Christine Guzman, MSW, LCSWBSW Field Director

Kimberly Setterlund, MSW, LCSWMSW Field Director

August 26, 2010

Develop a working knowledge of the APU BSW/MSW field education requirements

Be familiar with effective supervision and training strategies

Utilize practical applications for building a strong field internship program at your agency

Apply field training materials in preparation for your students in the 2010-2011 year

Mary Rawlings, Ph.D., LCSW◦ BSW Program Director/

◦ Social Work Dept. Chair

Sally Alonzo Bell, Ph.D., LCSW◦ Full Professor

Barbara Johnson, MSW,LCSW◦ Assistant Professor

Deb Baker, MSW◦ Assistant Professor

Christine Guzman, MSW, LCSW◦ BSW Field Director

Adjunct FacultyThuy Chen, MSW, LCSW

Adjunct FacultyCathy Miller, MSW, LCSW

Adjunct FacultyJonathan Clark, MSW

Adjunct FacultySupport StaffDana Pinedo

Administrative Assistant

Jennyfer MartinezStudent Worker

Katy Tangenberg, Ph.D.◦ Director, MSW Program

Stephen Brown, Ed.D◦ MSW Faculty

Shayna Neshama, Ph.D.◦ MSW Faculty

Karen Maynard, MA◦ Student Services Director

Cathy Miller, LCSW◦ Asst. Director of Field

Education Kimberly Setterlund, LCSW

◦ Director of Field Education

Olivia Sevilla, LCSW◦ MSW Faculty

Adjunct Faculty Nicole Arkadie, LCSW

◦ Adjunct Faculty, Field Liaison

Maria Carmichael, LCSW Adjunct Faculty, Field Liaison

Thuy Chen, LCSW Adjunct Faculty, Field Liaison

Josefina Sierra, LCSW Adjunct Faculty

George Taylor, LCSW Adjunct Faculty, Field Liaison

Support Staff Lucinda Adam

◦ Administrative Assistant

Azusa Unified School District

DCFS

Sunrise Senior Living

Pacific Clinics

Foothill Family Services

Hillview Acres

San Bernardino Public Defenders Office

Salvation Army

Foothill Presbyterian Hospital

Canyon Ridge Hospital

Family Solutions

David & Margaret Youth & Family Services

Santa Anita Family Services

Santa Fe High School (WUSD)

Azusa Police Department

Unity Center

San Gabriel Regional Center

Whittier Hills Health Care Center

Aegis Medical Systems, Inc.

Alliance For Children's Rights

Anaheim Union High School District

Atherton Baptist Home

Azusa Unified School District

Baldwin Park USD Tri Cities Head Start

Bilingual Family Counseling Services

Carolyn E. Wylie Center

Catholic Charities Administrative Office

Chinatown Service Center

Community Counseling Center -APU

County of Orange Social Services Agency

David and Margaret Home

Davita Dialysis Chino

Davita Dialysis Pomona

Davita Fontana

Department of Children and Family Services (Glendora)

Family Solutions Collaborative

Green Dot Public Schools Clinical Services

Hillsides Children Services

Human Options, Inc.

Huntington Hospital, Della Martin Outpatient Program

LA Co. Probation Dept., Probation Intern Initiative/Making It Through

Little Tokyo Service Center

Los Angeles House of Ruth

Maryvale Residential Tx Ctr.

Mission Hospital St. Joseph Health System Family Resource Center

Olive Crest Treatment Centers

Dept Corrections & Rehab., Div. of Juvenile Justice, SYCRCC Norwalk

Downtown Women's Center

East Valley Community Health Center

Eastlake Youth Services

Ettie Lee Youth and Family Services

Exceptional Children's Foundation Los Angeles

Family Promise East San Fernando Valley

Family Service Long Beach/ Aspiranet

Optimist Youth Homes and Family Services-FFA

Pacific Clinics Bonita Family Center

Pacific Clinics

Pasadena Mental Health Center (Five Acres)

Pasadena Public Health Department, Andrew Escajeda Clinic, HIV/AIDS Services

Pasadena Unified School District Phoenix Houses of Los Angeles, Inc. Placentia-Yorba Linda USD (Valadez

Middle School) Riverside County DMH Riverside County, DPSS, APS Salvation Army, So Cal Division Salvation Army- Pasadena San Bernardino Co. Public Defender's

Office San Fernando Valley Community

Mental Health Santa Anita Family Services Senior Care Network, Huntington

Hospital Serenity Infant Care Homes Silverado Senior Living Newport Mesa Silverlake Medical Center Sylmar Health and Rehabilitation Vitas Hospice Covina West End Family Counseling Norton-

Fisher Child & Family Center Whittier Union HS District

Includes:

APU Mission Statement

History of APU

BSW Mission Statement

MSW Program Mission Statement

MSW Concentrations

The Department of Social Work at Azusa Pacific University received initial accreditation from the Council on Social Work Education in 1982. Reaccreditation was successfully reinstated in 1990, 1998 and 2006.

The program has a strong and diverse generalist BSW program with approximately 115 majors.

The MSW Program, admitted the first cohort in fall of 2008, with approximately 70 students. Full-time and part-time options as well as Clinical Practice with Individuals and Families and Community Practice and Partnerships are program concentration options. The Program is currently in candidacy for full accreditation scheduled for 2011.

Emphasis on NASW Code of Ethics

Students learn to balance faith, ethics and values in a professional setting

Q: Will APU students try to evangelize to the clients and staff at the agency?

A: APU students, like students in a non-faith based university, are held to the same standards and are expected to abide by the NASW Code of Ethics. Students should be using appropriate boundaries in classroom and field settings. If a student does try to evangelize to a client, this is an important boundary issue to be discussed in supervision.

Accepted majors: 115 Seniors entering field: 36 109 women 6 men

----------------------Asian 7%Black 7%Caucasian 53%Latino 19%Native American 1%Other/Mixed 6%

F/T 2nd year students 25 F/T Advanced Standing students 12

P/T students (1st year field) 20 F/T 1st year students 33

Total in Field: 90

Total Enrolled: 137

Male 11%

Female 91%

New Students

# %

Asian 10 7

Blacks 17 12

Caucasian 45 33

Hispanic 52 38

Native Amer. 1 1

Other 12 9

137 100%

1 2 3

33% 33%33%1. First time Field

Instructor or Preceptor

2. Veteran Field Instructor or Preceptor

3. Faculty

Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education:

Accreditation Standard 2.1—Field Education—sets standards for the use of field education as an integral part of the MSW program. Defines the minimum number of hours required at bachelor’s and master’s level. Mandates that orientation and field instructor training be provided to agency-based field instructors. (2008 EPAS, pg 9-10) www.cswe.org

Field Education is now considered the signature pedagogy.

Field Education is the capstone of the social work education experience

Students are develop skills through experiential learning in a supervised field setting

Focus turns from acquisition to application of knowledge (classroom to field)

Students learn to successfully integrate theory into practice

Upon completion, students should be ready to begin social work practice within an agency setting.

To facilitate positive and challenging experiential learning in a supervised field setting.

To partner with skilled, experienced, and motivated social work practitioners who love to teach

To train students in evidence-based practice methods consistent with current trends

To train competent advanced social work practitioners

To contribute to the workforce in the field of social work

To promote the integration of faith and social work practice

Application of knowledge(Field Setting)

Acquisition of knowledge(Classroom) Integration

Assessment & Interviewing

Crisis Intervention

Law and Ethics

PracticeTheories

MacroInterventions

Interventions &

TreatmentPlanning

It sets the tone for a positive field experience

It alleviates fear and anxiety, common emotions for students new to social work

When a formal orientation is not provided, students waste agency time trying to find the information on their own, leaving less time for learning

Students are made to feel welcome at the agency

Plan before student arrives:◦ Physical location –where will the student work?

◦ Communicate with other staff re: intern roles

◦ Ensure paperwork is taken care of

Conduct tour of agency

Schedule brief presentations by other staff

Develop an orientation packet

(Handout 2A – Agency Orientation Quiz)

How do you prepare your agency and/or staff for your students’ arrival?

What do you provide that is a unique aspect of the orientation?

Who is involved in developing the field orientation packet?

Who is involved in the orientation?

How long is your orientation?

Important Policies and Procedures Agency Description Identification (how will students be

referred) Confidentiality Safety Issues Agency Jargon Making Referrals The Supervisory Relationship Providing a Safe Learning Environment

On-site security, local law enforcement contact information

Provide emergency contact numbers Abuse reporting numbers Chain of command Home visit protocol Safety in the office Dealing with violent or potential violent

individuals Dealing with suicidal individuals

Sexual Harassment Training

HIPAA/PHI and Documentation Standards

Blood borne Pathogen Training

Safety in the Workplace

Professional Conduct in the Workplace

Which of the following means the most to you?

Elvis joins the Army.

Jimi Hendrix dies

MTV debuts.

Kurt Cobain dies.

Your answer, of course, depends on your age—or more specifically, on the generation you belong to.

While pop music milestones may not seem all that important, the sum total of experiences, ideas and values shared by people of different generations makes for a melting pot of work approaches and priorities.

The Traditionalists/Silent/Great

Generation (1933-1945)

The Baby Boomers (1946-1964)

Generation X (1965-1977)

The Millennial Generation (1978-

1998)

Characteristics:

Hardworking

Loyal

Work within the system/submissive

Technically challenged

Traditional

Have knowledge of legacy to share

Implications:

Prefer face to face communication

Your word is your bond and you mean what you say

Good team players

You do not want your time wasted

Characteristics:

Optimistic

Independent

Competitive (in the workplace)

Focused on personal accomplishment

Work-centric

◦ Created the 60-80 hour work week

Implications:

Expect for Generation X and Y should pay their dues

Prefer to be thorough when answering questions

Prefer options and flexibility

Characteristics Independent Resilient High adaptability/ flexible Feedback is important ―I don’t need someone

looking over my shoulder‖

Implications: Email is a primary

tool for communication

Two-way feedback is valued

Informal communication style is preferred

As an X’er the more information, the better

75 million members

The most child-centric time in our history

Technically literate

Team oriented, band together socially

Multi-task with high energy

Expect structure in the workplace

Celebrate diversity

Socially conscience

Teamwork

Technology

Structure

Entertainment and excitement

Experiential activities

Resource: Millennials Rising: The Next Great Generation (2000)

Gives an account why they are hopeful for our future with this generation.

Compares Millennials to the

―G I generation‖ or our

greatest generation

Explains cycling of generations

Millennials are confident, but unskilled:

◦ Provide mentors

Silent generation and a millennial are a nice pair

◦ Respond well to personal attention

Thrive in individual supervision/mentoring

◦ Give deadlines

planners

◦ Work well interactively

Groups and pairs

(Thielfoldt & Scheef, 2003)

Present them with challenges with structure:

◦ Mentor in groups◦ Break down goals into

steps◦ Offer necessary resources

to complete the task◦ Encourage them to use

each other as a resource◦ Utilize technology – this

is their strength!

Deadline reminders

Informal relationships

Confidence

Want quick responses

Personalize outcomes

Capitalize on these teaching moments!

Field implications

Modeling

Reinforcing

Educate on the therapeutic process

These include students who have returned to school after extended work experience

Part-time students (AKA ―working students‖)◦ Characteristics:

Extremely responsible

Insecurity – needing to prove they are graduate school ―material‖

Juggling multiple responsibilities – work, home & family, school

Interns with more experience than field instructor

―are they teachable?‖

Considerations: student openness to teaching, making school/field a priority

BSW Students are generally in their early 20s.

Have been traditional students

Student ages (N=90)

32% (29)

34% (30)

12% (11)

10% (9)

12% (11)

21-24 25-29 30-34 35-40 41-57

MSW Students vs. Field Instructors

Talk about the generation you identify with most

What adjustments will you make to your supervision style?

―Katie,‖ 20 year old, Caucasian, traditional BSW student

―typical millennial‖ – sheltered, confident, self-centered, limited life skills, expected to be catered to both in the classroom and in the field.

Challenges in supervision – would be late or miss supervision; unprepared for supervision

Challenges in field – often late, poor attendance, required a lot of direction, perceived by staff that she was not motivated

Strengths – socially likeable, intelligent confident, multi-tasker, international minded

Build the foundation for a successful year in field by:◦ Beginning with an effective orientation

◦ Formalize a supervision schedule

◦ Discuss hopes and expectations

◦ Provide specific expectations for field performance

◦ Refer to Learning Agreement to begin goal setting

◦ Give immediate feedback when possible

◦ Give positive as well as constructive feedback often

◦ Make a point of getting to know your student(s)

◦ Identify student strengths and challenges in learning

◦ Identify your student’s learning styles vs. your own

Add up:

A______

B______

C______

Each student bring a unique set of needs

Similarities exist,

Differences exist

How to be to a critical thinker in field

What thorough case management looks like

Focus on agency documentation

How to collect data to form an assessment

Putting theory into practice

◦ Why we chose this intervention

How to use supervision

◦ Knowing what questions to ask

◦ Understanding how to use process recordings

How to identify as a professional

◦ With clients

◦ with staff and community

Use of authority

Council on Social Work Education. (2008). Educational policy and accreditation standards. Retrieved August 21, 2008 from http://www.cswe.org.

Dettlaff, A.J. (2003). From Mission to Evaluation. A Field Instructor Training Program. Council on Social Work Education: VA.

Howe, Neil and Strauss, William. (2000). Millennials Rising: The Next Great Generation. Vintage Books. New York.

Hurtado, S., Sax, L. J., Saenz, V., Harper, C. E., Oseguera, L., Curley, J., Lopez, L., Wolf, D., Arellano, L. (2007). Findings from the 2005 administration of Your First College Year. Los Angeles: Higher Education Research Institute.

Strauss, William. (2001.) The millennials come to campus. About Campus, Vol. 6 Issue 3, p.6, 7p. Retrieved August 17, 2006 from http://plinks.ebscohost.com/ehost/detail?hid=1&sid=474c91b7-8da2-4d91-bc9d-9989954cedfb%40sessionmgr4

Tucker, Patrick.(2006). Teaching the millennial generation. Futurist, Vol. 40 Issue 3, p7-7. Retrieved August 17. 2006 from http://plinks.ebscohost.com/ehost/pdf?vid=2&hid=1&sid=4b7b1e5a-0e90-4596-a8bf-33c616e0e97d%40sessionmgr103

Kaye, B., Scheef, D., & Thielfoldt, D. (2003). ―Engaging the generations‖ in human resources in the 21st century. Eds. Effron, R. Grandossy & M. Goldsmith.

Proviter, McGlynn, A. (2005). Teaching millennials, our newest cultural cohort. Education Digest, 71(4) pp 12-16. Retrieved June 5, 2008 from http://plinks.ebscohost.com/ehost/detail?hid=102&sid=d2eacc55-40c0-4952-a941-68611d5684d6%40sessionmgr4

Raines, C (2002). ―Managing Millennials‖. Connecting generations: the sourcebook. Retrieved June 11, 2010 from http://www.generationsatwork.com/articles/millennials.htm

Saenz, V. B. & Barrera, D. S. (2007). Findings from the 2005 college student survey (Css): National Aggregates Los Angeles: Higher Education Institute.