DEPARTMENT OF SOCIAL WORK

MSWField Manual

SUMMER 2011Vivian Hurt, Field Director

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Table of ContentsWelcome

Program InformationWestern Kentucky University

VISIONMISSION

College of Health and Human Services VISIONMISSIONCORE VALUES

Departmental MissionMSW Purpose and Mission

Purpose Mission

Program Goals and ObjectivesProgram Goals

Core CompetenciesIntegrated Field ModelField Practice and SequencingPre-Field Orientation and TrainingClock Hours Field Placement Procedures/DefinitionsStudent Placement Procedures

Student ApplicationMeeting with Field DirectorPlacement Interviews

Obtaining Professional Liability InsuranceFailure to PlaceAgency University Relationships and ResponsibilitiesApproval of AgenciesField Instructor ApprovalQualities Expected Field Instructor Orientation and Other TrainingContractsWorksite Field PlacementsOrientation to the AgencyLearning PlanAssignmentsJournalsEVALUATION/GRADINGField Liaison Duties and Contact with AgenciesField Advisory CommitteeUniversity Policies Related to Field

University/Agency Communication Sexual HarassmentNon-Discrimination StatementStudents with DisabilitiesTransportationTransporting ClientsTravel Reimbursement

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Insurance OverviewHealth

Special RequirementsTB Skin TestsBlood-Borne Pathogens/Hepatitis BGeneral Health ConsiderationsCriminal Background ChecksOther Records ChecksInformed Consent and Assumption of Risk

HIPAA-Health Insurance Portability and Accountability ActGeneral Field Program StandardsStudent Accountability and Professional Behavior

OverviewBoundary ViolationsConfidentiality Contact with AgencyAdherence to Personnel PracticesUse of Agency MaterialHolidays RecordingAttendance RequirementsTime Sheets

Evaluation/Grading Documentation of Completed HoursNotification of Student ConcernReassignment/Termination Procedures

OverviewAgency Issues/No Fault of StudentStudent RequestWKU Administrative Removal of a Student from FieldInvoluntary Agency Termination/Reassignment Process

Program TerminationEvaluation of Field Process

Student Evaluation of Field ProcessField Liaison Assessment of Field ProcessField Instructor Assessment of Field Process

Sharing Evaluation Results

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Welcome

We would like to welcome you to a very meaningful part of your social work education. Since its inception, the profession of social work has considered practical experience to be an important part of social work education. We wish you well in this aspect of your professional education and encourage you to familiarize yourself with, and adhere to, the policies in this manual.

The purpose of this Manual is to serve as a guideline for faculty, students, field instructors, and as a source of information about the Department of Social Work’s field practicum component. It provides a description of objectives, policies, and procedures for the field component. The Manual is available to everyone through the Social Work Web Page http://www.wku.edu/chhs/cms/index.php/msw-2 . The Manual remains open for revision as changes occur in the curriculum and in the field. Feedback from individuals who use this Manual is encouraged.

The Western Kentucky University Department of Social Work is guided by the precept that in no aspect of its program shall there be a difference in the treatment of persons because of age, color, creed, disability, national origin, race, sex, sexual orientation, or any other classifications which deprive the person of consideration as an individual, and that equal opportunity and access to the Department shall be available to all.

Dr. Dean May, Department Head, MSW Program DirectorMs. Vivian Hurt, CSW, Department Field Director

Program Information

The Western Kentucky University Social Work Programs have been accredited by the Council on Social Work Education. The Programs make up the Department of Social Work located within the College of Health and Human Services. This Department, as a whole, has grown significantly over the past 20 years. Faculty has an extensive range of educational, practice and teaching backgrounds.

Click on site below to see pictures and educational background of all staff and faculty.http://www.wku.edu/chhs/socialwork/faculty.htm

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Western Kentucky University

VISION-A Leading American University with International Reach

MISSION -Western Kentucky University prepares students to be productive, engaged leaders in a global society. It provides service and lifelong learning opportunities for its constituents. WKU is responsible for stewarding a high quality of life throughout its region.

College of Health and Human Services

VISION-To be recognized nationally as a college that offers exemplary programs in Health and Human Services.

MISSION-The College provides diverse educational opportunities leading to excellence in Health and Human Services for a global community.

CORE VALUES- Collaboration; Scholarship; Service; Excellence; Professionalism; Lifelong Learning; Integrity; Diversity; AccountabilityDepartmental Mission

The mission of the Department of Social Work at Western Kentucky University is to provide quality BSW and MSW programs that prepare competent and responsible professionals to work successfully in a global society.

MSW Purpose and MissionPurpose - Western Kentucky University’s MSW program carries out the Missions of the University and the Program along with Program goals and objectives. These are as follows:

Mission- In keeping with the tenets of the program, the purposes of social work, constituent needs, and the regional characteristics of south central and western Kentucky, the mission of the MSW program at WKU is to educate and prepare students for professional social work practice to meet the needs of increasingly diverse rural populations. The program is particularly dedicated to addressing the work force needs of agencies working with Kentucky’s families and communities. In addition, the program emphasizes professional and scholarly service to the community, the state, and the nation.

Program Goals and ObjectivesProgram Goals- The goals of the program are designed to provide a level of competence that includes quality leadership that is grounded in the historical roots of the profession. The needs of the community along with the purposes of the profession influence the four goals of the MSW program. These goals are:

To produce competent practitioners within rural areas. To increase the number of practitioners with professional values and standards of cultural competence who are creative and ethically accountable in their

practice with diverse rural populations. To apply critical knowledge that cultivates and synthesizes an understanding of the complex needs within the culture of rural communities, including

research, training, continuing education, and other relevant projects. To impact the social, economic, and political environments of rural areas in order to empower constituents and influence social welfare policies, practices,

and services.

Foundation YearProgram Goal 1: To produce competent practitioners within rural areas.

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Foundation Objective 1: To apply a generalist perspective to social work practice.Performance Indicators:1. Utilize critical thinking within the context of social work practice, including an understanding of organizations and the need for planned change

within service delivery systems. (EPAS 3.0.1 and EPAS 3.0.12)2. Apply a generalist social work perspective across all system levels, integrating a broad range of knowledge and theories. (EPAS 3.0.M6)3. Synthesize and apply theoretical frameworks of practice interventions that incorporate knowledge of developmental and behavioral

interactions between individuals and multiple systems. (EPAS 3.0.7 and EPAS 3.0.12)4. Utilize various communication skills differentially to articulate and advocate for diverse populations and communities. (EPAS 3.0.3 and EPAS

3.0.10)5. Demonstrate professional use of self by engaging in consultation and supervision. (EPAS 3.0.11)

Program Goal 2: To increase the number of practitioners with professional values and standards of cultural competence who are creative and ethically accountable in their practice with diverse rural populations.

Foundation Objective 2: To produce practitioners who have a strong appreciation and understanding of the values and ethics of social work.Performance Indicators:

6. Understand and apply social work values and ethics in social work practice with an appreciation for empowerment, diversity, and client strengths. (EPAS 3.0.2)

7. Identify the impact of value conflicts and ethical dilemmas in social work practice related to ability, age, class, color, culture, ethnicity, family structure, gender, marital status, national origin, race, religion, and sexual orientation. (EPAS 3.0.2 and 3.0.3)

Program Goal 3: To apply critical knowledge that cultivates and synthesizes an understanding of the complex needs within the culture of rural communities, including research, training, continuing education, and other relevant projects.

Foundation Objective 3: To produce practitioners who practice from an evidence-based perspective.Performance Indicators:

8. Critique and interpret research studies on societal issues and evaluate their relevance and contributions to social work practice. (EPAS 3.0.9)9 Integrate research techniques and technology for evaluating one’s own practice. (EPAS 3.0.9)

Program Goal 4: To impact the social, economic, and political environment of rural areas in order to empower constituents and influence social welfare policies, practices, and services.

Foundation Objective 4: To produce practitioners for effective policy practice.Performance Indicators:

10. Interpret historical events and circumstances as they apply to contemporary social policies and services. (EPAS 3.0.5)11. Analyze policies and their implications in order to formulate effective service delivery. (EPAS 3.0.4 and EPAS 3.0.8)12. Apply strategies and interventions that promote social, economic, and political justice that include an understanding of oppression,

discrimination, and social change. (EPAS 3.0.4 and 3.0.12)Concentration YearProgram Goal 1: To produce competent practitioners within rural areas.

Concentration Objective 1: To produce advanced practitioners for self-directed practice in rural settings.Program Indicators:1. Generalize foundation knowledge and skills to advanced direct practice in rural settings2. Integrate specialized knowledge and skills necessary for effective advanced direct practice with rural systems.

3. Implement community organization and community development plans to impact rural communities.

4. Demonstrate effective leadership and administrative skills.

5. Demonstrate differential professional use of self.

Program Goal 2: To increase the number of practitioners with professional values and standards of cultural competence who are creative and ethically accountable in their practice with diverse rural populations.

Concentration Objective 2: To produce practitioners who have a strong appreciation and understanding of the values and ethics of social work.Performance Indicators:

6. Integrate an understanding of “rurality” as a distinct culture that is interrelated with other aspects of diversity.7. Manage value and ethical conflicts common in rural environments.

Concentration Objective 3: To demonstrate culturally competent standards of social work practice in rural settings.Performance Indicator:

8. Evaluate compliance with NASW Cultural Competence Standards of Practice.Concentration Objective 4: To demonstrate ethical standards of social work practice in rural settings.

Performance Indicator:9. Evaluate compliance with NASW Code of Ethics.

Program Goal 3: To apply critical knowledge that cultivates and synthesizes an understanding of the complex needs within the culture of rural communities, including research, training, continuing education, and other relevant projects.

Concentration Objective 5: To produce practitioners who practice from an evidence-based perspective.Performance Indicators:

10. Demonstrate research competencies within the rural practice milieu.11. Critically analyze current practice research.

Program Goal 4: To impact the social, economic, and political environment of rural areas in order to empower constituents and influence social welfare policies, practices, and services.

Concentration Objective 6: To produce practitioners for effective policy practice.Performance Indicators:

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12. Perform as a policy practitioner within the rural setting.13. Apply skills in administration, community planning, and development.

NOTE: Effective Fall 2011 we are beginning the transition to the new 2008 EPAS. Therefore, field will begin measuring the new standards. The new standards consist of 10 Core Competency Areas with Practice Behaviors linked to each competency area. Core Competencies (Used as Field Learning and Evaluation)Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies are listed below [EP 2.1.1–EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods.

FOUNDATION YEAREducational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly.

Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers advocate for client access to the services of social professional roles and boundaries; demonstrate professional demeanor in behavior, appearance, and communication; engage in career-long learning; and use supervision and consultation.

Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-

relevant law. Social workers recognize and manage personal values in a way that allows professional values to guide practice make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of

Principles; tolerate ambiguity in resolving ethical conflicts; and apply strategies of ethical reasoning to arrive at principled decisions.

Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned synthesis and communication of relevant information. Social workers distinguish, appraise, and integrate assessment, prevention, intervention, and evaluation; and demonstrate effective oral and written in working with individuals, families, groups, organizations, communities, and colleagues.

Educational Policy 2.1.4—Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status,

political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as an alienation as well as privilege, power, and acclaim. Social workers recognize the extent to which a gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and communicate their understanding of the importance of difference in

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shaping life experiences; and view themselves as learners and engage those with whom they work as informants.

Educational Policy 2.1.5—Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; and engage in practices that advance social and economic justice.

Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers use practice experience to inform scientific inquiry and use research evidence to inform practice.

Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and critique and apply knowledge to understand person and environment.

Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the formulate, and advocate for policies that advance social well-being; and collaborate with colleagues and clients for effective policy action.

Educational Policy 2.1.9—Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers continuously and emerging societal trends to provide relevant services; and provide leadership in promoting

Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Professional practice involves the dynamic and interactive processes of engagement, assessment, individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

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Educational Policy 2.1.10(a)—Engagement Social workers substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; use empathy and other interpersonal skills; and develop a mutually agreed-on focus of work and desired outcomes.

Educational Policy 2.1.10(b)—Assessment Social workers collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed-on intervention goals and objectives; and select appropriate intervention strategies.

Educational Policy 2.1.10(c)—Intervention Social workers initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings.

Educational Policy 2.1.10(d)—Evaluation Social workers critically analyze, monitor, and evaluate interventions.

CONCENTRATION YEAR

Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration.

Educational Policy 2.1.1—Identify as a master level professional social worker in a rural environment and conduct oneself accordingly.

Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers advocate for client access to the services of social professional roles and boundaries; demonstrate professional demeanor in behavior, appearance, and communication; engage in career-long learning; use supervision and consultation; and resolve identified boundary violations/issues in rural settings.

Educational Policy 2.1.2—Apply social work ethical principles to guide and advance professional practice in a rural environment.

Social workers have an obligation to conduct themselves ethically and to engage in ethical decision- relevant law. Social workers recognize and manage personal values in a way that allows

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professional values to guide practice make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of

Principles; tolerate ambiguity in resolving ethical conflicts; apply strategies of ethical reasoning to arrive at principled decisions; and identify one or more potential ethical conflicts/dilemmas related to the rural population.

Educational Policy 2.1.3—Apply advanced critical thinking to inform and communicate professional judgments within a diverse rural population.

Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned synthesis and communication of relevant information. Social workers distinguish, appraise, and integrate assessment, prevention, intervention, and evaluation; demonstrate effective oral and written in working with individuals, families, groups, organizations, communities, and colleagues; anddemonstrate ability to communicate with a rural client about the outcome of a case situation.

Educational Policy 2.1.4—Engage diversity and difference in a larger social work practice in a rural environment. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity.

The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status,

political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as an alienation as well as privilege, power, and acclaim. Social workers recognize the extent to which a gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and communicate their understanding of the importance of difference in shaping life experiences; view themselves as learners and engage those with whom they work as informants; and report an encounter with a rural client of diverse background.

Educational Policy 2.1.5—Advance and intervene in human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; engage in practices that advance social and economic justice; and provide a plan to solve an injustice in a rural population.

Educational Policy 2.1.6—Engage in advanced research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers use practice experience to inform scientific inquiry and use research evidence to inform practice. Examine scholarly literature, related to a client system, encountered in rural practice.

Educational Policy 2.1.7—Apply advanced knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social

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systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; critique and apply knowledge to understand person and environment; and evaluate how a theory applies to a specific client system in rural practice.

Educational Policy 2.1.8—Engage in policy practice that cultivates and synthesizes an understanding of the complex needs within the culture of rural communities to advance social and economic well-being and to deliver effective social work services.

Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the formulate, and advocate for policies that advance social well-being; collaborate with colleagues and clients for effective policy action; and analyze how federal/state/local policies have impacted your agency’s history.

Educational Policy 2.1.9—Respond to contexts that shape the larger social work practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers continuously and emerging societal trends to provide relevant services; and provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. List factors within the rural environment that impact client systems.

Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities using interdisciplinary and multidisciplinary knowledge and skills.

Professional practice involves the dynamic and interactive processes of engagement, assessment, individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Develop comprehensive assessment and treatment plan for a client system in a rural environment.

Educational Policy 2.1.10(a)—Engagement Social workers substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; use empathy and other interpersonal skills; and develop a mutually agreed-on focus of work and desired outcomes.

Educational Policy 2.1.10(b)—Assessment Social workers collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed-on intervention goals and objectives; and select appropriate intervention strategies.

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Educational Policy 2.1.10(c)—Intervention Social workers initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings.

Educational Policy 2.1.10(d)—Evaluation Social workers critically analyze, monitor, and evaluate interventions.

Integrated Field ModelSince the MSW program is based on an integrated field model, the field courses and the practice courses are co-requisite and the practicum syllabus for each semester mentions assignments that are to be completed in conjunction with the semester’s coursework. Each student must be able to complete these assignments in her/his placement setting, whether traditional or worksite. Students should consult with their field instructors at the beginning of each semester to facilitate this integration of course-based assignments into the practicum. Foundation and Concentration year practice behaviors further guide the learning experience of a student in any setting and form the basis for each semester’s final evaluation.

Field Practice and SequencingThe MSW field courses and practice courses are co-requisite. Depending on the circumstances, f ailure to meet course requirements in either the field or practice course (in any semester) may result in the student being allowed to drop both courses (with permission from field and program director), being withdrawn from both courses at the request of the instructors, receive failing grades in one or both courses, or being dismissed from the program. If you receive a passing grade in practice class and not our field, you must repeat both classes.

The expectation is that students will integrate knowledge from liberal arts and MSW coursework into their practicum experiences. Syllabi for all field and associated practice classes have been included in the Appendices. Field courses proceed in an orderly sequence as follows. The field instruction component is composed of four complementary experiences: Foundation Field Practicum I and II (SWRK 560 and 561) and Concentration Field Practicum I and II (SWRK 660 and 661) and the corresponding practice courses. Both foundation and concentration field practicum courses must be completed in adjacent semesters without a break. Students remain at their placement site for two subsequent semesters (fall-spring).

MSW students completing the two-year program take the following sequence of courses:Foundation Field Practicum I (SWRK 560)—fall semester year oneFoundation Field Practicum II (SWRK 561)—spring semester year oneConcentration Field Practicum I (SWRK 660)—fall semester year twoConcentration Field Practicum II (SWRK 661)—spring semester year two

Advanced Standing MSW students completing an accelerated one-year program take the following sequence of field courses:Concentration Field Practicum I (SWRK 660)—fall semesterConcentration Field Practicum II (SWRK 661)—spring semester

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Part-time students will take the same sequence of courses as full-time students (SWRK 560, 561, 660, 661).

Certain courses must be completed prior to enrolling in field courses after the first semester. Co-requisite course enrollment will also be expected. Please note that this includes a designated practice course each semester. The following Curriculum Layout illustrates how the field experiences correspond with other courses in each of the aforementioned MSW options: Traditional Two-Year Full-time, Part-time, and Advanced Standing.

Student enrollment in Field Practicum courses is contingent on good standing in the program, proper grades in required courses and permission of the field director. The following constitute good standing for each of the field courses:

SWRK 560—Good standing in all MSW courses in which the student was or is currently enrolled. SWRK 561—Successful completion of SWRK 560 and all first semester MSW coursework.SWRK 660—advanced standing status or successful completion of all first-year MSW coursework, including SWRK 560 and 561.SWRK 661—Successful completion of 660 and all coursework for first semester of second year or fall semester advanced standing year.If any student is having difficulty with a class the Field Liaison and/or the Advisor will inform the Field Director immediately, and the student will NOT be cleared for registration for the next upcoming Field Course.

Pre-Field Orientation and TrainingPre-field Orientation and Training is mandatory. Students will complete pre-field training, which is a combination of online topics/assignments, classroom orientation and/or individual sessions with the field director. (This is not counted as field hours.) The field liaisons will monitor compliance of student’s on-line activity. Failure to complete on-line assignments will delay placement and could cause withdrawal within 10 days of start date.

Clock Hours MSW students spend a minimum of 900 hours in field, not including pre-field training hours, as part of the degree requirements. These field hours represent a significant percentage (20%) of students’ academic credit hours. This credit reinforces the importance of field instruction in the Master of Social Work Curriculum. Foundation Year semester one is 200 hours. Foundation Year semester two is 200 hours. Concentration Year semester one is 250 hours. Concentration Year semester two is 250 hours.

Field Placement Procedures/Definitions

Field Instructor is a licensed/exempt BWS/MSW with at least two years post experience who supervises the student’s educational objectives and progress of learning while she/he is completing the required practicum hours.

Field Liaison is a WKU faculty member who is responsible for the coordination and oversight of the field experience for an assigned group of students. The Liaisons may be a full or part time faculty, adjunct faculty or special contract faculty member from another University may serve in this capacity on a contractual basis. Revised 5-12-11 Effective Summer Semester 2011 13

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The Field Placement is the primary agency setting in which the student is placed for the purposes of completing the required practicum experience. This placement may be the student’s workplace, if certain criteria are met.

Task Supervisor is a staff person in the Agency who provides daily supervision and oversight of the student’s work under the guidance of the Field Instructor.

Traditional Placement is one in which the student is not employed at the Field Placement agency. If the student accepts a “paid internship”, it is still considered a traditional placement.

Worksite Placement is one in which a student is a current employee of the placement agency and requests their field placement occur in the same agency. The field placement hours can all be paid, all be unpaid, or a combination of both. The student and employer must complete a “Worksite Placement Request/Evaluation” form and submits it to the Field Director for approval.

Student Placement Procedures

Student ApplicationThe field process not only follows an orderly progression, it also attempts to seek an appropriate “fit” between students and their field environments. Students are welcome to suggest new field settings—keeping in mind the time required for approval and that final responsibility for such approval lies with the Field Director. As such, sufficient lead-time is required in order to ensure compatibility between students’ learning needs and anticipated opportunities for students to meet their needs. BSW students must apply for field six weeks prior to the end of their junior year (or the semester prior to starting field). Advanced standing students apply for field upon acceptance into the program, but no later than six weeks prior to the beginning of placement. First year Foundation students must apply no later then the date of MSW orientation. Second year MSW traditional students must apply for field six weeks prior to the end of their first year (or the semester prior to starting field). Students will be asked to sign a statement that they have read and understand this Field Policy Manual.

Meeting with Field DirectorStudents will have a group or individual meeting with the Field Director and/or a designated representative no later than six weeks prior to beginning placement. Students must adhere to the placement timetable distributed by the Field Director.

This includes applying for liability insurance in a timely fashion. Failure to obtain liability coverage by the beginning date of practicum may result in a student’s being withdrawn from the field course.

Participating in a confirmatory interview with prospective agency field instructor(s) in a timely manner.

Completing worksite placement materials/applications in a timely manner.

Contacts with the Field Director afford incoming students the opportunity to ask questions about the field process and make appropriate choices regarding placement options. The orientation is designed to provide the information and assistance needed for students to choose among the available practicum options

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(primarily the more traditional non-work or the worksite options) based on an accurate appraisal of the capacity of these options to meet field educational criteria and objectives. For example, students considering a worksite practicum need to appraise whether or not their worksite would offer the necessary educational experiences and provide the necessary tasks, accommodations and responsibility shifts. The Field Director/designee will contact the agency to confirm the possibility of placement. The student will then be advised to schedule an interview with agency staff. Students may not initiate direct contact with agencies or field instructors (without Field Director approval), unless the student is pursuing a worksite placement. Concentration students (with Field Director approval) have the option to contact potential placement agencies.

Placement InterviewsThe student will be notified by the Field Director to contact an agency employee to set up an interview appointment. It is the student’s responsibility to actively pursue the placement, and report back to the field director if a problem arises. If the student fails to set up an interview, as requested by the field director, placement for the semester can be denied. Once the interview has occurred, the student will report back to the Field Director about how the interview went and if they were offered/accepted a placement at that agency. If the student does not wish to accept the placement (with good reason, as determined by the Field Director), another interview will be set up. Failure to accept a placement without good reason, or failure to accept the second placement offered, may be grounds for termination from field.

Obtaining Professional Liability InsuranceAll students must have verification of professional liability insurance prior to entering field. Insurance forms are available from Field Website. Students who hold professional liability insurance through their employers should verify coverage with their carriers and the Field Director. The Field Director will require a written statement from the carrier that coverage will extend to practicum activities. The Department requires a minimum individual coverage of $2,000,000 occurrence/$4,000,000 aggregate. Some cities have additional taxes and they all differ. It is the student’s responsibility to call the company and confirm the correct cost for their policy prior to send payment.Failure to apply for coverage early in the application process (30 days prior to the first week of class, in any semester) may cause a delay in the start date of field placement.

Students will NOT be allowed to enter field placement and/or have client contact without proof of professional liability insurance. There will be no exceptions. Failure to qualify for or obtain liability coverage by the beginning date of practicum will result in a student not being allowed to begin field placement and possible withdrawn from the field courses. If students do not provide proof of coverage within 10 days of the start date of the placement, he/she will be withdrawn from field course and from the corresponding practice course.

Failure to PlaceIf the agency fails/refuses to offer a student an interview or placement based on students attitude, phone etiquette, appearance, maturity level, emotional state, reputation or performance in the interview (or with other good reason, as determined by the Field Director), another interview will be set up with another agency. If the second agency fails/refuses placement based on students performance in the interview (or with other good reason, as determined by the Field Director or the interviewer), this may be grounds for termination

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from field courses.

Agency University Relationships and ResponsibilitiesThe Agency and University share the responsibility for instruction of field students in a partnership relationship, each performing different functions in this relationship. Multiple individuals work together to make this partnership successful, including field instructors, the Field Director and faculty field liaisons.

Approval of AgenciesThe Field Director approves Instructors and Agency Task Supervisors for field placement. All placements, including work-site placements, must be in approved agencies and under the supervision of approved field instructors. All agencies, including worksite placement agencies, must go through the field procedure for approval prior to enrollment of students in field placement at that agency. The agency approval process for new agencies is as follows:

An authorized agency representative completes and submits an Agency Application/Field Instructor Agreement

The Field Director makes a determination of eligibility as a field site. Approved agencies will be encouraged to provide position descriptions. Approval is ongoing with the Field Director and instructors sharing the mutual responsibility for

updating the Agency Application/Information Sheet as agency circumstances or personnel change. In the case an agency is denied approval, appeals may be made in writing to the Program Director. In

consultation with the Department Head, the Program Director will then render a final decision of eligibility.

In the course of the above process, an agency is approved according to the following process:The Field Director or designee visits the prospective agency/staff.

The Field Agency Application/Information Sheet indicates that one or more programs offer suitable placement opportunities for students. These opportunities are congruent with the goals and objectives of the program.

A MSW holding a degree from an accredited program and who has two years of experience and is in compliance with state licensure laws is available to serve as a field instructor. (Note: In some instances, an agency board member or community partner, a community practitioner with a relationship with the agency, a contracted community practitioner, or a faculty member may serve as a field instructor if this is agreeable to all concerned parties. In this case, the agency and Field Director agrees on an agency-based task supervisor.

The agency and field instructor indicate willingness to participate actively in the student’s learning process and to abide by the agency policies and the policies contained in this Field Manual.

Field Instructor ApprovalThe Field Director, Program Directors, Field Liaisons and/or other designated representatives may have input into the approval/denial of Field Instructors, with final approval determined by the Field Director.

Minimum requirements for all field instructors include:A MSW (for MSW students) or a BSW (for BSW students), from an accredited Program of Social Work

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Two years of post experience Being in compliance with the state Social Work Licensure Board (may be licensed or in an exempt status)Have professional qualities as defined by the programWillingness to attend WKU’s field instructor trainings and orientation sessions

Field instructors submit a current vita or resume as part of the application process. Copies of their transcript and/or social work license (if not exempt) are requested as well.

Qualities Expected A strong identification with the profession of social workDesire to supervise studentsPositive feelings regarding the educational process of social work studentsWillingness and ability to identify students’ strengths and weaknesses and to offer constructive criticismWillingness and ability to work with students of varying abilities and learning needsDesire to grow professionallyInterest in and potential for, teachingWillingness and ability to make time available for evaluative conferences and paper work Willingness and ability to attend mandatory training sessionsFlexibility in teaching styles to accommodate different learnersStrong ethical/leadership qualities

Field Instructor Orientation and Other TrainingField Instructors will have several opportunities throughout the year for training. WKU offers Multimedia training/information to instructors including (but not limited to):Free CEU credit during each semesterOrientation (in person and online)Model of Generalist PerspectiveHelping Students with Writing ObjectivesHIPAAStressEthicsSexual Harassment(See WKU webpage for complete list of online training modules.)

ContractsEach agency will be required to sign a CCHS Affiliation Agreement or an approved agency contract prior to student placement. The Memorandum of Agreement between the agency and the Social Work Department is signed by the Associate Dean of the College of Health and Human Services, the Social Work Department Head and an appropriate agency administrator/supervisor.

Worksite Field PlacementsGiven the rural context of the WKU MSW program, community worksite placements are fairly common. Use of a student’s agency of employment as a practicum site will be facilitated when possible as a means of meeting the program’s mission to prepare social workers to meet the needs within the WKU service area. In

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order to maintain quality education, such placements are carefully developed and supervised. The student, employment supervisor, agency administration, field instructor, field liaison and Field Director are involved in this process. Policies have been developed that are designed to ensure new learning experiences in such situations. It should be noted that the program does not guarantee approval of worksite placement.

The agency must be able to meet the educational objectives of the program and requirements of CSWE. This includes the availability of a field instructor who holds a BSW (for BSW students) or MSW (for MSW students) from an accredited program and two years of post-BSW/MSW practice experience. WKU includes the additional criterion of compliance with state licensure laws. Students are not allowed to have the same Field Instructor for both years. (Exceptions must be approved by Field Director.)

A student who is employed at a social service agency and requests a “worksite placement” must submit a completed Worksite Placement/ Evaluation Request form to the Field Director. This form requires specificity and clarifies the distinction between employee and learner roles. (For example, students are asked to identify a minimum of three ways in which their practicum activities and responsibilities differ from their regular employment responsibilities. A table has been developed that requires students to map out in advance tentative activities and responsibilities for each semester that worksite placement is likely to be requested. This shows not only that each semester’s activities differ from employment responsibilities but also from other semesters.)

Clear separation of the student’s learner and employee roles are emphasized. The student’s employment supervisor may not serve as the same student’s field instructor. They are asked how other agency personnel will distinguish between their two separate roles. WKU faculty or contractual community BSW/MSWs may act as field instructors. The same faculty member may not serve as the student’s field liaison and field instructor. If a suitable arrangement cannot be reached, the student must be placed elsewhere.Each Worksite Placement must be approved by the Field Director.

One of the disadvantages of a worksite placement is the fact of your field placement will be dependent on your employment status. If you quit or lose your job for any reason, it will jeopardize your field placement, which in turn can jeopardize your completion of the program. The Field Liaisons will review the student’s WORKSITE EVALUATION approval prior to accepting/signing the student’s Individual Learning Plan, to check for consistency.

Orientation to the AgencyOrientation to the specific agency and its clients is the responsibility of the agency field instructor. It is generally recognized that some form of planned orientation is beneficial to students. Essential to the orientation process is agency-based HIPAA training, if applicable. Faculty field liaisons, in conjunction with agency field instructors and students, are responsible for planning and implementing an agency orientation program that will enable the students to become familiar with agency policies, procedures and the student role. During the first two weeks of placement, the student will complete the “Initial Placement Information” form and submit this to the Field Liaison. This form includes geographical information as well as a list of orientation elements. Liaisons will review the orientation checklist to insure proper orientation.

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Learning PlanStudents submit an “Individualized Learning Plan” within four weeks of the beginning of their field placement. Tasks and timeframes to meet objectives will be reviewed and revised as needed throughout both semesters of placement. Students are responsible for writing their own learning plans; however, they must meet the requirements of the Field Instructor and Field Liaison. If the student fails to complete the Plan within four weeks of the beginning of their placement, termination from field may be initiated.

The student will submit the Individual Learning Objective Plan (ILOP) to the Field Instructor and Field Liaison for approval/signatures and the student is responsible to retain the original document throughout the year. The same form is to be used for the student’s evaluations at the midterms and ends of each semester. It is the student’s responsibility to obtain all needed signatures and maintain the original documents. At the conclusion of the fourth week of field placement, each semester, it is the Field Liaison’s responsibility to file a copy of the (ILOP) into the student’s permanent file; and at the end of each semester, a copy of the final evaluation is to be filed in the student’s permanent file. At the end of the year, it is also the Field Liaison’s responsibility to submit the original documents (with ALL completed evaluation scores) to the Field Director for inclusion into the student’s master file.

Remember the Individual Learning Plans are to encompass both semesters, so tasks and timeframes may vary from one semester to another.

AssignmentsAll field assignments are specified in the syllabi for each semester. Field liaisons and field instructors have the latitude to require additional assignments to assist students in acquiring relevant knowledge and skills.

JournalsAs a professional learner, the student will maintain a record of intellectual, behavioral, and attitudinal experiences and his/her reactions to these experiences. This is accomplished through the writing of field journals. Journals provide an opportunity for student reflection and self-evaluation, as well as a forum for making connections between classroom and field learning, articulating barriers to professional growth, and planning for professional development. Journals are essential in assisting the faculty field liaison in guiding student learning experiences to maximize the value of field placement. Journals are the major vehicle for communicating to the faculty liaison the full range of issues, both positive and negative, occurring in the field experience and form the basis for discussion and planning for student/faculty conferences. Journal forms are available on the field website and weekly topics for journals will be assigned by field liaisons.

EVALUATION/GRADINGStudents will be graded on the basis of their completion of field requirements and their professional skill development based on the Learning Plan/Evaluation. Field grades will be based on all practicum requirements (including tracking and satisfactorily completing required agency hours, submitting journal entries on time, professional behavior/conduct, motivation/active participation and any other assignments as required by field instructor and/or liaison). Pass/Fail Grades will be assigned by field liaisons after consultation with agency field instructors and students.

Planning for the final evaluation should actually begin at the start of the semester. All parties—the Field

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Instructor, student, and Field Liaison—should review the Field Performance Indicators in order to ensure that the criteria are met over the course of the semester. Any difficulties should be addressed well in advance of the final evaluation.

Students are evaluated at midterm and at the conclusion of each semester according to the respective (Performance Indicators) Field Objectives. Field Instructors and students are asked to complete evaluations using a copy of the Individual Learning Plan independently, compare results, and reach an agreed-upon conclusion prior to the Field Liaison’s visit. Spaces for commentary are provided at the end of the form. These should address strengths, areas for continued learning, and any other areas deemed noteworthy by any of the three parties. Again, it is anticipated that any concerns will have been addressed well in advance of the final evaluation.

Individual Liaisons have the option of requesting that a copy of the evaluation be submitted 48 hours in advance of the final visit. Liaisons are responsible for officially assigning final grades for field students. Faculty can override the Field Instructors evaluation/grade, but must discuss this with Field Instructor before doing so. Faculty must document “just cause” for overriding the Field Instructor’s grade and include justification in student’s file. Any student who believes that he/she has been unfairly graded must follow the University appeal procedures outlined in the Student Handbook, University Catalog, and Hilltopics.

Field Liaison Duties and Contact with AgenciesField Liaisons will have at least three contacts with the field instructor and student during each semester. At least one visit will be face to face in the agency. Additional contacts will be readily available at the request of the student, field liaison, field instructor, field director or program director. If the liaison feels the instructor or students needs further support, or if a problem arises, the field director will also be available. The liaisons will document each contact. In order to get the field placement off to a good start, it is highly recommended that a face to face visit be made to assist with the initial learning plan during the beginning of the first semester of field placement.

Field Advisory CommitteeA Field Advisory Committee is a sub-committee of the Department Advisory Committee (DAC). Members will be appointed by the Program Director for a one or two year term. The Field Advisory Committee guides the field policy and procedures of the social work program. This committee will include the Field Director, at least one faculty member, four community partners (field instructors/agency contacts) who are social workers and a student. This committee will meet on a regular basis after the DAC) through the academic year and be the guiding force for the direction of Field Education. Recommendations from the committee will be taken to the Curriculum committee and Department meetings for approval.

University Policies Related to Field

University/Agency Communication Any representative of the university or agency, who has a legitimate interest/role with a student in field placement, will be able to communicate professionally and privately with one another at any time. This

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communication should be limited to a student’s field performance or other issues related to the field placement.

Sexual HarassmentIn keeping with its commitment to excellence in social work education and its emphasis on professional comportment, the WKU Department of Social Work considers sexual harassment to be a very serious matter. Sexual harassment will not be tolerated in any form in the program, including in the field. The University policy on this issue may be accessed through the WKU website. http://training.newmedialearning.com/psh/westernkyu/choice.htm

Students should be aware that faculty, students and other University personnel are required to report any sexual harassment complaint to one of the following:

Equal Opportunity / ADA Compliance Officer

The Director of Human Resources

The Associate Vice President for Student Affairs and Development

The Associate Vice President for Academic Programs and Personnel (Office of Academic Affairs)

Non-Discrimination StatementThe Western Kentucky University Department of Social Work is guided by the precept that in no aspect of its programs shall there be a difference in the treatment of persons because of age, color, creed, ability, national origin, race, gender, sexual orientation, or any other classifications which deprive the person of consideration as an individual and that equal opportunity and access to the Program shall be available to all.

Students with DisabilitiesStudents with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for field courses must contact the Office for Student Disability Services, Room 101, Garrett Conference Center. The OFSDS telephone number is 270-745-5004 V/TDD. Please DO NOT request accommodations directly from the professor or Instructor without a letter of accommodation from the Office for Student Disability Services.

TransportationThe student must have reliable transportation to and from the placement agency (regardless of the distance). Lack of transportation may cause termination of placement and/or withdrawal from the course. Students are responsible for having the appropriate automobile insurance. Transportation issues that interfere with student placement responsibilities should be brought to the attention of the faculty field liaison.

Transporting ClientsStudents are not mandated or expected to transport clients as part of their field experience. However, if students do transport clients in their own vehicles, they should check on rider policies with private insurance companies, due to personal liability. If students choose to transport clients in their own vehicle and an accident occurs, his/her vehicular insurance, by law, will be the first payor on claims and the University and/or its representatives are not responsible.

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Travel Reimbursement The University does not provide any travel reimbursement for students traveling to their field placement assignments. While some agencies reimburse students for any agency related travel, it is the responsibility of the student to follow all applicable agency policies and procedures related to this. If the agency does not reimburse students for agency related travel, students are responsible for all expenses incurred.

Insurance OverviewThe WKU Memorandum of Agreement specifies that responsibility for health and liability insurance coverage rests with the student, not with the agency. In addition to obtaining health coverage, students are urged to discuss any concerns about their potential health or safety hazards in the practicum site with their liaison and/or the Field Director.

HealthStudents who are in field placements are advised to be sure their health coverage will provide for any injuries, accidents, or illness that may be incurred in the practicum site. Some agencies may require the student to be insured.

Special RequirementsMany agencies have special requirements, some of which may have associated costs. Students wishing to complete their practicum in such agencies will be required to comply with agency requirements and bear any associated costs not borne by the agency. Examples include drug testing, criminal background checks and/or driving record checks, CPR certification and any required agency trainings.

TB Skin TestsTuberculosis is a public health issue, particularly among disadvantaged persons. Consequently, students should consider being tested prior to beginning placement. Some agencies may provide and/or require this testing.

Blood-Borne Pathogens/Hepatitis BSome agencies may require OSHA Blood-Borne Pathogen training. Certain settings involve risk of exposure to Hepatitis B or other pathogens and may require vaccination.

General Health ConsiderationsStudents assume responsibility for considering general factors of importance to their own health when evaluating placement options. For example, a student anticipating a pregnancy (or that of his/her significant other) may wish to avoid settings in which she/he is at increased risk of encountering rubella or those which require immunizations that pose a threat to the pregnancy.

If a student experiences ADA non-compliance or unaddressed threats to her/his personal health and safety in the agency setting, the student should consult with the appropriate field liaison or Field Director immediately.

Students have an ethical responsibility to consider the impact of their own health status and behaviors on client well-being. For example, a student working with individuals who have compromised immune systems must adhere to agency protocols designed to protect clients from communicable diseases. Students in any

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setting who have highly communicable diseases such as conjunctivitis (“pink eye”) or MRSA (a treatment-resistant type of staph infection sometimes encountered in medical settings) must adhere to agency-prescribed precautions, including reverse isolation and/or mandatory absence. It is the student’s responsibility to obtain appropriate information as needed. WKU and its representatives assume no liability for health-related concerns relative to either the student or the agency.

Criminal Background ChecksCertain agencies, particularly those serving vulnerable populations such as children and elderly persons, may require students to undergo a criminal background check prior to beginning placement. WKU and its representatives assume no liability for the background checks or associated consequences. Students should be aware that criminal offenses may cause ineligibility for placement opportunities and/or liability insurance, which would prevent placement in the field.

Other Records ChecksWKU and its representatives assume no liability for any other type of records check deemed necessary by an agency in which a student seeks placement. Such records may include, but not be limited to, agency application process, orientation/training, medical tests/procedures, child abuse/neglect checks, employment references and reference letters.

Informed Consent and Assumption of RiskStudents should fully understand and appreciate the dangers, hazards and risks inherent in participating in the Program, in the transportation to and from the Program and in any independent research activities they undertake.

Students will agree that participating in any activity is acceptance of some risk of injury and/or loss of/or damage of property. Students agree that safety is primarily dependent upon taking proper care of themselves. Students should know how to safely participate in any activity; agree to observe agency rules and practices, which may be employed to minimize the risk of injury; agree to stop and seek assistance if they do not believe they can safely continue an activity. Students should not wear, use, or carry anything that would pose a hazard to self or others, including using or ingesting any substance which could pose a hazard to self or others.

Despite precautions, accidents and injuries can occur. Students understand that traveling, doing fieldwork, whether in a large city or in a rural setting may be potentially dangerous. Therefore, students assume all risks related to these activities.

HIPAA-Health Insurance Portability and Accountability ActWestern Kentucky University Social Work Students will act as a responsible steward of all information. The Social Work Department will take reasonable precautions to insure the privacy and security of protected health, confidential and sensitive information. All medical information will be handled as required by the applicable Federal, State Laws and Regulations.

Individuals shall be aware that disregard of the privacy and security of protected health information, confidential, personal or other sensitive information shall result in disciplinary action, up to and including

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dismissal from the program. Additionally, individuals may subject themselves to civil and criminal liability for the disclosure of confidential information to unauthorized persons.STUDENTS WILL BE ASKED TO SIGN A STATEMENT THAT THEY HAVE BEEN TRAINED IN HIPAA LAWS AND THEY UNDERSTAND THE IMPLICATIONS.

General Field Program Standards

Program Expectations for Field StudentsSelf-awareness—Aspiring social workers strive to know themselves and to recognize the dignity and worth of themselves and others. Knowledge of personal strengths and weaknesses and their potential influence on both personal and professional relationships facilitates effective work with others, including clients, peers and supervisors.

Professional commitment and behavior—Social work students need a strong commitment to the profession of social work, including its values and ethics. This commitment includes action in the form of collaborative efforts aimed at bringing about positive change. The NASW Code of Ethics is included in the Resources Appendix of this manual as a reference. Please familiarize yourself with and make regular use of this Code.Knowledge as a basis for practice—Social work activities are grounded in an understanding of relevant knowledge from the social, behavioral and biological sciences. Consequently, aspiring graduate-level social workers actively apply such knowledge in their practice.Objectivity—Objectivity involves being able to evaluate people and their situations in a systematic, unbiased way. Social work students make use of this model of evaluation in their daily practice.

Empathy—Professional helpers need to be objective, development of an effective helping relationship also requires accurate empathy. Rejecting people because of their situations or differences is not consistent with the values and ethics of the social work profession. Rather, social work students work to comprehend another’s subjective reality and use this understanding in order to support clients in the development and implementation of solutions to complex problems and pursuit of their goals and objectives.

Energy—Helping requires sufficient energy. Aspiring social workers benefit both personally and professionally by recognizing the demands of a very responsible profession and learning to achieve a healthy balance in their daily lives. This includes use of professional and personal resources such as supervision and continuing education and the development of healthy coping strategies. Ability to apply knowledge learned in an academic setting to practice—this is the essence of social work practice. Social work is an applied discipline. Consequently, social work students will demonstrate the ability to integrate material learned in the classroom into effective practice skills. The Integrative Field Model adopted by WKU is designed to facilitate this process through co-requisite enrollment in practicum and the corresponding practice course.

Emotional Health—Social workers serve as role models. Consequently, it is necessary to commit to personal growth and wellness and to the construction of healthy boundaries in both personal and professional relationships. Responsible professionalism requires awareness of the impact of one’s own emotional issues on the client/social worker relationship. The Code of Ethics clearly states that social workers who experience a level of impairment that negatively impacts their ability to function as a professional must seek appropriate

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help if they are to continue to practice.Emotional State“Impaired students show an inability to insightfully understand and resolve their own issues so that these issues do not interfere with the therapeutic process” (Bemak, Epp, & Keys, 1999, p. 21) This can be reflected in one or more of the following ways: “(a) an inability and/or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior, (b) an inability to acquire professional skills in order to reach an acceptable level of competency, and (c) an inability to control personal stress, psychological dysfunction, and/or excessive emotional reactions that interfere with professional functioning” (Lamb, Presser, Pfost, Baum, Jackson, & Jarvis, 1987, p 598).This definition of impairment is in sync with the NASW Code of Ethics, Section 4.05.The identification of impairment is a necessary entity in order to maintain the integrity of the school’s social work program. This identification can happen by self identification or by observation by a student, a faculty member, a field educator, or staff person.

Student Accountability and Professional Behavior

OverviewStudents are representatives of the WKU Social Work program and conduct themselves in a manner that reflects positively on our program. In the field, students are representatives of the agency and behave in a way that reflects accountability to the agency, community and clients. Students will at all times adhere to the NASW Code of Ethics, in accordance with the agreement signed upon entry into the program.

Boundary ViolationsBe aware that clients are NOT responsible for maintaining boundaries and they will often test the limits to see how far they can go. Boundary violations occur due to the power differential between social workers and clients. Violations can be, but not limited to, sexual, other physical contact, over-familiarity, personal gain, gift giving, taking clients to your home, unprofessional social media contact, breeching confidentiality, bartering for services, treating family and friends and social contact. The best way to maintain professional boundaries is to constantly assess your practice with yourself and with your supervisor.

Confidentiality Confidentiality is stressed throughout the social work curriculum and is of special concern in rural communities. It is of utmost importance that professionals respect and safeguard the right to privacy of those they serve. Students adhere to all agency policies on confidentiality and standards for professional behavior, including HIPAA regulations, where applicable.

Contact with AgencyIt is required that students notify their agency instructor if they will be absent from their placement. When carrying a caseload, students should provide telephone numbers where they can be reached outside of regularly scheduled hours. Students are expected to use initiative throughout their field placement and assume responsibility for their own learning and practice.

Adherence to Personnel PracticesStudents are expected to adhere to personnel practices established by the agency/site. Any conflicts between

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WKU and agency policies should be discussed with field liaisons.

Use of Agency MaterialStudents must discuss with their field instructors and clear in advance any use of agency material for class purposes. Such use is always to be governed by agency policy.

Holidays Field Placement agencies are usually very flexible with university holidays. However, students may be asked or want to report to field placement during fall, winter and spring breaks. Students must notify the appropriate field liaison in cases where the student is expected to be in placement when the university is closed, or if issues arise around holiday schedules.

PLEASE MAKE PRIOR ARRANGEMENTS WITH YOUR LIAISON IF YOU WISH TO CONTINUE DOING FIELD HOURS BETWEEN YOUR FIRST AND SECOND SEMESTER OF FIELD.

RecordingIn the field, the student functions as an agency-sponsored professional practitioner. In this role, the student is expected to maintain accountability records such as case files and recordings, chart notes, etc., according to agency protocols. In addition, students need to prepare a transfer or closing summary before the end of their placement. Such transfer or closing summaries are important for any professional situation and the termination process.

Attendance RequirementsThere are minimum time requirements for each field placement course. Students must make up any hours lost even for reasons of health, inclement weather, family emergency or situation, lack of transportation, etc., in compliance with EPAS regulations and Program requirements. Travel time to and from the agency is not considered part of the learning time.

Attendance at continuing educational or agency training is subject to the Program Attendance Policy and may account for no more than 16 hours per semester of practicum time. Attendance at Credit for Learning courses offered via the Cabinet for Health and Families in conjunction with any university may not be applied toward completion of required field hours.

In the event a student completes the requisite number of hours prior to the end of the academic semester, she/he must continue in the practicum until the final week of that semester (finals week).

Students must notify their agency field instructors in a timely manner of any absence, maintaining high professional standards of conduct. Agency policies for such absences must be followed.

Time SheetsAll students are required to keep accurate track of field hours. A record of hours will be submitted to the Field Instructor at least monthly. At the end of the semester, the Liaison will sign the final evaluation and document the completion of field hours.

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Evaluation/Grading Students will be graded on the basis of their completion of field requirements and their professional skill development based on the Learning Objectives Plan. Field grades will be based on all practicum requirements (including tracking and satisfactorily completing required agency hours, submitting journal entries on time, professional behavior/conduct, motivation/active participation and any other assignments as required by field instructor and/or liaison). Pass/Fail grades will be assigned by field liaisons after consultation with agency field instructors and students.

Planning for the final evaluation should actually begin at the start of the semester. All parties—the Field Instructor, student, and Field Liaison—should review the Field Performance Indicators in order to ensure that the criteria are met over the course of the semester. Each Liaison visit/contact will include a discussion of how the Field Performance Indicators are being met and to brainstorm ways of meeting any that seem to be problematic. Any such difficulties should be addressed well in advance of the final evaluation. Students are evaluated at midterm and at the conclusion of each semester, according to the respective (Performance Indicators) Field Objectives. Field Instructors and students are asked to complete evaluations using a copy of the Individual Learning Objectives Plan (see Appendices) independently, compare results, and reach an agreed-upon conclusion prior to the Field Liaison’s visit. Spaces for commentary are provided at the end of the form. These should address strengths, areas for continued learning, and any other areas deemed noteworthy by any of the three parties. Again, it is anticipated that any concerns will have been addressed well in advance of the final evaluation.

Individual Liaisons have the option of requesting that a copy of the evaluation be submitted 48 hours in advance of the final visit. Liaisons are responsible for officially assigning final grades for field students.

Any student who believes that he/she has been unfairly graded must follow the University appeal procedures outlined in the Student Handbook, University Catalog, and Hilltopics.

Documentation of Completed HoursAt the end of each semester when the final evaluation is done, the liaison will sign it. This also serves as the Documentation of Completed Hours. Hours must be completed prior to liaison signature. This is the official documentation that all required field hours have been completed.

Notification of Student ConcernAny interested party having concerns regarding a student’s field or classroom performance, professional conduct, an ethical violation/dilemma, emotional state, or grades should express their concern to the A&R committee. Concerns should first be discussed with the student, faculty, field liaison and/or advisor. If the concern is field related, and cannot be resolved by the Liaison, the Liaison will submit the concern to the Field Director. If successful resolution cannot be reached, either for practical or for policy-related reasons, the Field Director will notify the program director to bring the issue before the A&R committee. The student’s advisor or the Program Director, will notify the student in writing of his/her concern and the A&R resolution. If the student does not agree with the resolution, the appeal process may be utilized at any time.

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This policy is written only to assist with communication and in no way intends to circumvent the “termination process”, or the “student grievance policy. At any point, the student is free to follow the grievance policy set forth in the Student Handbook. Students are expected to adhere to this order of communication.

Reassignment/Termination Procedures

Overview

There are numerous reasons that arise which may cause a need for reassignment or termination after the student is in placement. Each situation will be explored and the outcome will depend upon the nature of the situation. Some situations can be dealt with by the Field Director in consultation with the Field Liaison and/or Field Instructor. Other situations may need to be resolved by engaging the Program Director and/or the Admissions & Retention Committee (A&R). The A&R committee will be convened as needed. The student may request to appear before the A&R committee to discuss the situation personally.

The Field or Program Director will inform the student in writing of the committee’s decision. If the student does not concur with the decision of the committee, the student can appeal as specified in the Student Handbook, the University Catalog and Hilltopics.

When a placement is disrupted/changed, potential transferability of hours accrued will be determined by the Field Director and/or A&R committee. However, the student’s new agency must agree to accept a student for a reduced number of hours for the transfer of hours to be finalized. The student will be notified in writing of the outcome.

Agency Issues/No Fault of StudentIf the agency is unable to continue to offer educational opportunities and the student is doing acceptable work, the Field Director will consult with Field Liaison and make a reassignment as quickly as possible. In this case, all accrued hours will be transferable, pending agreement by the student’s new agency.

Student RequestIf a student is requesting a change in placement, the request must be made in writing to the Field Director and only after serious consideration and consultation with their Field Liaison and Instructor. Any reassignment is contingent on the availability of an appropriate substitute placement and determination of compelling reason for the change, by the Field Director. If the request is without a compelling reason, the Field Director will deny the request, or request the A&R committee consultation. If the reason is compelling, the Field Director will find another placement for the student and inform interested parties. The student should understand that alternate placement options may be severely limited.Transferability of hours is at the discretion of the Field Director and/or A&R committee and the student’s new agency.

WKU Administrative Removal of a Student from Field

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In rare instances, a student may be removed from a particular practicum site or from the field internship program. Reasons for such an administrative decision are congruent with the Student Handbook. In the event that such action is contemplated, the student will meet with her/his Field Liaison who will notify the Field Director and Program Director, who will convene an A&R committee. After careful deliberation, the committee will reach a decision regarding possible removal of the student from field course. If the student does not concur with the committee’s decision, she/he may follow the grievance procedures outlined in the MSW Student Handbook. Removal from field necessarily results in removal from the concurrent practice class and/or possibly, from the Program.

Involuntary Agency Termination/Reassignment ProcessIf the student is involuntarily terminated from an agency, the agency Field Instructor is requested to state in writing the reasons for the termination after meeting with the Faculty Field Liaison. The agency’s decision to terminate a student is final. If the student wishes to pursue a reassignment and continue in the program, he/she must submit in writing a request for reassignment and address the concerns of the terminating agency in writing, within five days from the termination notification, by the field director. The Field Director will either approve or deny the request for reassignment, based on the reason for termination. The student may appeal the field director’s decision and ask the program director for an A&R committee to review and assess student’s readiness for reassignment. This committee will determine the appropriateness of possible reassignment or termination from field and/or consequently, from the Program. Policies governing termination from the Program may be found in the Student Handbook.

If a student is involuntarily terminated a second time, during his/her social work program, the student will be terminated from Field without convening A&R committee.

If a student is involuntarily terminated from an agency and is given the option to remain in the Program, hours previously completed are not counted toward the fulfillment of required hours and total hours for that semester must be completed after the date of reassignment. In practical terms, this means that a student who cannot complete the total number of hours in the weeks remaining in the semester, must wait until the following academic year to enroll in practicum and the corresponding practice course.

Program TerminationStudents are subject to termination from the Program if removed from field courses for any reason; and, students are subject to termination or suspension from the Program during their participation in field under the same terms and conditions as outlined in the Student Handbook.

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Evaluation of Field ProcessStudent Evaluation of Field ProcessUpon completion of the final semester of each year, students will be asked to complete an evaluation of the field process, the Field Instructor and Field Liaison and return it to the Field Director. The student has the right to request that information be kept confidential from the Field Instructor, should she/he so choose. Evaluation is a requirement of the field practicum.

Field Liaison Assessment of Field ProcessLiaisons are asked to provide an evaluation of Field Process at the end of each placement.

Field Instructor Assessment of Field ProcessField Instructors are asked to provide an evaluation of Field Process at the end of each placement.

Sharing Evaluation ResultsA summary of the evaluation information will be shared with Liaisons, Field Committee members, Field Director, Program Director and Field Instructors. This will promote additional methods of monitoring effectiveness of the Field Process and agencies in the practice experience. All summary results will be complied in an anonymous format in order to preserve confidentiality.

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