Professional Documents
Culture Documents
COURSE DESCRIPTION
Understanding the learning experience through critical reflection on field and course work.
Social Work 4443 Field Education Seminar for Block Placement is a two credit hour seminar
held concurrently with SW 4998 Field Practice (10 credits). Students MUST be enrolled in SW
4998 Field Practice in order to earn credit for this course. Social Work 4443 BSW Field
Education Seminar for Block Placement facilitates students understanding of the learning
experience through critical reflection on field and integration of content from completed courses.
The course helps students reflect on their field experiences and to draw from their course
content, all of which help define them as social work professionals.
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
mutually agreed-on focus of work and desired outcomes
(b) Assessment
Collect, organize, and interpret client data; assess client strengths and limitation develop
mutually agreed-on intervention goals and objectives; select appropriate intervention
strategies
(c) Intervention
Initiate actions to achieve organizational goals; implement prevention interventions that
enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for
clients; facilitate transitions and endings
(d) Evaluation
Critically analyze, monitor, and evaluate interventions
11 Analyze the impact of the urban context on a range of client systems, including practice
implications
Practice Behaviors:
Examine the distinct characteristics of the urban context and apply the analysis to social work
practice.
PERFORMANCE CRITERIA:
It is expected that students effectively utilize field instruction by:
a. identifying own learning needs, areas of difficulty, and feelings of discomfort
b. continuing to take responsibility to prepare and plan for supervision
c. continuing to accept, integrate, and apply guidance and feedback received from field
instructor
d. continually re-evaluating the development of practice skills in light of field and
classroom instruction
GRADING AND ASSIGNMENTS
Assignments
Module 1 Discussion board
rubric
Module 2 Group rubric
Percent
age
4%
Related Course
Competency #
Competency #1
5%
Competency
10
Competency
3, 10
Competency
7
Competency
#3,4,7,10
Competency
5%
5%
5%
5%
#1, 3,
#1, 2,
#1, 3,
#2, 3,
rubric
Module 7 Journal rubric
5%
5%
4%
Module 11 Quiz
Module 12 Discussion
board rubric
Module 13 Blog rubric
2.5%
4%
Module 14 Discussion
board rubric
Report on Field Placement
Setting rubric
Evaluation of Practice
Report rubric
Total
4%
2.5%
4%
20%
20%
5, 7, 8, 10
Competency
10
Competency
2,3, 10
Competency
3
Competency
3, 9
Competency
Competency
11
Competency
#1,2,3,4
Competency
#1, 3,
#1,
#1, 2,
#1, 2,
#2, 3
#9, 10,
#1
Competency #1, 3,
10, 11
Competency #3
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)
Incomplete grade policy: http://www.socialwork.wayne.edu/incomplete_grade_policy.pdf
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-
Content
Competencies
#1
II
#1, 3, 10
#1,3,7
#2,3,5,7,8,10
#1,2,3,10
IX
#1,2,3
#1,2,3,9
XI
#2,3,
XII
Understanding of community
Video
#9,10,11
III
IV
V
VI
VII
VIII
#1,2,3,10
#3,4,7,10
#1,3,10
XIII
XIV
#1,2,3,4
#1
4 points
2 points
4 points
2 points
2 points
2 points
4 points
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
10
11
Triezenberg, G. E. (1984). Learning magic: Social work internship and beyond. The Clinical
Supervisor, 2(4), 43-51. doi:10.1300/J001v02n04_05
Urdang, E. (1999). Becoming a field instructor: A key experience in professional development.
The Clinical Supervisor, 18(1), 85-103. doi:10.1300/J001v18n01_06
Urdang, E. (1995, August). Self-perceptions of the beginning field instructor: The experience of
supervising a social work intern. Dissertation Abstracts International Section A, 56
Vonk, M., & Thyer, B. A. (1997). Evaluating the quality of supervision: A review of instruments
for use in field instruction. The Clinical Supervisor, 15(1), 103-113. doi:10.1300/J001v15n01_08
Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of social
work education. Journal of Social Work Education, 46(3), 327-339.
12