COURSE OUTLINE –Fall 2017 This outline may be revised Social Work 420 Field I (216 hours minimum this semester) Module Number and Date Module Objectives Assignments and Readings 1 8/28-9/3 Identify Roles of Field Supervisor, Field Liaison and student Identify core competencies Identify practice behaviors Demonstrate ability to use course navigation/MyClasses Blackboard Program Overview & Introduction of Roles Review Syllabus Review Field Calendar Read Roles and Responsibilities in the Field Section in the Student Handbook Read Orientation to Agency and Introduction to Client Systems in the Field Section of the Student Handbook Read Grobman text Preface and Chapters 6 and 8 Complete Self-Evaluation Complete Scavenger Hunt Assignment Optional Study Resource Available 2 9/4-9/10 Attend to professional roles and boundaries Demonstrate professional demeanor Identify Competencies Identify Behaviors Define Strategies/Learning Activities for Behaviors Define Evidence of Accomplishment for Strategies/Learning Activities Articulate components of professional behavior Apply Code of Ethics to responsibilities in Practice Settings Use reflection and to maintain professionalism in practice situations Professionalism, Competencies, Behaviors & the Learning Contract Complete Log 1 Complete Discussion 1: Professionalism After reviewing the NASW Code of Ethics, Standard #3, "Social Workers' Ethical Responsibilities in Practice Settings," and Competency 1, discuss how you present yourself in your agency as a professional. Review NASW Code of Ethics – Social Workers’ Ethical Responsibilities in Practice Settings Section #3 www. socialworkers.org/pubs/code/code.asp Read Learning Contract Section in the Student Handbook Read Grobman text Chapters 5, 9, and 25 Begin Learning Contract Assignment by identifying strategies/learning activities for each practice behavior in your field agency and identifying evidence of accomplishment measures for each strategy/learning activity Submit timesheet Summarize NASW’s and Salisbury University’s policies Privacy & Confidentiality Complete Log 2
Demonstrate mastery of evidence-based culturally sensitive interventions with individuals, families, groups, and organizations Select and modify appropriate evidence-based intervention strategies based on continuous assessment and consultation Integrate and utilize theoretical frameworks, research knowledge, and client preferences to inform intervention Integrate theoretical knowledge in selecting evidence-based interventions in practice with individuals, families, groups, and organizations Demonstrate ability to evaluate evidence-based interventions in practice with individuals, families, groups, and organizations, and evaluate intervention 9 10/23-10/29 Understand/explain the forms and mechanisms of oppression and discrimination Advocate for human rights and social, economic and environmental justice Engage in practices that advance social, economic, and environmental justice Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies Oppression & Discrimination Complete Log 8 Complete Discussion 8: Oppression and Discrimination - Describe how oppression or discrimination has impacted one of the clients you are working with or the client population your agency serves. Read Grobman text Chapter 32 Submit timesheet 10 10/30-11/5 Analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services Collaborate with colleagues and clients for effective policy action Taking an Active Role Complete Log 9 Complete Discussion 9: Taking an Active Role as an Intern - What have you done to take on an active role in your agency? Have you become an active listener? Have you joined a committee? Do you participate in team or meetings? Have you collaborated with colleagues and clients to take action? To make changes? Read Grobman text Chapters 11,12 & 18 Submit timesheet
14 12/4-12/8 and self-correction for professional development Demonstrate professional demeanor throughout the evaluation process Identify areas for growth toward career-long learning Use supervision and consultation Complete and submit Log 13 Complete Discussion 12: Professional Development - Reflect on your field evaluation process. What was your self-evaluation process like? How have you grown? What was your evaluation process like with your field supervisor? Were there similar areas of growth identified by you and your field supervisor? What areas of growth would you like to focus on during the second half of your field placement? Complete Instructor Evaluation using GullNet Submit final timesheet Final Field Evaluations are due December 8th
Bachelor/Generalist Practice Learning Contract Grading Rubric Content and Development Highly Achieved Achieved Minimally Achieved Not Achieved Grade Page 1 Face Sheet (17-20 Points) Content is complete, thoroughly described and clearly stated in all sections. Example: Description of field assignment includes population served, unit assignment in agency, etc. (8-16 Points) Content is complete, and clearly stated in all sections. (1-7 Points) Content is somewhat complete in all sections (0 Points) Content is incomplete or unclear. 0/20 Competency 1 Learning activities/strategies and evidence of accomplishment (17-20 Points) Content is well developed and relates to competency 1. Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (8-16 Points) Content is developed and relates to competency 1. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-7 Points) Content somewhat relates to competency 1. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/20 Competency 2 Learning activities/strategies and evidence of accomplishment (10-12 Points) Content is well developed and relates to competency 2. Learning activities/strategies are stated clearly and are well supported by (6-9 Points) Content is developed and relates to competency 2. Learning activities/strategies are clear and are (1-5 Points) Content somewhat relates to competency 2. Learning activities/strategies are addressed but not well supported (0 Points) Content is incomplete or unclear. 0/12
evidence of accomplishment. supported by evidence of accomplishment. by evidence of accomplishment. Competency 3 Learning strategies and evidence of accomplishment (8 Points) Content is well developed and relates to competency 3. Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (5-7 Points) Content is developed and relates to competency 3. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-4 Points) Content somewhat relates to competency 3. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/8 Competency 4 Learning strategies and evidence of accomplishment (10-12 Points) Content is well developed and relates to competency 4. Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (6-9 Points) Content is developed and relates to competency 4. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-5 Points) Content somewhat relates to competency 4. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/12 Competency 5 Learning strategies and evidence of accomplishment (10-12 Points) Content is well developed and relates to competency 5. Learning (6-9 Points) Content is developed and relates to competency 5. (1-5 Points) Content somewhat relates to competency 5. Learning (0 Points) Content is incomplete or unclear. 0/12
activities/strategies are stated clearly and are well supported by evidence of accomplishment. Learning activities/strategies are clear and are supported by evidence of accomplishment. activities/strategies are addressed but not well supported by evidence of accomplishment. Competency 6 Learning strategies and evidence of accomplishment (8 Points) Content is well developed and relates to competency 6 Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (5-7 Points) Content is developed and relates to competency 6. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-4 Points) Content somewhat relates to competency 6. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/8 Competency 7 Learning strategies and evidence of accomplishment (15-16 Points) Content is well developed and relates to competency 7 Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (7-14 Points) Content is developed and relates to competency 7. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-6 Points) Content somewhat relates to competency 7. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/16 Competency 8 Learning strategies (17-20 Points) Content is well (8-16 Points) Content is (1-7 Points) Content somewhat (0 Points) Content is 0/20
and evidence of accomplishment developed and relates to competency 8 Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. developed and relates to competency 8. Learning activities/strategies are clear and are supported by evidence of accomplishment. relates to competency 8. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. incomplete or unclear. Competency 9 Learning strategies and evidence of accomplishment (15-16 Points) Content is well developed and relates to competency 9. Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (7-14 Points) Content is developed and relates to competency 9. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-6 Points) Content somewhat relates to competency 9. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/16 Micro (9 Points) Content is well developed and relates to micro level practice. Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (6-8 Points) Content is developed and relates to micro level practice. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-5 Points) Content somewhat relates to micro level practice. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/9
Mezzo (9 Points) Content is well developed and relates to mezzo level practice Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (6-8 Points) Content is developed and relates to mezzo level practice. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-5 Points) Content somewhat relates to mezzo level practice. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/9 Macro (9 Points) Content is well developed and relates to macro level practice Learning activities/strategies are stated clearly and are well supported by evidence of accomplishment. (6-8 Points) Content is developed and relates to macro level practice. Learning activities/strategies are clear and are supported by evidence of accomplishment. (1-5 Points) Content somewhat relates to macro level practice. Learning activities/strategies are addressed but not well supported by evidence of accomplishment. (0 Points) Content is incomplete or unclear. 0/9 Professional Writing Skills Form should be written utilizing professional language and free from grammatical errors. (17-20 Points) Professional language used. Language is clear and concise. Proper grammar, coherent sentence structure, organization, and guidelines regarding (8-16 Points) Professional language used. Language is clear and concise. Minimal errors in use of proper grammar, coherent (1-7 Points) Professional language needs improvement Language is sometimes clear and concise. Multiple errors in (0 Points) Professional writing skills are not present. Incorrect form and format used. 0/20
Correct form and format used writing mechanics are followed. Correct form and format used. sentence structure, organization, and guidelines regarding writing mechanics are followed. Correct form and format used. use of proper grammar, coherent sentence structure, organization, and in following guidelines regarding writing mechanics. Correct form and format used. Signature Page (9 Points) Both student and field supervisor have signed and dated the form and form is received by due date (4 Points) Both student and field supervisor have signed and dated the form. Form is received one day after due date. (0 Points) Form received more than 2 days late. Five point deductions will be made for each additional day form is received after due date. 0/9 Total Points /200
Field Process Recording Grading Rubric Student Name: Requirement Comments Points Content of Interview: (Purpose, Setting, Client’s Age, etc.) /5 Interview Content: A verbatim account of three portions of your interview (beginning, middle and end) with the client to include a demonstration of your knowledge in the following areas: Clinical Listening Skills SOLER Skills Identification of Barriers to Effective Listening Appropriate use of Silence Transference/Counter-Transference Appropriate Boundaries and Use of Self To Include: Content Client’s Feelings Student’s Feelings Student’s Thoughts Supervisor’s Comments /25 Assessment of Interview: Did interview go well? Were there any problems encountered? /5 Evaluation & Impressions: Evaluate interactions with client and consolidate your impressions by providing a summary of the case. /5 Future Plans/Brief Treatment Plan: Future plans for client contact or interactions. Include a brief treatment plan. /5 Professional Writing Skills: Form should be written utilizing professional language and free from grammatical errors. /5 Total Points: /50
RUBRIC FOR DISCUSSION BOARD POSTINGS The following rubric explains how the points are giving for discussion postings. Postings will be given points according to the quality of thought behind the posting. Performance Indicators for Answering Initial Discussion Question Up to 5 points for Initial Posting Unacceptable 0 Points Needs Improvement 1 points Meets Expectations 3 points Excellent 5 points Postings are after discussion deadline dates – no points are given no matter how good the posting is. Posting after the deadline is like the sitting in an empty classroom – the class has left. One or two sentence posting. Ideas repeat previous ones expressed in prior postings, or lack originality. Errors in grammar and typing. Use of “IM” or shortened texting language. Ideas are clear, focused on the topic but don't usually stand out as original. Thoughts sometimes reiterate ideas expressed by others. Occasional mistakes of grammar or expression. Writing appears in a style that is easily readable. Interesting, new ideas that demonstrate writer's insight on the topic. The posting is more than one or two sentences. Grammar and expression adhere to the norms of standard English. Performance Indicators for Discussion Responses Up to 5 points for responses to classmate’s posting Unacceptable 0 Points Needs Improvement 1 points Meets Expectations 3 points Excellent 5 points Postings are after discussion deadline dates – no points are given no matter how good the posting is. One or two sentence posting. In responses to other student postings just saying “I agree” or “I like your idea” without expressing any other original thoughts. Ideas are clear, focused on the topic but don't usually stand out as original. Thoughts sometimes reiterate ideas expressed by others. Occasional mistakes of grammar or expression. Writing appears in a style that is easily readable. Interesting, new ideas that demonstrate writer's insight on the topic. The posting is more than one or two sentences. Grammar and expression adhere to the norms of standard English.