Fall 2007

Dear Students, Field Instructors, Preceptors, Fieldwork Agencies and Organizations, Seminar Instructor/Liaisons, and other Faculty and Staff of the CSULB Department of Social Work:

This Graduate Fieldwork Manual outlines the policies, procedures, requirements, and guidelines that direct our Field Education program. At CSULB, Field Education is an academic program with both classroom and community-based components. We are one of our Department of Social Work's five educational sequences, along with Human Behavior, Practice, Research, and Social Policy.

All students enrolled in Field Education courses are responsible for reading this manual. Field instructors, preceptors, and seminar instructor/liaisons are expected to review it, as well. Students are expected to help their respective field instructors and preceptors access this resource.

Fieldwork education is a collaborative endeavor among all who have as a common goal the education of tomorrow's professional social workers. Our program reflects the six major principles of the National Association of Social Workers (NASW) Code of Ethics: being competent, showing dignity, respecting the importance of human relationships, having integrity, providing service, and advocating for social justice (NASW Website is: )

We welcome your active participation in this challenging and rewarding endeavor. Thank you for your contribution to social work's clients and our profession in general, and to Field Education at CSULB, specifically. Best wishes for a successful educational experience.

Sincerely,

Professor Eileen Mayers Pasztor, DSW

Assistant Director, and Coordinator of Field Education

Field-Related Faculty

DIRECTOR

John Oliver, PhD

SSPA, Room 156/158

562.985.1878

ASSOCIATE DIRECTOR/COORDINATOR OF ACADEMIC PROGRAMS

Rebecca Lopez, PhD

SSPA, Room 161

562.985.5655

ASSISTANT DIRECTOR/COORDINATOR OF FIELD EDUCATION

Eileen Mayers Pasztor, DSW

SSPA, Room 132

562.985.7775

CHILDREN, YOUTH AND FAMILIES (CYF) FIELD COORDINATOR

Marian Klemek, LCSW*

SSPA, Room 130

562.985.8178

OLDER ADULTS AND FAMILIES (OAF) FIELD COORDINATOR

Tom Crowe, LCSW*

SSPA, Room 152

562.985.4647

CALIFORNIASOCIALWORKEDUCATIONCENTER (CalSWEC)

PROJECT COORDINATOR─CHILD WELFARE

Joy Rubin, MSW*

SSPA, Room 134

562.985.5652

CalSWEC FIELD CONSULTANT

Michael Foster, LCSW*

SSPA, Room 146

562.985.7025

*Serves as a seminar instructor/liaison, also.

CalSWEC FIELD CONSULTANT
Judy Green, LCSW*

SSPA, Room 128

562.985.4315

CalSWEC FIELD CONSULTANT

Stacey Peyer, LCSW*

SSPA, Room 136

562.985.7027

CalSWEC FIELD CONSULTANT

Susana Salas, LCSW*

SSPA, Room 128

562.985.2375

PUPIL PERSONNEL SERVICES CREDENTIAL (PPSC) COORDINATOR

Cynthia A. Deehr, MSW*

SSPA, Room 154

562.985.5653

CALIFORNIASOCIALWORKEDUCATIONCENTER (CalSWEC)

PROJECT COORDINATORS─MENTAL HEALTH

Nancy Meyer-Adams, PhD

SSPA, Room 138

562.985.4658

Tom Crowe, LCSW*

(See: OAF, above.)

Marian Klemek, LCSW*

(See: CYF, above.)

INTER-UNIVERSITY CONSORTIUM (IUC) PROJECT COORDINATOR

Susan Love, PhD

SSPA, Room 162

562.985.7029

INTER-UNIVERSITY (IUC) FIELD EDUCATION CONSULTANT

Venetta Campbell, PhD

SSPA, Room 162

562.985.7380

*Serves as a seminar instructor/liaison, also.

Distance Education Site Coordinators

Jo Ann Del Sardo, LCSW

CaliforniaStateUniversity, Channel Islands

TBA

CaliforniaStateUniversity, Sonoma

Part-Time seminar instructor/liaisons

Carol Bittmann, MSWKirsten Muster, LCSW, MSG

Hortensia Breton, LCSW Marguerite Phillips, LCSW

Julie Burkett, LCSWJames Pijloo, LCSW

Cynthia Deehr, MSWJames Schrage, MSW

Lisa Heemer, MSWSusan Sragow, LCSW

Teri Hughes, LCSW

Field-Related Administrative Support Staff

Georgette BradleyPatricia Mori

CalSWEC BASW/CalSWEC Mental HealthCalSWEC MSW

SSPA, Room 148SSPA, Room 150

562.985.7087562.985.5872

Traci JoveroSue Elliott

Field Education CalSWEC Distance Education

SSPA, Room 148SSPA, Room 150

562.985.2270562.985.5041

Estela TuckerShermanHarrison

IUC Graduate Intern Unit IUC Graduate Intern Unit

Alondra ElementaryDCFS–Lakewood Office

562.790.6700562.720.6304

TABLE OF CONTENTS

I. THE FIELDWORK SEQUENCE 9

A.Purpose and Objectives of the Fieldwork Sequence 9

B. Organization of Fieldwork11

1.Academic Year Model11

2.Advanced Standing Model12

3.Summer Block Model 12

4.MSW Distance Education Degree Program12

  1. Special Programs13

1.CaliforniaSocialWorkEducationCenter (CalSWEC)–Child Welfare13

2.CaliforniaSocialWorkEducationCenter (CalSWEC)–Mental Health13

3.Geriatric Social Work Education Consortium (GSWEC)14

4.Inter-University Consortium (IUC) 14

5.Pupil Personnel Services Credential (PPSC) 14

D.Policies and Procedures15 1. Eligibility for Enrollment in Fieldwork 15

2.Sequencing in Fieldwork16

3.Additional Requirements16

a.Hours16

b.Attendance and Absence17

c.Grading18

d.Confidentiality18

e.Travel and Travel Expense18

f.Use of Cell Phones and/or Pagers19

g.Strikes 19

h.Holidays20

E.Risk Management20

1. Reporting Fieldwork-Related Incidents or Illnesses20

2. Emergency Contact/Faculty-On-Duty (FOD)21

3. Safety in Fieldwork, Agency Protocols, and Orientation Checklist21

4. Security of Belongings and Office/Building Security22

5.Working with Clients22 a. Special Circumstances 22

b.Office Meetings23

c.Home Visits23

d.Travel by Car, Foot, or Public Transportation23

e.Appearance and Dress24 6. Workers' Compensation 25

7. Liability Insurance25

F.Equal Access and Opportunity24

  1. CSULB Office of Equity and Diversity25
  2. CSULB Office of Disabled Student Services26

II.FIELDWORK STRUCTURE27

A.Fieldwork Seminars 27

1.Overview and Objectives27

a.Fieldwork Seminar Overview27

b.Fieldwork Seminar Objectives27

2.Fieldwork Seminar Structure28 3. Attendance and Accountability 28

4.Seminar Content and Assignments29

5.Grading29

B.Placement Procedures30

1.First-Year Fieldwork30

2.Advanced Standing Fieldwork30

3.Second-Year Fieldwork30

4.Inability to Match Students with Fieldwork Internships31

a.First-Year Students31

b.Second-Year Students31

5.Use of Agency of Employment as a Fieldwork Site32

C.Field Faculty and Staff Responsibilities32

1.Assistant Director/Coordinator of Field Education33

2.California Social Work Education (CalSWEC) Project Coordinator–Child Welfare33

3.California Social Work Education (CalSWEC) Project Coordinators–Mental Health34

4.Children, Youth, and Families (CYF) Field Coordinator34

5.DistanceEducationSiteCoordinators–CSU-ChannelIslands; CSU-Sonoma35

6.Inter-University Consortium (IUC) Project Coordinator35

7. Inter-University Consortium (IUC) Field Education Consultant36

8.Older Adults and Families (OAF) Field Coordinator36

9.Pupil Personnel Services Credential (PPSC) Coordinator36

10.Field Liaison/Seminar Instructors37

11. Administrative Support Staff38

D.Fieldwork Agencies38

1.Philosophy38

2.Recruitment39

3.Assessment and Selection39

4.Agency Responsibilities40

5.Inactive Agencies40

E.Field Instructors41

1.Responsibilities41

2.Selection42

3.Orientation and Training42

4.Preceptors43

III.FIELDWORK EXPECTATIONS, REQUIREMENTS, AND GRADING 44

A.First-Year Expectations 44

B.Second-Year Expectations 45

1.Direct Practice Focus45

2.Administrative Focus46

C.Advanced Standing Expectations 46

D.Learning Agreement/Orientation Checklist47

E.Educationally Based Recording Requirements48

F.Interim Progress Report49

G.Comprehensive Skills Evaluation and Grading49

H.Student Commitments49

IV.RESOLUTION OF FIELDWORK PROBLEMS 51

A.Problem Identification 51

B.Achieving Field Education Outcomes 53

Step 1: Student and Field Instructor Discussion54

Step 2: Student, Field Instructor, and Seminar Instructor/Liaison Discussion54

Step 3: Field Education Outcomes Contract55

C.Fieldwork Internship Reassignment56

D.Dismissal from MSW Program56

E. Implications for Students with Educational Stipends56

V.COMMUNITY SUPPORT AND COLLABORATION 57

A.Field Advisory Committee57

B.Joint Field Faculty Meetings and Events (Local, State, National)57

C.Heart of Social Work Award58

VI.APPENDICES59

A.References60

B.Safety Tips61

I.THE FIELDWORK SEQUENCE

A.Purpose and Objectives of the Fieldwork Sequence

According to social work literature:

Field education is the playing field where the knowledge, skills, and values of a

profession are transmitted. It is the place to understand, apply, and integrate

theory and practice, and where fundamentals of practice, policy, human behavior,

and research taught in the classroom are tested and consolidated. It is in this

context that educational principles are balanced with the reality of agency-based

and community-based practice (Hendricks, Finch, & Franks, 2005, p. xiv).

Seasoned professionals typically comment that, in reflecting back on our undergraduate or graduate social work education, we may not remember specific classes or professors, but we remember our fieldwork experiences—both the agency settings and the field instructors. This may be because field is where we move from being somewhat passive learners in a classroom to active learners in the field; where we are challenged to test what's in the books against the reality of client and community strengths and needs. Perhaps most important, field education is where we became socialized to the NASW Code of Ethics. We had to make an informed decision about whether we had the passion for compassion and social justice that is an inherent requirement for being an effective social worker (Pasztor et al., 2007).

The Department of Social Work fieldwork experience is designed to provide new and challenging experiences for social work students, and to maximize learning opportunities.

The program engages students in supervised direct service activities at micro and macro levels, and provides practice experiences in application of theory and skills acquired in all foundation areas. Students are prepared for entry into a specialized population concentration area of practice, with the ability to utilize a variety of intervention techniques in a range of settings with diverse populations.

A variety of public, private, and for-profit agencies and organizations in Los Angeles, Orange, Riverside, San Bernardino, San Diego, Santa Barbara, and VenturaCounties provide fieldwork internships for our campus students, and for our Distance Education students at CSU, Channel Islands. With a new cohort of MSW students starting a Distance Education program at CSU, Sonoma, collaborative relationships will be established with agencies and organizations in the Bay Area, as well.

Agencies typically provide direct services to children, youth, older adults, and families. Organizations typically provide training, consultation, advocacy, and other macro services (Pasztor, Abels, DeCrescenzo, & McFarland-Brown, 2006). For the purposes of this Fieldwork Manual, "agency" will be used generically to include organizations.
Fieldwork agencies reflect the diverse settings in which social workers are employed, such as aging, disabilities, child welfare, health, housing, mental health, and probation. The selected agencies and their respective field instructors and preceptors have a major role in the professional and personal development of students. They provide an essential range of learning opportunities within the context of the dynamic and ever-changing service needs of the communities they serve.

The Department's fieldwork objectives are guided by and consistent with the overall objectives of the MSW program and the Department's mission statement. Students are given both broad and specific opportunities to be able to:

  • Integrate and apply knowledge, values, and intervention skills to multicultural practice with diverse populations, and develop the skills to translate theory into practice.
  • Develop the ability to select the practice and/or intervention approach that would best serve the individual and/or population group, including micro and macro strategies.
  • Develop advanced knowledge, skills, and abilities within a multicultural context in a specialized concentration area of practice: "Children, Youth, and Families" (CYF) or "Older Adults and Families" (OAF).
  • Develop an understanding and competent level of skill in a variety of social work methods and modalities in direct practice arenas. Students who select an administrative focus in their second field placement period will develop a competent level of practice skills across the management/administration continuum.
  • Develop an understanding of and demonstrate a commitment to professional social work values and ethics, based on the National Association of Social Workers

"Code of Ethics" (

  • Develop the capacity for self-evaluation and autonomy.
  • Learn effective collaboration techniques with other professionals in the service of clients.
  • Develop an understanding of service delivery systems and the role of social workers in facilitating organizational and policy changes that are sensitive to the needs of ethnic, sexual minority, and other oppressed populations.
  • Integrate theory and research from coursework into direct application and practice within an agency.
  • Demonstrate an ability to evaluate one's own practice through appropriate research methods.
  • Contribute knowledge from the fieldwork experience to the classroom for the purpose of mutual sharing.
  • Have exposure to and experience with the full range of practice activities on the continuum of social work practice in either direct practice, i.e., information and referral, networking, case management, comprehensive psychosocial assessments, diagnostic assessments, treatment planning, crisis intervention, short-term casework, long-term casework, community outreach, and advocacy, or in administrative, i.e., program planning, program development, program evaluation, budget procedures, staff development, personnel policies, supervision, needs assessments, mezzo and macro change strategies placement settings.
  • Work with individuals and families and facilitate or co-facilitate a group situation.
  • Collaborate with other agency professional staff.
  • Develop knowledge of agency structure, mission, and interdependence with the surrounding community.
  • Participate in case conferences, including multidisciplinary conferences, where available, or in multidisciplinary planning conferences and activities, where applicable.
  • Receive a minimum of one hour of individual supervision from the field instructor. each week (in addition to group supervision). Additional supervision may be provided by the preceptor.
  • Iin the first year of fieldwork placement, have 50 percent of their time in direct practice areas, to include interventions with individuals, families, and groups, and collateral telephone contacts. The remainder of fieldwork hours will involve supervision, staff/agency meetings, in-service training, documentation, community/agency interface, and collaboration activities.
  • In the second year of fieldwork placement, have either a direct practice placement or an administrative/macro placement. In the direct practice placement, 50 percent of the students' time will include interventions with individuals, families, and groups, and collateral telephone contacts. In an administrative placement, 50 percent of the students' time will involve program planning, program development, and administrative activities.
B.Organization of Fieldwork

The traditional Academic Year consists of four semesters over two years, with classroom and fieldwork beginning at the end of August/early September and ending in mid-May). Emphasis in the first year of fieldwork is placed upon developing the foundation of appropriate social work practice skills and knowledge. This experience includes developing relationships, acquiring interviewing skills, mastering beginning psychosocial assessment, making diagnostic assessments, and developing intervention skill.

During the second year, students are expected to develop an increased insight and depth of understanding of agency and client systems and social work practice skills. Students may select either a direct practice or administrative placement (or a combination, as available).

The fieldwork seminar meets weekly in the first year of fieldwork, and every other week in the second year. The field seminars are the vehicle for the integration of classroom and fieldwork learning, including the integration of social work values and ethics. The seminar, which is classroom based and mandatory, provides an opportunity for students to examine and understand their professional roles, assists them in understanding the dynamics of personal change, and helps them in the examination and integration of personal and professional values. Each of the following program models has a strong fieldwork component:

1. Academic Year Model (AY)

This model parallels the Academic Year schedule. Students take required and elective

courses, including the required Field Education courses. The Field Education sequence provides for six units of academic credit each year, for a total of 12 units of academic credit. Each internship requires 500 hours of fieldwork in an agency setting, or 16 hours per week, for a total of 1000 hours of fieldwork. No credit is given for any student's prior work or educational/life experiences. During the second year of fieldwork, seminars meet every other week.

Each student has two fieldwork internships in two different agencies during the academic year course of study. Regardless of the size of the agency and the availability of multiple geographic locations and/or programs, the agency can be utilized as a fieldwork placement site for only one of the two periods of fieldwork.

2.Advanced Standing Model (ADV)

This program is designed to facilitate completion of MSW degree requirements for students who have earned a Bachelor's degree in Social Work (BASW or BSW).

The ADV Program eliminates the redundancy of the repeating core social work concepts taught at the BASW level, such as values, ethics, and methods of practice, which are also taught during the first year of the MSW program.

Upon successful completion of an intensive SummerBridge model, which includes 160 hours of fieldwork, the core content from the first year of the traditional MSW program (or 30 units) will be waived and students will be Advanced to Candidacy to begin year two of the traditional MSW program curriculum.

3. Summer Block Model (SB)

SB students begin their fieldwork internships in mid-May and continue until late August, in the second and third summers of the three-year SB program. There are two summer sessions that are six weeks each. Students must complete the required 500 hours of fieldwork in each summer block period, participate in their weekly field seminars, and attend the required concurrent practice classes. In the SB program, students attend their field seminars every week in both their first and second years of Field Education. They complete 36 hours of fieldwork each week by being at their internships nine hours per day, four days a week. Thursdays are spent on campus, where students take the two required practice classes, as well as the field seminar.

4.MSW Distance Education Degree Program (DE)

This program helps fulfill our mission of being responsive to the needs of agencies and their clients, along with communities, students, and the profession of social work. The DE program typically serves rural, suburban, or semi-rural areas of California that often are impacted by the lack of professionally trained and educated MSW social workers. Most MSW graduate programs are located in urban centers where students are likely to remain after graduation.

Working closely and cooperatively with other CaliforniaStateUniversity campuses,

a three-year curriculum based on the Department's Children, Youth, and Families concentration is offered in selected locations throughout California. Admission to the program is based on the same Department of Social Work criteria that are applied to applicants for the Long Beach campus. Enrolled students will complete the same

60-unit curriculum, including fieldwork, within three years.

The program is funded in part by Title IV-E through the California Social Work Education Center (CalSWEC)–Child Welfare to train master's-level social workers

to work in public child welfare. All the policies, guidelines, expectations, and requirements outlined in this Fieldwork Manual apply to the students in the DE program. Each DE location has a Site Coordinator, who works with Long Beach campus field faculty to help ensure a positive Field Education experience for students and the agencies where they are placed.