Far and Away: Planning, Preparing & Practice For Successful Distance Internship Placements

Mary Maurer, LCSWChristine Escobar-Sawicki, LCSW

Presentation Overview• Introductions• Overview of Field Education at UIUC• “Phases” of Internship Planning & Site Identification• Relationship Building & Communication with Sites &

Students• The Use of Technology in Supervision• Overcoming Obstacles: Student Issues & Resolutions

at a Distance• Lesson’s Learned

Learning Objectives

• Participants will learn strategies used to place, support and evaluate students in long-distance field placements.

• Participants will become familiar with technology that has been utilized successfully to support quality field placements.

As we tell our “story”, some things to keep in mind…

• The transition has occurred over the last 5 years, and is a work in progress• Trial and error…..lots of it!• Move in baby steps• Be honest with internship sites – they are very forgiving• We’ve made big gains with small $$ investment – free or campus

supported• Every decision that is made takes into consideration accessibility/support

for off-campus students• Our goals and objectives for on-campus vs. off-campus students are the

same – it’s the delivery that is different• Relationships (with students, FI, sites) are key!

Overview of Field Education at UIUC

Structure of Program

• BSW (186) and MSW (300) Programs• Expanding Regional MSW Program to State-wide• Block Placement w/ concurrent seminar course BSW – one-semester (Fall or Spring), 32 hours/week MSW – AS – one-semester, 14 week summer semester, 40

hours/week; Traditional Students – 2 semesters (May-Dec. or Aug – May), 32 hours/week

• BSW Program – place students only in Champaign County; will expand as program grows

• MSW Program – place across the state of Illinois, out of state and internationally in Cape Town, South Africa

Field Office Resources

• Dedicated Field Office• BSW Field Director, MSW Field Director/Asst.

Dean for Field Education• 6 Liaisons – 2 primarily BSW, 4 primarily MSW MSW Liaisons cover geographic areas• FTE Office Support Specialist

“Phases” of Internship Planning & Site Identification

Planning Begins Early… Field Education Day

- Opportunity for students who will be eligible to enter their field placements in the upcoming rotations to talk with Field Education Sites

- Discuss the types of learning experiences which can be provided to them, the structure of the organization and the type of formal supervision provided.

- Not an interview, as the internship planning and placement process is completed through the Field Education Office

Field Day • All sites are invited,

both BSW and MSW• Morning is reserved for

student meet & greets• Lunch is networking

opportunity• Afternoon: Free CEU

Presentation

• Over 80 sites attended• Handouts provided:

– Welcome Letter to Organizations

– Folder for students• List of agencies• BSW: Possible questions

to ask• MSW: How to use the day

Sept/Oct: Brown Bag Lunches

Concentration Specific Location Specific Information on planning process

• Timelines• Field Planning Checklist

• Resume & Cover Letter Templates• UIUC Website of Field Placement Opportunities

• Explanation/clarification of the Field Office role and the student role in the planning process

October: Field Education Applications Submitted

November: Field Planning Meetings

Individually with Field LiaisonDiscuss field planning form

Go over timeframesReturn to Employment/Out of State

Sign contractAnswer questions

Internship Site Identification & Development

LESSON LEARNED:

Relationship building with potential sites begins at this early stage

Site Identification & Development

• Already established relationships• Site “stalking”• Website submissions http://

socialwork.illinois.edu/field-education/become-a-field-education-site/

• Student requested– In State vs Out of State/Country

The importance of assessing and approving new sites….

Assessing and Approving New Sites

Contact (emails, phone calls) to discuss:- The UIUC Block Placement Program- Requirements & Expectations for sites- Learning opportunities for students

- Assists with concentration identification- The planning process & role of the Field Education Team- Need for Affiliation Agreement or Memo of Understanding- Answer questions, address concerns, plan for next steps

LESSON LEARNED: It helps to have a name when you cold call a new site

Field Instructor Training

• http://socialwork.illinois.edu/field-education/field-educator-resources/training-modules/

Currently in an word document on our website. To earn 3 CEU’s, participants must complete a quiz on Qualtrycs which triggers the CEU certificate.

We ask that all current and active field instructors complete the Field Instructor Training on an annual basis in order to ensure that you have the most up-to-date information regarding our Field Education program.

Our goal is to provide you with information that will assist in creating a successful internship experience for both you and the student.

Coming soon: Updated, more interactive Field Instructor Training…Stay Tuned!

Interviews– Role of Faculty Liaison in setting up

interviews• Hands on, we reach out to sites & send

resumes/cover letters– Levels the playing field for competitive sites– Allows us to identify timeframes sites are recruiting

– Interview Preparation• Power point presentation (had been training, not as well

received)• Working with Liaison to prepare

– If concerns with interviews, Liaison becomes more involved

LESSON LEARNED: Increased contact with the student is important during the interview phase

Confirmation of Placement Forms

- Identifies vital information about the site where the student has accepted- Allows for the creation of master spreadsheet of placements- Assists in identifying who Faculty Liaison will be- Triggers Information Packet to be sent to agency

http://socialwork.illinois.edu/alsc-cyfs-health-care-mental-health-concentrations/

LESSON LEARNED: We send this link out numerous times throughout the interview process, with a reminder placement cannot begin until this is completed.

Relationship Building & Communication throughout the Internship….

The social work literature emphasizes the necessity of social work programs making a commitment to ensuring that both students and placement sites feel supported through field liaison involvement at all stages of the internship placement. (McFall & Freddolino 2000)

……With Students

Communicating with students early in the program, prior to placement, aides in better experiences during the internship planning and placement process.

BSW students participate in a professional seminar course their Junior year, which is taught by the BSW Field Liaisons

MSW on-campus students become acquainted with the Field Office upon their entrance into the program

• Communicating with off-campus (distance) students has been more of a challenge – we continue to take steps by:

More purposeful planning from the time they enter the program Connecting earlier with the Field Office Considering different models of providing Field Education services Using technology – Skype, Collaborate, Google Hangout Provide information in chunks about the internship

process/requirements to reduce stress

….With Field Instructors

Prior to placement – email and phone contact with sites If it’s a new site, we Skype or have phone contact, if out-of-

state, to begin cultivating the relationship, setting the stage for communication during the internship

Communicating the importance and impact they have on the education of our students

Giving them the “why’s” behind such things as why it’s critical they submit the online evaluations on time

Online FI Training

Being mindful of the language we use – they are partners of the School, educators in the Field – **this is especially important with sites that are outside the State of Illinois and don’t feel an allegiance with the University

Throughout the internship – scheduled communication (phone/Skype and email contacts) on a Timeline FI’s and students receive. No guessing – they know we will be in contact with them.

Consistently receive feedback that we have more contact with them than other programs they have dealt with.

E-Packet Sent to Students and FI’s

Learning PlansOrientation to the agency checklistTimelines – includes internship dates, online evaluations,

contact with Field Office

Give FI heads-up about seminar course assignments – organizational analysis, internship project

Giving information to both parties helps to decrease misunderstandings and increase chances for a successful internship

Use of Technology for Seminar Course

Concurrent Seminar Course

• Over last 10 years has moved from fully on campus, to hybrid, to fully online

• Uses Blackboard as the Course Management System • Students can access from anywhere – even Cape Town, South Africa!• Utilize synchronous learning and asynchronous

Discussion boards Journals Small group consultation Internship Project (Capstone Project) Organizational Analysis Collaborate sessions

• Seminar course is another avenue to support students• Journal assignments often highlight concerns students are

experiencing in Field• Ongoing communication between seminar instructors (usually

Field Faculty) and the Field Liaison

Use of Technology in Evaluating Students

• All evaluations are completed online using Qualtrics http://www.qualtrics.com/

• Students complete a self-evaluation • FI completes the same evaluation• The goal is for student and FI to discuss results• Qualtrics makes it easy to analyze results for CSWE

assessment requirements and benchmarking

The Use of Technology in Supervision

MSW Supervision• Not all sites have MSW’s with 2 years experience but are

otherwise excellent sites with wonderful learning opportunities

• UIUC Field Education Team will supplement the supervision using synchronous communication tools, as well as the Seminar Course– Meets every week at various times– Students select times, every other week using a sign up genius link

(www.signupgenius.com)– Supervision is done in groups or individual sessions

LESSON LEARNED: Research time differences for out of state and international students when planning calls or virtual sessions

Technology OptionsGoogle Hangout• Very easy to use

– Directions on web

• Allows for multiple people (up to 10) to “talk” & use video for free

• Can be used on a variety of devices

Virtual Classroom: Collaborate• Moderately easy to use

– Directions needed to be sent to students

– Access to help line

• Virtual classroom capabilities– Power point & web access– White board– Ability to divide into groups

• Video capabilities limited– Only two people can “talk” at once– Video slows down process

https://www.google.com/+/learnmore/hangouts/

Technology OptionsSkype• Very easy to use

– Directions on web

• Now allows for multiple people to “talk” & use video for a fee

• Can be used on a variety of devices, does need to be downloaded

Conference Call• Very easy to use• Video capabilities possible,

but can be limited– Depends on system

https://www.skype.comGoogle Hangouts vs. Skype feature comparison

http://searchunifiedcommunications.techtarget.com/feature/Google-Hangouts-vs-Skype-A-comparative-look

TECHNOLOGY LESSONS LEARNED:

Plan ahead…try out the option with colleagues

Stay calm!

Have a backup phone number to call in case the technology is not working

Be flexible & encourage students to do the same

Remind students they can email or call as needed (not just during selected times)

Overcoming Obstacles:Student Issues & Resolution at a Distance

Student Issues

When making the decision to become a field instructor most individuals see an opportunity to give back to the profession and to mentor the next generation of social workers. Agreeing to mentor a student is a great task and responsibility due to the time and effort involved in insuring that the student receives the best learning opportunity available in an agency setting. In most cases the process is smooth with little or no complications. However there are times when despite the field instructor’s best efforts, problems arise.

Although it is difficult, every field instructor must be willing and ready to deal with student problems when they occur. It undoubtedly is the most difficult aspect of being a field instructor

Areas where issues may occur include: professionalism, personal circumstances, performance and relationships with others including the Field Instructor, clients, co-workers or fellow interns

In the FI Training the Process for Handling Student Issues is described

When serious or ongoing issues arise• Collect information as to concerns

– Email, phone call, use of asynchronous communication tool, if possible - site visit

– May require several contacts with both student and FI

LESSON LEARNED: Document all contacts. Phone calls or visits should be followed up with a summary email to those involved.

When serious or ongoing issues arise• Assess level of intervention needed

– Different levels: increased contacts with student and field instructor ; remediation plan, suspension, termination of placement, etc.

– Follow school procedures and consult with supervisor(s) and relevant school administrators

– Discuss levels of intervention with student and Field Instructor for feedback and input as to how to best resolve issues

• Ask Field Instructor, if the student were an employee, how would this be handled? This can assist in assessing level of intervention needed

LESSON LEARNED: If your school does not have procedures for remediation in place, it is strongly advised these be created.

Remediation Plan Tips• Tie problematic behaviors to CSWE’s Core Competencies• Identify behaviors needing improvement, as well as

measures & timeframes for assessing improvement• When considering timeframes, be sure to include how

the results will be reported (call, email, virtual meeting)• Share remediation plan with student and Field Instructor

for signature

Student Examples

• Remediation Plan Success: Extending Internship – Michael

• Remediation Plan Success: Withdrawal from placement and eventual successful completion at another site– Janet

• Termination of Placement & Expulsion from program– Maeve

ExampleInternship Remediation Plan

Date

The information below outlines the strengths you are exhibiting in your internship, as well as areas needing improvement, per the discussions with and Action Plan submitted by your Field Instructor. Because your current performance is below that expected of an MSW student at this point in the internship, you must demonstrate progress in order to continue in the internship placement. This progress must be met by ____________. During that week, a meeting will occur with you; your Field Instructor, and myself to assess if sufficient progress has been made. Sufficient progress is defined as receiving scores of 3 or higher in the areas identified in the remediation plan. If sufficient progress has not been made, termination of your internship will be considered and discussed. If it is deemed that you have demonstrated sufficient progress, a more detailed remediation plan will be developed, as well as another evaluation period being established.

Example

Strengths exhibited by the student• Friendly and pleasant demeanor• Eager to improve clinical skills• Worked toward substance abuse certifications

Identified Areas Needing Improvement

Behaviors to be Demonstrated to Exhibit Improvement in Identified Areas

Professionalism

arrive at work on time and stay until the end of the work day have no absences demonstrate the ability to schedule and manage the work day

without assistance, providing a Daily Time Log to supervisor present self as confident and capable and ready to work prepare for supervision by bringing questions and concerns to be

discussed

Critical Thinking Skills

demonstrate an understanding of the work that is being conducted at the internship site by participating in discussions with the field instructor and colleagues regarding relevant policies and procedures and how they relate to and impact client issues

produce well written work products such as clinical notes, clinical assessments and GRRS reports.

demonstrate an ability to work independently when given tasks to complete

demonstrate an understanding of how to proceed with a case, and the steps that are involved

Respond to contexts that shape practice

attend to changing locales, and populations to provide relevant

social services.

Engagement, Assessment,

Intervention and Evaluation

prepare for and communicate role within groups to co-leader

and supervisor. engage clients when providing services in mental health settings

in a diverse and flexible manner, including holding sessions at locations other than the agency

increase knowledge regarding Motivational Interviewing Techniques by reading chapters, watching taps, listening to sessions and using process recordings.

I have read and understand the remediation plan.__________________________________________________

Future Goals

• Continue to provide a quality program amidst state budget cuts – creatively using resources

• Virtual Field Education Day• Purchase of an online Field Management System (i.e. Sonia, IPT)• Further development of resources/training information for FI’s

on School’s website• Move FI training to Adobe Acrobat• Developing ways FI’s can connect with each other – listserv,

virtual meetings• Create E-Handbook for students and FI’s

Lessons Learned• Relationship building with potential

sites begins at the early stage of identification

• It helps to have a name when you cold call a new site

• Increased contact with the student is important during the interview phase

• Send out important links or forms numerous times throughout the process, with a reminder placement cannot begin until completed.

• Research time differences for out of state and international students when planning calls or virtual sessions

• Document all contacts when addressing student concerns. Phone calls or visits should be followed up with a summary email to those involved

• If your school does not have procedures for remediation in place, it is strongly advised these be created.

• Share information with students in person & emailed - it also helps to have it on a website

• Developing relationships with out-of-state sites can be challenging – they often have relationships with other Universities, and are reluctant to take the time to obtain an affiliation agreement.

• Have a transparent communication schedule/process for connecting with FI’s and students while students are in placement

Technology Lessons Learned– Plan ahead…try out the

option with colleagues

– Stay calm!

– Have a backup phone number to call in case the technology is not working

– Be flexible & encourage students to do the same

– Remind students they can email or call as needed (not just during selected times)

Questions?

References

• Bollettino, V. & Bruderlein, C. (2008), Training humanitarian professionals at a distance: testing the feasibility of distance learning with humanitarian professionals. Distance Education, 29 (3), 269-287.

• Dedman, D. E., & Palmer, L. B. (2011). Field instructors and online training: An exploratory survey. Journal of Social Work Education, 47(1), 151-161.

• McFall, JoAnn P. & Freddolino, Paul P. (2000). Quality and comparability in distance field education: lessons learned from comparing three program sites. Journal of Social Work Education, 36 (2), 293-307.

• O’Connor, E, The effect on learning, communication and assessment when student-created YouTube of microteaching were used in an online teacher-education course.(2010-2011) Journal of Educational Technology Systems, 39 (2), 135-154.

• Wilke, D, & Vinton, L. (2006). Evaluation of the first web-based advanced standing MSW program. Journal of Social Work Education, 42 (3), 607-620.

• Wolfson, G.K., Marsom, G. & Magnuson, C.W. (2005). Changing the nature of the discourse: Teaching field seminars online. Journal of Social Work Education, 41, 355-361.