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The Mission of Field Education

The Mission of Field Education. From Practitioner to Educator UW School of Social Work (http:depts.washington.edu/sswweb/practicum). Competency Objectives:. 1) Describe rationale for field instructor training;

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The Mission of Field Education

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  1. The Mission of Field Education From Practitioner to Educator UW School of Social Work (http:depts.washington.edu/sswweb/practicum)

  2. Competency Objectives: • 1) Describe rationale for field instructor training; • 2) Define mission of the UWSSW and purpose of field education: practice application of social work principles, competencies and curriculum; • 3) Demonstrate understanding of the importance of the field instructor in helping student develop educational competencies; • 4) Articulate the requirements of practicum

  3. Why Field Instruction Training? • Field education is ‘the signature pedagogy of social work’: CSWE • EPAS guidelines mandate field instruction training to agency-based field instructors • Field supervision requires advanced training due to a teaching element

  4. Training Rationale • Social work skills do not indicate expertise in teaching those skills. • Studies have identified knowledge and skills necessary for effective field supervision; CSWE developed modules • Competency-based training models help PIs reinforce student competency development (measurable knowledge, values, skills, and behaviors)

  5. Intro to The UW SSW Field Instructor Training Program • Provides specialized knowledge and skills for effective field education/supervision. • Ten modules delivered over 14 hours: • Mission - Integrating Theory • Agency Orientation - Evaluations • Adult Learning - Cultural Competency • Learning Contract - Ethics in Practicum • Supervision - Challenging Situations

  6. MISSION OF FIELD EDUCATION: • Practicum is capstone of social work education: • Learn by doing, under supervision of experienced practitioners trained to instruct; • Apply social work knowledge and skills obtained in classroom; develop competencies; • Successfully integrate theory into practice; • Prepare students to begin social work practice within an agency setting.

  7. Critical Role of Field Instructor • Research on social workers as educators: • Supervisory style and characteristics of the field instructor have a significant impact on students’ evaluations of the instructor and the placement experience; • Most significant factor affecting students’ satisfaction with the field placement: Quality of field instruction

  8. Discussion Review participant field experience • What qualities made an effective practicum instructor? • What experiences or qualities created a negative learning experience?

  9. Field Instructor Has Opportunity • to significantly influence the education and training of a future social worker; • to influence all of the student’s future interactions with clients; • To play a role in shaping the future of social work practice and our profession

  10. Goals of Field Instruction • Create learning opportunities for students to integrate theory and practice • Teach students how to practice social work, NOT how to do a particular job in a particular agency • Helping students learn how to use social work skills effectively • Teach how to use social work knowledge and values to inform their actions

  11. Challenges of Field Education • Demonstrate understanding of how to develop and use competencies (knowledge, values, and skills) for effective practice, • Help students see how to apply these abilities to any practice setting: • how to engage a client, stakeholder, or constituent, • how to build rapport, • how to set goals, • how to develop tasks to reach those goals, • effective and ethical practice

  12. Creating a Vision • first task: create a vision of qualities and characteristics your student should attain by end of placement; • immediate vision: helping the student apply knowledge to a practice setting; • larger vision: instructor’s role in the life and professional development of the student and their client’s well-being

  13. Mission of School and Curriculum – Access School Website • Instructors must incorporate the School’s mission, principles, curriculum objectives, and Core Competency Development • ReviewUW SSW mission (http: depts.washington.edu/sswweb/mission/) (http: depts.washington.edu/sswweb/programs)

  14. Incorporating SSW Core Values • Instructors are expected to support and reinforce the School’s core principles: • Empowerment • Multiculturalism • Social Justice • Social Change • Help students assess & incorporate these in practice: • Agency commitment to these values • Comparison of agency and School mission and agency success and status re meeting both missions • Dialogue about challenges and differences between ideal and the real; ways to influence change and justice

  15. BASW/Foundation Objectives • Access Handout 1C • Review purpose of Foundation year: • Intro to the profession: values, ethics, conduct • Generalist, entry level skills • Micro, mezzo, macro exposure and learning opportunities • Learning to use supervision • Identification of strengths and niche for advanced year

  16. Advanced MSW Concentrations • Access Handout 1D • Review Concentration Specializations

  17. Advanced MSW Concentrations Access Handout 1D • Review Concentration Specializations • Day Program • Administration/Policy • Children, Youth, Families, Elders • Health/Mental Health • Community-Centered Integrative Practice • Extended Degree Program • Integrative Health/Mental Health • Children, Youth, Families, Multigenerational Pct.

  18. Competency-Based Education • 2008 CSWE Mandates re Required Competencies and related Practice Behaviors = revised curriculum • Focus is on outcomes expected • Learning to be reflected in demonstrable skills (practice behaviors) • Practice Behaviors are to be assessed via visible, specific, measurable activities

  19. Ten Competencies • Identity as a SW • Ethics • Critical Thinking • Diversity • Human Rights and Social Justice • Research / Evidence-Based Practice • Human Behavior in the Social Environment • Policy • Contextual Practice • Practice skills in • Engagement • Assessment • Intervention • Evaluation

  20. Review Competencies (handouts 1E.1- 1E.5) • Ten competencies are incorporated into new Learning Contracts and Evaluations, each with detailed practice expectations • BASW/Foundation focus: generalist practice at micro/mezzo/macro levels; professional roles, behavior, ethics • Review Foundation Competencies and Practice Behaviors • Review Adv. Competencies/Behaviors

  21. Activities to Match Curriculum Requirements and be Measured • Student activities to meet required competencies, student interests, agency needs; and measurable practice behaviors • Practice behaviors to be measured through documentation, observation, presentations, supervision discussion, etc. • Instructors legally responsible for work of student; insure adequate oversight of practicum, and supervision documentation

  22. Activity: Teaching to Competencies - Handout 1F • Identify agency mission with mission and social work services and compatibility with SSW mission and competency education • Identify areas of agency overlap and challenge in providing instruction in SW competencies • Module 4 will assist in developing agency-specific activities to meet competency requirements; • Assigned Field Faculty can also consult, assist

  23. UW SSW Programs (handout 1C, 1D ) • BASW / Foundation Objectives (handout) • Generalist practice with micro, mezzo, macro level assessments, interventions, evaluation • Two year MSW Day Program • Three year Extended Degree Program (EDP) for working professionals; • One year Advanced Standing MSW • MSW Advanced Concentrations (handout)

  24. Practicum Credit Requirements To be completed with Practicum Instructor: • Individualized Learning Contract: tasks designed to build competencies • Weekly instruction and supervision: to monitor progress, provide time for reflection & feedback • Quarterly Evaluations: to describe and rate progress towards competencies, development • Eval cover sheet: signatures, hours, credit recommendation submitted to field faculty

  25. Partners in Education(handouts 1G, 1H) • Practicum education requires a three-way partnership: student, PI/agency, field faculty • Roles and Expectations handout emphasizes need for communication, coordination, understanding of Practicum as a class in which all have responsibilities and involvement • Expectations of Agencies handout focuses on need for agency to support PI and provide a positive learning environment; student hours

  26. Practicum Credit Hours • BASW: 480 hours over 3 quarters (4 credits/160 hrs./quarter = 16 hours/week) • MSW Foundation: 320 hours/8 credits • DAY: Two quarters, 4 credits/160 hours each • EDP: Negotiable schedule, start Spring or Summer • MSW Advanced: 720 hours/18 credits • DAY: 3 quarters, 240 hours/6 credits/quarter • EDP: Negotiable, start Spring or Summer

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