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Updated for 2019- 2020
Table of Contents
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Field Instruction: Mission and Purpose
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Social Work students are eligible to register for SWK 435-436: Field Practicum I/Field Seminar I, when the following conditions are met:
The student has been admitted to the School of Social Work as a candidate for the BSSW.
The student has passed all completed prerequisite social work practice courses (SWK 201: Social Work Skills Lab I, SWK 202: Social Work Skills Lab II, SWK 301: Foundations of Social Work Practice and SWK 328: Human Diversity).
The student is within 45 credit hours of completing the BSSW degree (having completed 75 credits)
Part-time students must have senior status and will complete the degree program within two semesters of completing the field experience.
The student has a 2.5 GPA in the required Social Work courses.
The student has electronically submitted a current resume and the on line BSSW "Application for Field Instruction Placement" that is available on the School of Social Work website under field instruction.
The student is not on academic probation (a social work student will not be permitted to register either for SWK 435-436 or SWK 445-446 while on academic probation).
Exceptions to this pattern require prior approval by the Director of Field Instruction and the Director of the Undergraduate Program.
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All agency partners must be able to meet the obligations outlined in the Syracuse University Falk College Agency Agreement. Following is a list of more specific criteria for agency selection. Many of these same criteria are outlined in the Syracuse University Falk College Agency Agreement.
The agency must be able to provide learning experiences that allow the student to practice and integrate the nine social work (9) competencies. In the foundation year, the agency must have the capacity to engage the student in generalist practice. In the concentration year the agency must be able to provide students with the specific learning opportunities associated with the students concentration;
The agency must allow the students across all program options in its field education program demonstrate social work competencies through in-person contact with clients and constituencies;
The agency has evidenced that they seek to develop staff and improve programs through training, supervision and connection to the work of experts in their relevant fields;
The agency must have available qualified BSSW and/or MSW Field Instructors and can provide them the support necessary to function as field instructors, plan the student’s program, prepare for and hold supervisory conferences, attend field instruction orientations and trainings, and generally supervise the student’s progress. The list of Field Instructor Responsibilities is given to the field setting.
The agency acknowledges the student as a learner whose assignment must be geared to learning needs rather than the scheduling demands and workload of the agency. Student assignments must be flexible enough to maximize learning, providing opportunities for foundation and/or concentration learning experiences.
The agency must allow the student access to case records and other appropriate material, and recognizes that the student may present de-identified client information for classroom discussions and assignments.
The agency allows the student to take part in staff meetings, in-service staff training, interagency conferences and such other educational opportunities as might arise.
The agency can provide adequate physical space for meeting with clients, report writing, as well as access to technology necessary for recordkeeping.
Selection of Field Instructors
The School has established and utilizes criteria for the selection of Field Instructors. Potential field instructors complete a credential form, provide a resume and are interviewed by a member of the Office of Field Instruction (OFI). Decisions regarding the selection of field instructors are made collaboratively by the Office of Field Instruction and agency administration.
In reviewing potential agency Field Instructors, the School looks for possession of professional competence, potential for teaching competence, and a motivation to teach. Good instruction requires not only the possession of competence, but also the communication of knowledge, skills and attitudes to the learner. The prospective Field Instructor should not only be able to demonstrate sound practice, but also be able to consciously explicate the concepts and principles that underlie that practice. Doing this effectively requires an ability to analyze practice situations, to synthesize components, and to make associations. The School expects all Field Instructors to share the School’s commitment to the social betterment of individuals, groups, organizations and communities. The Field Instructor must serve in roles as both a possessor of knowledge and an evaluator of performance. Therefore, he/she should have demonstrated the ability to evaluate his/her own work and receive criticism of his/her own and others’ practice. The School expects that the Field Instructor will adhere to the highest standards of professional ethics and values.
More specifically, the School of Social Work requires that the Field Instructor:
possess Bachelor of Science in Social Work (BSSW) or a Master’s in Social Work (MSW) degree from an accredited school of social work;
have two years post-BSSW/MSW experience in an agency/institutional setting;
be supervised within the scope of practice as defined by the New York State licensure statute;
have an expressed interest in and willingness to accept the field instructor’s role and responsibilities within the School’s field education framework. This includes a capacity to share professional knowledge and experience, facilitate development of student competencies and practice behaviors.
Selection of Task Supervisors/ Non-BSSW/MSW Field Instructors
Task Supervisors
In select instances where valuable learning experiences exist in a setting, a human service professional engaged in social work functions may serve as a task supervisor. Selections are made on an individual basis dependent upon agency’s learning opportunities and the task supervisor’s ability and capacity to provide experiential learning. In instances where a task supervisor is designated to provide the primary day-to-day oversight, the agency is required to also designate someone to provide the required M.S.W. supervision, on a weekly basis. with an M.S.W.
Non-BSSW/MSW Supervisors
Individuals that do not fully meet the criteria set forth by the CSWE are not permitted to be field instructors. In cases where students have a task supervisor, each student also meets weekly with a fully qualified social work field supervisor at the community agency who reinforces the social work perspective.
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Information to Consider When Planning for Internship
The Field Office cannot guarantee an internship in the evenings and weekends only. Evening and weekend internship hours are extremely limited and in some geographic areas are not available at all.
You must have enough flexibility to complete at least 8-10 hours of internship during the weekdays.
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Two Options for How You Complete Internship Hours:
Academic Year Only Option: 16-18 hours per week beginning fall semester, continuing through spring and ending mid-May.
Calendar Year Long Option (only available in designated agencies & some geographic areas do not have this option at all): 10-12 hours per week beginning fall semester, continuing through spring and summer. This option requires the student to request an incomplete at the end of fall and spring semesters.
Placement Planning Protocol
Students may not contact potential field placement agencies without the approval of their Internship Placement Coordinator.
The Internship Placement Coordinator will make every effort to place a student in his/her population, setting and area of interest in Social Work.
Field placement sites are sometimes available within a student’s home community. However, some students may need to commute in order to have access to specific types of experiences.
Field placement sites offering night and weekend hours are extremely limited. Your Internship Placement Coordinator will make every effort to accommodate your scheduling needs, however cannot guarantee specific placement hours.
The field placement is not officially confirmed until formal notification has been sent from the field office to the student and agency.
Students considering a placement with their employer should refer to the Employment-based Placement Policy and the Employment-based Placement Application on the School of Social Work Field Instruction webpage.
Any student who has not been able to secure an approved placement by the end of the add/drop date will be required to drop field and all other required co-requisite courses. Placement planning will then be postponed to the following fall semester.
Note: It is the student’s responsibility to have a preliminary discussion with their employer to ascertain their willingness to work with the school and the student to create an employment-based placement opportunity before the student meets with their Internship Placement Coordinator.
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Students will be contacted via e-mail by the Director of Field Instruction to begin the placement planning process.
Students are directed to return the completed field application and a recent resume to the Director of Field Instruction.
The Director of Field Instruction will then assign the student a placement planner. An email will be sent to the student with the contact information of the assigned placement coordinator.
The field application and resume will be put in the student’s electronic field instruction file for future reference.
The assigned Internship Placement Coordinator will contact the student to schedule a placement planning meeting.
The Internship Placement Coordinator will meet with each student to review the field application and resume. A general orientation to field instruction and its role in the curriculum is provided as needed. During the placement planning meeting the Internship Placement Coordinator will:
Assess the student’s experiences and learning interests.
Provide feedback and corrections to the resume, if necessary.
Research possible placements within the student’s area of interest.
Provide interview tips and materials, and role play a “mock” interview when necessary.
At the completion of the placement planning meeting, two to three pre-approved settings are selected as potential locations for internships.
The Internship Placement Coordinator sends a letter of interest with the student’s name and resume, via email, to the pre-approved settings.
The student will likewise receive a letter indicating the agreed upon pre-approved settings and the address, phone number and email address of each agency field instructor or contact person.
It is the student’s responsibility to contact and interview at each potential location.
If the student has difficulty connecting with the potential setting to secure an interview after several good faith attempts, the student should notify the Internship Placement Coordinator immediately.
Any changes in the placement planning process should be communicated immediately. This includes communication from the OFI to the student (i.e. program closure, loss of Field Instructor at the location, or change in address), or from the student to the OFI (i.e. student’s placement interests change, student moves, or takes a leave of absence).
The final placement decision is made by the mutual agreement of the Field Instructor, student, and the Internship Placement Coordinator. Placements are not considered finalized until a formal letter of confirmation has been sent to the student and Field Instructor from the Internship Placement Coordinator.
As a professional courtesy, students are expected to send a letter of acceptance or e-mail to their chosen agency as well as letters declining to any field instructor with whom they have interviewed and not selected the site as their practicum. This can be done via email or formal letter with copies sent to the assigned Placement Coordinator.
Notification regarding Felony Convictions and Unprofessional Conduct
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If a student wishes to request an internship in an agency in which she/he will be simultaneously employed, the following minimal conditions must be met:
The agency employs full-time social work staff
An individual with an MSW or BSSW and at least two years post-MSW or BSSW experience must be available as a field instructor, subject to the approval of the School. The field instructor may not have supervised the student in another capacity
The proposed field instruction assignment must differ significantly from current, and previous employment or field instruction experience within the agency
The proposed field instruction assignment must meet curriculum requirements, for example: generalist opportunities for BSSW students
Procedure:
It is expected that the student will have discussed the option for Employment-based Placement with the employing agency administrator responsible for staffing decisions prior to the student’s placement planning meeting. It is understood that all formal negotiations related to the proposed assignment subsequent to receipt of the student’s completed application are conducted by the Field Office. Interested students should complete the “Application for Employment-based Placement” form after consultation with the field office. The form is located on the field webpage.
The Application for Employment-based Placement is:
Initiated and signed by the student
Authorized by the employing agency with signatures as indicated
Submitted to the assigned Internship Placement Coordinator
Reviewed and Approved by the Director of Field Education
Final approval of the Application for Employment-based Placement occurs when the student and agency receive a formal letter of confirmation finalizing the placement. Approval of employment based internship is determined by the Director of Field Instruction. An approved and signed copy of the Application for Employment-based Placement will be put in the student’s electronic field instruction file for future reference.
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Students are given up to three opportunities to interview at potential field settings to secure an internship. If the above process does not result in a confirmed placement, the Internship Placement Coordinator will meet with the student to discuss what transpired in the interviews. Feedback from the field instructors or interviewers will be used to explore reasons the interviews were not successful and reassess a student’s readiness for field. Options will be explored in a meeting with the student and may include:
Engaging the student in a “mock” interview to assess for areas of improvement and/or readiness for field and then giving student a final opportunity to interview at a potential field setting.
Asking the student to register as a part-time student to take coursework that gives the program an opportunity to assess the student’s readiness for practice prior to entering field.
Counseling the student to re-evaluate his/her choice of social work as a career.
In some instances, the OFI may terminate the placement planning process and the student will not be permitted to re-enter field until certain conditions have been met. Such a decision is based upon the Internship Placement Coordinator’s assessment, findings and feedback from interviewers. The student would then be informed by letter that the OFI will not pursue placement planning at this time and describe conditions that must be met to be reconsidered for placement. The BSSW Program Director is notified of the decision of the OFI. In such cases, the student has the right to request an Academic Hearing from the BSSW Program Director to appeal the decision of the OFI.
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The Field Instructor is expected to carry out the following responsibilities:
Orient the student to the agency, staff and task supervisors or other social workers with whom the student will work.
Orient the student to safety concerns as outlined in the safety checklist
Collaborate with the student to develop and implement a Professional Development Plan.
Schedule and provide weekly face-to-face supervisory sessions with the student for a minimum of 1 hour
Provide administrative, educational and supportive social work supervision
Document supervisory sessions
Provide appropriate activities and opportunities for the student to develop social work competency consistent with the student level in the program
Regularly review student progress and provide regular positive and constructive feedback
Maintain an ongoing evaluation of the student’s progress and complete written evaluations of the student at the end of each semester
Support the student’s initiative in gaining access to other learning experiences and resources in the agency and professional community when needed
Confer with the field liaison for mutual planning, review, and evaluation of the field experience
Inform the field liaison promptly of any problems in the field placement and, when necessary, develop a plan of remedial action with the liaison and the student. (See Field Problem Resolution Procedures)
Participate in orientation and training activities for field instructors.
Provide information to the OFI to assist in the future use of the agency as a placement site, including the field instructor’s interest in continuing service as a field instructor
If a task supervisor is used, the Field Instructor is required to regularly communicate with and oversee the task supervisor’s work with the student
Task Supervisor Role and Responsibilities
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The Task Supervisor is expected to carry out the following responsibilities:
Provides secondary instruction/supervision to student on a specific task, project, or assignment as assigned by the Field Instructor.
Responsible for the day-to-day, on-site guidance for specific work, research, and practice.
Provides constructive feedback to student on specific tasks undertaken.
Keeps a record of learning projects or tasks assigned.
Keeps field instructor informed of student’s progress on projects undertaken with task supervisor.
Participates in the field visit with the Field Liaison once per semester.
Provides input to the final Performance Evaluation of the student.
Attends Task Supervisor training sponsored by the OFI as required.
When feasible, participates in a portion of regular supervision with student and Field Instructor.
MSW Student as Task Supervisor
In some cases, an MSW student who is also a staff person at an internship site may serve as a task supervisor to a Syracuse University BSSW social work intern. To ensure adequate supervision is provided to the intern, and to mitigate the potential for dual relationships or other risk issues, the procedure below is followed:
Only MSW students who are in the concentration portion of the program and are staff members at the field site may provide task supervision
The designated concentration level MSW student/staff member may provide task supervision to BSSW interns only.
The Office of Field Instruction (OFI) will be responsible for reviewing and approving any such requests prior to the start of the internship
The OFI will ensure that the BSSW intern is fully informed and will document the intern’s consent. The intern will agree to communicate timely with the assigned field liaison should any concerns or issues arise that could impact the intern’s learning.
In such a case, the OFI will inform the agency-based field instructor and a decision will be made to assign the student to a different task supervisor or to relocate the student to a new field placement agency.
Field Liaison Role and Responsibilities
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The Field Instructor is expected to carry out the following responsibilities:
Develop and maintain working relationships between specified agencies and the School of Social Work.
Oversight of the student learning experience
Support student safety and competency development
Consultation in the development of the individual PDP
Clarification of the expectations of the school and the curriculum
Consultation and support of the problem solving efforts of student and/or field instructor.
Making at least one field visit per semester. This typically occurs at the agency but in some cases, due to distance or other factors, the field visit may occur telephonically or via Skype.
Instructor for Integrative Field Seminar
Review of student field evaluation and awarding field instruction final grade for each semester.
Ongoing assessment of the agency setting, field instructor and the potential for providing educationally sound instructional experiences.
Participate in development and presentation of field instructor training program and related resource materials
Participation with the Director of Field Instruction in program evaluation activities.
Student Role and Responsibilities
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The student should not allow their personal issues such as psychosocial distress, substance abuse history, or mental difficulties to interfere with professional judgment or performance. The student is responsible for communicating with the OFI if any personal issues are impacting their ability to practice as a student social worker. If personal issues are not remediated the student’s placement can be terminated. The student should be aware that while in field placement s/he may be subject to unannounced drug screening, similar to that of an employee. Should the student refuse or fail the drug screening, s/he may be subject to termination from the field practicum and/or the program. See Field Problem Resolution Procedures for more details.
Student must identify themselves to potential client and constituencies as a graduate social work student
Preparing for and participating in regular conference/supervision with the field instructor, focusing on the student’s learning and application of social work concepts;
Actively participating in the supervisory experience through asking questions, clarifying expectations, and discussing concerns;
Accurately communicating to supervisor any challenges with clients and disclosing practice errors;
Sharing with the field instructor course materials, syllabi and any questions about agency practices that will assist the field instructor in supporting the integration of theory and practice;
Completion of the Professional Development Plan;
Engaging in self-reflection and self-evaluation to be aware of professional areas of strength and areas for growth;
Accurately articulating to supervisor their areas of strength and areas for growth;
Demonstrating a willingness to modify specific behavior based on feedback from supervision;
Getting a clear understanding of what agency material can be shared in the classroom and what is considered confidential material/information;
Appropriately disguising material from the field site to maintain confidentiality;
Bringing to the field instructor or field liaison any questions or concerns relative to use of agency site for class assignment.
Field Orientation and Other Required Training
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Provide all field students with general written information about safety in field placement;
Provide basic safety information at the student field orientation and during their seminar class
Provide a safety checklist to the field instructor and student, that is required to be reviewed, signed and submitted to the OFI
Provide support, consultation and coaching as needed
Responsive to students concerns about safety
Agency Responsibilities:
Orient student interns to the agency specific safety policies and procedures.
Such orientation should include, but not be limited to, discussion of safety issues in the community, within the agency building(s), with particular clients prone to violent behavior, or regarding clients who may be sharing living quarters with persons prone to violent behavior, to the extent that such information is known. Security of personal belongings of the student intern while at the agency should be also covered and procedures for the student(s) to follow in the event of a safety or security problem
Provide accommodations to ensure students’ safety such as is provided for agency staff. In some situations the agency may need to make even greater accommodation for a student, such as partnering with another staff member for home visits
Review required safety checklist with the student
Contact the field liaison if an incident occurs in which a student is personally threatened or hurt.
Student Responsibilities:
Report safety concerns with the agency based field instructor immediately
If personally threatened or hurt the student should contact their field liaison.
See Appendix IV for Safety Checklist Information.
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The field liaison is assessing the student’s ability to articulate their learning through:
Summarization of internship context and experiences;
Provision of example of integration of theory/social work concepts to practice;
Discussion of specific cases, groups, projects and/ or learning opportunities and in what ways these have advanced competency development; and
Use of social work professional language, concepts and ethical guidelines.
The field liaison is assessing the field instructor’s ability to provide an effective learning environment through:
Verification of regular and consistent teaching including weekly supervisory sessions to monitor, enhance, support and evaluate student learning;
Discussion of how specific tasks, cases, groups, projects and/or other learning opportunities are appropriate to the students educational level and the related social work competencies;
Verbal articulation of how the field instructor influences the student’s development as a professional; and
Discussion of the organizational culture in relationship to supporting student learning.
Preparation for the Field Visit
Field liaison interviewing and questioning styles vary.
The field liaison will provide the student and field instructor with a list of potential discussion topics.
Both the field instructor and student should be prepared to discuss these topics at the field visit.
The student should provide participants with a current Professional Development Plan.
Transportation
Students must provide their own transportation to and from their field placement. As part of their field placement duties students may be required to use their personal automobiles for home visits and agency visits. Students are responsible for providing adequate automobile insurance coverage to cover their use of their personal vehicle while performing field agency related duties and activities. Due to liability concerns (i.e., to be sure that s/he is covered to do so), any student who transports clients in her/his personal vehicle must, at the beginning of the placement, inform the provider of the automobile insurance that s/he is using the vehicle for internship.
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Below is relevant policy information in relation to being an intern through this University:
The agency setting is considered an extension of the University. If you experience any sexual harassment, abuse or assault within the agency setting, you are protected under the above University policy.
The field site you are placed in will also have sexual harassment and workplace violence policies and procedures. You are also protected under these policies. The agency is required to orient you to these policies and procedures.
Faculty and field staff are required to share any incidents of sexual harassment, abuse or assault with the Syracuse University Equal Opportunity, Inclusion & Resolution Services (EOIRS). This includes any incidents that may occur within internship sites.
If an incident is reported or shared with EOIRS, the field staff, in most cases, will work in partnership with the Syracuse University (EOIRS) to provide students and agencies with guidance and support.
For additional information about sexual misconduct including protective measures, information for victims, complaint process, frequently asked questions, resources and related laws and policies, you can go to Syracuse University's Office of Equal Opportunity, Inclusion, and Resolution Services website.
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It is the responsibility of the agency field instructor to inform the field liaison of a job action or impending action. It is then the responsibility of the field liaison to notify the Director of Field Instruction of the job action.
If the social work staff is involved in the work stoppage, the student should be removed from the agency at once based upon the following considerations:
Concern for the learning climate at the agency;
Concern for students safety;
The student not be put in the position of being perceived as a strike breaker.
If the social work staff at the agency is not involved in the job action, the field instructor, student, field liaison, agency management and the Director of Field Instruction will meet to consider whether the student will remain at this site. Final decision regarding the student’s remaining with or being removed from the agency is made jointly by representatives of the agency and the School of Social work. Considerations to be taken into account will include:
concern for the student’s safety;
concern that the student not be perceived as a strike breaker;
the learning climate of the situation;
projected duration of the job action and the impact on the agency;
if the student requests to be removed, this request will be considered.
In the event that the student is removed from his/her placement, it is the responsibility of the field liaison and the Director of Field Instruction to develop alternate learning experiences of the student.
Before students leave a placement, they should have (to the degree possible) all their records and recordings up to date and available to agency personnel so that they are fulfilling their professional responsibilities. It is the responsibility of the field liaison to insure that the student is appropriately evaluated on all field work completed.
Evaluation of Student Performance
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There are several ways in which student’s performance is formally evaluated. These include:
Completion of a summative field evaluation at the end of each semester by the agency based field instructor. Students and Field Instructors are directed to review the evaluation instrument as part of the preparation for developing the learning agreement. Students and field instructors are required to include a description of mechanisms for competency evaluation in the learning agreement. Examples of evaluation activities are provided to field instructor to assist with the development of the evaluation plan. The field evaluation instrument is available on the field instruction webpage.
Completion of a field visit conferences between the field liaison, the field instructor and the student. Field visit conferences most often occur face to face, but in some instances may occur via telephone or Skype.
Grading
Field Instruction is a course, and as in any course, there is a grade. Grades in Field are “Pass” or “Fail”. A student achieves a grade of “Pass” by meeting the required performance criteria outlined in this Manual and the related field instruction syllabus; by adhering to the National Association of Social Workers’ Code of Ethics; and by demonstrating the Essential Abilities and Attributes for Performance in the School of Social Work.
A student achieves a grade of “Pass”
by meeting the required performance criteria outlined in this Manual;
by adhering to the National Association of Social Workers’ Code of Ethics;
by participating in Advising;
by demonstrating the Essential Abilities and Attributes for Performance in the School of Social Work;
In most cases, for SWK 435 Field Practicum I and SWK 445 Field Practicum II, the field seminar instructor is also the field liaison and is responsible for assigning the grade earned.
Grades for field practicum are based on:
the summative evaluation form completed by the field instructor which reflects the student’s demonstrated knowledge, skills and values in social work practice;
liaison visits/conferences between the field liaison, the field instructor and the student
Performance in field instruction is a critical indicator of the student’s readiness to assume professional responsibilities. In addition, successful completion of field instruction is a formal requirement of the MSW program. Therefore, students must earn a Pass (P) grade for each semester in field instruction in order to continue to move forward in field. A failing grade will result in an academic hearing and potential dismissal from the MSW program. Students should refer to the MSW Student Handbook: Grievance and Appeal Procedures if they feel that a grievance or appeal is warranted.
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Productively and effectively addressing concerns, challenges and or conflicts in the workplace is an essential skill for any professional. If problems arise in the practice setting, it is recommended that students and field instructors refer to the NASW Code of Ethics which provides guidance for ethical responsibilities to colleagues and in practice settings. In addition, the School of Social Work provides a problem solving flowchart (see Appendix III) which emphasizes communication of concerns, large or small, at the earliest possible opportunity.
Field Instructor or Field Liaison Identifies a Performance Concern
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If after utilizing the steps described above, and improvement is not seen in the allotted time frame, the following possible actions may occur:
The student is moved to a different field placement agency or a different field instructor with the same agency.
The placement is terminated and the student is not permitted to re-enter field until certain conditions have been met (see termination of field placements);
A grade of “F” is assigned (see Grading Section for details);
The student is counseled out of the program
In cases when the agency believes that the continued presence of the student is potentially harmful or disruptive, the student will be removed as soon as an appropriate termination plan can be implemented. Likewise, if the student feels unsafe or otherwise unable to continue, s/he can request a termination of internship. (See Termination of Field Placement section for details.)
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If after utilizing the problem solving steps, a resolution does not occur, the following possible actions may occur:
The student is counseled out of the program;
A grade of “F” is assigned for field (see Grading Section for details);
The placement is terminated and the student is not permitted to re-enter field until certain conditions have been met;
The student is moved to a different field placement agency or a different field instructor with the same agency.
Termination of Field Placements
Field placements are made after a thoughtful and structured pre-placement process that involves active student and agency participation. Once confirmed, a placement is not terminated without careful consideration of all contributing factors. The following outlines the possible ways in which termination can occur.
initiated by the agency/field instructor;
requested by the student and initiated by the Office of Field Instruction (OFI);
initiated by the OFI without request from student or agency.
Agency and/or Field Instructor Initiated Termination
Circumstances that warrant a termination from an agency, initiated by the field instructor, would be as follows:
Student’s poor performance and inability to remediate concerns.
Potential Actions: the student is not permitted to re-enter field until certain conditions have been met; the student receives a grade of fail (F); or, the Director of Field Instruction determines whether student shall be reassigned to a different field instructor within the agency or if the placement will be terminated and the student re-placed at a different agency. The BSSW Program Director is notified of the outcome.
Student’s egregious violations of Code of Ethics, agency policies or university policies.
Potential Actions: the student receives a grade of fail (F) and the BSSW Program Director is notified that the student’s enrollment in field instruction has been terminated.
Student’s personal circumstances interfere with their ability to meet field placement expectations
Potential Action: the student is counseled to request an Incomplete for field, adjust his/her program status to part time and/or take a Leave of Absence until such time as the interfering factors have been mitigated. Withdrawal from the field placement may require a simultaneous withdrawal from the concurrent practice course; this determination would be made by the practice course instructor.
Agency’s circumstances interfere with its ability to meet field instruction expectations:
Potential Action: The student will be re-placed at a different agency, subject to agency availability.*
*If the determination of the OFI is that the student be re-placed at a different agency, arrangements will be made to secure another placement. A revised field placement timeline will be developed to ensure that the minimum 500 hours are completed. Students may be required to complete more than the minimum of 500 hours. The OFI will determine the number of hours to be completed and will inform student before re-placement.
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Circumstances that warrant a request for termination is as follows:
Student’s personal circumstances interfere with their ability to meet field placement expectations:
Student Action: meet with field liaison to determine if a request for an incomplete may be appropriate.
Irreconcilable differences between the agency and student.
Student action: The request for termination is then taken to the OFI for determination. The Director of Field Instruction, field liaison and agency representative will cooperatively decide if the student will be reassigned to a different field instructor within the agency or if the placement will be terminated and the student re-placed at a different agency.
Office of Field Instruction Initiated Termination
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Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical us of technology in practice.
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context
Use reflection and self-regulation to manage personal values and maintain professionalism in practice situation
Demonstrate professional demeanor in behavior; appearance; and oral, written, & electronic communication
Use technology ethically and appropriately to facilitate practice outcomes
Use supervision and consultation to guide professional judgment and behavior
2. Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.
Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.
Present themselves as learners and engage clients and constituencies as experts of their own experience
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
3. Advance Human Rights and Social, Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.
Apply and demonstrate understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels
Engage in practices that advance social, economic, and environmental justice
Effectively advocate when issues of social, economic and environmental justice interfere with engagement, assessment, intervention, evaluation, access to and delivery of services
Demonstrate the ability to provide leadership in advancing human rights and social, economic and environmental justice within a clinical context
4. Engage in practice Informed Research and Research-Informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multidisciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
Use and translate research evidence to inform and improve practice, policy, and service delivery.
5. Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services
Assess how social welfare and economic policies impact the delivery of and access to social services
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
6. Engage with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.
Apply and demonstrate knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
7. Assess with Individuals, Families. Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.
Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.
Apply knowledge of human behavior and the social environment, person-in-environment, and other
multi-disciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths needs, and challenges of clients and constituencies.
Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.
8. Intervene with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies
Use inter-professional collaboration as appropriate, to achieve beneficial practice outcomes
Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies
Facilitate effective transitions and endings that advance mutually agreed-on goals
9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
Select and use appropriate methods for evaluation of outcomes.
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
Appendix II: Frequently Asked Questions for BSSW Students
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A: The School of Social Work uses a cooperative placement planning process to match a student with an appropriate field placement. The process begins with the completion of the Field Placement Application and submission of a resume to the Field Office. Students are assigned to a field placement coordinator who works with them to determine appropriate field placement choices. Students may not contact potential field placement agencies without the approval of their Internship Placement Coordinator.
Q: I am already employed at a social work agency. Can I do my field placement there?
A: Students who are currently working or have a potential job opportunity within a human service agency may be able to negotiate an employed placement with their employer. The Employment-Based Placement Policy and the Employment-Based Placement Application is available on the School of Social Work Field Instruction webpage. It is the student’s responsibility to have a preliminary discussion with their employer to ascertain their willingness to work with the school and the student to create an employment based-placement opportunity before the student meets with their Internship Placement Coordinator. To be approved, an employment-based placement proposal must demonstrate that the student can take on tasks that differ from what their previous responsibilities in the agency have been as well as meet the requirements of the curriculum. In addition, the agency must provide a qualified field instructor who is not the student’s regular supervisor. Many students are able to successfully negotiate a field placement within their agency.
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A: The field liaison will:
Meet with the student and field instructor (at the internship site) at least once a semester
Review and maintain all required field instruction documentation
Provide support, coaching, monitoring and consultation for both the student and the field instructor
Ensure that all program requirements are met
Assign the pass/fail grade earned for field
Q: What are the field instructor’s responsibilities?
A: The field instructor will:
Ensure that the student is adequately oriented to the agency/program
Provide at least an hour of formal supervision per week
Provide a cohesive array of activities and opportunities to enhance the educational experience of the student
Provide constructive and effective feedback on a regular basis
In cooperation with the student, complete the Professional Development Plan (PDP)
Complete a formal evaluation of the student at the end of each semester
Q: What are the student’s responsibilities in the field placement?
A: Sites will vary in their expectations and responsibilities for students. The Office of Field Instruction expects students will:
Develop a Professional Development Plan in cooperation with the field instructor
Engage actively in the supervisory process
Be open to constructive feedback
Conduct themselves in a professional manner
Take personal responsibility for their growth and development as a professional social worker
Q: When does field instruction begin and end?
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Q: Vacation, sick and personal time?
A: You should treat your internship like a job. The student is responsible for making prior arrangements or calling in if they need to take time off from their internship. The students and field instructor are responsible for tracking internship hours and having a plan to make up any time missed due to vacation, sick or personal time.
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Appendix III: Problem Solving Flow Chart
Student identifies a problem or concern
Student and field instructor discuss issue
Issue is resolved or a plan is made to address the problem
Issue is not resolved and no plan to address problem
Student consults with SU field liaison who provides coaching
Student and field instructor discuss issue again
Issue is resolved or a plan is made to address the problem
Issue is not resolved and no plan to address problem
Student notifies SU field liaison
Liaison schedules & facilitates meeting with field instructor & student
Field Liaison notifies Director of Field Instruction
Issue is resolved or a plan is made to address the problem
Cannot facilitate a resolution
Liaison notifies Field Director and SWK Program Chair who consult to develop a plan of action
Student is moved to a different field instructor or agency
Student is removed and not permitted to re-enter field until certain conditions are met
Student is counseling out of the program
Appendix IV: Social Worker Safety Tips
Work Arrival
Organize before leaving home
Visually check parking lot when you arrive
Are suspicious vehicles or persons in the lot?
Obtain plate number if possible
Vary your parking
Do not park next to van or truck
Do not accept unsolicited offers of assistance
Do not unlock the door to admit stranger
Sound your horn if menacing stranger remains around your vehicle
Cellular phone – call 911 assistance
Be alert and aware of surroundings
Visually check building when arrive
Have key or swipe card ready
Do not converse with strangers
Plan for the Visit
Notify office of destination with the name, address, phone number, time of visit, and reason for the visit
Notify client you are coming and purpose of the visit / meeting
Obtain specific directions
Have a street guide / map in car
Bring cellular phone if available
Call office before entering home
Establish office procedure if you do not call in
Try to conduct home visit in pairs, if possible
Wear clothes and shoes that provide freedom of movement
Traveling to Site
Do not keep things out in open in car
Lock purse / valuables in car prior to leaving for visit
Keep car in working order with at least ½ tank of gas
Drive with doors locked
Park in well-lit, visible area and lock the car doors (do not park in the driveway or directly in front of the house)
Observe the premises for suspicious activity; listen for threatening sounds
Listen to your body language, if you feel unsafe at any time, LEAVE
Do not slam car doors
Do not walk on lawns
Knock and use doorbell
Give eyes a chance to adjust to light (before entering)
Carry as little as possible into home
Return to car with key ready, check front and back seat and floor before getting in
If you are being followed, do not drive home; drive to nearest police or fire station and honk your horn or drive to open gas station or business where you can safely call the police
Do not leave the car unless you can walk into the building safely
If possible, have a cellular phone in your car for emergencies; it may save your life!
Always carry small flashlight with you (in purse or car)
During the Visit
Visually check others present during visit
Assess person’s emotional state
Avoid sitting in the kitchen (many possible weapons; boiling water, knives)
Always wait to be invited to sit
Sit in straight-backed chair (easier to rise from chair in a hurry)
Be aware of all possible exits in the house
If there are dogs in house, ask client to remove them due to your allergies
Ask to turn the TV off, as “I” have trouble hearing
Restate the goal of the visit
Maintain a respectful and courteous attitude
Respect the individual’s personal space (maintain an appropriate distance)
Keep a clear path to the door
Avoid positioning self so that you become trapped if needed to make quick exit
If situation escalates, LEAVE
Avoid giving out personal information, such as address or phone number
Visually check the surrounding area or parking area when leaving
ALWAYS carry car keys in same place where they are readily accessible
Office Visits
Plan an emergency escape route
Beware of how to gain help and to call law enforcement
Know if 911 can be called directly or if other numbers must be called first
Arrange furniture in office to prevent entrapment (sit where you have quickest access to the doorway)
Avoid working alone in office after regular working hours; notify someone you are working late and keep all exterior doors locked
Avoid seeing clients alone after hours
Have co-worker attend meeting when interviewing possibly threatening clients or if you feel your personal safety might be threatened
Keep desk and office clear of objects that could be used as a weapon Avoid giving personal information during interview
Keep your automobile locked at all times
Defusing Techniques
Keep it from escalating; try to stay calm and listen attentively
Avoid sudden movements
Avoid confrontation
Maintain eye contact and personal space
Keep situation in your control
Use calm tone when speaking
Do not argue with person
Signal a co-worker or supervisor that you need help (try not to let angry client see this, as it may escalate situation)
Information collected from: Joe McAnally, Montana Department of Public Health and Human Services; AMRIC Associates Limited, Investigation and Security Consulting; De-Escalating Volatile Situations Seminar presented by Carolyn Mil
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The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:
service
social justice
dignity and worth of the person
importance of human relationships integrity
competence.
This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.
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The NASW Code of Ethics serves six purposes:
The Code identifies core values on which social work’s mission is based.
The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice.
The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise.
The Code provides ethical standards to which the general public can hold the social work profession accountable.
The Code socializes practitioners new to the field to social work’s mission, values, ethical principles, and ethical standards.
The Code articulates standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members.* In subscribing to this Code, social workers are required to cooperate in its implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings or sanctions based on it.
The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code‘s values, principles, and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional.
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© 2014 National Association of Social Workers. All Rights Reserve