NCSSS Field Manual by Loretta Saks

The Catholic University of America National Catholic School of Social Service

Field Manual 2011-2012

202-319-5457 Shahan Hall http://ncsss.cua.edu/field

CUA

THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Washington, DC 20064

FROM THE MISSION STATEMENTS OF CUA AND NCSSS: As the national university of the Catholic Church in the United States, founded and sponsored by the bishops of the country with the approval of the Holy See, The Catholic University of America is committed to being a comprehensive Catholic and American institution of higher learning, faithful to the teachings of Jesus Christ as handed on by the Church. Dedicated to advancing the dialogue between faith and reason, The Catholic University of America seeks to discover and impart the truth through excellence in teaching and research, all in service to the Church, the nation and the world. (approved by the Board of Trustees, December 12, 2006) The Catholic University of America is a community of scholars, both faculty and students, set apart to discover, preserve, and impart the truth in all its forms, with particular reference to the needs and opportunities of the nation. As a university, it is essentially a free and autonomous center of study and an agency serving the needs of human society. It welcomes the collaboration of all scholars of good will who, through the process of study and reflection, contribute to these aims in an atmosphere of academic competence where freedom is fostered and where the only constraint upon truth is truth itself. NCSSS Mission Derived from the mission of The Catholic University of America and that of the social work profession, the mission of the National Catholic School of Social Service is to educate students from diverse faiths and cultures who in their professional endeavors will embody the values of social justice, service, and scholarship. This mission is grounded in the justice and charity foundation of Catholic social teachings and the tradition of a modern university that welcomes all forms of human inquiry. (2010) We are an academic community bound by the sometimes divergent, often similar, policies of the Council on Social Work Education and the teachings of the Catholic Church. Guided by these broad guidelines, we work to accept and honor the personal values and beliefs of all those we teach, work and learn with, and those we serve through our practice. (October 1996) NCSSS Goals 1. 2. 3.

To advance knowledge, values, and competencies through the development, application, and dissemination of theory and research relevant to the social work profession. To serve and empower vulnerable, oppressed, and impoverished people and communities. To promote social and economic justice and individual and societal well-being in the context of The Catholic University of America, the social work profession, and the needs of the local, national, and global communities.

The Catholic University of America is committed to the belief that “with respect to the fundamental rights of the person, every type of discrimination, whether cultural, whether based on sex, race, color, social condition, language or religion, is to be overcome and eradicated as contrary to God’s intent” (Vatican Council 11, Gaudium et spes, No. 29). Accordingly, it is the policy of the University to comply fully with provisions of federal and local laws and regulations, where applicable, which prohibit discrimination on the basis of

criteria specified in those laws and regulations in educational programs and activities, including admission thereto, and in employment. Inquiries may be directed to the CUA Equal Opportunity Officer.

CUA

THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Office of the Dean Washington, DC 20064 202-319-5454 Fax 202-319-5093 A MESSAGE FROM THE DEAN This field manual, on-line for the first time this year, serves as a guide to social work field education at the National Catholic School of Social Service (NCSSS) for students, field instructors, community agencies, field seminar instructors, and faculty. Let me take this opportunity to express our sincere appreciation to Ms. Loretta Vitale Saks as well as Dr. Lynn Milgram Mayer, and Dr. Marie Raber who respectively chair the baccalaureate and masterâ&#x20AC;&#x2122;s programs, for their significant contributions to the success of the field education program. Field education offers the unique opportunity to merge theory with clinical practice and policy development. You are about to begin a field experience that can enable you to address and resolve many serious social problems and challenges that confront us in our local communities as well across our nation. Our primary objective within NCSSS is to provide opportunities and the resources for you to achieve your career goal so that you leave NCSSS fully prepared to be a leader within the field of social work. Throughout our history, NCSSS has demonstrated a consistent commitment to address the complex needs of clients, families, and communities, with a specific emphasis on vulnerable and underserved populations. The programs of NCSSS are fully accredited by the Council on Social Work Education, and the NCSSS is consistently ranked among the top 20 schools of social work in the United States. The field education program, overseen by Ms. Loretta Vitale Saks and Dr. Ellen Thursby, Associate Director, with the able assistance of Ms. Nenita Sola, Administrative Assistant, offers access to learning experiences in a wide range of social service delivery agencies and organizations. We believe that your field experience is structured to address and meet the demands of the complex psychological and social problems evident in American society. Graduates of NCSSS are prepared to demonstrate and apply their skills and expertise to the diverse problems that afflict many of our communities across the country. The faculty and staff of NCSSS hope that your experience will be challenging and rewarding. I encourage you to discuss your progress and concerns with Ms. Vitale Saks or Thursby. Let me take this opportunity on behalf of our students and faculty to acknowledge the personal commitment of our field instructors and agency administrators. I want to also express my sincere appreciation to our field liaisons who fulfill a valuable role in their relationships with our field students, agencies and field instructors.

James R. Zabora James R. Zabora, Sc.D. Dean

CUA

THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Office of the Field Education Washington, DC 20064 Phone 202-319-5457 Fax 202-319-5640 A MESSAGE FROM THE DIRECTOR OF FIELD EDUCATION Field education is a critical and integral component of the social work program at the National Catholic School of Social Service. A strong field education program requires a partnership between students, field agencies and the school. We in the Office of Field Education work continually to develop, strengthen and maintain a positive, mutually rewarding relationship with all those involved. According to the Council on Social Work Education (CSWE), our accrediting body, field education is the signature pedagogy of 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.” 1 This Field Education Manual, directed to our students, field instructors and Integrative Seminar instructors/field liaisons, is meant to serve as a reference guide for the field education program at the National Catholic School of Social Service. This manual includes information about our social work curriculum, as well as a wealth of information related to field education -- responsibilities of participants, policies and procedures, evaluation, etc. For the first time this year, we are publishing our manual on-line only. We welcome feedback, especially if you find it difficult to access the manual on-line – we will do what we can to assist you, including a paper copy if necessary. We welcome your comments and suggestions. We look forward to working together to prepare our students for professional social work practice.

Loretta Vitale Saks Loretta Vitale Saks, MSW, LCSW-C Director of Field Education Adjunct Assistant Professor

CSWE Educational Policy Standard 2.3. See http://www.cswe.org/Accreditation/Handbook.aspx for additional information.

A LETTER TO STUDENTS FROM A 2000 NCSSS GRADUATE (NOW FIELD INSTRUCTOR!) Each of you is destined to have a first field experience marked by people, events and emotions which will leave an indelible mark upon you. I would like to pass on some thoughts on how to fully embrace the invaluable opportunity set before you. I will limit myself to 10 points, rooted in experience and spoken with honesty. 1. Hold fast to the vision and driving spirit that initially brought you to social work. The strength of social work is due in part to the variety of backgrounds, talents and knowledge bases each student brings. Perhaps you decided to enter the program years after your undergraduate education, maybe it is a second career choice, or even the natural progression following your recent college graduation. Whatever your story, you came here because of a certain calling or stirring within yourself. If you cling to that conviction, you will always possess the essential element, which everything else in this program builds upon. 2. Listen deeply, closely, and actively. Whatever the population you will be working with - children, adults, or elderly - your role is to “be with” the client. This necessitates listening like you never have before, not only with your ears of course, but tuning in with your eyes, your heart and your body. Some call this “use of self,” I like to consider myself as an “instrument of change.” If you cannot walk a mile in your client's shoes, why not try the simple power of empathic, open-hearted, nonjudgmental, intensely interested listening? I learned that the time, energy and attention channeled into this was the cornerstone for relationship development with all of my clients. Essentially, if a client feels comfortable opening a window to his or her world, this is a green light for working toward change together. 3. Live out the questions. We are students and we should relish this opportunity to learn. Embark on your field placement with the peace of mind that your agency does not expect you to know all the answers. That is why you are there: to be oriented, to problem solve, to be truly challenged. Gradually as you become more comfortable with your co-workers and supervisor, capitalize on their experience and wisdom. Come to your weekly supervision with pertinent questions and together with your supervisor, stretch your mind in applying theory to particular aspects of the practice. Likewise, actively participate in your integrative seminars. In this safe setting, you can continue to probe those questions and voice concerns, all while growing in knowledge with your fellow classmates under the guidance of remarkable instructors. 4. Use your voice. It does not matter whether you are innately extroverted or quiet by nature. In dedicating yourself to this profession, you learn to use your voice to advocate. By advocating, I do not mean minimizing the voice of your clients, but rather speaking, writing and acting on their behalf - to support them in their quest for empowerment. To my surprise at times, I learned that my voice does have an impact, even though it is that of a student. Perhaps the most indelible moments are those when I felt so impassioned about my clients’ situations that I was moved to take risks in order to effect change for them. If you hold fast to the basic tenets of honesty, integrity and an individual’s right to self-determination, that voice of which I speak will naturally sound forth from you. Don’t ever lose sight of the fact that you possess the key to influencing what becomes of your first field placement. You have a substantial support network behind you. The Office of Field Education, my field liaison and the integrative seminar all served as ways to effectively address my concerns and questions regarding this pivotal part of the master’s experience. Finally, don’t be hesitant in voicing your concerns. More often than not, you are also clarifying the path for those who are traveling with you and will follow you in years to come. 5. Focus on one aspect of your field and become passionate about it. Even if the field of practice you are assigned to is not the area in which you plan to have a concentration for your professional career, it is definitely worth your while to familiarize yourself with a particular aspect of your field that you find interesting. Then capitalize on the numerous ways you can explore this subject at length through projects and papers in your classes. The key is to find a topic that genuinely sparks something within you. However, this will all come with time. It is important to just stay open and the passion will

find its way to you.

6. Be patient. I’m learning that social work cannot be measured in output at the end of a work day. Rather it necessitates trust, relationship building and faith in the small steps made. In retrospect, without patience, one of my most profound work experiences would never have occurred. It involved placing an isolated, reluctant to trust, physically frail, elderly Asian-American woman into an appropriate care facility. Currently she is thriving and enjoying her numerous, significant relationships. 7. Unleash the potential of your classwork. Simply stated, there is tremendous opportunity for you to better understand the nature of your agency, your work, your clients and even your growth as a professional - if you take seriously the assignments such as learning plans, process recordings, practice model papers, etc. 8. Respect differences. It goes without saying that social workers know the importance of respecting and accepting the diversity of their caseloads. When you commit to “be with” the client, you are acknowledging that whatever makes that person who he/she is, is part of your work together and has a role in the movement toward effecting positive change. 9. Don’t expect the human condition to be anything but complex. Not every presenting problem can be neatly solved, nor is every client pleasant to work with. Essentially, be prepared for the discomfort that accompanies working with a wide range of human emotions, circumstances, and value systems. You will come to realize, as I have, that social work entails compassionately and effectively responding to the needs of individuals and larger systems. The work would not be challenging if it did not involve coming face-to-face with resistant clients, restraining from imposing your value system on your clients, having to weigh the ethical implications of certain decisions, and understanding the relationship of boundaries and transference to your work. 10. Expect the unexpected. Spontaneity clearly has a place in this work. Even though you think you know where the path is leading you - don’t be deceived; prepare for a wide range of human emotions. I’d like to think that I carry with me at all times, (though this is not a definitive list) the following: a paintbrush, a pack of tissues, and a camera. The paintbrush is for those moments when you just get swept up in the potential for creative tactics - I’m reminded of the occasion when a client related to me that her home health aide always did that dance, “the booty call” for her - Could I? The pack of tissues is for allowing our clients to lay down their problems before us, and also for being honest with ourselves and the emotions that these clients elicit from us. Need I say that those who can laugh fully also know how to weep with their whole heart. And finally the camera is for a selfish reason - yet I am sure you will also want to keep a mental picture of the amazing individuals who will forever change the way you see things. Best wishes with your field experience, or what I like to consider as “the heart and soul” of the social work curriculum. May you be blessed with the riches of deepening wisdom, profound human encounters and an ardent passion for your place in this profession.

Carlene Costello MSW, NCSSS, 2000 (Excerpted from presentation to new students, August 1999)

CUA

THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Office of Field Education Washington, DC 20064 202-319-5457

FIELD EDUCATION CALENDAR 2011-2012 FALL SEMESTER 2011 Wednesday, August 24 8:30 AM – 3:30 PM

Field Instructors’ Training Room: Caldwell Hall Auditorium

Monday, August 29

Fall semester classes begin

Tuesday, August 30

First day of Field Internships for Advanced (2nd Year) MSW students

Wednesday, August 31 8:30 AM – 2:00 PM

Building Your Social Work Toolkit for Foundation (1st Year) MSW and Senior Year BSW students Room: Caldwell Hall Auditorium

Thursday, September 1

First day of Field Internships for BSW Seniors & Foundation Year Students (1st year) MSW students

Monday, September 5

Labor Day (Holiday)

Monday, September 12 8:30 AM – 2:00 PM

Field Instructors’ Make-up Training Room: Caldwell Hall Auditorium

Week of September 19

Updated Field Information Form due: 2 copies to Liaison

Thursday – Friday, Sept. 29 – 30

Rosh Hashanah (this will be a holiday for some – arrange to make up field hours if you will take off from field)

Monday, October 10

Columbus Day Holiday (CUA Closed)

Tuesday, October 11

Administrative Thursday: Thursday classes meet instead of Tuesday classes this day only. Be sure to discuss with field instructor if this affects field schedule.

Week of October 17

Learning Plans due: 1 copy to Liaison

Week of October 24

First Semester Early Assessment due: 2 copies to Liaison

Wednesday – Friday, November 23- 25

Thanksgiving Holiday (No Field – going to field on Wednesday is encouraged)

Thursday, December 8

Feast of the Immaculate Conception (CUA closed – regular field day)

Week of December 5

Final 1st semester field evaluation & log of hours due: Submit original & copy to liaison. (Students whose evaluations are not submitted on time will receive a grade of Incomplete). Evaluation must be signed by both field instructor & student in order to receive a grade. Faxed copies cannot be accepted.

Week of December 12

End of Fall Semester Field Education (see Field Manual for policy regarding finals conflicting with field hours)

Wednesday, December 21

Final grades due

SPRING SEMESTER 2012 Week of January 2

Return to Field. (Please read the Field Manual's LEAVE POLICY STATEMENT, especially the section on WINTER BREAK POLICY.)

Monday, January 9

Classes begin

Monday, January 16

Rev. Martin Luther King, Jr., Day (CUA Closed)

Week of January 23

Learning Plan Addendum (1 copy due to liaison)

Week of February 13

Early Assessment due (usually optional – see Field Manual)

Tuesday, February 21

*Administrative Monday: Monday classes meet instead of Tuesday classes/field this day only. Be sure to discuss with field instructor if this affects field schedule.

Monday, March 5– Friday, March 9

Spring Break – No Field

Thursday, April 5 – Monday, April 9

Easter Break – No Field (unless want to make up hours)

Week of April 23

DUE: All Final Evaluations and log of hours. Must be Signed by Both Field Instructor and Student. Submit original and copy to liaison. Faxed copies cannot be accepted.

Friday, April 27

End of Field (unless additional hours required)

Tuesday, May 8

Grades for graduating students due by noon

FAQs ABOUT FIELD EDUCATION 

What are NCSSS’ requirements regarding supervision? Ideally, students have a minimum of 1 - 1 ½ hours per week of face-to-face supervision with the social worker assigned as field instructor. Some agencies provide peer or group supervision beyond this. Especially in the beginning of the semester, we ask that field instructors be somewhat more available to assist students as they become oriented to their new field setting. In some settings, an on-site non-MSW supervisor provides task supervision, and social work supervision is provided by an MSW, preferably on a weekly basis.

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How many hours must students spend in their field agencies over the year? We have different requirements for social work students at different levels. They are as follows: Junior BSW Students: Juniors complete a 96 hour field placement in the spring semester. Senior BSW and Foundation MSW Students (1st year): Most seniors and foundation year MSW students are in the field agency over the fall and spring semesters, working 16 hours per week, generally two days per week. Total number of hours for the year: 480 Advanced MSW Students (2nd year): Most advanced Clinical and Social Change (macro) students are in the agency over the fall and spring semesters, working 20 hours per week. Students in the Combined Concentration may be required to spend up to 24 hours per week in the agency; this is ideally negotiated at the interview. Generally, field work days are Tuesdays, Wednesdays, and ½ days on Thursdays. Total number of hours required for the year: 600 for Clinical or Social Change; up to 660 for Combined Concentrators. Total number of field hours during MSW studies: 1080 (up to 1140 for Combined)

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Can I adjust my required hours to accommodate my personal or work schedule? We have observed that when a student spreads out her/his field hours over more than 3 days/week for the foundation placement and more than 4 days/week for the advanced placement, s/he really loses something of the desired learning experience. This is also the case if a student tries to ‘cram’ all the field hours into one day per week. We, therefore, require that the BSW and foundation year placements be completed in 2 – 3 days per week; the advanced year field placement must be completed within 3 - 4 days per week. Students must spend a minimum of 4 hours at the internship on field days. Some of our part-time students have found it impossible to spend 16 or 20 hours/week in the placement over the acceptable number of days. In those situations, the student can seek to negotiate with the agency to set up an alternate schedule placement where s/he spends fewer than the required number of hours per week in the agency. Foundation year students may begin field after attending the Building Your Social Work Toolkit training, and may continue past the end of the spring semester. Advanced year students may begin as early as August 1st2 (when field instructor has worked with us before, and this arrangement is acceptable to the agency) or may continue past the end of the spring semester in order to earn the required number of hours. Foundation year students may work 12 hours/week over 40 weeks, and an advanced year student may work 17 hours/week over 35 weeks. Schedule must be approved by the Director of Field Education and by the agency Internship Coordinator.

Advanced year students are not permitted to begin an internship before August 1st because they would get too far ahead of the concurrent Field Seminar, which does not begin until the regular fall semester, and includes assignments tied to particular ‘stages’ of the internship. 2

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As a field instructor, whom do I contact if I’m just not sure about some aspect of the field education program? Your point of contact is the liaison assigned to work with you and your student. If you don’t know who your assigned liaison is, don’t know how to contact your liaison or are unable to reach him/her, please contact the Office of Field Education (202-319-5457). You are always welcome to contact the Director or Associate Director of Field Education by phone at the number above.

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As a student, whom do I contact if I’m just not sure about some aspect of the field education program? The field liaison assigned to work with you and your field instructor is your primary contact. Since this person is also your Integrative Seminar instructor, you will see this person weekly. You can also contact the Director or Associate Director of Field Education.

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What do I do if I’m having a problem with my student or field instructor? Whether you are the student or the field instructor, the first course of action is to discuss any problems during a supervisory session. Sometimes, the year gets off to a rocky start because, for example, learning and teaching styles are not so well matched. This does not mean that field instructor and student cannot develop a good working relationship. It just means you will both want to discuss how you learn/teach best. Your relationship will be an interdependent and collaborative one, with learning taking place on both sides, no matter how “seasoned” the field instructor is.

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What if we can’t work out our problems? First, you are to be commended for trying to discuss whatever differences you are having which are impeding the learning process. The next course of action, when either the student or field Instructor has a concern, is to contact the Liaison. A meeting can then be set up to discuss problems and issues. If either student or field instructor still has concerns, please call the Director of Field Education. Refer also to the section of this manual regarding resolution of problems in the field placement.

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How much of a break from field do I get during the University’s winter break? The field calendar has been developed assuming that students will take a two-week break over the University’s winter break. Additional information about this may be found later in the manual, where Leave Policy is discussed.

CUA

THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Washington, DC 20064 Phone 202-319-5457 Fax 202-319-5640

OVERVIEW OF FIELD EDUCATION The Council on Social Work Education (CSWE) identifies field education as the signature pedagogy of the social work profession. Signature pedagogy is defined as â&#x20AC;&#x153;the central form of instruction and learning in which a profession socializes its students to perform the role of practitionerâ&#x20AC;?3 In social work education, both what is learned in the classroom and in the field internship are seen as essential to the development of the student into a social work practitioner. At NCSSS, we strive to ensure that our field program is well administered, with student interns guided, mentored and evaluated by dedicated field instructors. The Office of Field Education is charged with providing support to all participants in our field program: students, field instructors, internship coordinators, and field liaisons/seminar instructors. Primary goals of field education are to: Educate social work students to provide social services across fields of practice using the generalist practice model in the foundation year; Provide knowledge, values and skills for intervention with individuals, groups, families, communities and other systems; Help students develop a professional identity consistent with social work values; Facilitate the development of skills in the evaluation of oneâ&#x20AC;&#x2122;s social work practice; Provide experiences with various client populations particularly those who are vulnerable and oppressed; Help students develop a professional commitment to social work practice; Work with students to evolve a practice style consistent with their personal strengths and capacities; Support students as they develop the ability to work within a human service agency or organization. Field education is based on the adult learning model, which recognizes the unique strengths that adults bring to learning opportunities, similar to the strengths-based model of problem-solving utilized widely in our profession. The adult learning model recognizes that people are self-directed, have innate strength, are resourceful, bring life experiences to new learning and have internal motivation for growth and change. The major modality of student learning is the relationship between field instructor and student intern. This relationship is established and maintained through the weekly supervisory conference and other tools of teaching/learning. The Learning Plan, developed early in the internship, is an example of how the social work program employs adult education theory. Adult education theory promotes the process of contracting on 4 the premise that what adults learn on their own initiative is likely to be learned deeply and permanently.

CSWE Educational Policy and Education Standards, Educational Policy 2.3. Bogo, Marion and Vayda, Elaine. The practice of field instruction in social work theory and process. New York: Columbia University Press, 1998. (62) 3 Manis, Francis. Openness in social work field instruction. Kimberly Press, Inc.: Goleta, California. 1979. 4

In field education, the doing and the reflection upon that doing is the learning. It is the responsibility of both the field instructor and the student to see that time and place and process for reflection on doing is a valued part of the field education experience. Process recordings, field logs and other field assignments, and ongoing consultation with field instructor and faculty all facilitate this process. Effective supervision includes teaching of practice skills (service delivery and enhancement of technique) and management skills (the handling of interpersonal aspects of the work). Undergraduate and foundation-level field education and Social Work Practice courses are designed to develop a constellation of knowledge, values, principles, and practice behaviors that comprise the professional base of social work practice. Advanced-level field education and courses build on, expand, and deepen the basic generalist skills learned at the foundation-level. The focus throughout is to help the student integrate and apply, in an actual practice setting, the knowledge and principles of social work practice within the context of the values and ethics of the profession.

THE FIELD EDUCATION EXPERIENCE: UNDERGRADUATE JUNIOR STUDENTS Objectives and Guidelines The Junior Field Placement is our undergraduate social work studentâ&#x20AC;&#x2122;s first exposure to agency practice and the generalist social work model. This placement takes place in the spring semester of the junior year and students are required to attend field 8 hours per week, completing 96 hours in the placement. Students may complete the 8 hours per week spread over 1 or 2 days depending on agency need and student schedule.

Learning Experiences for BSW Juniors The scope of studentsâ&#x20AC;&#x2122; activities will vary, depending on the setting and on their previous experience, skills and knowledge, as determined by the field instructor. As appropriate, the field instructor is encouraged to have the student observe and shadow social workers and other personnel in the agency, and then have responsibility for selected tasks/activities. Non-client tasks: Review agency mission statement, organizational structure, policy and procedures manual. Learn about the clientâ&#x20AC;&#x2122;s path to service. Identify the national, state, local policies that drive service delivery. The above tasks will be incorporated into the agency profile paper required in SS352. Use basic interviewing skills to interview agency personnel about their jobs. Use basic interviewing skills to determine the position of agency personnel on an issue relevant to the service provision in the agency. Review client records. Attend social work client case conferences. Attend social work department meetings. Attend at least one task or project group meeting. Attend a content-specific workshop related to the population your agency serves or the type of problems addressed. Update a community resource directory. Client tasks: After training and observation, answer and field intake phone calls. Observe an intake. Conduct intakes later in semester if this opportunity exists within agency. Observe a discharge meeting. Conduct discharge meetings either with agency worker present or available, or independently, as determined by field instructor.

Observe counseling or case management interview(s). Write process recording based on observation of workerâ&#x20AC;&#x2122;s session, or session where meet with client, or speak with client by phone. Accompany worker on home visits, court visits, etc. Observe and participate in a group, e.g.: o Socialization group o Life-skills group o Psycho-educational group o Group therapy Go on field visits or recreational activities with client group staffed by agency personnel. Where there is a residential placement or day treatment program, participate as part of the therapeutic milieu by engaging residents through: o Active listening and empathic responding o Rapport building Attend one or more community events sponsored by the agency. Self Observation: Begin to become aware of self in relation to others. Share this with the field seminar instructor through class discussion and assignments. Share self-observations, as appropriate, in weekly 15-30 minutes of supervision provided by field instructor.

THE FIELD EDUCATION EXPERIENCE: UNDERGRADUATE SENIORS & FOUNDATION YEAR MSW STUDENTS Objectives and Guidelines This 16 hours/week field experience, supporting what students are learning in all of their coursework, is intended to provide students with an integrated generalist social work experience. Generalist social work practice has been defined as: multi-method, multi-level, theoretically eclectic, and dual focused (private and social justice issues), with an emphasis on problem solving and empowerment.6 Students gain experience working with multiple client systems, i.e. individuals, families, groups, communities, and organizations, using a range of intervention modalities. Working with diverse populations, students are expected to work toward addressing problems of racism, sexism, homophobia and any other forms of oppression affecting the wellbeing of their clients. In the practicum, students acquire knowledge and skills related to the social work processes, including relationship building, problem/issue/need identification, assessment, goal setting, contracting, planned change and intervention, evaluation, and termination. To broaden this traditional theory and practice framework, a risk and resilience (strengths) paradigm, culturally competent practice with diverse and at risk populations, and social work values are integrated with the social work processes. Students learn to apply explanatory and change theories to their assessment of clients, and to assist in planning client interventions. Internsâ&#x20AC;&#x2122; micro experiences directly support what they are learning in their Generalist Practice course. In addition, the weekly Field Seminar, taught by the Field Liaison, provides a forum for students to integrate social work course content and field work experience through various activities, including seminar discussion, discussion of mezzo and macro assignments, case presentations, and role plays.

Birkenmaier, Julie and Berg-Weger, Marla. The practicum companion for social work: integrating class and field work (2nd ed.). Boston, MA: 2007, pp. 121, citing Landon, P. Generalist and advanced generalist practice. In R.L. Edwards (Ed.), Encyclopedia of Social Work (19th ed.). Washington, DC: NASW Press. 1995. 6

Students also gain knowledge and skills related to mezzo and macro practice, supporting what they learn in the classroom. In the spring semester Generalist Practice course, students learn to assess and facilitate change in organizations and communities in an effort to improve human well-being. In social work interventions with small groups and organizations, students master theories and skills associated with group, organizational, and community interventions. Throughout the BSW and MSW foundation curricula, issues related to social work values and ethics, diversity, social and economic justice, populations at risk, human behavior and the social environment, social welfare policy and services, generalist practice, and research are examined within the context of the student’s field practicum. Consistent with social work values, all students seek to respect differences in the needs, attitudes, and behaviors of diverse populations. Students learn to practice professional social work in a manner consistent with the NASW Code of Ethics, including the ability to identity and analyze the difference between professional and personal values, and how these may impact practice effectiveness.

Learning Experiences for BSW Seniors & Foundation Year MSW Students Our goal is for students to have an integrated field internship experience, with a range of micro/mezzo/macro activities/tasks/assignments spread out over the course of the academic year. That said, we know that different settings are able to offer different kinds of experiences, so that students’ experiences will vary accordingly. I.

Micro-level practice: one-on-one or work with individuals “Micro-level intervention focuses on work … to foster changes within personal functioning, in social relationships ...”7 Students should have the opportunity to work with individuals to enhance their social functioning, or, in some way address the interactions, relationships and interdependence between the individual and other social systems. Some of the student’s work should involve working with an individual going through a change process that alters his/her conditions in life. The kind of work an intern will engage in (e.g. case management, counseling, intakes, assessments) and length of treatment will vary depending on the setting.

II.

Mezzo-level practice: families and groups Mezzo-level practice refers to “family and small group work”8 “in which small numbers of people who share similar interests or common problems convene regularly and engage in activities designed to achieve certain objectives.” 9 Mezzo-level practice requires skills such as communication, mediation, negotiation, and education. Examples of mezzo activities include: convening a group in response to community need, participating in community development task force, or co-leading a support group. Students should be able to identify formal and informal groups, therapy- or treatment-oriented groups, task groups, etc. Interns should have the experience of either observing or co-leading a group as part of the internship experience. Students should be able to demonstrate an understanding of the concepts of family functioning. Although many students will not work directly with families, they should be able to gain an understanding of clients’ family functioning through interviews, observation and supervisory discussion.

III.

Macro-level practice: large groups, organizations, and community Macro-level social work involves indirect practice with “the goal of benefiting large groups of clients or general society, presenting opportunities to induce large-scale positive change in the lives of many clients through 10 systemic solutions.” A critical part of the internship experience is gaining an understanding of the agency in its larger community context. This includes understanding the role of the agency within the larger community, its fit

Miley, Karla Krogsrud, O’Melia, M.& DuBois, B. Generalist social work practice, An empowering approach. Boston, MA: Allyn & Bacon, 2011, (9). 8 Timberlake, Elizabeth M., Farber, M.Z. & Sabatino, C.A. The general method of social work practice: McMahon’s generalist perspective. Boston, MA: Allyn & Bacon. 2002, (29). 9 Barker, R. L. The social work dictionary (5th ed.). Washington, DC: NASW Press. 2003, cited in Birkenmaier, Julie and Berg-Weger, Marla. nd The practicum companion for social work: integrating class and field work (2 ed.). Boston, MA: Allyn & Bacon. 2007. 10 Birkenmaier, J. and Berg-Weger, M. (198)

with other service providers, its funding sources, relevant public policies, etc. Students may elect to work with a client group to address particular issues; to form a group to lobby/advocate on an issue; to organize a community project, or to develop a community-related publication. Other examples of macro activities include: preparing testimony for a legislative hearing, testifying at a hearing regarding health care benefits, conducting a needs assessment, writing a grant proposal, or evaluating an agency program. V.

Variations in Social Work Roles We anticipate that students will have an opportunity to either assume or discuss with the field instructor or other agency member most of the social work roles listed below: 1. 2. 3. 4. 5.

VI.

Resource Leader Organizer Advocate Environmental Modifier Problem Solver

6. 7. 8. 9. 10.

Role Model Educator Counselor Enabler Clinician

Educational Tools

Formulating ideas in writing provides a useful learning tool for students, especially when they receive feedback from the field instructor and seminar instructor. Process recordings are required of seniors and foundation-year MSW students (after 1st month in practicum); see course syllabus for information on number of process recordings required each semester. It is the schoolâ&#x20AC;&#x2122;s expectation that the field instructor will review each process recording and offer constructive feedback as part of supervisory conferences. Psychosocial assessments or diagnostic workups, like summaries, focus attention on the whole case. Tapes, both audio and video, are highly regarded for teaching interviewing skills. They are not as useful for viewing cases as a whole. Use of documents, tapes, etc., such as those outlined above, are for educational purposes only.

THE FIELD EDUCATION EXPERIENCE: ADVANCED YEAR MSW STUDENTS Objectives and Guidelines for Advanced Year MSW Students The advanced curriculum field experience builds on the generalist skills gained in the foundation experience. Students are placed in field agencies that provide them with supervised practice experience consistent with their chosen concentration. Taken concurrently with the practicum, the advanced seminars prepare students to integrate skills learned in chosen theory and practice courses with their field practicum experience, providing opportunities for the sharing of clinical cases and/or macro projects. Issues related to social work values, ethics, diverse populations, social and economic justice and populations at risk are examined through seminar discussion. Clinical students, choosing from among several theory and practice courses, learn to differentially apply explanatory theories (psychodynamic, cognitive, behavioral, transpersonal, family systems, and others) to the assessment of client systems across the individual or family life cycles. They learn to distinguish the appropriate treatment modality (individual, couples, group, family) for particular client problems, and to differentially apply practice models to treatment planning and

intervention. Students gain skills at an advanced clinical level in relationship building, problem identification, assessment, goal setting and treatment planning, intervention, termination, and evaluation with various age groups. Social Change (macro) students learn to differentially apply theories of community organization, social policy, planning, administration and management in an understanding of problems and needs, and also as a guide to methods of intervention for social change purposes. They gain expertise and skill in social management, social planning, and policy analysis, including skill in professional writing, speaking and program evaluation. Combined concentrators take courses in both the Clinical and Social Change sequences, thereby acquiring depth in the methodology of both clinical and macro social work practice. Their placements offer both micro and macro practice learning opportunities, sometimes with two different field instructors providing supervision, so that students gain knowledge and skills required to work with clients to those required to run a program â&#x20AC;&#x201C; from working with clients, to writing grants, to managing budgets, to monitoring the success of a program. Consistent with social work values, all students seek to respect differences in the needs, attitudes, and behaviors of diverse populations. They conduct their practice adhering to the NASW Code of Ethics. Learning Experiences for Clinical Students In the (20 hours/week) clinical setting, students should have the opportunity to work with individuals, couples, families, and groups, to the extent possible within a particular agency. Studentsâ&#x20AC;&#x2122; work with varied client systems will enable them to build significantly upon the knowledge and skills developed in the foundation year practicum. They should become able to demonstrate skill at an advanced clinical level in relationship building, problem identification, assessment, goal setting and treatment planning, intervention, termination, and evaluation with various age groups. In many settings, students will have three to four interviews a week increasing to about ten interview hours per week, depending on other factors such as time spent in consultations, in work with groups, home visits, etc. There is no substitute, however, for the experience of working directly with a variety of clients/client systems. I.

Work with Individuals Depending on their areas of interest and the agency setting, students may work with children, adolescents, young adults, adults and/or older adults. In their clinical work, students will continue to develop their ability to apply social work knowledge and skills to clinical practice at an increasingly advanced level.

II.

Work with Couples and Families The student should be offered the opportunity to work with families and/or couples. This may not mean providing couples or family therapy, but does mean familiarity with the basic dynamics of a particular family and interacting with most or all of the family members for the purpose of accomplishing a contracted goal.

III.

Work with Groups Group experiences may include: counseling or treatment-oriented group, membership in a task group, a conference group, or a committee within the agency or community. When these opportunities are not available, the student may observe an ongoing group, although this is not the ideal situation. Recording of group process is required. This includes identification of goals and dynamic interaction. Leadership styles, member roles, communication, and stages of group development must be noted.

Learning Experiences for Social Change Students The Social Change student should have a variety of participant and observational experiences selected from the areas of policy, administration, community organizing, planning and management in the advanced (20 hours/week) placement. Both analytic and interactional skills are to be practiced and developed. The educational experiences are drawn from a studentâ&#x20AC;&#x2122;s prepared list of learning objectives and the Learning Plan. See the Guide to Macro Projects for an extensive list of possible internship activities/projects.

Learning Experiences for Combined (Clinical/Social Change) Students Students in the Combined Concentration will have a wide range of learning experiences in both the clinical and macro areas of social work practice in their placements, which will require 20 - 24 hours/week. Usually combined concentrators will split their micro and macro assignments fairly evenly over the course of the academic year. However, sometimes, due to the work of the agency, a student may be involved in primarily micro work in the first semester, transitioning to more of a macro focus in the second semester. Contact the field liaison or the Director of Field Education for further guidance. See the previous two sections for further information about the kinds of learning experiences available.

THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Office of Field Education Washington, DC 20064

Guide to Macro Projects This list is meant to serve as a guide when thinking about possible macro projects for social work students. Students need not have projects in all areas, though we suggest that Social Change students have projects from at least 2 of the areas below (Management, Planning, Advocacy/C.O., Policy Analysis, Research/Evaluation). Please also note that some items fit into more than 1 or 2 categories.

MANAGEMENT 1. Working with boards, committees, or task forces. 2. Supervising and evaluating staff. 3. Writing grant proposals, raising funds. 4. Implementing program plans. 5. Doing Needs Assessments. 6. Doing strategic planning. 7. Budgeting 8. Doing audits or internal accounting. 9. Training and developing staff. 10. Managing staff meetings. 11. Scheduling staff/project activities. 12. Writing administrative documentation (e.g. program manual, operations manual). 13. Promoting a positive work environment. 14. Managing management information systems. 15. Writing job descriptions. 16. Networking with communities or agencies. 17. Creating and managing diversity. PLANNING

18. Planning programs.

19. Doing needs assessments. 20. Forecasting the future. 21. Considering alternative plans. 22. Doing strategic planning. 23. Utilizing computers for forecasting, risk analysis, or statistical analysis. 24. Conducting fact finding studies. 25. Mapping community resources. 26. Writing reports/grants. 27. Providing technical assistance. ADVOCACY/COMMUNITY ORGANIZATION 28. Organizing citizen groups. 29. Networking communities of agencies. 30. Building coalitions. 31. Speaking or testifying in public. 32. Working with the media. 33. Mapping community resources. 34. Preparing clients for testimony. 35. Educating clients about community issues. 36. Facilitating social justice workshops. 37. Lobbying for specific legislation.

POLICY ANALYSIS 38. Designing/conducting benefit/cost studies. 39. Analyzing inter-governmental relations. 40. Utilizing computers for forecasting, risk assessment, or statistical analysis. 41. Conducting fact-finding studies. 42. Preparing testimony for legislative hearing. 43. Designing/conducting service outcome studies.

44. Conducting legislative analyses. 45. Monitoring legislation. 46. Monitoring court interventions. 47. Lobbying for specific legislation. 48. Utilizing management information system. 49. Writing reports. EVALUATION/RESEARCH 50. Evaluating programs/conducting research. 51. Doing audits/internal accounting. 52. Conducting Needs Assessments.

Generalist Foundation Placement=Senior BSW and 1 year MSW placements. Adapted from handout received at CSWE APM February 28, 2004 Field Instructorâ&#x20AC;&#x2122;s Institute, developed by Dr. Sylvia Navari and Jim Kelly, California State University - Sacramento.

Spheres of Practice within a Generalist Foundation Placement st

Examples

Macro Opportuniti es

Mezzo Opportuniti es

Micro Opportuniti es

Generic Skills

Discuss process recordings with field instructor during supervision; use feedback in subsequent client referring With interviews agencies, referral sources, consumer groups, funding sources, regulatory agencies, etc. Task groups, e.g., committees, staff meetings Client groups

Interview individual clients and families Meet with individual colleagues Meet with field instructor(s) Relationship building: Trust building Conveying empathy, respect, nonjudgment al Communicatio n skills Boundary recognition Ability to take/use feedback

Needs assessment. Policy research & analysis Community analysis Organization analysis

With task groups, participating in agenda setting, problemidentification activities; With client groups, assessing Biopsychosocial group assessments process, meetings 1-1 group with needs along with individual group colleagues, members supervisors Assessment: Using strengths and perspective collaboration Gathering relevant data Analyzing data Formulating understandin g of problem(s)

Participating in (or observation of) agency â&#x20AC;&#x201C; wide, interagency or communitybased planning efforts. Attending Event planning Board Work unit meetings planning Budgeting Facilitating client group planning Program developmen t Develop Learning Plan Case plans Treatment plans

Using Planning: strengths perspective and collaboration Prioritizing goals Developing objectives Drawing on best practices

Provide supportive counseling to newly diagnosed cancer patient Work with field instructor to prepare writing Grant testimony Lobbying/Advoc prior to acy presentation relations Media Policy revision Developing protocols and procedures Presenting proposals, testimony, to facilitator Group Boards, etc. or Committee meeting member/chair Trainer Project leader Advocacy

Student must engage in, and have responsibility for: Advocacy Case management Counseling Education Intervention: Support Utilizing appropriate methods to achieve objectives

Writing minutes Developing agenda Follow-up, follow-through

Writing program reports Maintaining system procedures re: confidentiality, etc. Follow-up, follow-through

Task group evaluation Client group evaluation

Program evaluation Program auditing Ensuring legal compliance

Learn documentation

Record keeping Developing agenda for field education hour Client follow-up

Accountability Skills

Engage in ongoing elfevaluation Seeking client feedback Seeking feedback from co-workers and supervisors

Maintenance Skills

Generalist Model Practice Techniques that may be helpful to social work interns ACTIVITIES AND PROGRAMS

ADVICE GIVING AUDIO-VISUAL CLARIFICATION AND INSIGHT

CONFLICT

CONFRONTATION

DEMONSTRATION EXPLORATION

FOCUSING LOGICAL DISCUSSION

MANIPULATION

MODELING

REASSURANCE

Getting the client involved in actions that are therapeutic. The client and worker may be involved together in the activities, or the activities may be selected for client participation alone. Direct verbal guidance, offering a course of action. Caution: Be sensitive to the client’s role in decision-making. Aids to provide client with feedback on actual situation or role rehearsal situation. Laying things out in a systematic way which allows the client to gain understanding of self, a process of organized introspection. Caution: The process of clarification is a mutual one, so that insights gained reflect factual or agreed upon happenings, should not be worker deduced and client imposed. Act of introducing in a deliberate way differences in ideas or perceptions between the client and worker, create conflict to bring about reality testing, insight, and action on the part of the client. Caution: Must be careful not to put client off and gauge the introduction of conflict in keeping with what the client can handle. In order for the techniques of conflict or confrontation to be growth promoting they must be used with care, timing being a crucial variable and the strength of the relationship being another important variable. Bringing important issues into the open, heretofore not dealt with due to denial, contradictions, etc. Caution: May be too threatening to the client, resulting in a sense of rejection. Showing the client by actions what is expected or suggested, explicit teaching. Probing or discussion of situation to gain overall information or specific details, creative discussion to aid both worker and client in clarification toward insight, and mutual searching effort. Used to find out where the client is, during an intake interview, and when getting social history. Identify specific area for discussion. A technique for focusing on a particular problem or situation. Looking at the factual items and distinguishing these perceptions from emotionally clouded ones, a process of reasoning, analytical, a step by step process, breaking down components into rational steps to clarify situation for client and worker. The subconscious or conscious directing or control of one person by another, use of control to shape a situation or to produce a pattern of behavior which in the worker’s view benefits the client. The actual trying out of new behaviors in an actual situation, based upon a process of identification with another individual and most often felt to be a conscious process, a process of patterning behavior.

The worker presents him/herself as calm, vitally interested yet in a logical way with the goal of restoring confidence. Caution: Do not use reassurance to alleviate the worker’s discomfort as the consequence

ROLE REHEARSAL

SELF-SHARING SILENCE

SMALL TALK

STRUCTURING

SUPPORT UNIVERSALIZATION VENTILATION

may be the creation of false hopes in the client or reinforcing an unrealistic set of expectations for the client. Trying out appropriate behavior in a practice, non-real situation, role play, a technique to reduce anxiety by preparing a client for what could be a real transaction. Giving a part of personal experience to client to demonstrate basis for empathy or to set tone for advice giving, promotes first. Terminating verbal and nonverbal cues, allows a time to reflect, on the part of the client to react, compels client to verbalize or gives the message to the client to take responsibility for talking in session, also a chance for the client to pull his or her thoughts together. Worker or client conversation initially is not related to the client’s situation, indirect casual chatter with the purpose of reducing anxiety, this technique helps in overcoming “stranger barrier.” Caution: If the client wants to focus and the worker engages in small talk, the chance may be lost to help the client. Arranging the therapeutic environment to problem-solve a situation (time, content, space), specific format such as the development of a contract with a client, a specific process to make the interview proceed in a given direction. Encouragement to the client in a time of beginning success with task management. The goal is to instill a feeling of confidence in the client. A process of moving from the specific to the general. This is a type of reassurance as it communicates normalcy. The release of feelings or thoughts through some form of verbal or nonverbal communication. Caution: Do not facilitate ventilation if the client is likely to respond more intensely than time permits.

CRITERIA FOR SELECTION OF AGENCIES AND FIELD INSTRUCTORS Field education succeeds because of the ongoing collaboration of agencies, field instructors, the NCSSS Office of Field Education (OFE) and students. Through the affiliation process, OFE staff and the internship coordinator discuss agency practice and opportunities for our students, as well as NCSSS requirements related to internship experiences. The affiliation process sets up a collaborative relationship, one in which that the internship coordinator and prospective field instructor(s) can support our educational objectives, and feel confident that we are available to provide support and assistance at any time.

Criteria for Approval of Field Agencies 1. 2. 3. 4. 5. 6. 7. 8.

The agency has a positive attitude toward professional social work education. The agency supports the field instructor by permitting him/her time to supervise student(s), to attend required trainings at NCSSS, and to meet with th e field liaison, etc. The agency’s commitment to service should be compatible with the values and ethics of the social work profession. Agency practice should adhere to the ethical standards of the social work profession. The agency must be able to provide a variety and depth of learning experiences as well as necessary resources for the student(s) throughout the academic year. The agency has and observes nondiscriminatory policies on race, ethnicity, sexual orientation, age, and physical disability. The agency agrees to follow the university's guidelines on compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. The agency cooperates with CUA in providing reasonable accommodations that will allow qualified students with disabilities to fully participate in field education.

Criteria for Approval of Field instructors 1. Academic Qualifications: Field instructors supervising bachelor’s level students and foundation-level MSW students must have a Masters of Social Work degree earned from a CSWE-accredited college or university. 2. Licensing Qualifications: Field instructors supervising undergraduate seniors and foundation-level MSW students must have at least an LGSW-level license, or the level license required by the local jurisdiction. Field instructors supervising (1) advanced year clinical or clinical health students and (2) the clinical work of advanced year combined students must have clinical licensure (LICSW, LCSW-C, etc.). Field instructors supervising advanced Social Change students do not need to have licensure, unless required by the local jurisdiction. 3. Practice Experience: Field instructors must have a minimum of 2 - 3 years of post-MSW professional experience, as well as demonstrated competence in an area of practice. The field instructor’s supervisor must feel that the social worker is ready to assume a supervisory/teaching role. 4. Employment Qualifications: The field instructor must have been employed at the agency for a minimum of 12 months prior to supervising a student intern. 5. The field instructor should have an interest in the education and training of students preparing to become social workers. 6. The field instructor agrees to attend one of the School’s fall semester Field Education Orientation/Trainings if at all possible. When it is not, the field instructor will review PowerPoint slides from past trainings (http://ncsss.cua.edu/field/Orientation.cfm). 7. The field instructor agrees to meet for at least one hour per week for supervisory conferences with the student intern. When meeting for an uninterrupted hour is not possible, the field instructor will arrange to find appropriate blocks of time to meet with the intern for supervision. 8. The field instructor agrees to be in the agency regularly during the academic year. When absent, arrangements must be made for supervision of the student intern; these arrangements must be conveyed to the student, who should share the information with his/her liaison. If there is to be an extended absence, we ask that the student’s field liaison and the Office of Field Education be notified. 9. The field instructor must be in good standing with the appropriate jurisdiction’s social work licensing board.

Award of Title of CUA Clinical Associate to Field Instructors Field instructors who meet the requirements listed below will receive a letter from Dean James Zabora appointing them as CUA Clinical Associates. These appointments will be made on an annual basis to NCSSS field instructors meeting our requirements: 1. 2. 3. 4.

Attendance at an NCSSS Field Instructor Training Program at least once every 3 years Submission of required paperwork, i.e. Field Instructor Profile and CV or resume Assignment as field instructor or co-field instructor for NCSSS student intern MSW degree required, though exceptions may be made for non-MSW co-supervising an intern

RESPONSIBILITIES AND EVALUATION OF FIELD INTERNSHIP PARTICIPANTS Field education is a collaborative endeavor between NCSSS (the School), agency and agency social workers, and students. Key responsibilities of each are outlined below.

The School and the Office of Field Education (OFE) 1.

The School, through the Office of Field Education (OFE) staff, is responsible for developing placements which will offer students social work learning experiences appropriate to the objectives set for their educational program level.

The School recognizes the agency’s primary responsibility to its clients.

The School maintains ongoing communication with the agency via the OFE. In turn, the OFE maintains ongoing communication with the agency primarily through the field liaison. This person also serves as the Integrative Seminar instructor, meeting with students weekly in the classroom.

The OFE makes available information regarding curriculum, including the field manual, access to course syllabi (via the Internet http://ncsss.cua.edu/courses/, and forms and guidelines for evaluation of student performance. Whenever possible, all information is made available via the internet.

The Office of Field Education staff consults with the agency’s internship coordinator in the placement process in an effort to provide an appropriate match of student and agency department or site.

The School, through the Seminar instructor/liaison, assigns the student's final grade after review of the student’s evaluation and recommendation of the field instructor.

The Office of Field Education staff provides prompt assistance in dealing with administrative or management matters related to the internship.

The OFE provides formal training for all field instructors prior to the beginning of the academic year. The OFE usually offers an end of the year “thank you” conference for field instructors, offering free CEUs for field instructors.

The OFE is responsible for ensuring that all students in field settings are covered by malpractice insurance. Certificates verifying this coverage are provided to agencies upon request.

10. The School’s Field Advisory Committee, composed of OFE staff, field instructors, BSW and MSW students, and NCSSS faculty, reviews and evaluates policies and procedures, and makes recommendations to the OFE on issues related to field education.

Integrative Seminar Instructor/ Liaison 1.

The liaison carries out the School's responsibility of monitoring the field placement, ensuring that NCSSS standards regarding field tasks and assignments, evaluation, supervisory conferences, etc. are met.

The liaison seeks to understand the unique structure and functions of the field agency as they pertain to student’s field experience.

The liaison assists in problem solving as necessary.

The liaison is supportive of the field instructor’s teaching role and the student’s learning role.

The liaison is responsible for collecting and reviewing field documents (e.g. Learning Plan, Early Assessment, End-ofSemester Evaluation) when due. When a student receives unsatisfactory scores, the liaison will contact the field instructor promptly.

Liaison collects and grades field-related assignments according to course syllabus.

The liaison maintains a communication link between the school and agency via contact with the field instructor. The liaison communicates with field instructors and students as follows: a. b. c. d. e.

The liaison sees the student weekly in the classroom, and so should become aware of any student-identified issues as they arise. S/he will request that field instructors call when they have any questions or concerns. The liaison maintains contact with field instructors via occasional phone calls, emails and/or letters/memos which seminar students can bring to their field instructors. The liaison must make one agency visit, either in the fall semester or early in the spring semester, to meet with student and field instructor. The field instructor is welcome to contact the liaison if s/he would like an early visit. When scheduling the agency visit, the liaison is encouraged to ask whether student and/or field instructor would like to meet individually before meeting as a threesome. When a student is moved to a new placement during the academic year OR when a student is assigned a new field instructor within the same setting, the liaison will contact the new field instructor promptly, and determine whether a visit is called for. When meeting with student and field instructor, the liaison will discuss student performance, review the Learning Plan, process recordings and other written materials, and, if requested, help identify additional learning opportunities. Sometimes the liaison may be asked to mediate a situation, e.g. when student and field instructor are having difficulty establishing a good working relationship.

In the event that a Field Meeting or Student Review is convened, the liaison will participate in problem solving and in problem resolution.

The Agency and the Internship Coordinator 1.

The agency, under the direction of the Internship Coordinator, provides the setting, staff and instruction that enable the student to have learning experiences appropriate to the objectives set for their educational program level.

The agency director or designee (Internship Coordinator) has overall responsibility for the development of the agencyâ&#x20AC;&#x2122;s participation in professional education and for liaison with the School.

The agency agrees to offer students comprehensive learning experiences that reflect the NCSSS educational requirements, including, as much as possible, exposure to work with individuals, groups, communities, and families. In some instances this may require the assistance of the field liaison in arranging inter-departmental and/or cross agency assignments.

The agency provides the physical facilities necessary to accommodate the student(s), including interviewing rooms, desks, and telephones, when needed. Though space is limited in many of the agencies that we work with, we ask agency staff to do whatever possible to ensure client confidentiality and privacy.

The agency must have sufficient staff to maintain its basic programs without reliance upon students, since the purpose of the student internship is primarily educational.

The agency identifies the potential field instructor in compliance with School criteria. The agency ensures that the field instructor has adequate time to fulfill supervisory requirements, including time to attend mandatory NCSSS Training.

Prior to final acceptance of an agency as a field site, the following documents must be submitted to NCSSS: (a) Agency Information form, (b) Field Instructor Profile form(s), and (c) CUA-Agency Statement of Agreement (Affiliation Agreement).

Agencies and students arrange field learning experiences so that they are in consonance with the academic calendar and accommodate the CUA class schedule.

The agency recognizes that NCSSS policy prohibits students from using their own vehicles to transport clients. If an agency requires the student to use his/her car for transporting clients, this must be discussed and agreed upon at the pre-internship interview.

10. The agency incorporates students into its milieu and, as much as possible, helps them feel a part of the professional staff. 11. The Internship Coordinator will notify the School when there are any changes affecting the student field experience, e.g. re-assignment of field instructor to different department, or new field instructor assigned to student.

Field Instructor 1.

The field instructor will have demonstrated a positive commitment to social work and an interest in serving as a field instructor.

The field instructor is knowledgeable about the agency, the community and the profession.

The field instructor attempts to create a climate for the acceptance of feelings and conflicting views; development of awareness of people and situations; and the use of self in the helping process.

The field instructor strives to be fair, honest, candid, as well as supportive and patient.

The field instructor works to help the student learn to apply theory to his/her practice.

The field instructor provides the student with a thorough orientation to the agency, including discussion of its purpose, structure, policies, procedures, and ethical standards. As part of the orientation, the field instructor will explain what is expected of the student during the internship, including clarifying the role of social work practice and the social worker in the agency.

The field instructor guides the supervisory process so that both student and field instructor become aware of differences and similarities between field instructor’s teaching style and student’s learning style. As necessary, the two will work together to achieve a better ‘fit’ of styles. As part of this process, the field instructor will acknowledge the impossibility of either one knowing everything!

The field instructor provides a minimum of 1 hour of individual (i.e. face-to-face) weekly supervision. Ideally, the field instructor is able to meet with the student for an uninterrupted hour of supervision. When this is not feasible, the field instructor meets with the student in blocks of time to meet our supervisory requirements. The field instructor keeps documentation of supervision with student. Weekly group supervision may be provided to supplement (but not replace) individual supervision.

After an initial orientation period, the field instructor assigns cases/tasks and responsibilities that are appropriate to the student’s learning needs and that are increasingly difficult and challenging.

10. The field instructor seeks out a variety of learning experiences for the student as appropriate. If necessary, the field instructor shares this role with another worker in the agency in order to provide suitable experiences.

11. Field instructors are encouraged to share reference materials with students. Some field instructors find it helpful to assign reading for the intern to complete before beginning the internship. 12. The field instructor works with student on developing and implementing the Learning Plan, which helps clarify expected practice behaviors, possible learning experiences, and evaluation criteria. 13. The field instructor monitors student’s work and progress and regularly provides feedback and constructive criticism. S/he assesses student’s performance and progress to facilitate individualization of planned learning experiences. 14. The field instructor completes and reviews with the student written evaluations of student learning and performance. It is expected that evaluation of student performance will be an ongoing, shared experience between student and field instructor. 15. The field instructor is knowledgeable about the NASW Code of Ethics and adheres to its tenets. 16. The field instructor helps the student learn about basic social work processes, encouraging the student to reflect on what he/she is doing. In field education, action and reflection are instrumental to the learning process. 17. An essential part of the teaching role is review, discussion and evaluation of process recordings, especially in the undergraduate senior and MSW foundation year. Reviewing process recordings ahead of time should be part of the field instructor's preparation for conferences with students. 18. Field instructors actively collaborate with NCSSS. This entails early notification of any problem concerning student performance; availability for meetings with the field liaison at least once, usually in the fall semester, and, if necessary in the spring semester; and attendance at the NCSSS fall semester field instructors’ orientation meeting. 11 19. In the event that a Field Meeting or Review Committee is convened, the field instructor participates in problem solving and problem resolution.

Some of the above field instructor responsibilities are taken from Clinical social work supervision, Third Edition © 2000, by Carlton E. Munson and The Haworth Press, Inc. Reprinted with the permission of Carlton E. Munson and The Haworth Press, Inc.

The Student 1.

The student behaves in a professional manner, taking responsibility as an adult learner to understand and carry out assigned duties, seeking direction when needed.

The student becomes knowledgeable about agency structure, policy and programs. The student carries out agencyrelated responsibilities in a manner consistent with agency policy and procedures.

The student complies with agency policies and procedures, including, for example, medical exams, drug screenings, HIV testing, TB testing, finger printing, criminal background checks, and dress code.

The student takes responsibility for meeting agency and NCSSS deadlines for submission of all documents related to the internship. Student shares deadlines and due dates with field instructor (e.g. regarding Final Evaluation) well ahead of time.

Student reviews Field Calendar with field instructor at the beginning of each semester, discussing NCSSS holidays and vacation periods, and ensuring client or project coverage during times the student is away from the internship.

The student must register with the CUA Office of Disability Support Services (202-319-5211) before any accommodations can be set in place with the agency.

Social work students are bound by the NASW Code of Ethics, and should, therefore, become thoroughly familiar with the Code. They should also become familiar with the NCSSS scholastic and behavioral requirements related to grading and use both as guides to their professional conduct.

The student maintains a log of hours spent at the field site, reviewing it regularly with the field instructor. Student submits a signed copy with the Field Evaluation at the end of each semester. The student is responsible for ensuring that s/he meets the required number of field hours over the course of the academic year.

The student devotes the required number of hours to the internship, reporting regularly and on time according to the agreed upon schedule. If unable to report to field, the student will speak directly with the field instructor in a timely fashion and arrange to make up any missed hours.

10. The student prepares an agenda in preparation for weekly supervisory conferences. It is recommended that the student submit the agenda to the field instructor ahead of the supervisory meeting each week. 11. The student shares with clients his/her student role at the agency, after having discussed with the field instructor how best to share this information. 12. The student completes agency records and reports in accord with agency policy, procedures, and format in a timely fashion. 13. The student pays for malpractice insurance when registered for Field Education. 14. The student will not change field instructor, field site, or field hours without the knowledge and approval of the field liaison.

Evaluation of the NCSSS Field Program At the end of the spring semester, students and field instructors are asked to provide feedback regarding the field education experience via an on-line Evaluation of Practicum survey. Survey results are tabulated and made available to agency internship coordinators, field instructors, and field liaisons. Selected comments about internship opportunities in different internship settings are entered into the Field Education Search Engine. Results are considered in revising field documents, in planning the following yearâ&#x20AC;&#x2122;s training for field instructors, and in making placement decisions. In addition to the end-of-year evaluation of the field program, field liaisons submit summary reports following their visits to field agencies.

EVALUATION OF STUDENTS IN FIELD EDUCATION General Explanation of Evaluation Process Evaluation of all studentsâ&#x20AC;&#x2122; performance in their field internships -- whether they are undergraduates, foundation year MSW students or advanced year MSW students -- is an ongoing learning/ teaching process. This process takes place informally in daily contacts between student and field instructor as well as more formally in the weekly supervisory sessions. It is operationalized through the Learning Plan, the Early Assessment Form and the End of the Semester Field Evaluations. Our several evaluation instruments organize practice behaviors within 4 Core Competency areas for junior BSW students and 10 Core Competency areas (developed by the Council on Social Work Education [CSWE]) for BSW seniors and MSW students. For our BSW seniors and all MSW students, we have selected 5 of the 10 competencies as benchmark competencies because they are critical to student development, and experience is likely to be obtained and evaluated in the field internship. These 5 benchmark competencies make up the Early Assessment (mid-term evaluation). The rating scale used to grade studentsâ&#x20AC;&#x2122; competence in different practice behaviors in all of our evaluation instruments follows: 1 2 3 4 5 6 NA IE

= = = = = = = =

This practice behavior has not yet emerged as expected This practice behavior is demonstrated at a low and inconsistent level of competence This practice behavior is demonstrated at an emerging level of competence This practice behavior is demonstrated at a good level of competence This practice behavior is demonstrated at a very good level of competence This practice behavior is demonstrated at a high level of competence Not applicable to internship experience Too little experience up to this point to be able to assign any rating

In addition to being evaluated on practice behaviors within the Core Competencies, students are expected to behave professionally in their field placements. All students will be assessed on 4 Essential Professional Behaviors:

1. 2. 3. 4.

Essential Professional Behaviors Student reports to field on time. Student attends field regularly. Student is receptive and open to feedback from field instructor. Student handles absences and/or unavoidable lateness responsibly.

Yes

Performance Requirements: BSW Juniors: The Junior Field Placement is a spring semester 96 hour internship. Students are evaluated once at the end of the semester. Students will be evaluated on the 4 Essential Professional Behaviors listed above and must receive a rating of Yes in all areas. A No rating will result in a Field Meeting to determine the studentâ&#x20AC;&#x2122;s readiness to progress to a Senior Field Placement. The Junior Field Placement is completed in conjunction with SSS 352: Social Work Theory and Practice 1. The student must successfully complete 96 hours in the internship, and the letter grade for the field internship accounts for 20% of the overall course grade.

We have Identified 4 core competencies for evaluation of BSW Juniors: o o o o

COMPETENCE I (EP12 2.1.1)—Identify as a professional social worker and conduct oneself accordingly. COMPETENCE II (EP 2.1.2)—Apply social work ethical principles to guide professional practice. COMPETENCE III (EP 2.1.3)—Apply critical thinking to inform and communicate professional judgments. COMPETENCE X (EP 2.1.10)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

BSW Seniors and MSW Students: Early Assessment: The mid-semester evaluation includes selected practice behaviors from the Final Semester Evaluation in 5 of 10 CSWE-set competencies, which we have determined to be Benchmark Competencies. This mid-point assessment provides a formal means for discussion and evaluation of the student's performance. 1.

2. 3. 4.

Our expectation is that students will receive ratings of Yes in all Essential Professional Behaviors. In the fall semester, if a student receives ratings of No in any of the 4 Essential Professional Behaviors, the field liaison will set up a visit to develop an intervention plan. In the fall semester, if a student receives more than 3 scores of 1, the field liaison will set up a visit to develop an intervention plan. An intervention plan should address each essential professional behavior or practice behavior that is of concern. The intervention plan becomes part of the student’s field file. If a student receives an Early Assessment in the spring semester and receives scores of No in any Essential Professional Behavior AND/OR more than 3 scores of 1, a Student Review will be convened by the program chairperson.

Final Field Evaluation The Final Field Evaluation, due at the end of the first and second semesters, provides a thorough assessment of students’ mastery of skills. By completing the spring semester evaluation in the 2nd column on a copy of the first semester evaluation, field instructor and student can readily view and discuss the student’s progress. In addition to designating a numerical evaluation on each of the instrument items, the field instructor writes a narrative summary of the student’s strengths and growth as well as a summary of educational gaps and difficulties. After discussion and signature by field instructor and student, the Field Evaluation is submitted to the Seminar instructor as indicated on the field calendar Fall Semester Final Field Evaluation 1. If a student receives ratings of No in any of the 4 Essential Professional Behaviors AND/OR ratings below 70% in any of the benchmark areas (these are the competencies that appear in bold), a Field Meeting will be held. A Field Meeting is attended by: student, field liaison, Office of Field Education director or associate director, program chairperson, and field instructor (in person or by phone). When there have been ongoing concerns, as reflected in the Early Assessment, a Student Review may be convened. 2. If the student continues in field subsequent to a Field Meeting or Student Review, completion of an Early Assessment will be required in the spring semester.

Spring Semester Final Field Evaluation 1. A Student Review will be convened if a student receives ratings of No in any Essential Professional Behavior, or receives ratings below the noted performance expectation (e.g. 5 of 8 scores of 3 or above) in any of the benchmark competencies.

EP = CSWE Educational Policy

DUE IN FIELD SEMINAR AS FOLLOWS:

FALL, WEEK OF October 17th

FALL, WEEK OF October 24th

FALL, WEEK OF Dec. 6th

SPRING, WEEK OF January 23rd

SPRING, WEEK OF February 13th

SPRING, WEEK OF April 23rd

WHAT’S DUE:

Learning Plan

Early Assessment Form

End of Semester Evaluation Form

Revised Learning Plan

Early Assessment Form (usually optional)

End of Semester Evaluation Form

Academic Requirements Related To Grading The National Catholic School of Social Service (NCSSS) affirms its right to require its students to meet accepted academic requirements that consist of scholastic and behavioral components. Consistent with Catholic social teaching and social work values, NCSSS respects the worth and value of all persons regardless of age, race, religion, gender, sexual orientation, ethnic or national origin, handicapping conditions, or diversity of opinion. Students’ behavior should reflect the core values of the social work profession - service, social justice, dignity and worth of the person, importance of human relationships, integrity and competence. Standards for professional performance require that students adhere to ethical standards as outlined in the National Association of Social Workers Code of Ethics, and the requirements that follow. Scholastic Requirements: See MSW Handbook. Behavioral Requirements: Social work students are expected to maintain accepted standards of professional conduct and personal integrity in the classroom, in the field placement, and in the university setting. Students should: 1. 2. 3. 4. 5. 6. 7. 8.

Attend classes and field regularly and contribute positively to the classroom/ field agency culture. Recognize and avoid behavior that jeopardizes the learning/teaching environment of other students or the instructor. Demonstrate competence in planning academic and field-related activities and in following through on those plans. Reasonably respond to and respect others’ reactions to one’s comments or actions in classroom and in field setting. Use an appropriate level of class time and instructor’s time and attention in and out of class. Use an appropriate level of supervisory time and field instructor’s time and attention. Behave in a manner that is consistent with the ethical principles of the social work profession. Students are expected to show an appropriate level of professional judgment, being careful not to jeopardize the best interests of people for whom they have a professional responsibility.

Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility. (NASW Code of Ethics, 4.05) Students whose professional judgment and performance are hampered in any way are expected to immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating field internship, or taking any other steps necessary to protect clients and others. Students who are unable to meet any of the academic requirements may be subject to the review committee process. (Approved 10/23/98 by NCSSS faculty)

Grading of Field Education/Integrative Seminar Field Education grades are assigned based on performance in field as reflected in the Final Field Evaluation submitted by the field instructor, and by the student’s performance in the field seminar. The final grade is assigned by the Seminar instructor. The following are minimum requirements in order to pass field/field seminar:

BSW Juniors: The student must successfully complete 96 hours in the internship, and the letter grade for the field internship accounts for 20% of the overall course grade. The student must also meet classroom requirements, as outlined in the course syllabus.

BSW Seniors and MSW Students: Seminar Requirements: Attendance required at a minimum of 12 seminar classes each semester. If a student cannot attend a seminar, s/he must call or email the instructor in advance of the class. A grade of Pass is required in all written assignments. All assignments, whether graded or ungraded, must be completed satisfactorily. Field Requirements: Acceptable evaluation per requirements related to Essential Professional Behaviors and Practice Behaviors (see instructions above). Student must meet required number of field hours (480 hours/year – Foundation Year; 600 hours/year – Advanced Year) at the internship. A recommended grade of Pass by the field instructor.

Final Grade for BSW Seniors: The undergraduate senior’s final grade is based on field education work (60%) and seminar work (40%). Students must receive a grade of C or better in both Seminar and in Field in order to progress to the next semester of Field Education/Field Seminar. Grade assignment is in accordance with the University grading system found in the CUA Announcements. Undergraduates receive a letter grade for the course.

Final Grade for MSW Students: The MSW student’s final grade of Pass/Fail is based on field education work (60%) and seminar work (40%). Students must receive a grade of Pass in both Seminar and in Field in order to progress to the next semester of Field Education/Integrative Seminar.

ADMINISTRATIVE POLICIES AND PROCEDURES Orientation Programs for Students and Field Instructors 1.

Juniors are oriented to their spring semester field experience in their concurrent field seminar. Undergraduate seniors and foundation year MSW students attend a special program, orienting them to field and generalist practice, during the first week of the fall semester. Attendance at this program, Building Your Social Work Toolkit, is a prerequisite to beginning the field internship. Advanced standing MSW students participate in an all-day NCSSS Orientation, which includes orientation to field. Every attempt is made to provide information necessary for a successful internship experience. Advanced standing students are invited to attend the Building Your Social Work Toolkit program, if this does not conflict with internship hours.

3. 4.

Continuing advanced year students are oriented to field in their field seminar class. All field instructors new to NCSSS and/or to field education are asked to attend an all-day Field Education Training in the beginning of the fall semester. A make-up training is offered in September. The purpose of the training is to share information about the educational programs at NCSSS, to discuss internship-related issues of concern to those involved in field education, and to share knowledge about supervision of students through a series of presentations. The Field Manual contains all information and links to all required forms that are part of the field education program.

Field Internship Hours Professional social work practice requires responsible behavior regarding attendance and punctuality. Although we would not want students to routinely work 10-hour days when 8-hour days are scheduled, we ask that students adhere to the Field Calendar and their field schedule, even when this means they might accumulate some ‘extra’ hours by the end of the academic year. We therefore ask that students not request to end the internship once they have logged the required number of field hours.

Students must work a required number of hours over the course of the academic year (see below) in the agency on a regular schedule, as per CSWE requirements. The student’s field liaison must approve modifications to the field schedule. Due to extra holidays, possible agency holidays, and CUA ‘administrative days,’ students who miss any field days beyond the allowable sick days may need to arrange make-up days in order to accumulate the required number of hours. This should be arranged in consultation with the field instructor. st

Senior Undergraduate and Foundation MSW Students (1 year): Undergraduate seniors are in the agency 16 hours per week, generally two days per week, usually Tuesdays and Thursdays. Foundation Year MSW students, also in the agency 16 hours per week, are usually in the agency on Wednesdays and Thursdays. See #5 below for an exception to the number of hours per week in the agency. Total number of hours over two semesters: 480 Advanced MSW Students (2nd year): Students in either the Clinical or the Social Change Concentrations are typically in the agency 20 hours per week. Students in the Combined Concentration may be required to spend up to 24 hours per week in the agency. Generally, field days are Tuesdays, Wednesdays, and ½ days on Thursday mornings. Total number of hours required over two semesters: 600 for Clinical or Macro; up to 660 for Combined Concentrators. 2.

Due to holidays and date adjustments, some students (especially advanced year students) may have difficulty in meeting the required number of field hours and will need to discuss making up hours with their field instructors. Students are urged to review the field calendar at the beginning of the year with their field instructors, so that field instructors will know well in advance about CUA holidays and calendar changes, and make-up hours can be planned if necessary.  For example, when the CUA calendar includes an Administrative Monday, Monday classes meet instead of Tuesday classes – for seniors and advanced year MSW students, this may affect their ability to report to their agencies as usual.  If an agency has holidays not observed by NCSSS, the student should review the calendar to see whether she or he will need to make up the hours missed in order to accumulate the required number of field hours.  Some school placements will not offer student interns 8 hour days. In these situations, students should negotiate with their field instructor to (1) work past the end of the field calendar in the spring semester; (2) report to the school 3 days/week instead of 2; (3) or develop an alternate schedule acceptable to both and to the field liaison. When possible, interns in school placements should plan to take their school breaks when their clients have their school breaks so that they do not fall behind in earning field hours.

Agencies will have different policies regarding interns and lunch breaks. Students are asked to inquire about, and adhere to, the agency policy.

Those students who are on flex-time schedules must observe the following: The foundation year placement must occur over 2 - 3 days per week, working at least 4 hours/day. The advanced year field placement must occur over 3 - 4 days per week, working at least 4 hours/day.

Sometimes, a part-time student may arrange to spend fewer than the required number of hours per week in the agency by extending the placement over a longer than typical period of time. When agreeable to the agency and field instructor, a part-time foundation year student may complete a minimum of 12 hours/week and an advanced year student a minimum of 16 hours/week. Any student wishing to request an alternate schedule must write up a brief proposal, discuss it with and obtain approval from the field instructor, and submit it to the Director of Field Education and field liaison for final approval. A BSW senior or foundation year student may contract to continue the placement past the end of the spring semester, in order to work fewer than the required number of hours per week. An advanced year student may contract (1) to begin the placement as early as August 1st, and/or (2) to complete the placement after the end of the spring semester, in order to work fewer than the required number of hours per week. Students must maintain a Log of Field Hours and submit it with the Field Evaluation at the end of each semester. Both student and field instructor must sign the log and the evaluation.

6. 7.

Leave Policy In a nutshell, students must work for the number of hours listed above (#1) minus up to 16 hours of sick leave for the year. 1.

Sick Leave: Students are allowed two days of sick leave over the academic year. Any time beyond that must be made up. For students with extended illnesses, make-up arrangements need to be negotiated with the student, the field instructor, and the field liaison. The Director of Field Education should then be notified about the make-up arrangements.

Holidays: If students take holidays other than those specified in the Field Calendar, make-up days should be negotiated with the agency. In general, students conform to the holiday schedules of their agencies. However, agency holidays do not count as worked field hours.

Snow Days: Only when it is safe to do so, students should plan on going to the field agency on snow days when the agency is open. If the agency is closed, the student should speak with the field instructor to see whether there are alternate assignments s/he might be able to complete from home (in order not to fall behind in field hours). If this is not possible, it is left to the discretion of the field instructor to develop a plan with the student.

Other Absences: Except for allowable holidays and the two days of sick leave over the year, absences from the field setting must be made up. This includes time lost due to tardiness. In any emergency situation, students are expected to notify the field instructor of their absence.

Winter Break: The field calendar has been developed assuming that students will take leave from their agency for only two weeks during the long winter break. During the rest of winter break, students are expected to report to field education agencies, so that they may maintain client contact during the critical holiday period, and keep up with agency assignments. In special situations, students may negotiate a longer winter break leave with their field instructors early in the fall semester. ď&#x192;¨ If the field instructor grants approval of a longer leave from field, the student should carefully calculate field hours so that s/he can accrue the total number of required field hours by the end of the spring semester.

Exam Schedule Policy Sometimes the University schedules exams on NCSSS studentsâ&#x20AC;&#x2122; field days. When this occurs, exams take priority. Students should speak with their field instructors and develop a plan for making up hours missed to CUA-scheduled exams; e.g. the plan may including reporting to field during exam week on days other than their usual field days.

When Problems Develop in Field In the Field Manual section on Evaluation of Students, information is provided on actions to be taken when students score poorly on either the Early Assessment or the Final Evaluation. This section outlines steps to be taken when problems are developing before a student evaluation is due, or when those problems are not adequately reflected in the evaluation. After an initial period of orientation, most students adapt well to their field agency setting. However, sometimes, it becomes clear that the match between student and agency, or student and field instructor, is not a good ‘fit.’ In those situations, steps 1 – 4 should be followed. If there is no improvement, the Director of Field Education should be contacted to discuss options. Other times, performance or behavior problems develop that are cause for concern. Outlined below are procedures for addressing such problems: 1.

Primary responsibility for the resolution of problems rests with the student and the field instructor. The hope is that open communication can be developed and maintained during writing of the Learning Plan, goal setting, weekly supervisory conferences, and ongoing evaluation of performance. Open communication will hopefully facilitate resolution of any problems that may arise.

When the student and field instructor cannot resolve problems, either one should contact the assigned liaison to request assistance.

Field instructors are requested to contact their designated liaison (by phone or email) whenever they have questions or concerns about their student(s) or about any other field related-matters. Web links to all of our liaisons can be found at: http://ncsss.cua.edu/field/liaisons.cfm. If a field instructor cannot reach his/her liaison, s/he should call the Office of Field Education (202-319-5457).

The liaison is responsible for serving as mediator when contacted by either the student or the field instructor. Most situations can be successfully resolved through early intervention, often involving a liaison visit.

Problem resolution typically utilizes the following steps: a. b. c. d.

Student and field instructor make efforts to identify and resolve the problem. Either student or field instructor contacts the NCSSS liaison if they cannot resolve the problem on their own. The 3 of them are encouraged to meet to try to resolve the problem. Depending on the situation, the Director of Field Education may be consulted by the liaison, field instructor and/or student. When problems cannot be resolved satisfactorily, the field instructor or internship coordinator may request that the student be removed from the placement. We appreciate that our field instructors are taking on significant additional responsibilities when supervising a student; when student performance or behavioral problems develop, taking up much of a field instructor’s time, we fully understand that a field instructor may want to terminate a student from the placement. Depending on reasons for removal or a student’s request to change placements, the Director of Field Education, in consultation with the Program Chair and the liaison, will decide whether to move the student to another placement or to request that the Program Chair convene a Field Meeting or Student Review. See below.

As indicated above, sometimes a student will be moved to a new placement when the initial placement does not work out, e.g. when it is judged that there was a ‘bad fit’ between student and field instructor. Other times, when a problem cannot be resolved following the steps above, a Student Review may be convened by the program chairperson:

A Student Review Committee may be convened by the Program Chair at the request of a student, faculty member, Director of Field Education or the field instructor for reasons including, but not limited to: a student is unable to perform within the agency's structure and rules, a student is performing unsatisfactorily in the internship, or the student has violated the Code of Ethics. Present at the Review shall be only the student, the student's academic adviser, faculty and instructors, Director of Field Education (when field-related), and, if the student desires, either one representative from the NCSSS student

government or another member of the NCSSS student body selected by the student. Students who have an identified disability may request the presence of a representative from the Office of Disability Support Services. a. The Review Committee's role is to gather information in order to review the student's performance and make a decision, which may include identifying appropriate and realistic alternatives to the student's field placement. The review process seeks to recognize the value social work places on strengths and on people's ability to change and grow, while at the same time realistically evaluating a student's performance. b. A Student Review may lead to any of several different outcomes. Possible outcomes include the following: a student may be asked to withdraw from field for a specified period of time, may be assigned a grade of F for field, may be terminated from NCSSS, may be asked to acquire additional knowledge or skills before re-placement is considered, etc. c. A student may appeal the decision of the Review Committee to the Dean.

Federal Work Study (FWS) Program The National Catholic School of Social Service awards Community Service Federal Work Study stipends annually to a limited number of MSW students through the federal work-study program. Federal and university regulations require that MSW students must be (1) placed in non-profit agencies, and (2) involved in duties other than lobbying or partisan political activities. The University has further determined that some sites, e.g. university counseling centers, shall be ineligible as work study sites. Students must show financial need in information provided in their Student Report (FAFSA), submitted each year of enrollment to the CUA Office of Financial Aid, and must be registered for 12 or more credits each semester. Agencies make absolutely no financial contribution to the student in this federal program. Awards for the current academic year are $5,000, minus tax-related deductions. For a student to be approved for FWS, his/her field site must sign an addendum to the Statement of Agreement submitted by every agency approved by NCSSS as a field site.

Internships Providing Stipends A few agencies offer stipends to MSW students for internship work. Usually, students may receive either (1) an agency stipend, or (2) if eligible, Federal Work-Study funding. Consult the Director of Field Education if you have questions about this.

Internship in Place of Employment Under special circumstances, an NCSSS social work student employed in a social service agency may arrange a program of study that allows him/her to meet one year of field work requirements at the employing agency by completing (1) an Employment Based Internship, or (2) a Work Residency Internship. In-depth descriptions of these two internships are available on-line. These internships are possible under the following conditions: 1. 2.

4. 5.

The agency of employment is one in which the mandate from the community and the current agency program includes the direct practice of social work, and the agency has a field affiliation with the NCSSS Office of Field Education. The student (1) must have been employed at the agency for a minimum of one year prior to placement for an Employment Based Internship, and a minimum of 2 years for a Work Residency Internship; and (2) must present a positive work evaluation or performance review prior to consideration for placement in the agency. The student must submit a completed and signed proposal (available on-line) to the Director of Field Education; this is submitted in addition to the regular field application materials. The Director of Field Education must approve of this formal request in writing in order for the placement to proceed. The student will provide a copy of the approved proposal to the assigned field liaison once classes begin. The field instructor will be expected to attend the fall semester Field Instructor Training and submit the Field Instructor Profile. Usually, the student is enrolled in our part-time program.

7. 8.

The agency of employment has a commitment to social work education, specifically expressed in: 1) Assignment of practice opportunities and identified learning experiences during the 16 or 20 hours of field education so that the student meets NCSSS field requirements (outlined elsewhere in this manual). 2) Field instructor requirements: i) In an Employment Based Internship, the field instructor is someone other than the student's work/employment supervisor. ii) In a Work Residency Internship, the studentâ&#x20AC;&#x2122;s regular MSW-level supervisor will continue to provide supervision, enhanced by another staff social worker and assignments to be reviewed by the non-supervising social worker. 3) Provision of agency release time for student to attend required courses, unless required courses are available in the evening. A student cannot receive federal work study (FWS) funding when interning in his/her employment site. As a rule, only one year of field placement in a given employment-based agency is permitted. This is consistent with the typical requirement that students have two different field placements during their masterâ&#x20AC;&#x2122;s program. Exception: The employment-based agency/organization is large and complex enough to offer two distinct settings and experiences. However, separate field instructors and separate settings are required for each year when the two year employment-based arrangement is approved within the agency.

Occasionally, a student intern will be offered a professional position in the field agency during the course of the internship year. The student may not accept this position without approval of the Director of Field Education; approval will not be granted until the student has submitted a document outlining the distinctions between the paid position and the internship (i.e. hours, duties, etc.). If this arrangement is approved and a student has been receiving federal work study funding, that funding will cease, effective the first month of employment.

LEGAL ASPECTS OF FIELD EDUCATION Disclosure of Student Status13 Disclosing one's student status establishes an honest relationship with clients from the outset. We strongly encourage student and field instructor to talk about this important issue and suggest that they discuss, in particular, how the student might inform clients about the student-client-field instructor relationship. It is also important for students and field instructors to talk about students' feelings about their status and how clients may react to this knowledge. We'd like students to be reassured that they do bring knowledge and experience to the field internship. Student status denotes the need for additional knowledge and skills, which is gained by working closely with the field instructor. Finally, the nature of the student-client relationship assumes that a knowledgeable, experienced field instructor/social worker is the third party in that relationship.

Malpractice and Malpractice Insurance Coverage NCSSS has mandatory professional liability (malpractice insurance) coverage for students. The carrier for the policy is the Chicago Insurance Company. The policy provides $2,000,000 per claim and $5,000,000 in the aggregate. Students registered for field education are required to purchase this coverage for the entire period they are in field. Students should verify that they have been billed for this coverage though this billing should happen automatically whenever a student is registered for Field/Field Seminar. The coverage is restricted to school-related, agency-based activities involving field education only during the fall-spring semesters when students are in the internship. Malpractice is a specialized form of negligence requiring certain characteristics in order for there to be a legal basis for action. These are as follows: A duty or obligation, recognized by law, requiring the actor to conform to a certain standard of conduct. A failure on his/her part to conform to the standards required.

Bogo and Vayda, (158).

A reasonably close causal connection between the conduct and the resulting injury. Actual loss or damage resulting to the interests of another. (Prosser 1971)14 Even though malpractice charges against social workers are relatively uncommon, it’s important to be aware of some student-client situations that could lead to criminal or civil action. They include the following: Failure to inform the client of student status; Providing treatment without obtaining proper consent; Keeping inaccurate or inadequate records; Administering inappropriate or radical treatment; Failing to consult with or refer to a specialist; Failing to seek proper supervision; Failing to take action to prevent a client's suicide; Failing to warn third parties of potential harm *as well as+ … breaching confidentiality; Exhibiting professional misconduct, such as engaging in sexual relations with clients; Failing to report child abuse or neglect; 15 Abandoning clients or failing to be available when needed. (Zakutansky and Sarles 1993, 340).

Health Insurance Coverage All students are required to carry health insurance coverage during the course of their graduate studies. Students are strongly encouraged to be very knowledgeable about what their policy does/does not cover. In particular, students should be familiar with their policy's emergency room coverage. Over the years, several interns have been sent to the emergency room during the course of their studies because of a health condition judged to be serious. In at least one situation, the intern later received a bill exceeding $1,000 for which she was responsible.

Informed Consent Informed consent is a legal term, indicating that a client has given consent for services. “The process should involve (1) determining client competence; (2) providing complete service information; (3) ensuring client understanding; and (4) documenting the informed consent.”16 Field instructors are asked to discuss with their students the importance of making sure that clients truly understand procedures, the nature of a request for information and its limits, and whether any consequences might ensue if they should choose not to give consent. They should speak with students about agency policies and procedures regarding informed consent. 17

Confidentiality and Privileged Communication18 It is important for students to be well informed about issues regarding confidentiality and privileged communication. Students should be informed about agency policies and regulations regarding who can gain access to confidential records, and under what conditions/circumstances. Information about clients should never be released without evaluating whether and how it can be released. In almost all situations, a client’s consent must be sought before disclosing any information to others since technically, information in the client’s case record belongs to him/her. Exceptions would include emergency situations to save a person’s life; when protection of minors is involved; to prevent a crime from occurring; or when required by law.

Cited in Bogo and Vayda, (157-158) Cited in Bogo and Vayda, (151) 16 Birkenmaier, Julie and Berg-Weger, Marla.The practicum companion for social work: Integrating class and field work. 2007. (229) 17 Bogo, Marion and Vayda, (152) 18 Wilson, Suanna J., Recording: Guidelines for social workers. 1980. (189ff) 15

Confidentiality refers to “an ethical responsibility that protects clients from unauthorized disclosure of information given in confidence to a mental health professional.”19 Privilege is a legal concept, referring to “an individual’s right to not have confidential information revealed in court or other 20 legal proceedings without permission. “Privileged communication” means that information told to a professional by a client or patient does not have to be disclosed (unless overruled by the courts). See also the NASW Code of Ethics (1.07, 1.08).

Moline, Mary E., Williams, George T., and Austin, Kenneth M. Documenting psychotherapy, essentials for mental health practitioners. 1998. Sage Publications. (175) 20 Moline, Mary, Williams and Austin, (175)

Documentation and Recordkeeping Paperwork! The bane of social workers, and yet there are critically important, legal implications of keeping records. As part of their orientation to agencies, students should learn what documentation is required by their agencies. It is important to keep in mind that records are admissible in legal proceedings and can be subpoenaed. Private notes can also be subpoenaed.

Documentation Tip List21 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Know your agency’s policy and procedures for documentation. Use ink, preferably black, because black ink is most legible if records are copied. Use the appropriate form and documentation format. Record your name at the bottom of each entry legibly, along with contact information. Write specific dates rather than a day of the week. State the source of all information documented, e.g. “client stated.” Keep recording focused on the presenting problem and purpose of the intervention. Avoid repeating information that has been recorded previously. Avoid using uncommon abbreviations and social work jargon. Use descriptive words as needed. Avoid subjective wording, such as “appeared sad.” Instead, you may want to write, “The patient became tearful as she talked about her son’s illness.” Utilize a diagnostic label only if it has been firmly established, e.g. “Client reports drinking 15 cans of beer a day” vs. “client is an alcoholic.” Never record impressions as facts.22 Document areas that may be unclear. State when these areas might/will need to be explored further, e.g. if a client exhibits anger and social worker is unaware of the source of the anger. Documentation should reflect a plan for each entry. Future entries should continue to reflect how the plan is being addressed or how the plan has changed. The outcome of the work done is what is important to those reading the documentation. Don’t dwell on the “process.” Keep recordings up to date so that others can see progression of intervention. Example: Assigned social worker is on vacation and colleague can identify what has been done and what still needs to be addressed. If documenting an omission, clearly identify your entry as a late entry; be sure to cross-reference it to the page where it should have appeared. When writing in the multidisciplinary chart, write on every line. Do not insert notes between lines or leave empty spaces for someone else to insert a note. Draw a single line through an error and write “error” – never erase or use white-out. Document the care you provide only. Never document for a co-worker’s intervention.

Scott, Linda, BrintzenhofeSzoc, Karlynn and Shaffer, Hillary, Developing effective tools for social work documentation within a changing healthcare system. (2000). 22 Rogers, Gayla et al, (90)

NCSSS HIPAA Privacy Policy Policy: Neither NCSSS, nor its faculty, staff, or students are, as such, entities covered under the Health Insurance Portability and Accountability Act (HIPAA). However, because NCSSS faculty, staff, and students may require and have access to “individually identifiable health information” (IIHI) in order to meet field education objectives, NCSSS will advise its faculty, staff, and students to treat all IIHI accessed during field education in accordance with the HIPAA “Standards for Privacy of Individually Identifiable Health Information.” Faculty, staff and students will also be expected to adhere to any individual mental health or health care facility policy/procedure not addressed in this document but governing the facility to which they or their students are assigned for field education. The final HIPAA privacy regulations can be found at 45 CFR Part 164. Definition: Individually identifiable health information is information that is a subset of health information, including demographic information collected from an individual, and: (1) Is created or received by a health care provider, health plan, employer, or health care clearinghouse; and (2) Relates to the past, present, or future physical or mental health or condition of an individual; the provision of health care to an individual; or the past, present, or future payment for the provision of health care to an individual; and (i) That identifies the individual; or (ii) With respect to which there is a reasonable basis to believe the information can be used to identify the individual. 45 CFR § 160.103. The following are examples of Individually Identifiable Health Information (IIHI): Clinical Information: Test results, diagnoses, notes, names and specialties of physicians or other care providers Financial Information: Health insurance coverage, itemized bills and charges Educational and training information: Procedure logs, case studies, process recordings, psychosocial assessments, training notes

Research Information Q. Will I be covered under HIPAA once I begin my clinical practice upon graduation? Social workers will be covered entities required to comply with HIPAA for all of their clinical record keeping if they transmit any individually identifiable health information electronically in connection with certain specific financial and administrative transactions (primarily conducted with health plans.) Q. Am I covered by HIPAA now as a student? 23

Students, while not covered per se under HIPAA, are bound by state law on the confidentiality of medical records . Students are also bound by moral and ethical obligations to maintain confidentiality. Protection of IIHI is a core component of caring for patients. Patients who fear that personal information will be shared are less likely to share it. This can lead to ineffective care, or even worse, care which may harm the patient. Q. What about case notes written after a case management meeting, or a discharge planning meeting – not psychotherapy but containing private information? Is this IIHI? This would be covered under the broad definition of individually identifiable health information under HIPAA. If you have any doubts about whether information is covered under HIPAA, treat it as covered information.

Social workers will mainly be covered by The DC Mental Health Information Act of 1978 or comparable laws in Virginia or Maryland, where the clinical practicum is located.

Psychotherapy notes are accorded special privacy protections under HIPAA. Ordinarily, written client consent is required before psychotherapy notes can be disclosed to anyone.

NCSSS Requirements Regarding HIPAA: 1. Some NCSSS students will have had HIPAA training in an employment setting and/or will receive HIPAA training in their placement setting. In these cases, they are to submit documentation showing successful completion of the training to the Office of Field Education by the end of their first semester in the field internship. 2. When students have not had HIPAA training, they are required to complete very basic training by reading HIPAA information available on our website and then satisfactorily completing an on-line quiz by earning a score of 80 or above. A student must satisfy this requirement by the end of the fall semester in order to continue in field in the spring semester; no exceptions will be made. 3. Faculty, staff and students are advised to maintain the privacy of individually identifiable health information by taking the following steps to protect against disclosure of IIHI: Social work interns in a clinical setting must ensure that they do not bring IIHI back into the classroom. Faculty, staff, students, and trainees are to use de-identified information when in a classroom setting. A patient's identifying information is not needed for educational purposes. Students should not retain any IIHI after the need to use it has ended. IIHI must be used only for research and/or education. Students must not share or discuss information outside the classroom. In all instances, follow the HIPAA guidelines of the placement setting. For example, a health care facility or clinical site may have a strict rule prohibiting taking any IIHI from the setting back to the classroom.

Resources: See The DC Mental Health Information Act of 1978; summarized at: http://counsel.cua.edu/dclaw/Misc/DCMHIA.cfm HIPAA Highlights for Social Workers online at http://www.socialworkers.org/hipaa/default.asp (password required) General Information on HIPAA available on the Office of General Counsel web page http://counsel.cua.edu/fedlaw/Hipaa.cfm

Psychotherapy notes are defined in the regulation as "notes recorded (in any medium) by a health care provider who is a mental health professional documenting or analyzing the contents of conversation during a private counseling session or a group, joint, or family counseling session and that are separated from the rest of the individualâ&#x20AC;&#x2122;s medical record." Excluded from the definition of psychotherapy notes are medication prescription and monitoring, counseling session start and stop times, modalities and frequencies of treatment furnished, results of clinical tests, and any summary of the following items: diagnosis, functional status, treatment plan, symptoms, prognosis, and progress to date.

Statement of Agreement (Affiliation Agreement) The university requires that a Statement of Agreement between The Catholic University of America and the Agency be signed by both parties and maintained on file in the Office of Field Education. This statement formally recognizes mutual expectations and responsibilities of all parties involved in field education. The agreement is sent to the agency by the Office of Field Education (OFE) and is then signed by the agency director or designee and returned to the OFE. After the Provost of The Catholic University of America and the Dean of NCSSS sign the agreement, a copy will be sent back to the agency. Any proposed amendments to the agreement must be reviewed and approved by the University General Counsel prior to obtaining signatures. Since Fall 1999, an addendum for those sites agreeing to supervise students as part of the Federal Work-Study Program has been attached to the agreement. Any agency assigned an intern receiving this funding must sign this addendum. The agreement renews automatically, unless the Agency requires annual renewal, or either party chooses to terminate the agreement.

Sexual Harassment Sexual harassment is a form of sexual discrimination prohibited by Title VII of the Civil Rights Act of 1964, Section 1604.11, and, as such, is prohibited at The Catholic University of America. Harassment is always destructive to the learning and working environment, adversely affecting student’s performance in the internship. Sexual harassment may take a variety of forms, ranging from subtle pressure for sexual activity to sexual assault. Sexual harassment may be physical, verbal or nonverbal. Even if the agency has no sexual harassment grievance policy, students may file complaints of sexual harassment directly to the Office of Civil Rights, U.S. Department of Education.

Safety Issues The School recognizes that there are inherent risks to agency staff and students in any situation requiring contact with the public. While fulfilling the agency’s mission of providing services, it is the student’s responsibility to be aware of the need for personal safety and to minimize risks as much as possible. The agency has primary responsibility for orienting students to agency-specific safety issues. Field instructors are asked to discuss safety issues with students at the beginning of the semester. Safety issues can arise in the agency as well as in the community. We ask that a social worker accompany any student on home visits until the student feels comfortable making such visits alone. Students should not make home visits alone if there is any reason to believe that a potential danger exists. Students should ‘check in’ with the field instructor or designee after every home visit. As a rule, students are not to use their own cars to transport clients. In those few situations where the agency cannot function without staff and students transporting clients in their own cars, a formal agreement must be worked out between the student and agency.

Critical Incidents A Critical Incident is any unusual occurrence that involves a student's physical or emotional safety in the course of conducting his/her duties and responsibilities as a field practicum student. The Critical Incident Reporting procedure provides information regarding the role of the Office of Field Education, the student(s), the field agency site, and faculty and staff regarding reporting critical and/or safety incidents occurring at the student’s field site. The Office of Field Education, together with the Dean and/or his designee, is responsible for receiving, reviewing and investigating all unusual incidents involving any student in a field site.

Reporting Responsibilities: 1. 2. 3. 4. 5.

The student shall advise his/her field instructor either in person or by phone immediately after a critical incident has occurred. The field instructor shall notify the OFE that an incident has occurred, providing the nature, situation surrounding the incident, extent, date/time and action taken by the agency. The student shall complete a Report of Critical Incident form and submit it to the OFE, with a copy to the field instructor. The Director of Field Education shall notify the Dean, the Program Chair, the field liaison, the student's adviser, or other faculty as appropriate for action and/or follow-up as needed. The Director of Field Education shall take appropriate steps to interview the student, provide him/her with appropriate supports and/or recommend further counseling or medical intervention as necessary. As appropriate, the Director of Field Education shall provide the Associate Dean and/or the BSW or MSW Program Chairperson with timely updates regarding the situation including any corrective strategies that are formulated. When appropriate, CUA personnel, e.g. the Office of General Counsel, should be notified and forwarded a copy of the Report of Critical Incident Form and a written report of any additional action that has been taken.

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE ADMINISTRATION Dean, NCSSS: Dr. James Zabora, ScD Email ................................................................................................................. zabora@cua.edu Phone: .............................................................................................................. 202-319-5454 Chair, BSW Program: Dr. Lynn Milgram Mayer, PhD Email ................................................................................................................. mayer@cua.edu Phone: ............................................................................................................ 202-319-5479 Associate Dean & Chair, MSW Program: Dr. Marie Raber, PhD Email ............................................................................................... ................. raber@cua.edu Phone: ............................................................................................................ 202-319-5472 Chair, PhD Program: Dr. Barbara Early, PhD Email............................................................................................. ........................ early@cua.edu Phone: ............................................................................................................ 202-319-5456 Director of Field Education: Loretta Vitale Saks, MSW, LCSW-C Email ................................................................................................................. saks@cua.edu Phone: ........................................................................................................... 202-319-5457 Director of Professional Education; Associate Director of Field Education: Dr. Ellen Thursby, PhD Email ................................................................................................................. thursby@cua.edu Phone: ........................................................................................................... 202-319-4388/5457 Director of Admissions and Financial Aid: Aileen Worrell, MSW, MBA Email ................................................................................................ ................ worrell@cua.edu Phone: .............................................................................................................. 202-319-5496 Office of the Dean Administrative Assistant: Janet Rosenkrantz Email ............................................................................................................ rosenkrantz@cua.edu Phone: .............................................................................................................. 202-319-5454 Office of Field Education Administrative Assistant: Nenita Sola Email ............................................................................................................ sola@cua.edu Phone: .............................................................................................................. 202-319-5457 NCSSS Registrar and MSW Program Administrative Assistant: Terri Miller Email: ................................................................................................................ millert@cua.edu Phone:............................................................................................................... 202-319-5458 Office of Admissions Administrative Assistant: Nichole Petty Email ............................................................................................................ petty@cua.edu Phone: .............................................................................................................. 202-319-5496 Office of BSW, MSW & PhD Programs Administrative Assistant: Patricia King-Adams Email ............................................................................................................ kingadams@cua.edu Phone: .............................................................................................................. 202-319-5632

NCSSS INTEGRATIVE SEMINAR INSTRUCTORS/FIELD LIAISONS Name and Email Address ........................................................................... Office Phone # Undergraduate BSW: Dr. Christine Sabatino (sabatino@cua.edu) ............................................. 202-319-5461

Foundation Year MSW: Ms. Jean Burgess (jean.burgess@montgomerycountymd.gov) ................ 301-509-5922 Ms. Anne DeGirolamo (annemdegirolamo@yahoo.com) ........................ 202-470-1184 Mr. Darcy Litzenberger (darcylitz@yahoo.com) ....................................... 202-250-4385 (cell) Ms. Marisa Parrella (marisa.parrella@gmail.com) ................................... 202-674-3754 Ms. Allyson Shaffer (allysoncshaffer@gmail.com) ................................... 202-460-7547 (cell) Dr. Ellen Thursby (thursby@cua.edu) ...................................................... 202-319-4388 Ms. Carrie Tiller (carrelle_tiller@yahoo.com ........................................... 240-463-1834 (cell) Ms. Rachel Bradley Williams (rbradleymsw@aol.com) ............................ 202-607-9593

Advanced Year MSW: Clinical: Ms. Kathy Casey (kathycasey12@verizon.net) ......................................... 301-518-3434 Dr. Eileen Dombo (dombo@cua.edu) ...................................................... 202-319-4946 Dr. Julie Lopez (julie@julielopez.com) ..................................................... 202-265-1000 Dr. Christine Sabatino (sabatino@cua.edu) ............................................. 202-319-5461 Ms. Kathleen Soloway (ksoloway@designforchange.net) ........................ 301-314-8106 Clinical Health: Ms. Lynn Hardesty (LLHMSS@verizon.net) .............................................. 301-8523425 (cell) Combined: (DC) Ms. Aileen Worrell (worrell@cua.edu) ............................................. 202-319-5496 (S MD) Mr. Gary Anderson (garyndrsn398@gmail.com) ......................... 301-274-9604 Social Change: (Fall semester) Dr. Linda Plitt Donaldson (donaldson@cua.edu) .............. 202-319-5478 (Spring semester) Dr. Fred Ahearn (ahearn@cua.edu)............................. 202-319-5781

CUA

THE CATHOLIC UNIVERSITY OF AMERICA National Catholic School of Social Service Shahan Hall Washington, DC 20064

THE UNDERGRADUATE MAJOR IN SOCIAL WORK: A SUMMARY

Freshman Year

Sophomore Year

Junior Year

Senior Year

Our electives include:

SSS 101 Introduction to Social Work SSS 326 Diversity in Multicultural Society BIO 103 General Biology I DRA 205 Introduction to Speech Communication or DRA 403 Public Speaking Other liberal studies requirements SSS 223 Human Behavior & The Social Environment I ENG 326 Workshop: Writing Improvement SSS 225 Human Behavior & The Social Environment II MATH 114 Probability and Statistics or SOC 301 Statistical Analysis for Social Sciences Other liberal studies requirements SSS 302 Social Welfare Policy I SSS 340 Research Methods SSS 303 Social Welfare Policy II SSS 352 Social Work Practice I Elective in the Major Other liberal studies requirements SSS 453 Social Work Practice II SSS 465 Undergraduate Concurrent Field Education I SSS 490 Coordinating Seminar SSS 454 Social Work Practice III SSS 466 Undergraduate Concurrent Field Education II Other liberal studies requirements SSS 528 Human Sexuality SSS 533 Feminist Issues in Social Work Intervention SSS 545 Introduction to DSM-IV SSS 554 Homelessness: Individual & Societal Considerations SSS 663 Treatment of Chemical Dependency SSS 646 Long-term Care of the Aged/Elderly

MSW CURRICULUM AT A GLANCE

2011-2012 FOUNDATION YEAR CURRICULUM 605 606 570 571 572 581 582 590 673/674

Generalist Practice with Individuals, Families and Groups (3 credits) Generalist Practice with Groups, Communities and Organizations (3 credits) Diversity in a Multicultural Society (3 credits) Human Behavior and the Social Environment (3 credits) Human Development and Psychopathology (3 credits) Social Welfare Policy and Services I (3 credits) Social Welfare Policy and Services II (3 credits) Social Work Research (3 credits) Foundation Field Education and Seminar I & II (3 credits ea.)

Full-Time Program Fall Semester

Spring Semester

605 570 571 581 673

606 572 590 582 674 Part-Time Program Plan 1

Fall 1

Spring 1

Fall 2

Spring 2

570 571 581

572 590 582

605 673

606 674

Part-Time Program Plan 2 Spring 1

Summer 1 + Summer 2 *

570 571

581 + 582 *

Fall 1

Spring 2

605 673 572

606 674 590

Part-Time Program Plan 3 Fall 1 570 571

Spring 1 572 590

Summer 1 + Summer 2 * 581 + 582 *

Fall 2

Spring 2

605 673

606 674

ADVANCED YEAR CURRICULUM Clinical Concentration 801, 802, 803, 804 (elect 2) 821, 822 (elect 1) 723, 724, 725 (elect 1) 756 740 871, 872 6 semester hours Health Care Specialization 877, 878 665 Choose 1 of the following: 723, 724, 725, 653, 655, 662, 663, or 668 (elective)

Clinical SW with Older Adults; Adults; Adolescents and Young Adults; Children Clinical SW with Families: Traditional Models; Strengths-Based Model Psychodynamic; Cognitive–Behavioral; Transpersonal Practice Evaluation Ethics Clinical Field Education and Integrative Seminar I & II Elect 6 semester hours of free electives Health Care Field Education and Integrative Seminar I & II Theory and Models of Health Care Psychodynamic; Cognitive–Behavioral; Transpersonal; Attachment Theory and Neurobiology; SW Response to Trauma: Policy & Practice Perspectives; Death; Treatment of Chemical Dependency; Health Care Policy, Advocacy and Decision-making Social Change Concentration

831, 832, 833, 835, 886 (elect 3)

880, 884, 885, 946 (elect 1) 757 740 875, 876 Electives

Advanced Policy Analysis; Nonprofit Management; Social Planning; Community Organizing for Equitable Development; Issues in International Social Development Organizational Theories and Change; Seminar in Political & Economic Concepts; Theories of Administration; Theories of Social Justice Program Evaluation Ethics Social Change Field Education and Integrative Seminar I & II 9 semester hours selected, with adviser’s approval Combined Concentration

801, 802, 803, 804 (elect 1) 821, 822 (elect 1) 831, 832, 833, 835, 886 (elect 2)

723, 724, 725 (elect 1) 880, 885, 946 (elect 1) 756, 757 (elect 1) 740 873, 874

Clinical SW with Older Adults; Adults; Adolescents and Young Adults; Children Clinical SW with Families: Traditional Models; Strengths-based Model Advanced Policy Analysis; Social Planning; Nonprofit Management, Community Organizing for Equitable Development; Issues in International Social Development Psychodynamic, Cognitive-Behavioral, Transpersonal Theories Organizational Theories and Change; Theories of Administration; Theories of Social Justice Practice Evaluation, Program Evaluation Ethics Combined Field Education and Integrative Seminar I & II

NCSSS FIELD EDUCATION REFERENCES

*Birkenmaier, Julie & Berg-Weger, Marla. (2011). The practicum companion for social work: Integrating class and field work (3rd edition). Allyn & Bacon Boston, MA. Bogo, Marion & Vayda, Elaine. (1998). The practice of field instruction in social work: theory and process. Columbia University Press: NY. *Danowski, William A. (2005). In the field, a real-life survival guide for the social work internship. Allyn & Bacon: Boston, MA. Garthwait, Cynthia L. (2011). The social work practicum, a guide and workbook for students (5th edition). Allyn & Bacon: MA. Grobman, Linda May (ed). (2002). The field placement survival guide, what you need to know to get the most from your social work practicum. White Hat Communications: Harrisburg, PA. ** Hendricks, Carmen Ortiz, Finch, Jeanne Bertrand, & Franks, Cheryl L. (2005). Learning to teach, teaching to learn, a guide for social work field education. CSWE Press: Alexandria, VA. Kagle, Jill Doner. (2008). Social work records. Waveland Press, Inc.: IL. Royse, David, Dhooper, Surjit Singh & Rompf, Elizabeth Lewis. (2007). Field instruction: a guide for social work students (5th edition). Allyn & Bacon: MA. ** Shulman, Lawrence. (1993). Teaching the helping skills: a field instructorâ&#x20AC;&#x2122;s guide. Council on Social Work Education, Inc.: VA. ** Sweitzer, H. Frederick and King, Mary A. (2009). The successful internship: Personal, professional, and civic development. Brooks/Cole Publishing Company: CA. ** Thomlinson, Barbara and Corcoran, Kevin. (2008). The evidence-based internship: A field manual. Oxford University Press: USA. Wilson, Suanna J. (1981). Field instruction: techniques for supervisors. The Free Press: NY. Wilson, Suanna J. (1980). Recording, guidelines for social workers. The Free Press: NY. * **

Highly recommended for students Highly recommended