Upload
eugenia-lynch
View
231
Download
2
Tags:
Embed Size (px)
Citation preview
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: 90Total 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.