues • with field instructor in preparation for casework. • Identify agency and client ethical dilemmas that may be caused by funding cuts; discuss • with field instructor. • Attend interagency meetings and in-service presentations on aspects of ethical service; • report learnings in written memo or in supervision.

34. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.3) • 2.1.3: Apply critical thinking to inform and communicate professional judgment: • MICRO: • Observe and participate in health and safety in home visit; prepare shadow unofficial) documentation per agency guidelines; compare case notes with accompanying professional, make possible case recommendations. • Interview members of a treatment team for different perspectives and make recommendations for future treatment based on all information, in writing or through • discussions with field instructor. • Meet with FIELD INSTRUCTOR to determine needs and goals of evaluation of self and clients/projects; • identify assumptions, cultural beliefs, previous experience and other factors influencing • decision-making.

35. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.3) CONTINUED • MEZZO: • Participate in and observe Child Protective Team Staffing; review values, goals, • outcomes, dynamics, and team effectiveness in strengths-based interventions and • planning. • Interview stakeholders to evaluate program effectiveness; create interview questions, • interview at least 5 consumers/constituents, submit written report to field instructor, to include recommendations for improvements and/or internal policy changes. • MACRO: • Analyze DCFS’ policy and programs addressing disproportionality of children of color • in the foster care system, develop recommendations for addressing this issue, present • report to team. • Attend agency meetings that address upcoming changes due to legislative budget • cuts; analyze effects on agency and clients/constituents, develop and submit written • analysis to include recommendations for service reorganization or reprioritization.

36. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.4) • 2.1.4: Engage Diversity and difference in practice: • Student will be assigned a diverse caseload and work with a task field instructor of differing • ethnicity and/or gender; discuss with field instructor the perspectives and issues that arise in working across difference. • Maintain a caseload of non-majority clients; attend relevant trainings to learn about • generational trauma, language, cultural practice; apply knowledge in work with • clients, documentation of case notes, team meetings; discuss insights with field instructor. • Keep a reflective journal log in which to record observations of practice, cultural • considerations, personal reactions, and ideas for using strengths-based and • empowerment perspectives. Discuss these learnings with field instructor in supervision.

37. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.5) • 2.1.5: Advance human rights and social and economic justice: • Familiarize him/herself with current political events and their effects on clients. Discuss • with field instructor. • Reflect on their (students’) own experiences of oppression and discrimination and • discuss with field instructor. • Contact legislators about a current advocacy need and assist clients to do the same. • Discuss process with field instructor. • Attend Lobby Day and write in journal about key learning experiences; share with field instructor.

38. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.6) • 2.1.6: Engage in research-informed practice and practice-informed research: • Research effective engagement interventions with Latino families and present to field instructor and staff. • Review demographic data of selected ethnic group in the community and examine • childcare vs. pre-school attendance to prepare for kindergarten; discuss results with field instructor. • Interview parents about negative experiences with special education and social • service providers and discuss with field instructor. • Engage extended family in the planning for the child by completing a genogram with • family. • Examine Access to Special Education services and discuss disproportionally with field instructor. • Examine targeted interventions for school attendance/engagement and discuss with field instructor.

39. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.7) • 2.1.7: Apply knowledge of human behavior and the social environment: • Review student’s syllabi for current theoretical underpinnings; contextualize relevance • to agency through supervision meetings. Discuss application of theory (person in the • environment; strengths recovery model, etc). • Make connections between referral process and how it connects to theory (e.g. • Maslow’s hierarchy of needs). • Become familiar with two to three different assessment tools including understanding • strengths and limitations of each tool. • Apply human developmental stages ages 6 through 13 with clients; integrate understanding of human development to case examples; discuss with field instructor. • Write process recordings for two clients. Discuss in supervision with field instructor.

40. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.8) • 2.1.8: Engage in policy to advance social and economic well-being and to deliver effective social work services: • Watch video presentation in field seminar and HBSE courses and participate in facilitated discussion on history, race, and power; relate this to departmental policies in supervision • Observe and analyze effectiveness of organization/department policies and procedures • in serving target population. Discuss in supervision. • Examine link between federal, state, and local funding to agency and the services to • mission population. Create a matrix of Federal/State/Local laws and policies affecting • clients/constituents, and service programs they influence. Apply information on history • and funding to client/constituent cases or projects via a short paper or presentation of • findings to staff during a meeting. • Relate in supervision Federal laws (housing, health care, education, etc.) to client status • (e.g., immigration, eligibility for services, psychosocial histories, and intersection with • needs and service eligibility. • Participate in student field seminar to discuss role of agency policies related to students. • Review history of housing policies and needs (e.g., Section8); discuss in supervision; prepare fact sheet for clients to explain housing procedures/resources. • Analyze gaps in services related to current budget projections; make written • recommendations for meeting client needs, submit to field instructor.

41. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.9) • 2.1.9: Respond to contexts that shape practice: • Review demographic data of selected ethnic group in the community and examine childcare vs. pre-school attendance to prepare for kindergarten; discuss results with field instructor. • Interview parents about negative experiences with special education and social service providers and discuss with field instructor. • Engage extended family in the planning for the child by completing a genogram with family.

42. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.10) • 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, and communities: Engagement Skills: • Introduce self and role to clients in informal settings such as common room, front lobby, meal service; get to know clients as people without focus on problems; during supervision identify areas of comfort and discomfort in client engagement. • Contact constituents by telephone and in focus groups to learn about community needs and questions, introduce agency and student role, and explore possibilities for greater involvement, focusing on listening, reflective paraphrasing, and clear communications. • Interview constituents, clients, and/or colleagues in the agency setting to identify factors important to others in your working relationships; discuss in supervision. • Seek feedback from field instructor, clients, and colleagues about ways to build rapport and trust in interpersonal interactions, and methods of setting goals that are mutually agreeable.

43. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.10) Assessment Skills: • Review examples of community/client assessments through agency documents; compare to assessment formats in the literature, and discuss in supervision. • Shadow field instructor or colleague to observe assessment implementation, noting formal/informal style, areas of priority, cultural factors, analysis of meaning re: agency mission and scope of practice; write up a shadow assessment, compare with staff assessment; debrief with field instructor. • Role play an assessment with client/constituent/community with field instructor or colleague, and report on areas of confidence and discomfort, strengths-based perspectives, and goal-planning options. • Conduct at least three client/program/community assessments as lead interviewer with a field instructor or colleague present; review areas of strength and difficulty, documentation accuracy, priorities and implications for intervention/next steps. Conduct, document, and review at least two assessments independently once fully trained, reporting progress in supervision. • Research group/education/planning models in the literature to meet service needs of agency, assess feasibility for the agency through interviews with staff and clients/constituents, write report to field instructor of findings and recommendations.

44. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.10) Intervention Skills: • Build a caseload of up to 5 clients to monitor progress towards goals, provide agency recommended models of intervention, and review contacts and documentation with field instructor. In supervision, compare and contrast agency methodologies with models of intervention found in the literature from research or classroom learning.. • Develop and implement a public educational workshop to address legislative agendas of importance to community and agency, focusing on information needed for advocacy efforts and advocacy training. • Review client/group/community services to analyze possibilities for prevention services that might enhance treatment-oriented approaches or address community needs (e.g., anti-bullying education in schools, domestic violence education, culturally sensitive models of independent living supports, gathering information to counter proposed budget cuts). • Participate in community/field of practice coalition meetings to analyze trends and needs, develop coordinated approaches to advocating for improved laws or standards, and assist in writing reports or articles to communicate plans and results to larger community.

45. Competency Practice Behaviors & Learning Experiences for Interns (EPAS 2.1.10) Evaluation Skills: • Review each client contact and file for progress toward mutually-agreed upon goals; discuss with client and field instructor ways to maximize supportive counseling/services for goal attainment. • Identify and utilize pre-post assessment/evaluation or data collection tools recommended by agency for use with clients/programs/community initiatives; discuss themes with field instructor. • Review agency program evaluations via annual reports, quality assurance committee targets for improvement, social work database information, etc. to analyze service effectiveness; present themes and learnings to field instructor and in staff meetings. • Develop and implement evaluation questions and format for clients/constituents/groups, program, or community assessment, identifying issues and needs with field instructor and participants; analyze results with field instructor, write a summary report.

46. What is a Learning Agreement? • An educational contract with an individual student (that) provides a road map for the field instruction experience. • Wilson, Field instruction: Techniques for supervisors, 1981. • … It defines what (student) needs to learn and identifies the activities (student) will undertake in order to learn. • Horejsi and Garthwait, The social work practicum: A guide and workbook for students, 2002.

47. The Learning Agreement • 10 Core Competencies • … in the Learning Plan & Comprehensive Skills Evaluation

48. Learning Agreement (Field Manual, Appendices II-V) From Foundation Year MSW students’ Learning Agreement/Skills Evaluation (Appendix II):

49. Learning Agreement • Field Manual and Learning Agreement

50. Process of Developing Mastery We think of mastery as being gained in four steps: