Brockport Contract Exhibit

Curriculum and Structure of Field Education at the Graduate and Undergraduate Levels-rev. 7-20-17

MSW Field Education

TheCouncilonSocialWorkEducationhasdeterminedfieldeducationisthesignaturepedagogyfor social workeducation.

SignaturePedagogyrepresentsthecentralformofinstructionandlearninginwhichaprofessionsocializes its students to perform the role of practitioner. Professionals have pedagogical normswithwhich they connect and integrate theory and practice. In social work, the signature pedagogy isfieldeducation.Theintentoffieldeducationistoconnectthetheoreticalandconceptualcontributionoftheclassroomwiththepracticalworldofthepracticesetting.Itisabasicpreceptofsocialwork educationthatthetwointerrelated componentsofcurriculum-classroomandfield-areofequalimportancewithinthecurriculum,andeachcontributestothedevelopmentoftherequisitecompetenciesofprofessionalpractice. Field education is systematically designed, supervised, coordinated and evaluated based onthecriteriabywhichstudentsdemonstratetheachievementofprogramcompetencies.

GRC MSW FieldOverview

The GRC MSW program enjoys strong community support. Community support is one of thestrongestassets of the Program. This is in part due to the program's commitment to a vital and extensivefieldeducationcomponentthatincludes900hoursoffieldpracticum andtheinvolvementofthecommunityinparticipatinginthedevelopmentoftheintegrated community-basedpracticemodelthatengageswiththecommunityincollaborativepartnerships.

ThefieldeducationcomponentoftheMSWProgramcurriculumconsistsofaGeneralistyearandanadvancedsecond-year(Concentrationyear)fieldexperience.FieldpracticuminboththeGeneralistandtheConcentrationyearprovidestructuredlearningopportunitiesguidedbyestablishedfieldeducationgoals.TheFieldpracticumandseminarsprovideopportunitiesforstudentstointegratetheoryand knowledge into practice through skill development and skill refinement within the contextofprofessionalvaluesandethics.Studentsalsocontrastfieldexperiencesinfieldseminardiscussions,andengageinscholarlyworktoexpandtheirknowledgebeyondthescopeoftheirpracticumsettings.

ThefieldeducationgoalsreflecttheGRCMSWMissionStatementthataffirmsthesocialworktraditionofpromotingempowermentofallgroupsofpeopletoachievesocialjusticeandequalityby enhancingthequalityoflifeofindividualswithinthecommunitythroughsocialworkteaching,research,scholarship andservice.

Theagency/organizationsitewithexperiencedprofessionalsupervisionservesasthetraininggroundforstudentdevelopment.ExpectationsarethatthestudentdevelopspracticecompetenciesfromageneralistperspectiveintheGeneralistyear.Intheadvancedpracticum,itisexpectedthatstudentsfocusontheirskill and knowledge enhancement in their area of concentration. Students as advancedpractitionersmustdemonstrateanabilitytoanalyze,intervene,andevaluateinwaysthatarehighlydifferentiated,discriminatingandself-critical.Theymustsynthesizeandapplya broadrangeofknowledgeaswellaspractice witha highdegreeofautonomyandskill.Theymustbeabletorefineandadvancethequalityoftheirpracticeaswellasthatofthelargersocialworkprofession.

Structure of FieldInstruction

Thefieldinstructioncomponentofthecurriculumisdesignedwithatwo-semestergeneralistlevelconcurrentfieldplacementandtwo-semesterconcurrentadvancedlevelconcentrationfieldplacement.Thegeneralistandadvancedfieldplacementprovidestudentswithopportunitiestointegratesocialworkknowledge,valuesandskillsintheapplicationofprofessionalpracticeatprogressivelevels.

Generalist Year FieldPracticum

TheGeneralistyearfieldpracticumextends overtwosemesters,forfourteenweekseachsemester,oratotalof400clock hours.Studentscompletethisplacementatthesameagencyforbothsemesters.Thesemesterbreakbetween semestersistypicallyfollowedandany exceptiontothisismadethrougharrangementswiththefieldeducationofficeatGRCandthestudent’sfieldinstructor.

MonitoringandintegrationoftheexperienceforstudentsisthroughSWK504FieldPracticumIandSeminar I (fall semester), and SWK 505 Field Practicum II and Seminar II (spring semester). Thestudentisregisteredforandcontinueswiththesameinstructorand sectionoffieldandseminarforbothsemesters.

Inthegeneralistyearfieldpracticum,theapplicationofgeneralistknowledgeand skillsisemphasizedthroughtheintegrationoftheproblem-solvingprocess.Ecological,systems,andstrengths-basedempowermentmodelsofpracticeareutilized.Generalistyearfieldeducationobjectivesserveasthereferencepointsforstudentsandfieldinstructorsastheycollaboratetogethertodevelopthe students’learningcontracts.TheGeneralistyearfieldeducationobjectivesprovideclearpracticeandevaluationgoals forthefieldpracticum.Thefacultyliaisonservesasaresourceforfieldinstructorsandstudentsbyprovidingguidanceandfeedbacktothemregardingthecongruenceofthelearningcontractsand field educationoutcomeobjectives. Attheconclusionofthefield practicum, studentscompleteanagencyandfield instructor evaluation. Students are required to earn a minimum of 3.0 Quality Points to receivealettergradeofSatisfactory(seefieldpracticumevaluationformandfieldseminar/practicumsyllabiforexplanation of qualitypoints).

Concentration Year Field Practicum

Theconcentrationyearfieldpracticum extends overtwosemesters,forfourteenweekseachsemester, foratotalof 500clockhours.Studentscompletethisplacementatthesameagencyforbothsemesters.Thesemesterbreakbetweensemestersistypicallyfollowedandany exceptiontothisismadethrougharrangementswiththefieldeducationofficeatGRCand the student’s fieldinstructor.

MonitoringandintegrationoftheexperienceforstudentsisthroughSWK610FieldPracticumIIIandSeminarIII(fallsemester),andSWK611FieldPracticumIVandSeminarIV(springsemester).Thestudentisregisteredforandcontinueswiththesameinstructorand sectionoffieldandseminarforbothsemestersStudentsarerequiredtoearnaminimumof3.0QualityPointstoreceivealetter gradeofSatisfactory(seefieldpracticumevaluationformandfieldseminar/practicumsyllabiforexplanationofqualitypoints).

Theintegratedpracticemodelinthesecondyearoftheprogrambuildsonthegeneralistperspective.Expectedcompetenciesare: theabilitytosynthesizeandapplyabroadrangeofknowledge,theabilitytopracticewithahighdegreeofautonomyandskill,andtheabilitytorefineandadvancethequalityofprofessionalpracticeandthatofthelargersocialworkprofession.Theoutcomeobjectivesofpreparingpractitionerswhocananalyze,intervene,andevaluateinwaysthatarehighlydifferentiated,discriminatingandself-criticalassurecoherencebetweentheGeneralistyearandtheConcentrationyear.During the Concentration year, students’ course work and field practicum experiencesprovideknowledgeandskilldevelopmentfocusingoninterdisciplinaryteamleadershipandconflictresolution.Concentrationyearfieldeducationobjectivesprovidethebasisforstudentsandfieldinstructorsastheyworktogethertodeveloplearningcontracts.Thefacultyliaisonservesasaresourceforfieldinstructorsandstudentsbyprovidingguidanceandfeedbacktothemregardingthecongruenceofthelearningcontractwithfieldeducationoutcomeobjectives.TheConcentrationyearfieldoutcomeobjectivesprovideclearpracticeandevaluationgoalsbyprovidingtheframeworkforthefieldpracticumevaluation.Inaddition,attheconclusionoffieldpracticum,students’completeanagencyevaluation.

Theyareaskedtorankopportunitiesprovidedinthefieldpracticumintermsofhowwelltheseopportunitiesmeettherequiredfieldpracticumobjectives.

Availabilityduringnormalbusinesshoursoftheagency

All students should expect that field placements require daytime availability. Although our part-time program courses are held in the evenings to accommodate working professionals, part-time students shouldrecognize that daytime field placements are required. Generalist and advanced practice level field sites require students to complete their field hours during the normal business hours of the agency (typically 8-5, Mon-Friday) when LMSW or LCSW field instructors are available, and client appointments and staff meetings are scheduled.

Field Hour Exception for an Extended Semester

The expectations and exception process is detailed in the Field Hour section of this document. A typical exception request is to extend the semester by a few weeks to complete the required number of hours. Students would use the Field Hour Exception Request form to request an extended semester, or some other request related to the general expectations.

RequirementsforApproval:InorderforanExtendedSemesterFieldPlacementException tobegranted by the Office Field Education when the placement is confirmed, the agencyfieldinstructormustbeinagreementthatthepracticumextendedsemesterprovidescontinuityandqualityfieldlearningopportunitiescongruentwithcorecompetenciesandpracticebehaviors. TheplanmustbeapprovedbybothfieldinstructorandFacultyLiaison. If approved, the exception plan is attached to the Learning Contract with the dates and field hours clearly listed.

Grading: Students approved for an Extended Semester Field Placement Exception receive an“InProcess” grade(IP)attheendofthetraditionalsemester.TheIPgradeisconvertedtoa finalgradebythefacultyliaison(FieldSeminarProfessor)uponthestudent’scompletion oftherequired fieldhoursandfieldpracticumevaluation.AllIPgradesmustbeconvertedtoa finalgradeata satisfactorylevel(seefieldgrading)beforethestudentbeginsthesecondsemesteroffieldpracticum.Pleasenote:TheIPgradedoesnotremainonthestudent’stranscriptandisreplacedbythefinalsemestergrade.

Interruption of FieldPlacement

Undercertaincircumstances,agivenfieldplacementexperiencemayneedtobeinterruptedandchanged(i.e.,duetoenvironmental,situationalorperformancerelatedfactors).Inthisevent,inordertoensure that the student receives an adequate orientation to the new field practicum context,theequivalentofanadditional4weeksoffieldinternshipwiththenewplacementagencywillberequired.Studentsmayapplyforanextendedsemesterfieldplacementexceptioninordertosupporttheirsuccessfulcompletionofthefieldinternship.

MSW Field EducationGoals

Itisexpectedthatfieldpracticumwillprovidestudentswith:

  • Practice opportunities that enhance student learning by integration of previousclassroomexperiencesanddirectapplicationofsocialworkknowledgeandskillswithinacommunity-basedpracticesetting.
  • Opportunities for collaborative learning and practice through a variety ofprofessionalinterdisciplinarysettingsthatofferdirectexperiencesatthemicro,mezzo,andmacrolevelsofpractice.
  • Alearningenvironmentthatallowsstudentdevelopmentandmaturitywithintheframeworkofprofessional values andethics.
  • Anexperiential settingthatallowsstudentstoexploretheirprofessionalutilizationofselftopromotechange.
  • An environment for practice that enhances the value of diversity and socialjustice.
  • On-sitesupervisionbyanexperiencedMSWfieldinstructorwhoisa licensedsocialworkpractitioner in New YorkState.
  • Opportunities for student exploration of the professional context of practice including:socialwelfarepoliciesandprograms,agencystructureandpoliciesforoperation,utilizationofcurrentresearch, and advocacy forpopulations-at-risk.
  • Opportunities for application of evaluation methods to practice and/or programeffectiveness.
MSW FIELD EDUCATION Competencies and PracticeBehaviorsGeneralistYearCoreCompetenciesandPracticeBehaviors

BythecompletionoftheGeneralistyearfieldofpracticefieldpracticum,thestudentisexpectedtoachievecompetenceasageneralistlevelsocialworkerthroughdemonstrationofthefollowingpracticebehaviors.Itisexpectedthatsatisfactoryprogressindevelopingcompetenceisacquiredbytheendofthe firstsemester.

Generalistlevelcompetenciesandcorrespondingpracticebehaviors(EPAS2.1)
2.1.1Identify as a professional social worker and conduct oneselfaccordingly
  • G2.1. 1a Advocates for client access to services of socialwork
  • G2.1.1.b Practices personal reflection and self-regulation to assure continualprofessional development
  • G2.1.1.c Attends to professional roles andboundaries
  • G2.1.1d Demonstrates professional demeanor in behavior, appearance andcommunication
  • G2.1.1e Engage in lifelonglearning
  • G2.1.1f Uses supervision andconsultation

2.1.2Apply social work ethical principles to guide professionalpractice
  • G2.1.2a Recognizes and manages personal values in a way that allows professional values toguide practice
  • G2.1.2bMakeethicaldecisionsbyapplyingstandardsoftheNASWCodeofEthicsandas applicableoftheInternationalFederationofSocialWorkers/InternationalAssociationofSchoolsof SocialWorkEthicsinSocialWorkStatementofPrinciplesGRCMSWProgramFieldPracticum Manual Updated July2010
  • G2.1.2c Tolerate ambiguity in resolving ethicalconflicts
  • G2.1.2d Applies strategies of ethical reasoning to arrive at principleddecisions.

2.1.3Apply critical thinking to inform and communicate professionaljudgments.
  • G2.1.3a Distinguishes, appraises, and integrates multiple sources of knowledge, includingresearch- based knowledge, and practicewisdom
  • G2.1.3b Analyzes models of assessment, intervention andevaluation
  • G2.1.3cDemonstrateseffectiveoralandwrittencommunicationinworkingwithindividuals, families, groups, organizations, communities andcolleagues

2.1.4Engage diversity and difference in practice.
  • G2.1.4aRecognizestheextent,towhichaculture’sstructuresandvaluesmayoppress,marginalize, alienate, or create or enhance privilege andpower
  • G2.1.4b Gains sufficient self-awareness to minimize the influence of personal biases and valuesin working with diversegroups
  • G2.1.4c Views herself/ himself as a learner and engages those s/he works with asinformants
  • G2.1.4dRecognizesandcommunicatestheirunderstandingoftheimportanceofdifferencein shaping lifeexperiences

2.1.5Advance human rights and social and economicjustice.
  • G2.1.5a Understands the forms and mechanisms of oppression anddiscrimination
  • G2.1.5b Advocates for human rights and socialjustice
  • G2.1.5c Engages in practices that advance social and economicjustice

2.1.6Engage in research-informed practice and practice-informedresearch
  • G2.1.6a Uses practice experiences to inform scientificinquiry
  • G2.1.6b Uses research evidence to informpractice

2.1.7Apply knowledge of human behavior and the socialenvironment
  • G2.1.7aUtilizesconceptualframeworkstoguidetheprocessesofassessment,interventionand evaluation
  • G2.1.7b Critiques and applies knowledge to understand the person andenvironment

2.1.8Engageinpolicypracticetoadvancesocialandeconomicwell-beingandtodelivereffectivesocial workservices.
  • G2.1.8a Analyzes, formulates, and advocates for policies that advance socialwell-being
  • G2.1.8b Collaborates with colleagues and clients for effective policyaction

2.1.9Respond to contexts that shapepractice.
  • G2.1.9aContinuallydiscover,appraiseandattendtochanginglocales,populations,scientific and technological developments, and emerging society trends to provide relevantservices
  • G2.1.9b Providesleadershipinpromotingchangesinservicedeliveryandpracticetoimprovethe quality of social services

2.1.10Engage,assess,interveneandevaluatewithindividuals,families,groups,organizationsandcommunities.
Engagement:
  • G2.1.10aSubstantivelyandaffectivelypreparesforactionwithindividuals,families,groups, organization andcommunities
  • G2.1.10bUses empathy and other interpersonalskills
  • G2.1.10c Develops a mutually agreed-on focus of work and desiredoutcomes
Assessment:
  • G2.1.10d Collects, organizes and interprets clientdata
  • G2.1.10e Assesses client strengths andchallenges
  • G2.1.10f Develops mutually agreed-on intervention goals andobjectives
  • G2.1.10g Selects appropriate interventionstrategies
Intervention:
  • G2.1.1h Helps clients to achieve goals and enhancewell-being
  • G2.1.10i Selects and implements evidence-basedinterventions
  • G2.1.10j Negotiates, Mediates and advocates change withclients
  • G2.1.10k Facilitates transitions andendings
Evaluation:
  • G2.1.10l Critically analyzes, monitors and evaluatesinterventions

ConcentrationYearFieldExpectationsforDemonstratingCompetencies(EPAS2.1)

BythecompletionoftheConcentrationyearfieldofpracticefieldpracticum,thestudentisexpectedtoachievecompetenceintheirconcentrationfieldofpracticethroughdemonstrationofconcentrationspecificpracticebehaviors.Itisexpectedthatsatisfactoryprogressindevelopingcompetenceisacquiredbytheendofthefirstsemester.

Family and Community Concentration: Core Competencies and PracticeBehaviors(EPAS2.1)
EP2.1.1Identifyasaprofessionalsocialworker
FC2.1.1aDemonstrateprofessionaluseofself.
FC2.1.1bUtilizeandidentifyprofessionalstrengths,limitations,andchallenges.FC2.1.1c Develop, manage and maintain therapeutic and collaborative relationshipswithclientswithintheperson-in-environmentandstrengthsperspectives.
FC 2.1.1.d Work effectively within an interprofessionalteam.
EP2.1.2Applysocialworkethicalprinciplestoguideprofessionalpractice
FC 2.1.2a Employ strategies of ethical reasoning to address dilemmas in F & Cpractice.
FC2.1.2.b Effectively manage professionalboundaries.
EP2.1.3 Apply critical thinking to inform and communicate professionaljudgments.
FC2.1.3aEvaluate,selectandimplementappropriatemultidimensionalassessment,interventionstrategiesandevaluationpracticeskills.
FC2.1.3.bIntegrateandcommunicateprofessionaljudgmentstoothersocialworkersandtoprofessionalsfromotherdisciplinesinbothverbalandwrittenformats.
EP2.1.4Engagediversityanddifferenceinpractice.
FC2.1.4aAddressthecultural,spiritualandethnicvaluesandbeliefsofclientsystems.FC2.1.4bTranslateculturalcompetenceintopracticeskillsofassessment,treatmentplanninginterventiontoenhanceclientwell-being.
EP2.1.5Advancehumanrightsandsocialandeconomicjustice
FC2.1.5aUnderstandthepotentiallychallengingeffectsofeconomic,social,environmentalandcultural factorsinthelivesofclientsandclientsystems.
FC2.1.5bUnderstandstrategiesforadvancinghumanrightsandsocialandeconomicjusticein domestic and globalcontexts.
FC2.1.5c Advocate at multiple levels for economic, employment, health, educationandhousing equality for diversepopulations.
EP2.1.6Engageinresearch-informedpracticeandpractice-informedresearch.
FC2.1.6aConductcommunityassetsandneedsassessments.
FC2.1.6bCompetentlycompleteliteraturereviews.
FC2.1.6c Promote the use of research (including evidence-based practice, qualitativeandquantitativestudies)toevaluateandenhancetheeffectivenessofsocialworkpractice.
EP2.1.7Applyknowledgeofhumanbehaviorandthesocialenvironment
FC2.1.7aSynthesizeanddifferentiallyapplytheoriesofhumanbehaviorandthesocialenvironmenttoguidesocialworkpractice.
FC2.1.7bApplytheoriesofhumanbehaviorandthesocialenvironmenttoguidesocialworkinfamilyandcommunitypracticesettings.
EP2.1.8Engageinpolicypracticetoadvancesocialandeconomicwell-beingandtodelivereffective social workservices.
FC2.1.8aIdentifytheconnectionbetweenclients,practiceandbothpublicandorganizationalpolicyinthelivesofclients.
FC2.1.8bAdvocatewithandinformadministratorsandlegislatorstoinfluencepoliciesthataffect clients andservices.
EP2.1.9Respondtocontextsthatshapepractice
FC2.1.9aWork collaboratively withotherstoeffectsystemicchangethatissustainable.FC2.1.9.bAdvocateandengagewithserviceproviders,communityorganizations,policymakers,andthepublictomeetthecurrentsocialcontextneedsofclientsandclientsystems.
EP2.1.10Engage,assess,intervene,andevaluatewithindividuals,families,groups,organizations andcommunities
EP 2.1.10Engagement
FC2.1.10aDevelopculturallyresponsivetherapeuticandcollaborativerelationships.FC2.1.10bManagethedynamicsandcontextualfactorsthatbothstrengthenandpotentiallythreaten the workingrelationship.
FC2.1.10cMaintainarapportthatencouragesclient(s)tobeequalparticipantsintheworkingrelationship
EP 2.1.10Assessment
FC2.1.10.dConductcomprehensiveassessments.
FC2.1.10.eSelectandmodifyappropriateinterventionstrategiesbasedoncontinuousassessment.
FC2.1.10.fAdministerandinterpretstandardizedassessmentanddiagnostictools.
FC2.1.10.g Effectively contribute to interprofessional teampractice.
EP2.1.10Intervention
FC2.1.10.hCriticallyevaluate,select,andapplybestpracticesandevidence-basedinterventions.
FC2.1.10.iCollaboratewithotherprofessionalstocoordinateinterventions.
FC2.1.10j Effectively mobilize resources and assets to enhance client systemcapacity.
EP2.1.10Evaluation
FC2.1.10kDevelopclear,timely,andappropriateinterventionplanswithmeasureableobjectives andoutcomes.
FC2.1.10L Based upon the results of evaluation, adjust interventions plans on acontinuingbasisandappropriatelydisseminatefindings.
InterdisciplinaryHealthConcentrationFieldCompetenciesandPracticeBehaviors(EPAS2.1)
InterdisciplinaryHealthCoreCompetenciesandPracticeBehaviors
EP2.1.1Identifyasaprofessionalsocialworker.
  • IH2.1.1a Demonstrate professional use of self with clientsystems.
  • IH 2.1.1b Utilize professional strengths and addressing limitations andchallenges.
  • IH 2.1.1c Work effectively within interdisciplinary teampractice.

EP2.1.2Applysocialworkethicalprinciplestoguidepractice.
  • IH2.1.2aEmploystrategiesofethicalreasoningtoaddressdilemmasininterdisciplinaryhealthpractice.
  • IH 2.1.2b Effectively manage professionalboundaries.

EP2.1.3Applycriticalthinkingtoinformandcommunicateprofessionaljudgments.
  • IH2.1.3aUtilizetheoreticalperspectives,researchandpracticeknowledgeandapplythemtoclientsituation.
  • IH2.1.3bIntegrateandcommunicateprofessionaljudgmentstoothersocialworkersandtoprofessionals from other disciplines in both verbal and writtenformats.

EP2.1.4Engagediversityanddifferenceinpractice.
  • IH 2.1.4aAddressthecultural,spiritualandethnicvaluesandbeliefsofclientsystemsinunderstanding their perspectives on health carepractices.

  • IH2.1.4bTranslateculturalcompetenceknowledgeintopracticeskills ofassessment,treatmentplanning and intervention to enhance client physical and mental health and well-being.

EP2.1.5Advancehumanrightsandsocialandeconomicjustice.
  • IH2.1.5aIdentifyanduseknowledgeofrelationshipdynamics,includingpowerdifferentialstoadvocate at multiple levels for economic, employment, health, education and housingequality.
  • IH 2.1.5bUnderstandthepotentiallychallengingeffects ofeconomic,social,environmentalandcultural factors in the lives of clients and client systems in health and mental healthtreatment.

EP2.1.6Engageinresearch-informedpracticeandpractice-informedresearch.
  • IH 2.1.6a Reviewing evidence based literature related to health and mental health caretopics.
  • IH2.1.6bDemonstratetheknowledgeofprogram evaluationandinachievingintendedhealthoutcomes.
  • IH2.1.6cUseofresearchincludingevidence-basedpracticetoevaluateandenhancetheeffectiveness of social work and health carepractice.

EP2.1.7Applyknowledgeofhumanbehaviorandthesocialenvironment.
  • IH2.1.7aDemonstrateknowledgeoftheoreticalperspectivesthatinformhealthcarepracticeinterventions.
  • IH2.1.7bApplytheoriesofhumanbehaviorinthe socialenvironmenttoguidesocialworkandhealth carepractice.

EP2.1.8Engageinpolicypracticetoadvancesocialandeconomicwell-beingandtodelivereffective social workservices.
  • IH2.1.8aIdentifytheconnectionbetweenclients,practice,andbothpublicandorganizationalpolicy.
  • IH2.1.8bAdvocate toinfluencehealthandmentalhealthpoliciesthat affect clientsandhealthcareservices.

EP2.1.9Respondtocontextsthatshapepractice.
  • IH2.1.9aDemonstrateknowledgeofcurrentsocialcontextsandtrendsthataffectclienthealthand mental healthsystems.
  • IH 2.1.9b Work collaboratively with others to effect systemic change that issustainable.

EP2.1.10Engage,assess,intervene,andevaluatewithindividuals,families,groups,organizations andcommunities.
EP 2.1.10Engagement
  • IH 2.1.10a Develop a culturally responsive therapeuticrelationship.
  • IH 2.1.10b Manage the dynamics and contextual factors that both strengthen and potentiallythreaten the therapeutic and workingrelationship.
  • IH 2.1.10cManagearapportthatencouragesclient(s)tobeequalparticipantsintheworkingrelationship.

EP 2.1.10Assessment
  • IH 2.1.10d Conduct a comprehensiveassessment.
  • IH 2.1.10e Select and modify appropriate intervention strategies based on continuousassessment.
  • IH 2.1.10f Administer and interpret standardized assessment and diagnostictools.

  • IH 2.1.10g Contribute to the interdisciplinary assessments of client and communitysystems.

EP 2.1.10Intervention
  • IH 2.1.10hApplybestpracticesandevidence-basedinterventionstohealthandmentalhealthrelated servicedelivery.
  • IH 2.1.10i Collaborate with other professional to coordinateinterventions.
  • IH 2.1.10j Effectivelymobilize resources and assets to enhance client systemcapacity.

EP 2.1.10Evaluation
  • IH 2.1.10k Develop appropriate intervention plans with measureable objectives andoutcomes.
  • IH2.1.10LDemonstratetheknowledgeofpracticeevaluationinachievingintendedhealthoutcomes.
  • IH2.1.10mBasedupontheresults ofpracticeevaluation,adjustinterventionplans onacontinuing basis and appropriately disseminatefindings.

IntegrationofFieldSeminarandFieldPracticum

TheGeneralistandConcentrationyearcompetenciesandpracticebehaviorsarerealizedoperationallythroughtheFieldPracticumandFieldSeminarexperiences.TheoveralldesignoftheMSWprogramissuchthattheachievementofprogramoutcomesbeginswithanunderstandingofthemissionoftheprogram,demonstrationofknowledgeandskillacquisitioninallcourses,andculminatesinanassessment of field objectives in the Generalist year and Concentration year field component.TheformalevaluationprocedureisanintegralpartofthePracticumrequirementandisconductedattheendofeachsemesterwiththefieldinstructor,facultyliaison,andstudent.

Fieldseminarsarestructuredtofacilitateintegrationofcoursecontentwithfieldpracticumlearningexperiences.Seminarrequirementsaredesignedtofacilitatethisintegrationthroughclassdiscussion,exercises, writing, presenting, and participating in group activities. The field seminar istakenconcurrently witheachpracticum.TheFieldPracticum/FieldSeminarcoursesaredesignedasfourconsecutivecourses.SWK504isthefirstcourse,followedbySWK505intheGeneralistyear,andSWK610 followedbySWK611intheConcentrationyear.Eachcourseisstructuredwithboth fieldpracticumandfieldseminarcomponents.

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FIELD EDUCATION OPERATIONAL PROCESS ANDPROCEDURES

SelectionProcessforPracticumSites

Thefieldexperienceshouldmaximizedevelopmentofsocialworkprofessionalandpracticeskills.ThecollaborativenatureoftheMSWprogramphilosophyandstructureisamodelforthedesignofthefieldpracticum relationship with community agencies and organizations. The selection ofappropriateinternshipsitesisbasedonthedesiretohaveexcellenteducationalpracticeopportunitiesavailableforstudentlearning.

Agenciesandorganizationscontributesubstantialresourcestostudenteducationthroughtheprovisionofteachingandthecreationoflearningsituationsthatfoster integrationofknowledgeandskilldevelopment.Theagency/organizationneedstobeabletoprovidedistinctlearningopportunitiesandactivitiesthatareconsistentwiththeobjectives,values,andmissionoftheprogram,college,andprofession.Theagency mustbeabletoprovideaqualifiedfieldinstructorandagencyexperiencesthatalignwiththeprogram’slearningoutcomes fortheGeneralistyear,and/ortheConcentrationyear.

Criteriautilizedtoassessagencypracticumsitesinclude:

1.Theagencymusthaveademonstratedcommitmenttoexcellenceintheprovisionofservicesandprofessional development ofstudents.

2.The agency goals and objectives must align with the program mission andgoals.

3.Thevaluesandethicsoftheprofessionshouldbedemonstratedthroughagencystructureandfunctions.

4.Thevalueoftheagency-basedexperienceisrecognizedandeducationalactivitiesdevelopedwithina supportive (learning)environment.

5.Agency-basedlearningopportunitiesareprovidedandaredesignedtoexpandstudentparticipationwithin various systems and at different systemlevels.

6.Theagencymustprovideadequatespaceandaccesstoagencyresourcesappropriateforcarryingoutassigned responsibilities andfunctions.

7.Theagencymustprovidethenecessarymeasurestoprotectthesafetyofthestudent.Ataminimumthisshouldinclude:wherenottogo,howtoconductoneselfwheninthefield,howtointeractwithpotentiallydangerousindividuals,andothergenerallyacceptedactionstobefollowedinspecificsituations.

8.Theagencyallowsthestudentmaximumexposuretoandparticipationinagencytrainingandin-serviceopportunities.

9.Theagencyprovidesstaff for regularandtimelyindividualizedsupervisionwithanexperiencedMSWlicensedasanLMSWorLCSWintheStateofNewYork.

10.Theagencyagreestoongoingandfrequent participationintheevaluationprocess.

11.Theagencyagreestoprovideup-to-dateinformationonagencyservices,organization,andstudentplacement procedures andopportunities.

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CriteriaforSelectionofFieldInstructors

Thefieldinstructorisseenasavaluedcontributortotheeducationalaccomplishmentsofthestudent.The student - field instructor relationship provides a unique in the learning process. Becausethelearningenvironmenthasshiftedfromtheclassroomtothefield,thelearningprocessalsoshiftstoaninteractional action-based process. The field instructor becomes pivotal in guiding students’skilldevelopment and refinement. Field instructors are expectedto:

1.Possessanattitudetowardprofessionalgraduatesocialwork educationthatfostersapositiverelationship for agency-basedlearning.

2.Possessa Master’sDegreeinSocialWorkfromanaccreditedMSWProgramwitha minimumtwoyearspostMSWexperience,andbelicensedtopracticesocialworkinNYS.Itisrecommendedthatthe field instructor have at least one-year experience at the agencysite.

3.Haveanabilitytodistinguishinternshiplearningandevaluationfromstaffperformanceexpectationsand incorporate these differences in the evaluation process of thestudent.

4.Beabletorecognizeandaccommodateteachingresponsibilitiesatageneralistandadvancedintegrative level ofpractice.

5.Beabletocreativelyprovidepracticumexperiencesthatenablethestudenttointegratesocialworkknowledge,skills,values,awarenessofdiversity,andallotherclassroomlearningintothefieldexperience.

6.Possessadesireandabilitytocreatealearningenvironmentthatrecognizesstudentdifferencesandprovidesforthestudentaprofessionaleducationalsettingthatenhancesindividualstrengthsandchallengesdevelopmentofnewskills.Possessadesiretoparticipateinacollege/agencycollaborativeefforttoofferasoundeducationalexperienceforthestudentbyprovidingfeedbackand input into new practice directions andtrends.

7.Possessawillingnesstoattendfieldinstructionorientations,seminars,andfieldinstructionsiteselection activities organized by the Office of FieldEducation.

8.Possessthewillingnesstoprovidestructuredsupervisorytimeonaregularminimumone-hourperweek basis.

Roles andResponsibilities

TherolesandresponsibilitiesoftheparticipatingpeopleanddesignatedunitsoftheMSWProgramandagency are outlinedbelow:

MSW ProgramResponsibilities

1.Preparationandcontinuationofallfunctionsdirectingtheplacementofstudentsinthefieldsettingaccording to programstandards.

2.Selectionofagenciesandplacement ofstudentsinanappropriatepracticumsetting.

3.Monitoringofthestudent’spracticumtoensureandmaintainasoundeducationalexperiencebasedon student need and learning contract.

4.Provisionofaplacementprocessthatisfunctionalinbringingtogetheragenciesand studentsfornegotiating a field-learningcontract.

5.Provisionoforientationsessionstofieldinstructorsandotheropportunitiesforfurthercooperativecontinuing education between the Program andagencies.

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6.Coordinationofaminimumoftwomeetingsduringthefieldexperiencebetweenthefacultyfieldliaison,theagencyfieldinstructor,andthestudentinthepracticumtoevaluatestudentprogress.

7.Maintainthemechanismandproceduresforterminationofastudent’sfieldpracticumwheneitherthe student or agency is unable to fulfill the obligations of the fieldcontract.

8.Provisionofjointopportunitiestodiscuss,evaluate,andimplementimprovementtofieldeducation.

AgencyResponsibilities

1.Provisionofappropriatelearningactivitiesforthestudentincludingopportunitiesthatallowforwork at all levels with systems of allsizes.

2.Provisionofadequatespaceandresourcesforthestudenttocomfortablyengageinagencywork.

3.Engaging in the selection and placement process ofstudents.

4.Understandingandparticipatingintheeducationalandevaluationprocessofthestudent.

5.Provision of a qualified field instructor for each student assigned to theagency.

6.Providinganatmosphereofcooperativelearningthatallowsfor otheragencypersonneltobecomeinvolved in the educationalprocess.

7.Creationofacreativelearningenvironmentthatisbothchallengingandrewardingtostudentandfieldinstructor.

8.Completionofall collegeaffiliationandagencyagreementsandrelateddocuments.

DirectorofFieldEducationRoleandResponsibilities

TheGRCMSWProgramDirectorofFieldEducationisresponsiblefortheadministrationoftheFieldPracticum.TheFieldEducationDirectorworksinacollaborativemannerwithcommunityagenciestoensureplannedcooperationandcoordinationbetweentheprogramandtheagenciesitselectsfortheplacement of students.

1.AdministerstheFieldEducationcomponentoftheMSWPrograminconsultationwithSocialWorkDepartmentChairs(BrockportandNazareth)includingbutnotlimitedtostudentplacementinfieldpracticumsettings.

2.ProvidesinformationtovariousconstituentsregardingaccreditationrelatedissuespertainingtoFieldEducation.

3.Contracts with agencies and organizations to establish field educationsites.

4.Explicates and represents field policies and procedures required for the practicumprocess.

5.Providesannualstudentfieldinstructionorientationandannualfieldinstructororientationcoveringcurriculum and other Program changes and relevant field instructortrainings.

6.Compiles and maintains current information on agencyaffiliations.

7.Maintainsandmakes available anupdated FieldEducationManualtoappropriateparties.

8.Collaborates and meets on an as needed basis, with faculty liaisons/seminarinstructors.

9.Provides oversight of the Program and policies process for field educationawards.

10.Servesasthenegotiatingofficeforresolutionofagencyfieldinstructorissuesandfieldeducationrelated conflicts not successfully resolved by the facultyliaison.

11.Monitorsallfieldpracticumsites,includingstudentandfacultyliaisonevaluationsandfeedback.

12.ProvidesleadershipforMSWProgramfieldinstructioncommittees,sub-committees,andotherappropriategroups.

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Field Instructor Responsibilities

1.Participate in the student practicum interview and assignmentprocess.

2.Participateintheorientationprocessofthestudenttoestablishtheframeworkforagencywork.

3.Provideguidanceandfeedbacktothestudentasthestudentwritesherorhisfieldlearningcontract,identifying the tasks and responsibilities of the student in theagency.

4.DevelopandcreateGeneralistorConcentrationyearexperiencesthatenablethestudenttolearnandpractice social workskills.

5.Provideregularweeklyformalsupervisionofthestudentformonitoringstudentlearningandserviceengagementaswellasplansfor monitoringstudent’sperformanceandprogresstowardstatedlearningobjectives.

6.Selectworkloadandresponsibilitiesforthestudentsothattheyareattunedtothesetting,takingintoconsiderationthestudent’scapacity,interests,pastexperiences,learning style,lifepatterns,andgoals of theProgram.

7.Attendrequiredworkshop/seminars/fieldpracticumtrainingeventssponsoredbytheProgram.

8.Assistthestudentintheintegrationofclassroomlearningintothefieldexperience.

9.Providejointmanagementofstudenttimeandmonitoringoffieldpracticumrequirements.

10.Participateinstudentconferenceswiththefacultyliaison,studentandfieldeducationdirectorasnecessary.

11.Maintainon-goingcontactwiththefacultyliaisontoidentifyanyissuesofconcernwiththestudentorplacement.

12.ParticipateintheevaluationprocessasestablishedbytheProgramandcompletetheendofsemesterevaluations of thestudent.

TaskSupervisorassignmentbysomeagenciestocomplementFieldInstructor

Inadditiontobeingassigneda licensedsocialworkerasfieldinstructor,someagenciesalsoassignthestudentatasksupervisor.Thetasksupervisorprovidesthestudentwithday-to-daysupervision.A task supervisor may have a Master's Degree in another discipline as field instructor supervisionisrequiredtobeprovidedbylicensedsocialworkermeetingtherequirementsspecified.Thetasksupervisormaygiveinputtotheevaluation,buttheresponsibilityofevaluatingstudentperformancerestswiththefieldinstructor.

Faculty LiaisonResponsibilities

1.Provideexplanationoffieldpracticumpoliciesandexpectationsoftheschoolandagencyrelationshipasquestionsariseduringthe courseofliaisonwiththestudentandagency(inconsultation with the Director of FieldEducation).

2.Providemediationofissues/conflictsbetweentheagencyfieldinstructorandthestudentortheProgram.

3.Monitorstudentprogresstowardaccomplishmentoflearningobjectivesforthefieldpracticum.

4.Maintainconsistentcontactwiththefieldinstructorandstudentthroughvisits totheagencyaminimum of two times during the year and phone contacts asnecessary.

5.Provide classroom opportunities for integration of course material and fieldexperience.

6.Ensurecompletionofallrequirementsforthestudent/agency contractsandevaluationprocedures.

7.Evaluatestudent progressintheagencythroughthefieldseminarexperience.

8.Encourageandassistthefieldinstructorincreationofchallengingandrewardingexperiencesforagency-basedlearning.

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9.Completeagencyliaisonsummaryreportsandsubmit summaryreportwithevaluationforms,alongwith student time sheets to the Director of FieldEducation.

10.Participateinthesemesterevaluationprocessandrecordingofthefinalgradeforthepracticumexperience.

11.Maintain regular contact as needed with the Director of FieldEducation

StudentResponsibilities

1.Prepareselfforanagency-basedprofessionalsocialworkeducationalexperience,integratingcoursematerial, life experiences, and skilldevelopment.

2.Completeall fieldinstructionpaperworkinatimelyfashionandworkcollaborativelywiththeGRCMSW field office to assist in the process of field practicumassignment.

3.Review,sign,andsubmittheSocialWorkFieldPracticumStudentTrainingAgreementtotheDirector of Field Education prior to beginning fieldpracticum.

4.Complete all requirements for agencyplacement.

5.Understand the operational procedures, structure, and functions of theagency.

6.Actresponsiblyinallactivitiesundertakenintheagencymaintainingconfidentiallyandethicalpracticestandards.

7.Actinaprofessionalmannerasarepresentativeof theagencytothewidercommunity.

8.Adhere to the NASW Social Work Code ofEthics.

9.Assumeanactiveandresponsibleroleinplanningthelearningobjectivesandspecificresponsibilitiesforthepracticumexperience,including,butnotlimitedto,developingandupdatingthe field practicum learningcontract.

10.Takeresponsibilityfor settingandpreparinganagendafor weeklysupervisionattheagency.

11.Notifythefieldinstructorandfacultyliaisoninatimelymannerofanyissuesinthe fieldpracticum.

12.Maintain a schedule for attendance and prompt notification of anyabsences.

13.Maintainfieldpracticumtimesheetincludingobtainingfieldinstructor’sweeklyreviewandsignature and submission of time sheet to faculty liaison upon request during the semester andatthe end of eachsemester.

14.Beopentocriticalanalysisandfeedbackofperformancebehaviorsandintegrationoflearning.

15.Complete the required evaluation forms within requiredtimeframes.

16.Actively participate in the field evaluation process of studentlearning.

PHILOSOPHYOFFIELDINSTRUCTION

FORUNDERGRADUATESTUDENTS

The Council on Social Work Education (CSWE) has determined field education is the signature pedagogy for social work education.

Signature Pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum: classroom and field, are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on the criteria by which students demonstrate the achievement of program competencies.

Undergraduate Program Mission:

Firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives, the Undergraduate Social Work Program at the College at Brockport, State University of New York, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical generalist social workers for evidence-based practice with diverse populations, advocating for the well-being of all people in our shared global community.

Undergraduate Program Goals:

In order to operationalize its mission, the faculty assigned to the Undergraduate Social Work will:

  1. Create a challenging educational environment that engages students in active learning and facilitates the acquisition of professional social work knowledge, values, and skills.
  2. Provide a rich array of community engagement opportunities that allow students to connect with their community in the promotion of justice.
  3. Encourage students to engage in ongoing critical self-reflection resulting in an understanding of both their place in the global community and their responsibility to the well-being of that global community.
  4. Educate competent generalist level social workers prepared for employment and graduate study.

The faculty members define generalist social work as follows:

Generalist social work practice refers to the knowledge base, professional values, and practice skills needed for the social work practitioner to intervene, using a multi-level approach to assessment and intervention. It involves working in partnership with the client system to frame problems in a manner that assists the client system to meet goals. It seeks to identify and strengthen the maximum potential in individuals, groups, organizations, and communities and is committed to understanding and respecting the unique context of the client system and responding to issues of human diversity. The generalist social worker is able to use the framework and ethical guidelines of the NASW and IFSW codes of ethics with client systems and to promote social and economic justice. The generalist practitioner is able to use critical thinking and research informed practice to identify and intervene in a manner that strengthens the client system.

Accreditation Information

The Undergraduate Social Work Program has been continually accredited by the Council on Social Work Education (CSWE) since our inception in 1971.