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Agency Instructor
Orientation TrainingJenny Becker, LISW, Director of Field Instruction
(319) 273-7881
Field Education
Signature Pedagogy for Social Work1 - Integrate the theoretical and conceptual contribution of the
classroom with the practical world of the practice setting.
2 - Classroom and Field—each contributes to the development
of the competencies of professional practice.
3 - Field education is systematically designed, supervised,
coordinated, and evaluated based on criteria by which students
demonstrate the Social Work Competencies.
Module 1: Overview of the Academic Program
Module 2: Roles and Responsibilities
Module 3: Field Experience-BA Program
Module 4: Field Experience-MSW Foundation
Module 5: Field Experience-MSW Specialization
Module 6: Supervision
Module 7: Ethics and Thank You
Module Training Overview
Module 1:
Overview of the Academic Program
*Located in Cedar Falls, Iowa
*College of Social and Behavioral Sciences
*Accredited by the Council on Social Work Education
*Approximately 250 students in the BA program and
60 students in the MSW program.
*www.uni.edu/csbs/socialwork
Overview of the Academic Program
Undergraduate (BA)
MSW Foundation
(On Campus and Online)
MSW Trauma Informed Specialization
(On Campus and Online)
Social Work Programs
Council on Social Work Education (CSWE)2015 Educational Policy and Accreditation Standards
Competency 1
Demonstrate Ethical and Professional Behavior
Competency 2
Engage Diversity and Difference in Practice
Competency 3
Advance Human Rights and Social, Economic, and Environmental Justice
Competency 4
Engage In Practice-informed Research and Research-informed Practice
Competency 5
Engage in Policy Practice
Competency 6
Engage with Individuals, Families, Groups, Organizations, and Communities
Competency 7
Assess Individuals, Families, Groups, Organizations, and Communities
Competency 8
Intervene with Individuals, Families, Groups, Organizations, and Communities
Competency 9
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
UNI Social Work Faculty and Staff
Administrative Faculty Dr. Cynthia Juby, Department Head, BA Program Director
Dr. Steven Onken, MSW Program Director
Faculty Dr. William Downs
Dr. James Hanson
Dr. James McCullagh
Dr. Laura Parker
Dr. Laura Praglin
Dr. Katherine van Wormer
Dr. Matt Vasquez
Staff Jenny Becker, LISW, Director of Field Instruction
Anita Gordon, Research Scholar
Debra Laneville, MSW Program Administrative Assistant
Janette McCulley, BA Program Administrative Assistant
Four Main Participants
1 - Field Director
2 - Student
3 - Agency Instructor
4 - Faculty Liaison
Module 2:
Roles and Responsibilities
Participant - Field Director
1. Approve field sites,
2. Orient agency instructor,
3. Orient student and faculty liaison,
4. Assist student in securing appropriate field
site,
5. IPT contact, and
6. Consult on issues in the field as they arise.
“Approving” a field placement site
Agency ProfileDemographics
Supervision
Field Experiences
Participant - Student
1. Attend field orientation,
2. Participate in pre-field activities,
3. Make contact and interview with agencies,
4. Complete learning plan within first 3 weeks of field,
5. Complete summaries of learning,
6. Attend seminars as scheduled and complete all
field assignments, and
7. Participate in field evaluation meetings.
Participant - Agency Instructor
1. Have a BA in Social Work (or MSW for Graduate students)
or like field plus two (2) years of practice post degree.
2. View Agency Instructor orientation video,
3. Provide a safe work setting,
4. Orient student to agency,
5. Collaborate on Learning Plan and revisit periodically,
6. Provide scheduled supervisory sessions,
7. Evaluate the student at mid-term and end of field, and
8. Let Faculty Liaison know of any concerns.
Other: Use of task supervisors
Agency Instructor Role continued…
1. Shares a commitment to adhering to the NASW Code of Ethics and display a positive
approach to social work education;
2. Time, resources and expertise to instruct and supervise intern students,
3. Identify methods, and combination of methods, by which the student learns best:
observing, modeling, reading, theorizing, reflecting, doing, and/or experimenting
4. Understanding of learning as a process of developing confidence and independent
judgment in the student;
5. Provide assignments and opportunities that allow for increased responsibilities and
authority as it relates to his/her demonstrated competence, exposing them to all facets
of the agency; and
6. To be aware of the "emotional impact of field instruction" and to prepare the student
to cope.
Participant - Faculty Liaison
1. Communicate with agency during field
placement,
2. Facilitate student field seminars,
3. Monitor student progress, and
4. Address learning and/or placement
concerns.
120 credits hours for a Bachelor of Arts degree (53
hours in the Social Work major)
Field placement:
440 hours minimum
Summer (12 weeks) or Fall (16 weeks) or Spring
(16 weeks) semester
Module 3: Undergraduate Program in
Social Work (BA)
BA Coursework
In addition to the Liberal Arts Core:
Introduction to Social Services and Social Work (30 volunteer hour requirement)
Social Welfare: A World View
Practice with Individuals
Practice with Groups and Families
Practice with Community and Organizations
Diversity & Difference
Statistics for Social Work
Social Work Research
Human Behavior and the Social Environment
Social Policies and Issues
Electives:
American Racial and Ethnic Minorities
Stress and Stress Management in the Helping Professions
Addictions Treatment
Social Services for Older Adults
Child Welfare Policy and Practice
Conflict Resolution
Additional Components
Student Social Work Association (SSWA)
Substance Abuse Counseling Certificate
Conflict Resolution Certificate
Child Welfare Certificate
BA Field Experience
-Experience in Interviewing - planning and conducting interviews for a variety of purposes (intake, treatment, etc.), a
variety of client systems (individual, family) in a variety of places (home, agency, community agency, school, etc)
-Experiences in developing interventive relationships - planning for and participating in relationships requiring a
variety of interventive modes with a variety of client systems
-Experiences in using the problem-solving process with a client or client system.
-Experiences with groups - observing and participating in groups which are a part of the social service delivery system
in order to develop some understanding of group processes and some skill in relating in groups as a member or a
facilitator (i.e. staff meetings, client groups organized for various purposes, large community groups)
-Experiences in community activities - observing and/or participating in assignments which facilitate understanding of
the agency role in the community, which draw attention to unmet community needs, and/or which provide the opportunity
for community planning; (i.e. network with other agencies; participate in planning public education display or program)
-Experiences in understanding administrative process - observing and/or participating in staff meetings, and/or staff
scheduling, funding and budget planning, board meetings
-Experiences with written work - preparing and using various types of written work such as summaries, letters,
psychosocial histories and assessments, recording for service needs and for own learning needs
BA Field Assignments
1. Learning Plan (collaborate with student)
2. Summary of Learning (review submissions)
3. Field Seminars (allow to attend)
4. Seminar Presentation on Agency (student
may ask for assistance from you)
5. Evidence Based Practice Assignment
(collaborate with student)
Evidence Based Practice
Why do Social Workers need to know about Evidence Based Practice?
“Social work research informs professional practice. Through social work
research, the profession can:
-Assess the needs and resources of people in their environments
-Evaluate the effectiveness of social work services in meeting peoples needs
-Demonstrate relative costs and benefits of social work services
-Advance professional education in light of changing contexts for practice
-Understand the impact of legislation and social policy on the clients and
communities we serve”Social Work Policy Institute, www.socialworkpolicy.org/research
Evidence Based Practice Assignment
Annotated Bibliography
Literature Review
Evaluation of Intervention Outcomes
Exploratory/Explanatory Methodology
Descriptive Methodology
Single-Subject Research Design (AB or ABAB)
Participatory Research Approach
BA Evaluations
-Midterm and Final Evaluation completed using nine (9) competency areas.
-The standard by which the student is to be compared, by the end of the placement, is that
of a new beginning-level social worker
-Provide a rating for 31 practice behaviors under those 9 core competency areas. For Example:
Competency 1–Demonstrate Ethical and Professional Behavior
Practice Behaviors
a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as
appropriate to context;
b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations;
c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication;
d. Use technology ethically and appropriately to facilitate practice outcomes; and
e. Use supervision and consultation to guide professional judgment and behavior.
For students who do not have a degree in Social
Work, they enter the Foundation Program
-Onsite Program (5 semesters)
-Distance Education/Online Program
(10 semesters)
-Field placement (400 hours either in the
Spring or over 2 semesters, Fall and Spring)
Module 4:
MSW Foundation Program
Defined: Organizational structure and treatment framework that
involves understanding, recognizing, and responding to the effects of
all types of trauma. TIC is grounded in and directed by a thorough
understanding of the neurological, biological, psychological, moral and
social effects of trauma and violence on humans and is informed by
knowledge of the prevalence of these experiences in persons,
especially those with complex needs.
Emphasis: Physical, psychological, emotional, social and moral safety
for both service recipients and providers and helps people rebuild a
sense of control and empowerment. It is a process as well as an
outcome.
Trauma Informed Care
MSW Foundation Coursework
Human Behavior and the Social Environment Micro
Social Work Practice I and II
Social Work Practice with Organizations and Communities
Injustice and Oppression
Introduction to Social Work Research
Field Experience MSW Foundation Program
-Experience in Interviewing - planning and conducting interviews for a variety of purposes (intake, treatment, etc.), a
variety of client systems (individual, family) in a variety of places (home, agency, community agency, school, etc)
-Experiences in developing interventive relationships - planning for and participating in relationships requiring a
variety of interventive modes with a variety of client systems
-Experiences in using the problem-solving process with a client or client system.
-Experiences with groups - observing and participating in groups which are a part of the social service delivery system
in order to develop some understanding of group processes and some skill in relating in groups as a member or a
facilitator (i.e. staff meetings, client groups organized for various purposes, large community groups)
-Experiences in community activities - observing and/or participating in assignments which facilitate understanding of
the agency role in the community, which draw attention to unmet community needs, and/or which provide the opportunity
for community planning; (i.e. network with other agencies; participate in planning public education display or program)
-Experiences in understanding administrative process - observing and/or participating in staff meetings, and/or staff
scheduling, funding and budget planning, board meetings
-Experiences with written work - preparing and using various types of written work such as summaries, letters,
psychosocial histories and assessments, recording for service needs and for own learning needs
Evaluations-Midterm and Final Evaluation completed using nine (9) competency areas.
-The standard by which the student is to be compared, by the end of the placement, is that
of a new beginning-level social worker
-Provide a rating for 31 practice behaviors under those 9 core competency areas. For Example:
Competency 1–Demonstrate Ethical and Professional Behavior
Practice Behaviors
a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as
appropriate to context;
b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations;
c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication;
d. Use technology ethically and appropriately to facilitate practice outcomes; and
e. Use supervision and consultation to guide professional judgment and behavior.
Additional Components
MSW Student Association
Graduate Assistantship (general, research or teaching)
Extended-enrollment option
Module 5:
MSW Trauma Informed Care Specialization Program
For students who have a degree in Social Work,
they enter the MSW Trauma Informed
Specialization program
-Onsite 1 year program (3 semesters)
-Distance Education/Online Program (7
semesters)
-1 field placement for 500 hours (Fall and
Spring semester)
Defined: Organizational structure and treatment framework that
involves understanding, recognizing, and responding to the effects of
all types of trauma. TIC is grounded in and directed by a thorough
understanding of the neurological, biological, psychological, moral and
social effects of trauma and violence on humans and is informed by
knowledge of the prevalence of these experiences in persons,
especially those with complex needs.
Emphasis: Physical, psychological, emotional, social and moral safety
for both service recipients and providers and helps people rebuild a
sense of control and empowerment. It is a process as well as an
outcome.
Trauma Informed Care
Trauma Informed Specialization Coursework
Introduction to Social Work Research
Primary and Secondary Trauma
Systems Redesign & Community Collaboration
Advanced Social Work Practice with Families
Advanced Trauma Practice I
Advanced Social Work Research
Advanced Trauma Practice II
Grant Writing & Fund Raising
Elective(s)
Field Experience MSW Trauma Informed Care
-Professional practice with individuals, families, and small groups.
-Practice with client system engagement, assessment procedures, interventive
strategies, and evaluation skills.
-Develop knowledge about and identify the special needs of diverse
populations (culture, ethnicity, economic status, gender, sexual orientation,
persons with disabilities, oppression, and social justice).
-Trauma Informed efforts impacting issues related to mezzo and macro
practice.
-Professional activities designed to empower individuals, families, and small
groups faced with personal and societal challenges.
Evaluations
-Midterm and Final Evaluation completed using nine (9) competency areas.
-The standard by which the student is to be compared is that of a social work
professional with advanced practice skills to work with socioculturally diverse populations
of individuals, families and small groups.
-Provide a rating for 21 practice behaviors under those 9 core competency areas.For Example:
Competency 1–Demonstrate Ethical and Professional Behavior
Practice Behaviors
a. Know the social work values, ethics, roles, and interpersonal boundaries necessary for
trauma-informed practice.
b. Identify and differentiate the signs and symptoms of secondary traumatic stress/vicarious
trauma, compassion fatigue, and burnout.
c. Know the interplay of culture, spirituality, and ethnicity as they relate to the experience of
trauma.
Additional Components
MSW Student Association
Graduate Assistantship (general, research or teaching)
Extended-enrollment option
Module 6:
Supervision Best Practices
Direct and Indirect Field Experiences
Direct
1:1 with client/client groups, family,
professionals
Indirect
orientations, seminars, staffings, trainings,
readings, documentation, written work,
shadowing/observing, some travel
Key Components of Good
Supervision - Onset
Thorough agency orientation-Agency's functions, purpose, and structure, and the student’s role in that
structure
-How the agency fits into delivery of service pattern for the community
-Introduce student to agency staff members and agency partners
-Arrange for the student to attend staff meetings
-Tour of agency and explain office procedures
Adequate work space and technology access
Personal safety issues
Schedule time for supervisory sessions
Key Components of Good
Supervision - Ongoing
-Create supervisory agendas
-Review/revisit learning plan components
-Review summary of learning reflections
-Application of the NASW Code of Ethics
-Positive feedback, constructive criticism, clear
expectations
-Other: cultural diversity, colleague relationships, agency
processes in place, transference/countertransference
Key Components of Good
Supervision - End
-Appropriate termination with clients and co-
workers
-Review Learning Plan
-Process overall learning experiences
-Final weeks: final evaluation
Common Field Issues that Disrupt the Field Experience
Shell Shock - "the trauma of battle"
Over-eagerness - Student doesn't know what they don't know; Student doesn't want to appear incompetent
Professionalism – Attendance, Verbal, Attire, Written Work
Personal circumstances - Transference; Projection; Unresolved issues
Performance - Skill based issues; Performance based issues; Not feeling challenged
Relationships with others - Field Instructor, clients, coworkers or fellow interns
Agency stress - Lack of time/resources to support social work interns appropriately
Placement Disruptions
Process for Resolving Issues Related to the Internship
Step 1:
Student
Step 2:
Faculty Liaison
Step 3:
Field Director
What Social Work Interns Want From Their Agency Instructor
-Recognize it’s normal to be nervous and unsure in the beginning.
-Student needs to begin with a learner’s stance.
-Practice, practice, practice in a safe, learning environment.
-It is helpful to go over learning plans throughout the semester to
make sure agency assignments match learning goals.
-Assist them in establishing themselves as a professional.
-Model a positive work-life balance.
-Frequent communication and feedback.
-Provide resources (Students are eager to learn).
1. Ethical Responsibilities To Client
2. Ethical Responsibilities To Colleagues
3. Ethical Responsibilities In Practice Settings
4. Ethical Responsibilities As Professionals
5. Ethical Responsibilities to the Social Work
Profession
6. Ethical Responsibilities to the Broader Society
Module 7:
Ethics in the Field Experience
Promote the well-being of clients
Self-determination
Competence
Cultural competence and social diversity
Conflicts of interest
Privacy and confidentiality
Derogatory language
Ethical Responsibilities To Client
Respect
Sexual harassment
Impairment of colleagues
Unethical conduct of colleagues
Ethical Responsibilities To Colleagues
Education and Training
Client records
Ethical Responsibilities In Practice Settings
Discrimination
Acknowledging credit
Ethical Responsibilities As Professionals
Integrity of the profession:
Social Workers should work toward the
maintenance and promotion of high standards
of practice.
Ethical Responsibilities to the Social
Work Profession
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.
Ethical Responsibilities to the
Broader Society
Thank you!
“No duty is more urgent than that of returning thanks.”
-James Allen
-Opportunity to coach/mentor future social workers
-Opportunity for future employees
-Conferences/in-services (Fall and Spring, Ethics, postings)
-Access to UNI Rod Library Resources
- Speakers Bureau (Office of University Relations at (319) 273-
6728; or complete the online form at www.uni.edu/speakers)
- Posting of Job Openings
-University Internship/Career Fairs
-Social Work Department Advisory Committee participation
Benefits of a Partnership with UNI’s
Social Work Internship Program
Jenny Becker, LISW
Director of Field Instruction
(319) 273-7881
Contact Information for Field
