SCHOOL OF SOCIAL WORK 2014 - 2015 MSW FIELD MANUAL PLEASE NOTE: Throughout the year revisions may be made to this manual. Please check for updates on-line at http://socialwork.usf.edu Revised 8/2014 1 TABLE OF CONTENTS Welcome from the Director of Field Education Faculty Listing – School of Social Work Field Seminar Instructor Listing Mission and Theoretical Orientation of the Program…………………………………………………………………………………….… 6 Field Education Philosophy and program structure……………………………………………………………………………………….… 7 Full-time Program Overview..…………………………………………………………………………………………………………………..……….9 Part-time Program Overview……………………………………………………………………………………………………………….............10 Competencies/Practice Behaviors for Foundation Sequence..………………………………………………………………………….11 Competencies/Practice Behaviors for Advanced Clinical Sequences………………………………………………………………..13 Expectations for Professional Behavior……………………………………………………………………………………………………………...15 General Policies and Guidelines………………………………………………………………………………………………………………………....17 Field Placement Process..................................................................................................................18 Criteria for the Selection of Field Agencies…………………………………………………………………………………………………………20 Criteria for the Selection of Field Instructors……………………………………………………………………………………………………..21 Additional Guidelines…………………………………………………………………………………………..........................................22 Roles and Responsibilities of the School of Social Work………………………………………………………………………………….. 25 Roles and Responsibilities of the Director of Field Education…………………………………………………………………………….25 Roles and Responsibilities of the USF Field Coordinator…………………………………………………………………………………….26 Roles and Responsibilities of the Field Liaison/ Seminar Instructor………………………………………………………………….26 Roles and Responsibilities of the Field Program Assistant………………………………………………………………………………….27 Roles and Responsibilities of the Field Agency……………………………………………………………………………………………………28 Roles and Responsibilities of the Field Instructor ……………………………………………………………………………………………..29 Roles and Responsibilities of the Student…………………………………………………………………………………………………………..30 Field Internship in Place of Employment............................................................................................32 Paid Field Placement Policy…………………………………………………………………………….……………………………………………………34 Field Problems and Resolution……………………………………………………………………………………………….….……………..........35 Concerns raised by students………………………………………………………………………………………………………………………………..35 Concerns raised by Field Placement Agency……………………………………………………………………………………………………….35 Faculty Concerns…………………………………………………………………………………………………………………………………………………..36 Problem Solving Process……………………………………………………………………………………………………………………………………….37 Change of Placement Policy………………………………………………………………………………………………………………………………….37 Change in Placement Proposal Form…………………….……………………………………………………………………………………………..40 Formal Faculty Concern………………………………………………………………………………………………………………………………………..41 Student Evaluation of Performance in the Field Program…………………………………………………………………………………..42 Grading………………………………………………………………………………………………………………………………………………………………….42 Disability Accommodation Procedure…………………………………………………………………………………………………………………..43 Counseling Center for Human Development………………………………………………………………………………………………………..44 NASW Code of Ethics………………………………………………………………………………….…………………………………………………………45 Appendices………………………………………………………………………………………………………………………………………………………….…66 Description of the Field Learning Plan………………………………………………………………………………………………………………….67 Field Placement Planning Agreement…….…………………………………………………………………………………………………………….68 BSW/MSW Foundation Learning Plan… ……………………………………………………………………………………………………………….70 MSW Advanced Clinical Concentration Learning Plan…………………………………………………………………………………….……74 BSW/MSW Foundation Field Evaluation Instrument…………………………………………………………………………………………….78 MSW Advanced Clinical Field Evaluation Instrument…………………………………………………………………………………………..82 2 School of Social Work Field Education Program Welcome to the Field Program at the USF School of Social Work! It’s my pleasure to introduce you to the field education program at USF. Your field placement is your chance to put into practice the knowledge, skills and values you have been learning about in the classroom. It’s also the place to see theory in action and learn first-hand how theory, policy, research and practice intersect. Fieldwork is exciting, invigorating and challenging. All of this is necessary to prepare you to become an ethical and competent professional social worker. Our goal at USF is to challenge you to learn the skills and knowledge you will need to practice clinical social work, in addition to teaching you how to problem solve and conduct yourself like a professional. To accomplish this goal, the USF School of Social Work partners with over 300 agencies in the Tampa Bay and surrounding communities to offer you this educational experience. We are fortunate to have a large variety of field placement choices available to you, from healthcare to substance abuse treatment, infants to seniors, and everything in between. This manual and the field program website will be your guide as you progress through your field placement. The manual follows the structure provided to the school by the Council on Social Work Education. Any questions concerning the policies outlined here should be directed to Teri Simpson at [email protected] or by calling 813-9746728. The address of the field program website is: http://socialwork.cbcs.usf.edu. On behalf of the entire field program faculty, we hope you take full advantage of the experiential learning that takes place in the field program here at the USF School of Social Work. We are committed to your success in the program and your future contributions to the profession. Sincerely, Teri Simpson Teri Simpson Director of Field Education USF School of Social Work 3 Faculty – School of Social Work Tennyson J. Wright, Ph.D, CRC – Interim Director (813) 974-2963 [email protected] Silvia Blanco, LCSW (941) 708-7647 [email protected] Field Coordinator Instructor Nan Sook Park, PhD 813-974-4194 [email protected] Assoc. Professor Ph.D. Chair Marion Becker, PhD (813)-974-7188 [email protected] Professor MSW Chair Guitele Rahill PhD (974-7385) [email protected] Asst. Professor Iraida V. Carrion, PhD (813) 974-7353 [email protected] Assoc. Professor Lori Rogovin, MSW, ACSW 813-974-4946 [email protected] BSW Chair and BSW Field Coordinator Instructor LuAnn Conforti-Brown, LCSW Instructor 813-974-1178 [email protected] Alison Salloum, PhD (813) 974-1535 [email protected] Assoc. Professor Manisha Joshi, PhD (813) 974-6685 [email protected] Asst. Professor Christopher Simmons, PhD (813) 974-4306 [email protected] Instructor Alicia Mendoza, PhD (813-) 974-1795 [email protected] Instructor Teri Simpson, LCSW (813) 974-6728 [email protected] Director of Field Education Betty Morris-Mitchell, EdD (813) 974-8416 [email protected] Asst. Professor Penne Williams (813) 974-1809 [email protected] Instructor Ruth Power, LCSW (813) 974-7859 [email protected] Instructor Amy Weisz, LCSW (813) 974-7292 [email protected] Advisor 4 Field Seminar Instructors School of Social Work Tennyson J. Wright, Ph.D, CRC – Interim Director (813) 974-2963 [email protected] Tampa Campus Joe Callan (813) 924-0488 [email protected] Instructor LuAnn Conforti-Brown (813) 974-1178 [email protected] Instructor Everett Dameron (813) 977-2330 [email protected] Instructor Michelle Donley, LCSW (941)-981-3057 [email protected] Instructor LaSandra McGrew, LCSW (813)-689-3700 [email protected] Instructor Alicia Mendoza, Phd (813) 974-1795 [email protected] Instructor Reggie Vilmenay (813) 892-6203 [email protected] Instructor Sarasota Campus Silvia Blanco, LCSW (941) 708-7647 [email protected] Field Coordinator Instructor Field Program Assistant Lori Rogovin, MSW, ACSW (813) 974-4946 [email protected] BSW Field Coordinator Instructor Teri Simpson, LCSW (813) 974-6728 [email protected] Director Field Education Instructor Ruth Tilden (813) 230-8322 [email protected] Instructor Yvonne Wallace 813-974-7710 [email protected] 5 Our Mission The mission of the University of South Florida, School of Social Work is to prepare graduates to achieve excellence as professionals and leaders in social work practice, research, and education. Our focus is to develop generalist social workers at the bachelor’s level, clinical social workers at the master’s level and social work scholars at the doctoral level and to encourage students to embrace social work knowledge, ethics, skills, and values. Beginning in our own diverse region, and extending nationally and globally, we are committed to graduating students who reflect the School’s commitment to promoting social and economic justice, human rights, human dignity, scientific inquiry, and sustainable human and community well-being for all. Our Theoretical Orientation The graduate and undergraduate programs of the USF School of Social Work provide a progressive identification with the values and ethics of social work, mastery of the knowledge on which social work practice is based, and the development of practice skills. The unifying themes and theoretical underpinnings of the USF’s social work curricula are found primarily in explanatory theories (e.g., ecosystems theory) and secondarily in change theories (e.g., psychodynamic and cognitive behavioral theories), operationalized through the empowerment, strengths, and capacity building perspectives of social work practice. Ecosystems Theory reflects the social work value of enhancing human system functioning and focuses on biological, psychological, emotional, cultural, and social environments holistically. The strengths perspective emphasizes viewing the range of human differences as normal and acceptable as opposed to making judgments about peoples’ personal characteristics, race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, national origin, and level of emotional and social functioning. The empowerment perspective supports resourcefulness and the development of skills to remove social barriers for individuals, groups, and communities. The capacity building perspective reinforces the social work mandate to serve the most vulnerable of society, to enhance the caring capacity of society to end discriminatory practices, and to develop and expand resources to those in need. The BSW Program prepares students for generalist professional social work practice. Secondarily, the BSW Program prepares social work students for graduate social work education. The BSW Program also introduces individuals within the University community to relevant social work and social welfare issues. The MSW Program at USF prepares graduates for advanced social work practice. This is accomplished by empowering our graduates to articulate and implement a practice paradigm that advances human rights by implementing social and economic justice as an outcome. Students are challenged to develop their understanding, analysis, and evaluation of human experiences and societies in the past and in the contemporary world, and of families and individuals of varied cultural and social contexts. These conceptualizations explicitly build on the liberal arts tradition. The curriculum supports this mission through two themes: strengths based empowerment approach, and families within a global context. 6 Field Education Philosophy The Master of Social Work (MSW) program at USF is accredited by the Council on Social Work Education (CSWE), a specialized accrediting body recognized by the Council on Post-Secondary Accreditation. CSWE accrediting standards are reflected in the following list of field education learning goals and competencies. In addition to developing the following professional skills, all USF students are expected to honor the NASW Code of Ethics and demonstrate the principle of continuity of professional growth in their field placement. All of these elements are essential to sound professional learning. The USF School of Social Work views supervised field instruction as the most effective method of teaching students how to apply knowledge gained from the academic setting. Because the development of practice skills is fundamental to the achievement of the goals of the profession, the field program at USF is designed so that the scope, depth, and breadth of learning will increase throughout the 980 hours of field placement. USF utilizes a single community agency placement for the entire practicum experience at the end of which, students are expected to have reached a point of entry into professional practice with the competence to perform a variety of professional services and practice semi-autonomously. The MSW program at USF is committed to preparing social workers for clinical practice. Clinical social work is value-based evidence supported practice with individuals, families, groups, organizations and communities. The primary goal of clinical practice is to enhance the bio-psychosocial functioning of clients through culturally competent strengths-based practice. Clinical social work practice uses a person-in-environment framework to assess, diagnose, and treat client concerns. In addition, clinical social workers promote the cause of social justice for diverse and oppressed groups and advocate on behalf of clients. Clinical social work practice, firmly based on ethical principles, enhances client functioning at the intrapsychic, interpersonal and social levels. Program Structure The relationship between acquiring knowledge and applying it in practice can be understood by students when it is concurrent with field practice. The field program at USF offers MSW field placement concurrently with course work. Feedback from field to class and vice versa reinforces both learning environments. Students are expected to reflect on their current field practice by sharing written and verbal material in their courses. The goal is to help the student critically examine her/his own work and to make professional use of the critical analysis of peers. Field placements are chosen after a thoughtful process that includes the student, the agency and the field team. Once a field placement has been confirmed, it is expected that the student will complete the entire placement at that agency. The field practicum has four sequences. The focus of sequence I and II are foundation practice skills, the focus of sequence’s III and IV are advanced clinical practice skills. 7 The student is evaluated by their field instructor and field seminar instructor at the end of each sequence. The agency based field instruction provides opportunities for students to apply knowledge obtained in the academic setting and to develop skills fundamental to the achievement of the core competencies established by CSWE. In turn, the academic seminar provides a forum for students and faculty to discuss topics and issues related to the integration of theory and practice. It is also a mechanism for evaluation of the attainment and appropriateness of program objectives. These equally important functions are bound together in providing specific content, which reinforces and expands the student's professional development and practice competency. The completion of the field experience is simultaneous with completion of the MSW program. Therefore, if the field internship is interrupted it may result in the student not being allowed to proceed in the major. The essence of a good field instruction program is the creation of a structured learning environment. The field instructor is a teacher and mentor who guide the student's learning through facilitating integration and application of knowledge and skills learned in the classroom with the application of knowledge and skills learned in the field. The field experience then becomes the heart of the course of professional study. The professional seminar complements the field practicum by reinforcing the development of practice behaviors established by the CSWE. Additional learning objectives are derived from the learning needs for additional skills or self-awareness. Thus, the seminar is conducted to attain the specific objectives set by the program and the ongoing professional development objectives identified in the Student Field Learning Plan (see Appendices p.74). The learning objectives listed in the multiple semesters of field instruction, therefore, can be considered shared objectives of the student, agency field instructor, faculty member conducting the accompanying professional seminar and the University based faculty field liaison. 8 Full-time MSW Program Overview The field placement process begins the semester before the placement is scheduled to start or at the time of admission for advanced standing students. Field days are Monday, Tuesday and Wednesday during the first two semesters and Wednesday, Thursday and Friday during the last two semesters. Every incoming class of students is required to attend a mandatory field orientation. Letters that provide the exact time, date and location of the event are mailed to students a few weeks before the orientation. All students in field are required to have malpractice insurance. Students are provided this coverage by the school. Students with a criminal history may have to purchase their own insurance. Links to insurance providers can be found on the field webpage. Students may be required to purchase their own health care policies as required by their placement agencies. Fall Full-time starting in the fall (August) Advanced Standing starting in spring (January) Coursework SOK 6534 + Field Placement 8 hrs/week Spring Summer Coursework SOK 6535 + Field Placement 20 hrs/week Fall Spring Coursework SOK 6536 + Field Placement 20 hrs/week Coursework SOK 6539 + Field Placement 20 hrs/week Coursework SOK 6536 + Field Placement 20 hrs/week Coursework (no field) Advanced Standing starting in summer (May) Coursework (no field) 9 Coursework SOK 6536 + Field Placement 20 hrs/week Coursework SOK 6539 + Field Placement 20 hrs/week Coursework SOK 6539 + Field Placement 20 hrs/week Part-time MSW Program Overview Students enrolled in the part-time program complete the same courses, field practicum and hours as students enrolled in the full-time format. In addition, the same guidelines and policies outlined in this manual apply to part-time students. The MSW Program does not award credit for work experience toward the field practicum. In recognition that most part-time students are also employed, the field placement process begins in the first semester. Students who have not already negotiated work schedule flexibility with their employers when first admitted to the program will want to begin this process as soon as possible. Most approved field agencies operate on weekdays and during daytime hours. Therefore, strictly weekend and evening field placements are rarely available. The student will be required to do at least 4 hours a week of their placement during normal agency operating hours. Students will be required to sign a statement that they agree to comply with this requirement prior to admission into the part-time program. Every incoming class of students is required to attend a mandatory field orientation. Letters that provide the exact time, date and location of the event are mailed to students a few weeks before the orientation. The School of Social Work purchases individual malpractice insurance for each student. Students with a criminal history may have to purchase their own insurance. Links to insurance providers can be found on the field webpage. Students may be required to purchase their own health care policies as required by their placement agencies. Part-Time Course Schedule: (Total Hours=60) Sem 1 Sem 2 Sem 3 Sem 4 Sem 5 SOW 6105 (3) Found in Hum Behavior SOW 6305 (3) Found of Social Work Practice SOW 6348 (3) Diversity and Social Justice SOW 6186 (2) Found of SW Macro Practice SOW 6405 (3) Found of Social Work Research & Statistics SOW 6235 (3) Found of Social Welfare Policy SOW 6342 (3) SW Practice with Individuals SOW 6534 (1) Field Instruction SOW 6553 (2) Field Instruction SOW 6124 (3) Psychopathology SOW 6438 (3) Evaluation of Clinical Practice in Diverse Settings SOW 6342 (3)* SW Practice with Individuals SOW 6362 (3) SW Practice with Couples & Families SOW 6236 (3) Social Welfare Policy & Analysis Sem 6 Sem 7 Sem 8 SOW 6368 (3) SW Practice with Groups SOW 6126 (2) Health, Illness & Disability SOW 6375 (3) Advance SW Macro Practice Elective (3) Elective (3) SOW 6556 (2) Field Instruction SOW 6557 (2) Field Instruction SOW 8977 (1) Capstone Project SOW 6558 (2) Field Instruction SOW 6555 (2) Field Instruction SOW 6554 (2) Field Instruction 80 clock hours of field in semester 2 (8 hours a week). 150 clock hours per semester in remaining semesters (10 hours per week) The highlighted courses are waived for advanced-standing students. *Starred course is not taken by regular-standing students 10 Foundation Sequence I: Foundation Field Education The following list of Competencies and Practice Behaviors have been established by the Council on Social Work Education (CSWE) as necessary skills that every graduate of an accredited program should demonstrate prior to graduation. These Competencies and Practice Behaviors will become the student’s Learning Plan and help the student direct their progression in the agency environment. By the end of the first 380 hours of field placement students are expected to be able to demonstrate all of the Practice Behaviors listed below. Competency #1: Intern identifies as a professional social worker and conducts himself/herself accordingly. 1.1 Advocates well for client access to the services of social work 1.2 Practices personal reflection and self-correction to assure continual professional development 1.3 Attends well professional roles and boundaries 1.4 Demonstrates professional demeanor in appearance and communication 1.5 Engages in career-long learning 1.6 Uses supervision and consultation effectively Competency #2: Intern applies social work ethical principles to guide his/her professional practice. 2.1 Recognizes and manages personal values in a way that allows professional values to guide practice (e.g., on such issues as abortion and gay rights) 2.2 Makes ethical decisions by applying standards of the NASW Code of Ethics 2.3 Tolerates well ambiguity in resolving ethical conflicts 2.4 Is able to apply strategies of ethical reasoning to arrive at principled decisions Competency #3: Apply critical thinking to inform & communicate professional judgments. 3.1 Is skilled at appraising and integrating multiple sources of knowledge; including researchbased knowledge and practice wisdom 3.2 Is skilled at analyzing models of assessment, prevention, intervention, and evaluation 3.3 Demonstrates effective written communication in working with individuals, families, groups, organizations, communities, and colleagues Competency #4: Intern engages diversity and difference in practice 4.1 Recognizes the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power 4.2 Has sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups 4.3 Recognizes and communicates her or his understanding of the importance of difference in shaping life experiences 4.4 Views herself or himself as a learner and engages those he or she works with as informants 11 Competency #5: Intern advances human rights and social and economic justice 5.1 Understands the forms and mechanisms of oppression and discrimination 5.2 Is skilled at advocating for human rights and social and economic justice 5.3 Is skilled at engaging in practices that advance social and economic justice Competency #6: Intern engages in research-informed practice and practice-informed research 6.1 Is skilled at using practice experience to inform research 6.2 Is skilled at using research findings to improve practice, policy, and social service delivery Competency #7: Intern applies knowledge of human behavior and the social environment 7.1 Demonstrates ability to utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 7.2 Demonstrates ability to critique and apply knowledge to understand the person in the environment Competency #8: intern engages in policy practice to advance social and economic well being and to deliver effective social work services 8.1 Is skilled at analyzing, formulating, and advocating for polices that advance social wellbeing 8.2 Is skilled at collaborating with colleagues and clients for effective policy action Competency #9: Intern responds to contexts that shape practice. 9.1 Is skilled at continuously discovering, appraising, and attending to changing locales, populations, scientific and technological developments, and emerging societal trends in order to provide relevant services 9.2 Is skilled at providing leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services Competency #10: Intern engages, assesses, intervenes, and evaluates with individuals, families, groups, organizations, and communities. Engagement : 10.1 Is able to work substantively & affectively to prepare for action with individuals, families, groups organizations, and communities 10.2 Demonstrates empathy and other interpersonal skills 10.3 Is able to develop a mutually agreed upon focus of work and desired outcomes Assessment: 10.4 Is skilled at collecting, organizing and interpreting client data 10.5 Is skilled assessing clients strengths and limitations 10.6 Is skilled at developing mutually agreed-upon intervention goals & objectives 10.7 Is skilled at selecting appropriate intervention strategies Intervention: 10.8 Is skilled at initiating action to achieve organization goals 10.9 Is skilled at implementing prevention interventions that enhance client capacities 10.10 Is skilled at helping clients resolve problems 10.11 Is skilled at negotiating, mediating, and advocating for clients 10.12 Is skilled at facilitating transitions and endings Evaluation: 10.13 Demonstrates ability to analyze, monitor and evaluate interventions 12 Sequence II & III: Advanced Clinical Field Education Objectives The skills acquired by students in the foundation clinical practicum will continue to be practiced as additional skills are acquired. Advanced clinical practicum students will continue to focus on issues related to diversity, values and ethics, professional development, vulnerable populations, and social and economic justice. Building on their generalist foundation, students will use theories from the classroom, apply them with discretion, and evaluate their appropriateness and effectiveness with clients. The students will continue to concentrate on the same Core Competencies. However, the Practice Behaviors in the Advanced Clinical Sequence will become more rigorously focused on becoming independent practitioners. By the end of 980 hours (600 for Advanced Standing) of field placement students are expected to be able to demonstrate the following Practice Behaviors: Competency #1: Identify as a professional social worker and conduct oneself accordingly. 1.1 Readily identify as social work professionals. 1.2 Demonstrate professional use of self with client(s). 1.3 Understand and identify professional strengths, limitations, and challenges 1.4 Develop, manage, and maintain therapeutic relationships with clients within the personin-environment and strengths perspectives. Competency #2: Apply social work ethical principles to guide professional practice. 2.1 Apply ethical decision making skills to issues specific to clinical social work. 2.2 Employ strategies of ethical reasoning to address the use of technology in clinical practice and its impact on client rights. 2.3 Identify and use knowledge of relationship dynamics, including power differentials. 2.4 Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients’ well-being. Competency #3: Apply critical thinking to inform & communicate professional judgments. 3.1 Engage in reflective practice. 3.2 Identify and articulate clients’ strengths and vulnerabilities. 3.3 Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools. 3.4 Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations. 3.5 Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats. Competency #4: Engage diversity and difference in practice. 4.1 4.2 4.3 Research and apply knowledge of diverse populations to enhance client well- being. Work effectively with diverse populations. Identify and use practitioner/client differences from a strengths perspective. Competency #5: Advance human rights and social and economic justice. 5.1 Use knowledge of the effects of oppression, discrimination, & historical trauma on client 13 and client systems to guide treatment planning and intervention. 5.2 Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations. Competency #6: Engage in research informed practice and practice informed research. 6.1 Use the evidence-based practice process in clinical assessment and intervention with clients. 6.2 Participate in the generation of new clinical knowledge, through research and practice. 6.3 Use research methodology to evaluate clinical practice effectiveness and/or outcomes. Competency #7: Apply knowledge of human behavior and the social environment. 7.1 Synthesize & differentially apply theories of human behavior and the social environment to guide clinical practice. 7.2 Use bio-psycho-social-spiritual theories & multiaxial diagnostic classification systems in formulation of comprehensive assessments. 7.3 Consult with medical professionals as needed, to confirm diagnosis and/or to monitor medication in the treatment process. Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 8.1 Communicate to stake holders the implications of policies and policy change in the lives of clients. 8.2 Use evidence-based practice and practice-based evidence in advocacy for policies that advance social and economic well-being. 8.3 Advocate with and inform administrators and legislators to influence policies that affect clients and service. Competency #9: Respond to contexts that shape practice. 9.1 Assess the quality of clients’ interactions within their social contexts. 9.2 Develop intervention plans to accomplish systemic change. 9.3 Advocate with and inform administrators and legislators to influence policies that affect clients and service. Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. 10.1 Develop a culturally responsive therapeutic relationship. 10.2 Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance. 10.3 Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes. 10.4 Use multidimensional bio-psycho-social-spiritual assessment tools. 10.5 Assess clients’ readiness for change. 10.6 Assess clients’ coping strategies to reinforce and improve adaptation to life situations, circumstances, and events. 10.7 Select and modify appropriate intervention strategies based on continuous clinical assessment. 10.8 Use differential and multiaxial diagnoses. 10.9 Critically evaluate, select, and apply best practices and evidence-based interventions. 10.10 Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed. 10.11 Collaborate with other professionals to coordinate treatment interventions. 14 10.12 Contribute to the theoretical knowledge base of the social work profession through practice-based research. 10.13 Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions. Expectations for Professional Behavior USF is mandated by the Council on Social Work Education (CSWE) to foster and evaluate professional behavioral development for all the students in the social work program. This evaluation occurs in all classes but is particularly important in the field. USF and the community agencies that agree to host USF social work students enter into a partnership and share the responsibility of supervising and coordinating the placement. Therefore, professional behavior is expected both in the field and in the seminar class that accompanies the field experience. In addition to the values of the profession which are codified in the NASW Code of Ethics, students are expected to exhibit the following ethical standards of behavior: Accountability: Attend class, arrive on time and return from break in a timely manner. Participate in group activities and assignments and complete assignments on time. Read and follow directions. In the field: If you must request an alteration in your schedule, plan to speak with your Field Instructor ahead of time. Read and follow agency policy. Arrive on time and be prepared for supervision sessions with a written agenda. Respect: Treat all your peers, your instructors, and those you come in contact with, with dignity and respect at all times. Listen when others are speaking, offer feedback in a constructive manner, approach conflict in a cooperative manner and use positive non-judgmental language. In the Field: Treat your agency, its personnel, policies, and procedures with respect and dignity by always using positive, constructive, respectful and professional language when discussing any part of your field experience. Ask permission to make changes to your schedule. Do not engage in office gossip. Deal with problems or concerns directly. Confidentiality: Treat any personal information you hear about a peer or instructor as confidential. Use good judgment in self-disclosing in the classroom. Never disclose identifying information about clients in the classroom. In the field: Do not discuss clients in an open area such as the lunch room or break area. Do not listen to your voicemail on speaker phone. Never leave a client record or computer screen up when you leave the area. Be sure you 15 understand your agency’s policies on confidentiality when dealing with individuals, children, families and groups. Competence: Apply yourself to your academic pursuits with seriousness and conscientiousness, meeting deadlines as given by your instructors. Take responsibility for the quality of your completed work. Strive to work toward greater awareness of personal issues that may affect your work with clients. In the field: Take initiative to seek out information about the type of client you are working with. Review your findings in supervision. Ask how you can improve your skills and remain open to corrective feedback. Do not believe that you do not have any biases. Personal Appearance: Dress appropriately for class. In the field: Familiarize yourself with the agency dress code and follow it. Take into consideration your clientele and adjust your style of dress accordingly. Do not break policy even if you observe other employees at the agency doing it. Dress up if you will be representing the agency at a community meeting or the University at a board meeting etc. Refrain from using heavy colognes and perfumes when you go to your placement. Ask about the agency policy regarding exposure of tattoos and piercings. Integrity: Practice honesty with yourself, your peers, and your instructors. Do your own work and take credit only for your own work. Acknowledge areas where improvement is needed. In the field: Commit yourself to fostering the development of professional self-awareness, learning the NASW code of ethics and social work practice standards, and becoming a lifelong learner. Because of the sensitive nature of client material and the powerful feelings that are often evoked in discussion with clients, it may become necessary for you to explore your innermost thoughts and feelings with a therapist or other appropriate person. Professional social workers consider this process integral to the development of the professional self. Remain open to it and ask for direction when you need it. Diversity: Embrace diversity. Strive to become more open to people, ideas, and beliefs that you are not familiar with. In the field: Exhibit a willingness to serve diverse groups of people. Take initiative to learn about people, ideas and beliefs that differ from your own. Acknowledge your own biases and stereotypes and strive to eliminate them through the development of professional self-awareness. The NASW Code of Ethics can be accessed online at www.naswdc.org. 16 General Policies and Guidelines Agency Affiliation Agreement Administratively, field education consists of a formalized arrangement between the University and the social service agency referencing mutual expectations, requirements and procedures. This arrangement is typically formalized with an agency Affiliation Agreement signed by appropriate administrative personnel signifying the partnership between the University and the agency. Social work is a change-oriented profession. Therefore, coordination between the field and University is crucial in maintaining a vibrant and relevant curriculum. Input and feedback from field instructors about practice needs and service delivery are essential components of curriculum development and its revision. The School's faculty values the collaborative support of field instructors and students are encouraged to facilitate the communication between agency personnel and University faculty when appropriate. Additionally, agency personnel are encouraged to access the School’s website and utilize the interactive tools in place to encourage their feedback and participation in the ongoing development of the field program. Restrictions Regarding “On-the-Job” Training Field Instruction in social work education is a specially designed learning experience, not intended as a mechanism to accrue on-the-job training. Students currently employed in a social services agency may not complete their field placements in their current jobs except with the creation of a paid field practicum plan which is discussed in detail later in this manual. Required Number of Hours All MSW students must complete a total of 980 field placement hours (600 for Advanced Standing students) to be eligible for graduation. Full-time students are encouraged to “bank” up to 36 hours and Part-time students 20 hours (with the permission of their field instructor) to help in the event of an unexpected personal emergency or illness. If the student’s field agency is closed during your normally scheduled internship hours (i.e., school system teacher work days) the field instructor may provide directed study (i.e., NASW on-line course, research pertaining to client population, visit to collaborating agency) for up to 50% of the missed internship hours, the rest must be made up. Questions concerning the interpretation of any of the policies in this section of the manual should be directed to the Director of Field Education. 17 Sharing of Student Information during the Field Placement Process Students should be advised that the Office of Field Education may share all relevant information with appropriate persons involved in the student’s field placement process. This may include but is not limited to; the agency administrator or contact person, the agency field instructor, the faculty seminar instructor or liaison, the student’s academic advisor, or the Director of the School of Social Work. Relevant information is defined as information that may have an impact on the field placement selection and information which may affect clients, agency field instructors, staff, or the student learning experience. Such information will be shared to enable informed choice by field instructors, protect clients, protect students, and facilitate the learning process. Agency field instructors are also expected to share relevant information with the Office of Field Education. The student may be required to sign a release of information for some types of information sharing. Field Placement Process USF students are expected to take an active role in the selection of their field placement agency by participating fully in the field placement process. While students are not permitted to contact field agencies directly, they are encouraged to research different settings and think about what area of practice they would like to experience before attending their field placement interview. Additionally, students are required to read this manual in its entirety prior to beginning their internship. All MSW students enter the field in the semester that follows the completion of the foundation coursework. Ideally, students will begin the field placement interview process at the beginning of the semester before they enter the field. Students will be contacted by their field coordinator to schedule a face to face interview. Advanced standing students will be contacted upon admission and interviewed as soon as possible. All students must bring to the interview a completed Field Application and an updated Resume. *Some organizations have costs associated with placement. Students should inform the field coordinator if this will impact placement preferences. See the Appendix for a cost list of available services in the Student Health Center. At the field placement interview, the field application will be reviewed and discussed. The field coordinator will explore with the student their top three choices of area of practice and future career goals/aspirations. Once all the student interviews have been completed, the field coordinator will begin the matching and assigning process. Students are matched with the affiliated agency deemed most likely to meet the mutual learning needs, opportunities, and expectations of the student, agency and the MSW program. The student is then notified of the person to contact at the assigned agency and asked to arrange an interview. Most notifications occur at least one month before the end of semester preceding the planned field practicum. 18 Students must make contact with the agency and schedule an interview with their potential field instructor as soon as they receive notification of the person to contact. Students and agencies interview each other and each party has the opportunity to decline the other. Students should treat this interview as they would any interview for a paid position. Following the interview, the student must complete the Agency Interview Form (located on the Social Work website) indicating the outcome of the interview, and submit it electronically within 48 hours. Failure to meet this deadline slows the placement process and may result in the field placement slot being taken by other students at USF or at other institutions. The School of Social Work will work with a student to find a suitable field placement, but it does not guarantee a placement. There is a limitation on the number of “missed opportunities” that a student can have in order to obtain a field placement. The maximum number of “missed opportunities” permitted is three. “A missed opportunity” includes each occurrence of the following: a student turning down an offer for an interview at an agency; being turned down by an agency following an interview; and/or refusing to accept a placement offer with an agency. If an agency requests that a student be removed from placement for any of the following reasons: Unsatisfactory performance Poor attendance Failure to adhere to agency policies Unprofessional behavior The School of Social Work will make only one more placement interview opportunity for the student and may inform the prospective placement agency of the student’s prior history in the field. 19 Criteria for the Selection of Field Agencies Each of the area agencies utilized as a site for field placement is known to offer a wealth of learning experiences for clinical social work practice. These experiences typically, are carried out through the usual day to day activities at the agency. The USF Field Program Office maintains a database of approved agencies and their associated qualified Field Instructors. The Field Program Office is always interested in developing new placements for our students. The following list of criteria is used as a guide to determine if an agency may be appropriate to host an MSW student intern. • The agency’s program must be compatible with USF’s educational objectives. This means that the agency has the ability to offer both a generalist experience, providing both clinical and community learning opportunities for students and practice opportunities and field instruction compatible with master’s level clinical social work. • The program must be of sufficient size and scope to provide breadth, diversity and depth in learning opportunities. • If a broad range of learning experiences, including work with diverse clients and systems is not available, supplemental experiences with another setting can be planned in order to fulfill the school’s educational objectives for its students. • The agency must provide a Field Instructor with a Master of Social Work (MSW) degree and at least two years of post-graduate professional social work experience. • Agency staff must have time available to provide effective supervision and professional instruction, including the prospective Field Instructor’s participation in a USF Field Instructor Training and liaison visits. Field Instructors are expected to provide a minimum of 1 hour of face-to-face field instruction per week. Additionally, Field Instructors must be on-site for the majority of the time that the student is at the agency until they determine that the student is able to practice without direct observation. • Physical facilities must be adequate for effective student learning, including desk space, telephone, computer access, and office support, reimbursement of on-the-job costs consistent with staff privileges and budgetary provisions, and confidential clientinterview space. • Agencies must have a written non-discrimination policy. • Agencies must complete the “Affiliation Agreement” form and submit a signed copy to the field office. 20 Criteria for Selection of Field Instructors The primary goal of the field internship is the student’s professional educational development. Capacity for field instruction requires the ability to adapt social work practice skills to teaching and supervision. The following criteria are used in selecting Field Instructors: • Field Instructors must have a Master’s degree in social work from a CSWE accredited program and a minimum of two years postgraduate professional social work practice experience. • Social work licensure (LCSW) is recommended, but not required. • MSW Field Instructors must demonstrate the capacity and commitment to assume responsibility for the teaching of students, as evidenced by professional competence in social work practice, identification with the profession and effectiveness in the creative use of agency function and structure to identify learning opportunities. • All Field Instructors must demonstrate motivation for field instruction, including readiness to achieve satisfaction from the professional growth of others, through staff supervision or comparable activities, and a desire to participate in the instruction of students in accordance with the philosophy and educational objectives of the USF curriculum. • All Field Instructors must honor the agency’s non-discrimination policies in their work with student interns. • All Field Instructors must have time available for effective educational assessment, planning of learning experiences and scheduling of ongoing supervision. Additionally, Field Instructors are expected to participate in Field Instructor Training, offered through USF or another State of Florida University. The Field Instructor Training includes (but is not limited to) the following topics: Description of each Program (BSW; MSW) Explanation of Field Staff Roles Definition of the Roles and Responsibilities of the Field Instructor Explanation of the EPAS/Competencies/Practice Behaviors Development of the Learning Plan Use of the Problem Solving Process Evaluation Tools Integration of Theory into Practice Learning Styles of Students Developmental Stages of the Internship Incorporating Research and Evidence-Based Practice Typical Challenges and Rewards Administrative issues (i.e., mileage reimbursement, parking, use of student cell phones for agency business) 21 Background checks Background checks are required by some agencies before a student is accepted for, and/or allowed to begin, an internship. If an agency requires any type of background check and/or medical testing, the agency should notify the intern of these requirements during the interview process. Conducting background checks is the responsibility of the agency. If an agency is not able to pay for these additional requirements, payment is the responsibility of the student. Holidays, Breaks and Vacations USF does not require students to be at their internships during holidays officially observed by the University. Agencies, however, may require that students be at their internships during University holidays, and this requirement may supersede USF’s holiday policy. This should be communicated to students during the internship interview process. Students needing to take additional time off during their internships, or wishing to make up time missed for illness or vacation, must discuss their request with their field instructor. Records Access Following completion and activation of the Affiliation Agreement the agency forms a partnership with the University. As such, the designated agency representative will have access to any relevant student records in accordance with University guidelines. Additionally, the agency is obligated to follow all University guidelines and policies. Malpractice Coverage USF will maintain individual malpractice coverage on each student during the duration of their field experience. A signed affidavit concerning criminal history will be required prior to obtaining coverage. If the student has a criminal history the insurance company will determine their ability to cover the student. If the school’s insurer refuses to cover the student the student must seek their own coverage prior to entering field. Information for obtaining individual coverage is available on the field program web page. Practicum Hours Each non-advanced standing student will complete a minimum of 980 hours of field practicum, which includes a combination of a foundation clinical practicum of at least 380 hours (Sequence I) and an advanced clinical field practicum of at least 600 hours (Sequence II and III), in a model utilizing a single community agency placement for the entire practicum experience. Advanced standing students complete only 600 hours (sequence II). Between semesters, students may “bank” up to 36 hours (if full-time and 20 hours if part-time) that will be applied to their total hours in the next semester. All students are required to record hours worked over break on their log of field and supervision hours. Students are to be in placement for the duration of the expected semester. 22 Mileage Reimbursement/Use of Personal Vehicle Agencies may require a student to use their personal vehicle to carry out the expected duties of a professional social worker. Students should inquire about the need to make home visits or transport clients in their person vehicle during the interview process. The agency is expected to compensate the student for mileage at the same rate as that which is paid to other professional staff. Students should not transport clients in their own personal vehicle. The University of South Florida does not cover the cost of automobile insurance for any of its interns. Paperwork Any paperwork or web based form required by the School of Social Work must be submitted within the designated time frame and method. Examples of this would include the Agency Interview Form, malpractice information, Student Field Learning Plan, your Record of Field Practicum Hours and your Student Evaluation of Field. The responsibility of making certain that field instructors are aware of approaching deadlines, within a reasonable time frame, is shared by both the student and the Field Program. Students will maintain a record of all field hours and supervision hours on the ipt data system. The electronic signature of the Field Instructor on the Hours Log at the end of each semester will lock the instrument and automatically submit it to the Field Instructor and the Field Dept. Personal Emergencies and Field Hours All MSW students must complete the minimum number of required hours in field to be eligible for graduation. Any time missed for a personal emergency must be made up prior to graduation. These arrangements will be made by the student and the field instructor and the faculty field liaison assigned to the student will be notified at once. The student is responsible for notifying the field instructor as early as possible of any emergency which interferes with the ability to participate in practicum. Emergency Closings Students scheduled for field hours on a day when the University closes in response to an emergency (i.e. hurricane or national disaster) will not be penalized for the loss of practicum hours. Students will report the number of hours originally scheduled for practicum for that day on their Record of Field Hours on the IPT data base form as an emergency closing. These hours will not have to be made up. Workshops and Continuing Education The option of utilizing a maximum of 8 hours per field sequence for additional training may be used as part of the required practicum hours. The training must be clinical in nature and participation must be approved by the field instructor prior to participation. In addition, if an agency makes attendance to a workshop to be mandatory for all staff and this training is during the usual practicum hours, these hours would be in addition to those identified above. 23 Health Issues During field practicum, a student should be aware of the possibility of exposure to and from the general public as well as client or at-risk populations. Each student should contemplate the health implications of such contacts and is encouraged to speak with a personal physician or a health care representative at the USF Student Health Center regarding recommended immunizations and tests. It is recommended that students inquire during the placement interview of any areas of concern or need for preparation prior to placement. Student Safety in the Field Students and agencies must work together to create a safe environment. Each agency is responsible for orienting field students to the safety policies and procedures of that setting during the agency orientation, as well as in supervision. Each student is responsible for discussing safety concerns with his or her Field Instructor. It is important to discuss guidelines for prevention, as well as crisis/safety plans. Such discussions should also include, but not be limited to, safety issues in the community, during home visits, within the agency building and environs, with particular clients prone to violent behavior, and the security of personal belongings. Students may be required to make home visits if such tasks are routinely requested of professional staff. A student is expected to have access to any equipment which is given to other paid agency staff or volunteers. If a student believes they are at personal risk on a home visit or within the agency setting, the student should discuss their concerns immediately with the agency field instructor or supervisor. If this solution fails to resolve the concerns in a reasonable manner, the student must immediately contact the School of Social Work and speak with his/her field liaison or other faculty field representative. Persons with Disabilities USF is an exciting, welcoming, supportive environment. The faculty and administration strive to insure that students with disabilities participate in all aspects of University life. Academic accommodations are arranged through the Students with Disabilities Services (SDS) office. Any student interested in requesting accommodations through SDS can learn about this process by visiting the website: http://www.sds.usf.edu/ (arrangements must be made in advance of the needed accommodation and in a timely manner). Sexual Harassment and Equal Opportunity USF Policies on Equal Opportunity and Sexual Harassment can be found in the USF Student Handbook http://www.sa.usf.edu/handbook/USF_Student_Handbook.pdf 24 Roles and Responsibilities of the School of Social Work The USF School of Social Work has ultimate responsibility for the administration of the field education program and for all decisions affecting the student including, but not limited to, grades, credits, field hours and student withdrawal. Through its field team, USF assumes the following specific responsibilities in relation to the field internship: 1. To approve student internships, with agency consent, and to provide agencies with pertinent information concerning the students selected, as appropriate. 2. To orient Field Instructors to the MSW curriculum and the role of the field internship within the MSW program. 3. To provide a Field Liaison to be the link between USF, the student and the internship agency. 4. To provide field education training for Field Instructors. 5. To provide guidelines for the formal evaluation of students’ field performance in accordance with the Field Learning Plan. 6. To evaluate each agency’s appropriateness and effectiveness as a field internship site. 7. To evaluate the performance of Field Instructors based on student and Field Liaison feedback. 8. To select the Field Instructor, in cooperation with the field internship agency. 9. To approve agencies as field internship sites and review the approval in a timely manner. Roles and Responsibilities of the Director of Field Education The Director of Field Education is responsible for the oversight of the field program, longterm development of the program and representation of the program on the Curriculum Committee. This person assists the School Director in recruitment and assignment of faculty field liaisons; development of field placement locations; and ongoing coordination and training of field instructors and other agency representatives. This faculty member is also responsible for developing and conducting periodic orientation, training and program assessment sessions for students, faculty field liaisons, field instructors and other appropriate agency or community representatives. The Director also chairs the resolution process for any concerns that originate in the field. 25 Roles and Responsibilities of the USF Field Coordinator Field Coordinators are assigned to assist students in the field placement process. They are considered part of the field program faculty and work together as a team to provide the strongest field program possible. Specific individuals are usually designated as working primarily with one group of students (i.e. BSW or MSW), but all are working together to match students to the best field placements available. 1. Contacting assigned group of students to begin the field placement process. 2. Collecting field applications and conducting student interviews to explore the students’ areas of interest. 3. Matching students with the affiliated agency most likely to meet the mutual learning needs, opportunities, and expectations of the student, agency and the MSW program. 4. Contacting the agency to facilitate the interview process for the student. 5. Notifying the student of their ability to schedule their interview. 6. Communicating placement information to the Director of Field and Program Assistant. Roles and Responsibilities of the Field Liaison/Seminar Instructor The Field Liaison/Seminar instructor is the official representative of the School of Social Work and acts as a link between USF, the student, and the internship agency. He or she plays a variety of roles and provides a number of services in relation to the field internship. The range of roles includes linkage, mediation, monitoring, administration, consultation, and advocacy. Specific services rendered depend upon the needs of the Field Instructors and students. The Liaison is an ongoing consultant to the Field Instructor and field agency in the selection and planning of learning experiences that are consistent with the curriculum objectives and developmental needs of the student. Additionally, the Liaison provides monitoring and consultation to the Field Instructor regarding the student’s progress in the achievement of educational objectives, assistance in the formation of a corrective action plan, and has input on the final assignment of the grade given in the field internship. Other responsibilities include: 1. Contacting field agencies three times, with the first being within the first 3 weeks. 2. One face-to-face visit per semester with student and field instructor. Exceptions may be made (i.e., Skype, Conference Call) when internships are more than 50 miles 26 from USF, or at the request of the Field Instructor. Liaison visits are made every other semester for part-time MSW students. 3. Interpretation of the MSW curriculum objectives to Field Instructors. 4. Clarification of USF expectations regarding internship objectives and appropriate field experiences to students and Field Instructors. 5. Assistance in problem-resolution, as needed, to ensure maximum field learning for students. 6. Assisting Field Instructors in the identification of each student’s learning style and planning learning experiences to fit this style, including accommodations requested and approved under ADA guidelines. 7. Assisting students in identification of learning needs and educational experiences necessary to meet those needs. 8. Assisting students with integration of coursework and internship experiences. 9. Assisting Field Instructors in the development of supervisory and teaching skills. 10. Attendance at a Formal Faculty Concern/Reservation meeting, when necessary, to assist in the evaluation of a student’s field and academic performance, as part of determining the future of the student’s educational experience. This includes submitting necessary documentation and, on occasion, may include initiating a Formal Faculty Concern/Reservation. 11. Evaluating Field Instructors and field internship agencies. Roles and Responsibilities of the Field Program Assistant The Field Program Assistant is responsible for the team’s office support, maintenance and accuracy of the field database, the logistics of the Field Instructor Training, and other field related meetings. The Assistant also maintains the yearly meeting calendar, handles materials and mailings, files field evaluations and assists in tracking Liaison assignments. 27 Roles and Responsibilities of the Field Agency Field education is a partnership between the USF School of Social Work and field agencies selected for their willingness and appropriateness to provide experiential learning opportunities for MSW students. The importance of this partnership’s collaborative nature, and the central role played by the Field Instructor, cannot be overemphasized. The success of the internship rests heavily on the skill and commitment of the Field Instructor and the support of their agency administration. Upon accepting a student intern, each agency assumes the following responsibilities: 1. To provide a description of agency functions, services provided, client population served, learning opportunities available to students and instruction available, and to provide updates of this information annually, or more frequently if necessary; 2. To provide a qualified MSW to serve as the Field Instructor (see Field Instructor Criteria); 3. To provide clinical services (preventive, habilitative, or rehabilitative); 4. To structure the workload of employees selected as Field Instructors to allow for the necessary time for them to adequately supervise students, meet with the faculty liaison, attend field instructor training, and prepare the student evaluations as required; 5. To provide adequate workspace for the student and supplies needed to accomplish assigned tasks; 6. To view work expectations for students as different from those of staff; 7. To provide experiential learning opportunities that will enable the student to develop the competencies outlined in the Field Learning Plan and Evaluation Instrument and integrate academic learning and practice; 8. To inform students of any special requirements that must be completed prior to the beginning of the internship (e.g., CPR training, TB test, background checks); 9. To conduct any background checks, etc., that may be required by the agency before a student can begin the internship; 10.To provide mileage or travel compensation when student is required to use personal vehicle to perform professional duties as a part of the internship when the professional staff of the agency is paid for the same; 11. To provide training and any equipment and support necessary to provide for 28 the practical safety of the student in keeping with that provided for other employees of the agency; 12.To observe policies regarding non-discrimination based on race, ethnic origin, religion, disability, and sexual orientation. Roles and Responsibilities of the Field Instructor The primary role is that of teacher. In conjunction with this role the Field Instructor will: 1. demonstrate willingness to oversee a student's total learning needs beyond those of a specific department within the agency; 2. complete all evaluative tools in a timely manner including field performance evaluations and meetings with the Field Liaison and share this information with the student in the requisite manner; 3. develop with the student, explicit, individualized learning objectives and strategies through the student's Field Learning Plan; 4. provide minimum of one hour per week (biweekly for part-time students) of regularly scheduled, uninterrupted, individual field instruction (group supervision may be used to supplement but not to replace individual supervision); 5. be available (or ensure identified staff is available) if the student needs consultation between regularly scheduled field instruction. 6. consult in a timely manner with the assigned Faculty Field Liaison and/or Director of Field Education for discussion of those questions that relate to the School of Social Work or about any student related learning and/or performance issues; 7. attend and participate in all mandatory field instruction seminars and other special activities offered by the School of Social Work to enhance the Field Instructor's professional development; 8. assist the student in preparing for clinical social work practice in a variety of settings by identifying and arranging for a diverse and rich practicum opportunity which includes both those roles/tasks typically performed by clinical social work staff in the agency and roles/tasks which the professional staff might like to engage in if the opportunity were presented; 9. register on the ipt web-based data system for final evaluation and hours log entries and keep their own status information updated. 29 Roles and Responsibilities of the Student All USF MSW students are adult learners who are expected to take an active role in the planning and implementing of their learning experiences in the field placement. In addition to following the behavioral expectations outlined earlier in this manual in the Expectations for Professional Behavior section, each student assumes the following specific responsibilities in relation to the field placement. 1 Read the field manual and follow the procedures outlined for the field placement process. 2. To communicate with assigned Field Coordinator within requested timeframes to ensure a smooth field placement process. 3. To register and keep updated the student page of the ipt web-based data system maintained by the Field Department. 4. To take responsibility for discussing in a timely fashion, with either the Field Instructor or Liaison, concerns that develop regarding the field internship and/or the quality of the learning experience, and to follow established procedures for solving identified problems. 5. To become familiar with, and abide by, agency policies and regulations, as well as those of USF, and present him/herself in a manner consistent with these standards. 6. To report on time to the agency on scheduled internship days, to work all required hours and to consult with the Field Instructor regarding any necessary changes in the schedule. 7. In conjunction with the field instructor, complete a written Field Learning Plan each semester and share it with the USF Field Liaison/seminar instructor for review and comment. 8. To provide detailed accounts of practice experiences and samples of work to the Field Instructor and Liaison, as requested. 9. To provide the Field Instructor with copies of course syllabi (or provide information on how to access electronic course syllabi) for all courses being taken concurrently with the field internship. 10. To prepare for, and participate actively in, all supervision meetings. 11. To abide by the NASW Social Work Code of Ethics at all times and, in so doing, to protect the confidentiality of clients when required to present case material from the internship in class or in written assignments. 12. Complete the 980 hour requirement for field practicum, 600 for advanced standing. Any time missed must be made up within a time frame agreed to in writing by the student, field instructor and faculty field liaison. 30 * Failure by a student to comply with any of the policies or procedures outlined in this USF MSW Field Manual could result in receiving a failing grade for field or dismissal 31 Field Internship in Place of Employment The School of Social Work recognizes that the personal economic situation of some Students make it necessary for them to explore field internship opportunities in their places of employment. It is also recognized that professional activity and learning are not incompatible, but there is a difference between the goals of educational development and those of a job description. In order to facilitate the student’s ability to complete their field placement at their place of employment, the School must have a way to be assured that the focus of the field internship is on the student’s learning. Therefore, students interested in an employment-based internship must request permission from the field office by completing the Field Planning Agreement process described below. To be eligible to consider completing a field placement in the place of employment, must have a field instructor who is different from their employment supervisor. The student must have learning opportunities for their internship experiences that are distinctly different from their regular job responsibilities. A place of employment can be an internship setting only when the following guidelines are met: • The agency must have available either different units or distinctly different learning opportunities that will provide the student with non-employment related social work practice experiences. Thus the student will work outside of his or her employment job description activities 20 (full-time) or 10 (Part-time) hours per week that constitute the field internship to ensure that specific, graduate-level learning objectives may be accomplished. • This must be someone other than the student’s regular job supervisor to ensure, in part, that the Field Instructor is free to focus on educational aspects of the internship rather than on workload issues. The Field Instructor must agree to provide individual field instruction for 1 hour per week. If the Field Instructor has not attended Field Instructor Training, then they also must agree to attend the next scheduled training. • The agency and USF must agree that the assignments given to the internship student are consistent with the educational objectives of the MSW program, and the assignments must show evidence of sound educational design and planned development of the student’s capacities. This may necessitate lighter caseloads, planned and varied assignments for educational purposes, and additional hours above the normal workweek to achieve internship requirements. 32 Student Proposal for Field Internship in Place of Employment In developing a field internship in the place of employment, it is expected that the student will take the initiative by making the proposal to the Director of Field Education and coordinating the administrative requirements of the agency. The following steps are to be followed: 1. The student must discuss with their Field Coordinator, his or her intent to request an internship in the agency of employment. 2. The student must facilitate the completion of the Field Planning Agreement with the highest available administrator at the agency. 3. The Agency must agree to protect the students’ learning. 4. The student must submit the completed Field Planning Agreement along with a written proposal describing the distinctly different job duties and field experiences to the Director of Field Education. 5. The Director of Field Education will review the request and notify the student whether the internship is acceptable and/or whether any modifications will be necessary. Notification will be made within two weeks if the agency has already been approved by USF as a field agency, or within six weeks if it has not yet been approved. 6. The student is responsible for supplying the Field Liaison/Seminar Instructor with a copy of the approved internship plan 7. If the internship in the place of employment is found to be unacceptable, the student must notify their Field Coordinator immediately and begin the process of finding a placement. * A member of the field team may visit the agency to discuss with the administrator and/or Field Instructor how USF’s educational objectives will be met during the internship. * It will be the responsibility of the Field Liaison to determine, throughout the internship, that it remains consistent with USF’s educational objectives and the proposal made by the student. Deviations from the internship plan may result in the student’s internship being terminated. Any student who is offered employment by their field agency that will begin before the completion of their internship, must notify their Field Liaison and the Director of Field Education. Depending upon the timing of the employment offer, students may need to complete the “Paid Planning Agreement” form. This form can be accessed at socialwork.usf.edu 33 Paid Field Placement Some agencies may be in the position to provide students with financial support during the field practicum experience. USF encourages agencies to pay student interns whenever possible however, the School must ensure that the students’ learning will be protected in the paid placement. Planning and prior approval are required before a paid field placement can be approved by the School. Requests are made to the Director of Field Education. Supporting documentation includes the following: 1. The agency must have a qualified MSW, with two years of post-graduate experience, to serve as the Field Instructor. This must be someone other than the student’s employment supervisor to ensure, in part, that the Field Instructor is free to focus on educational aspects of the internship rather than on workload issues. The Field Instructor must agree to provide individual field instruction for 1 hour per week. If the Field Instructor has not attended Field Instructor Training, then they also must agree to attend the next scheduled training. 2. The work activities must be congruent with the student's concentration or level (graduate or undergraduate) in the program. Some jobs which are assigned the title of "Social Worker" do not meet USF’s expectations of the practice activities for a particular field experience. Students are responsible for the understanding and adherence to the course objectives for field education. 3. There must be caseload control (if applicable) in this position in order to ensure that the student's educational goals are the primary focus, not simply the needs of the agency. 4. The Agency must agree that the student will be given sufficient support and encouragement to approach the practicum experience with the same opportunity for learning as would be available to any student in a comparable setting, paid or unpaid. 5. The student must have demonstrated clear understanding and endorsement of the educational principles involved. The Office of Field Education retains the right to grant this employment-based exception only for students who demonstrate high standards of professional and ethical behavior and a strong academic record. 6. The student must submit a “Paid Planning Agreement” signed by participants before a paid placement is approved. It is important to note that paid field placements can present many complicating factors which limit students' full utilization of this educational opportunity. The positives and negatives of entering into a paid field placement agreement should be weighed carefully by the student and the employer. USF reserves the right to deny a request for paid field placement. Exception Planning 34 Field Problems and Resolution The field internship is an integral part of the student’s educational experience and preparation for professional practice. Performance in the field is a critical indicator of readiness for professional practice and is a key element of the MSW program. It is important that concerns arising in the field internship be discussed early, and that feedback be given regularly. Concerns related to internships may be raised by Students, Field Instructors or Field Liaisons/Seminar Instructor. Concerns Raised by Students Student concerns related to their field internship should first be brought directly to the Field Instructor. If, for some reason, the student believes this is not possible, he or she may discuss the concerns with the Field Liaison/Seminar Instructor. In many cases, the Field Instructor or Field Liaison may coach the student in resolving the problem for him or herself. If this does not result in a satisfactory resolution of the problem, the Field Instructor, Field Liaison and/or other member of the field team will call a meeting with the appropriate person(s) to determine the possibility and appropriateness of further attempts at problem-solving. The Field Liaison/Seminar Instructor will be responsible for monitoring the progress of any attempted solutions. If it is determined at this point that the problem resolution results in a student changing internship sites, then the Change in Field Placement Policy takes effect. For detailed information, reference the “Change in Field Placement Policy”. Concerns Raised by Field Placement Agency Most students develop effective strategies for integrating the field internship into the many other demands of their lives. However, if performance problems are observed, it is important that students be given early feedback. When problems impair field performance and professional behavior to the extent that client and agency obligations are not being appropriately met, the Field Instructor and Field Liaison/Seminar Instructor have the obligation to intervene. Such problems often present an interrelated set of concerns that require communication, monitoring, and an educational assessment by the Field Instructor, Field Liaison and/or field team. The Field Instructor should be the first to intervene with a student exhibiting problems in their field internship. If the underlying issues are not resolved in a timely manner or result in actual or potential harm, the Field Liaison/Seminar Instructor is to be involved and the Director of Field Education apprised of the situation. The mission of the USF field program is to prepare students for the professional practice of social work. The University and the profession of social work delegate to the faculty the responsibility for determining whether students have demonstrated the required level of achievement – academic performance, professional behavior, and ethical behavior – sufficient to interact positively with client systems and practice at a professional level. 35 Faculty Concerns Faculty have the responsibility to identify students who are not meeting acceptable standards of professional and ethical conduct and seek, when possible, a way to remedy problems that are identified. As directed in the Council on Social Work Education accreditation standards guidelines, each social work educational program must inform students in writing of its criteria for evaluating their academic and professional performance as well as set forth their assessment processes. Both the academic and field work standards are explicitly stated: the former in the MSW Manual and the latter in the Field Manuals. In addition to the NASW Code of Ethics as a reference point, the following behaviors, if they affect the student’s ability to make appropriate progress toward graduation, will be considered in determining when a Student Affairs Committee process should be initiated with a student: 1. Inadequate interpersonal relationship skills necessary for social work practice, including the inability to form positive working relationships with clients, faculty, supervisors, and peers. 2. Inadequate written or verbal communication skills, which impede the ability to work effectively with faculty, peers, clients, and supervisors. 3. Inability to successfully secure a field internship within a reasonable period of time or following 3 or more “missed opportunities” for placement. 4. Students who exhibit impaired performance in the classroom or in the field placement. Behaviors include, but are not limited to, being actively suicidal, inability to focus or communicate, distortion in thought processes, or otherwise unable to develop appropriate working relationships in the social work context even though appropriate ADA accommodations may have been provided. 5. Active substance abuse. 6. Lying, cheating, or any form of plagiarizing in course work or field work. 7. Excessive absences from class or field, which are considered predictive of poor professional performance. 8. Persistent inability to meet deadline dates on assignments and projects, suggesting an inability to be dependable and responsible in serving clients. 9. Non-disclosure of felony conviction, discipline by state licensing board, or malpractice judgments. 10. Abuse of clients. 11. Behavior or language that suggests the student might harm clients in any way. 12. Failure in a required academic course. 36 Problem Solving Process The following steps should be taken to resolve student concerns and performance problems and in the field internship: 1. The student and/or the Field Instructor identify the problem and create a plan to resolve it. 2. If the problem is not resolved, the student and/or Field Instructor should consult with the Field Liaison/Seminar Instructor, and make another attempt to resolve the problem. 3. If the problem is still not resolved, the Field Liaison/Seminar Instructor will facilitate a meeting between the student, the Field Instructor and may involve the Director of Field Education if necessary. At this meeting, a written contract with a time frame is developed to address the problem. This contract focuses on the learning goals and competencies outlined in the student’s Field Learning Plan. The Field Liaison/Seminar instructor will distribute copies of the written contract to the Field Instructor, Director of Field Education and student within a week following the meeting. 4. If the problem remains unresolved, the matter will be referred to the Student Affairs Committee. A student has the option of referring a specific individual concern regarding the field placement process experience to the Student Affairs Committee. Disruption in Field Placement Field placements are chosen after a thoughtful process that includes the student, the agency and the field team. Once a field placement has been confirmed, it is expected that the student will complete the entire placement at that agency. Disruption of a field placement is not taken lightly. Any mid-program internship change decision will be made jointly by the Field Instructor, the Field Liaison/Seminar Instructor, the student and the Director of Field Education. Other individuals, such as the student’s academic advisor or the agency director, also may be asked to participate in the decision. If it appears that there should be a mid-program change in field internship, the Field Liaison/Seminar Instructor should be consulted for the appropriate process and to guide this change. Students who leave an internship without prior approval of their Field Liaison/Seminar Instructor and Director of Field Education risk failing the field internship. Students are not to initiate the process of finding another internship without the expressed approval by, and participation of, their Field Liaison/Seminar Instructor. Field internship assignments are made with consideration given to a student’s preferences and learning needs. USF students interview potential internship sites to select the one that is the best fit for them. Thus, removing a student from a field 37 internship is considered only when serious circumstances that cannot be remedied merit this radical disruption of a student’s experiential education. Below is a list of the criteria that would meet the requirements for considering a midprogram internship change. The particular criteria must be judged by the student’s Liaison or the Field Team as serious enough to be inhibiting the student’s learning, such that the competencies required to fulfill the Field Practicum cannot be met. Student-related criteria: • The student has moved geographically, making the agency more than a 30-mile drive from the student’s home. • The student has experienced a family/personal crisis (e.g., death, divorce, serious illness) which makes working with the current client population or setting unmanageable. • The student’s experiential learning needs are not being met. • The student, in consultation with the Field Liaison/Seminar Instructor, identifies irreconcilable conflicts with the Field Instructor that preclude a productive studentmentor relationship. Agency-related criteria: • The agency is experiencing a period of reorganization which significantly disrupts the student’s learning. • The agency has down-sized or otherwise lost the staff person who has provided the student’s field instruction, and it has no other staff qualified and/or with time available to serve in this role. • The agency does not have enough work/learning experiences for the student (clients, projects, groups, etc.). • The agency no longer supports the MSW Field Instructor to do the 1 hour of individual supervision required by USF. • The agency’s mission, policies or theoretical base are such that they conflict with social work values/ethics or USF guidelines. Field Instructor-related criteria: • The Field Instructor experiences a personal crisis (illness, death of a loved one, accident, etc.) which interferes with his or her ability to be available physically or emotionally for the student. • The Field Instructor, in consultation with the Field Liaison/Seminar Instructor, identifies irreconcilable conflicts with the student that precludes a productive studentmentor relationship. • The Field Instructor assigned to supervise the student is not qualified (e.g., has not had at least two years of post-graduate practice experience) or does not want to be a Field Instructor. • The Field Instructor is moved to a new job assignment within the agency, which precludes fulfilling his or her Field Instructor role, and a qualified replacement cannot be identified. • The Field Instructor does not comply with USF’s policies and procedures regarding supervision or evaluation of the student. Prior to considering an internship change, the following steps must be taken in an attempt to resolve field internship concerns: 38 1. The student and Field Instructor (and, if needed, agency administrator or field Liaison/Seminar Instructor) discuss the concerns, problem-solve to pose solutions and attempt to implement these solutions. 2. A plan is developed to bring about professional closure of the internship that takes into consideration agency and client needs, as well as the learning needs of the USF student. Students must follow the process outlined in the “Proposal to Change Internship.” 4. In consultation with the Field, options for a new field placement will be found, either within the same agency or at a different field site. 5. If a new field placement assignment is made, a new Field Learning Plan must be developed and approved by the Field Liaison/Seminar Instructor. Failure to create a new Field Learning Plan will result in an unsatisfactory grade in field seminar. Changing field placement agencies mid-program may cause the student to be unable to complete the required number of field hours for the semester. When this occurs, the student will need to request an incomplete grade “I” in their seminar class. *A mid-program change in field internship may not occur more than once during a student’s enrollment at USF. 39 Field Education Program Change in Placement Proposal When a mid-program field placement change provides the best possible solution to a field problem or concern, students should learn from the experience in a meaningful way. With this goal in mind, the USF field education program created a formal process to request a change of field placement. With a formalized process for a mid-program field placement change, students are provided the opportunity to examine and articulate their experiences in field. This information allows the students, the current Field Instructor, the Field Liaison/Seminar Instructor and the student’s academic advisor to take part in the process, thereby ensuring a smooth transition that enhances the student’s learning. The current Field Instructor, Liaison, new Field Instructor and advisor can be included in the process at any time as the situation warrants. This process empowers the student to assume responsibility as an adult learner, and allows the student to understand his or her learning needs that will impact his or her future professional career. A student should view the need to change internships as a positive learning experience. This process offers students the opportunity for reflection and assessment in order to clearly articulate a rationale for change. The student’s rationale provides an individualized view of his or her needs and prevents possible comparison with other students at the same agency. As a result, this rationale will help others to be supportive of his or her individual learning needs and goals. The process below may be modified based on individual circumstances. This is particularly true if the problem is agency-based (e.g., the elimination of an internship, agency downsizing that impacts the availability of an MSW Field Instructor, etc.). Process: The student must first contact his or her Field Liaison/Seminar Instructor and participate in the formal problem-solving process. If this process does not reach resolution, the student should begin the process outlined below. Students may not begin the process of finding a new placement until they have approval from their Field Liaison/Seminar Instructor. Students should expect the entire change process to take at least four to six weeks. 1. The student should create a formal termination plan with the current agency that, in most cases, should be signed by an agency representative. It should include the student’s plan for termination with clients, the agency and the Field Instructor. This termination plan should also address the completion of any assignments or their transition to others in the agency if necessary. 2. The student should also create a short self-reflection statement discussing what was learned, what he or she wants from the new internship and Field Instructor, and what could be done differently next time to prevent a reoccurrence of the situation. 40 This statement should also include a rationale for changing the internship. 3. Once the student completes the termination from the first agency, he or she can begin working with the field team to secure a new internship. After a new internship is secured, the student creates, with the assistance of the new Field Instructor, a formal transition plan that provides target dates for the transition to the new agency, and the development of a new Field Learning Plan. Documentation: The documentation listed below must be completed before a student can begin a new internship. With the exception of the “Field Confirmation Form,” these documents must be submitted to the Field Director for approval. 1. A formal termination plan, with appropriate signatures, for the agency that the student is leaving. 2. A reflection statement that includes: The rationale for leaving A description of events leading to the change in internship The reasons for changing internships The agency/Field Instructor’s role in the situation The student’s role in the situation What the student will do differently next time when encountering a similar situation 3. A final evaluation from the current agency. 4. A signed hours log from the current agency. 5. A transition plan with target dates for creating a new Field Learning Plan, and assuming responsibilities at the new agency. 6. A new Agency Interview Form submitted electronically to the Field Office, and 7. An update to the Student Detail Page in the IPT data base system. 41 Evaluation of Student Performance in the Field Program Written field evaluation instruments are designed to provide an interactive process for the student and Field Instructor to review the student’s progress, areas of strength and areas needing continued growth. Student performance and progress in the field placement is evaluated at midsemester during the field liaison visit. Additionally, the Field Seminar Instructor evaluates student progress through written assignments and timely submission of required field program paperwork. The written evaluation titled “Field Evaluation Instrument” has been developed in relation to the learning objectives for the field program which are outlined in the syllabi for the field seminar course. Student performance is assessed each semester to determine progress on 10 competency areas determined by the Council on Social Work Education. Final Semester: Evaluations are completed by the Field Instructor and reviewed with the student prior to final submission at the end of the semester. It is the student’s responsibility to alert the Field Instructor that the due date for the evaluation is approaching. The evaluation is considered complete only when it is accompanied by a signed hours log which is submitted via the ipt web-based data system at the end of the semester. NOTE: the electronic signature of the Field Instructor “locks” the form and automatically submits it to the Field Seminar Instructor. The form should not be signed until it is ready to be submitted. Grading Criteria for grading include student progress as measured by the performance evaluation instruments, timely completion of all field seminar assignments, and completion of the required number of hours of field placement as evidenced by submission of electronically signed time logs. Grading criteria is detailed in the syllabus for each seminar. Hours log All MSW students are required to track their field placement and supervision hours on the hours log found on the IPT website. (www.runipt.com) Students should ask their Field Instructor to initial the log weekly in supervision. The student should always keep a copy of their signed hours log. Attendance in field placement is a beginning benchmark of the developing professional social worker. Students should treat their agency and agency expectations as they would a formal job. If a student is not going to be able to go to field placement for a legitimate reason, the field instructor should be notified and a plan to make the hours up initiated. Supervisor will electronically “sign” the log at the end of the semester. The log will be automatically locked from further input. 42 Students with Disabilities Services The School of Social Work is committed to work toward the elimination of any potential barrier to the education of a student accepted and enrolled in academic course work provided by this School. As a way of demonstrating this commitment, the faculty of the School will make every effort to follow the policies and procedures outlined by the University and articulated by the University's office on Disabled Student Academic Services. This approach includes not making pre-admission inquiries regarding a student's disability. It is, therefore, the responsibility of the student to notify the University and School of any special requests for accommodation. The field program continues to work with community agencies which are primarily of public or private not-for-profit status. Any agency serving as a field site agrees to follow the policies outlined by the University and the State University System (SUS). The formal recognition of this partnership is provided through the signed Affiliation Agreement. As such, it is expected these agencies will work in partnership with the University and the School in making every effort to provide reasonable accommodation for each student enrolled. PROCEDURE FOR STUDENT REQUESTING DISABILITY ACCOMMODATION 1. Contact the Disabled Student Academic Services office, (813) 974-4309 (Voice/TTY), and initiate the policy guidelines established by the University described in the previous section. Contact should be made as early as possible as delay could result in the inability of a student to proceed with academic objectives in a timely manner. 2. Contact the MSW Program Chair the student is enrolled in to inform them of the request being made. Request must be made in advance of needed accommodation. 3. Contact the Director of Field Education if a request for accommodation is being made for field instruction. 4. An appropriate plan would be made at that time. All steps must be followed to ensure a student's learning objectives are adequately met. 43 Counseling Center for Human Development The Counseling Center is a comprehensive, student-oriented facility providing services in educational skill enhancement, career development, and mental health to the USF community. SVC 2124, 974-2831, http://usfweb.usf.edu/counsel • Career Counseling • The Personal Counseling Program • The Reading and Learning Program • Veterans Services Program • Testing and Assessment Services • Outreach Program • Career Development/Academic Skills • Performance Anxiety • Interpersonal Relationship Skills • Personal Development/Skills Enhancement • Support Groups • Center for Alcohol and Substance Abuse (CASA) and Vocational Rehabilitation Services 44 NASW CODE OF ETHICS Preamble The primary mission of the social work profession is to enhance human well-being and help meet basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed and living in poverty. An historic and defining feature of social work is the profession's focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. `Clients' is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation, administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals' needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession's history, are the foundation of social work's unique purpose and perspective: * * * * * * Service Social justice Dignity and worth of the person Importance of human relationships Integrity Competence The constellation of these core values reflects what is unique to the social work profession. Core values, and the principles which flow from them, must be balanced within the context and complexity of the human experience. Ethical Standards The following ethical standards are relevant to the professional activities of all social workers. These standards concern: (1) social workers' ethical responsibilities to clients, (2) social workers' ethical responsibilities to colleagues, (3) social workers' ethical responsibilities in practice settings, (4) social workers' ethical responsibilities as professionals, (5) social workers' ethical responsibilities to the profession, and (6) social workers' ethical responsibilities to the broader society. Some of the standards that follow are enforceable guidelines for professional conduct and some are more inspirational in nature. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards. 45 1. Social Workers' Ethical Responsibilities to Clients 1.01 Commitment to Clients Social workers' primary responsibility is to promote the well-being of clients. In general, clients' interests are primary. However, social workers' responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.) 1.02 Self-Determination Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients' right to self-determination when, in their professional judgment, clients' actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others. 1.03 Informed Consent (a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the service, risks related to the service, limits to service because of the requirements of a third-party payor, relevant costs, reasonable alternatives, clients' right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions. (b) In instances where clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients' comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter and/or translator whenever possible. (c) In instances where clients lack the capacity to provide informed consent, social workers should protect clients' interests by seeking permission from an appropriate third party, informing clients consistent with their level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients' wishes and interests. Social workers should take reasonable steps to enhance such clients' ability to give informed consent. (d) In instances where clients are receiving services involuntarily, social workers should provide information about the nature and extent of services, and of the extent of clients' right to refuse service. (e) Social workers who provide services via electronic mediums (such as computers, telephone, radio, and television) should inform recipients of the limitations and risks associated with such services. (f) Social workers should obtain clients' informed consent before audio taping or videotaping clients, or permitting third party observation of clients who are receiving services. 1.04 Competence (a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. 46 (b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and/or supervision from persons who are competent in those interventions or techniques. (c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps--including appropriate education, research, training, consultation, and supervision-to ensure the competence of their work and to protect clients from harm. 1.05 Cultural Competence and Social Diversity (a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures. (b) Social workers should have a knowledge base of their clients' cultures and be able to demonstrate competence in the provision of services that are sensitive to clients' culture and to differences among people and cultural groups. (c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion and mental or physical disability. 1.06 Conflicts of Interest (a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients' interests primary and protects clients' interests to the greatest extent possible. In some cases, protecting clients' interests may require termination of the professional relationship with proper referral of the client. (b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal religious, political, or business interests. (c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social or business. Dual or multiple relationships can occur simultaneously or consecutively.) (d) When social workers provide services to two or more persons who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers' professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services, or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients), should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest. 47 1.07 Privacy and Confidentiality (a) Social workers should respect clients' right to privacy. Social workers should not solicit private information from clients unless it is essential to providing service or conducting social work evaluation or research. Once private information is shared, standards of confidentiality apply. (b) Social workers may disclose confidential information when appropriate with a valid consent from a client, or a person legally authorized to consent on behalf of a client. (c) Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person or when laws or regulations require disclosure without a client's consent. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed. (d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences and, when feasible, before the disclosure is made. This applies whether social workers disclose confidential information as a result of a legal requirement or based on client consent. (e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients' right to confidentiality. Social workers should review with client’s circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social worker-client relationship and as needed throughout the course of the relationship. (f) When social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual's right to confidentiality and obligation to preserve the confidentiality of information shared by others. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements. (g) Social workers should inform clients involved in family, couples, marital or group counseling of the social worker's, employer's and/or agency's policy concerning the social worker's disclosure of confidential information among the parties involved in the counseling. (h) Social workers should not disclose confidential information to third party payers, unless clients have authorized such disclosure. (i) Social workers should not discuss confidential information in any setting unless privacy can be assured. Social workers should not discuss confidential information in public or semi-public areas (such as hallways, waiting rooms, elevators, and restaurants). 48 (j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client's consent and such disclosure could cause harm to the client, social workers should request that the court withdraw or limit the order as narrowly as possible and/or maintain the records under seal, unavailable for public inspection. (k) Social workers should protect the confidentiality of clients when responding to requests from members of the media. (l). Social workers should protect the confidentiality of clients' written and electronic records and other sensitive information. Social workers should take reasonable steps to ensure that clients' records are stored in a secure location and that clients' records are not available to others who are not authorized to have access. (m) Social workers should take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible. (n) Social workers should transfer or dispose of clients' records in a manner that protects clients' confidentiality and is consistent with state statutes governing records and social work licensure. (o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker's termination of practice, incapacitation, or death. (p) Social workers should not disclose identifying information when discussing clients for teaching or training purposes, unless the client has consented to disclosure of confidential information. (q) Social workers should not disclose identifying information when discussing clients with consultants, unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure. (r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards 1.08 Access to Records (a) Social workers should provide clients with reasonable access to records concerning them. Social workers who are concerned that clients' access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit client access to social work records, or portions of clients' records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both the client's request and the rationale for withholding some or all of the record should be documented in the client's file. (b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records. 49 1.09 Sexual Relationships (a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced. (b) Social workers should not engage in sexual activities or sexual contact with clients' relatives or other individuals with whom clients maintain a close, personal relationship where there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients' relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers--not their clients, their clients' relatives or other individuals with whom the client maintains a personal relationship--assume the full burden for setting clear, appropriate and culturally sensitive boundaries. (c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted due to extraordinary circumstances, it is social workers--not their clients--who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally. (d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries. 1.10 Physical Contact Social workers should not engage in physical contact with clients where there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact. 1.11 Sexual Harassment Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature. 1.12 Derogatory Language Social workers should not use derogatory language in their written or verbal communications to or about clients. Social workers should use accurate and respectful language in all communications to and about clients. 1.13 Payment for Services (a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the service performed. Consideration should be given to the client's ability to pay. (b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers' relationships with clients. Social workers should explore and may participate in 50 bartering only in very limited circumstances where it can be demonstrated that such arrangements are an accepted practice among professionals in the local community, considered to be essential for the provision of service, negotiated without coercion and entered into at the client's initiative and with the client's informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that this arrangement will not be detrimental to the client or the professional relationship. (c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are entitled to such available services through the social workers' employer or agency. 1.14 Clients Who Lack Decision-Making Capacity When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients. 1.15 Interruption of Services Social workers should make reasonable efforts to ensure continuity of services in the event that they are interrupted by factors such as unavailability, relocation, illness, disability, or death. 1.16 Termination of Services (a) Social workers should terminate services to clients, and professional relationships with them, when such services and relationships are no longer required or no longer serve the clients' needs or interests. (b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary. (c) Social workers in fee-for-service settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current non-payment have been addressed and discussed with the client. (d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client. Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients' needs and preferences. (e) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of service and their benefits and risks. 2. Social Workers' Ethical Responsibilities to Colleagues 2.01 Respect (a) Social workers should treat colleagues with respect, and represent accurately and fairly the qualifications, views, and obligations of colleagues. (b) Social workers should avoid unwarranted negative criticism of colleagues with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues' level of competence or to individuals' attributes such 51 as race, ethnicity, national origin, color, age, religion, sex, sexual orientation, marital status, political belief, mental or physical disability, or any other preference, personal characteristic, or status. (c) Social workers should cooperate with social work colleagues and with colleagues of other professions when it serves the well-being of clients. 2.02 Confidentiality with Colleagues Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such colleagues understand social workers' obligation to respect confidentiality and any exceptions related to it. 2.03 Interdisciplinary Collaboration (a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its individual members should be clearly established. (b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other avenues to address their concerns, consistent with client well-being. 2.04 Disputes Involving Colleagues (a) Social workers should not take advantage of a dispute between a colleague and employer to obtain a position or otherwise advance the social worker's own interests. (b) Social workers should not exploit clients in a dispute with a colleague or engage clients in any inappropriate discussion of a social worker's conflict with a colleague. 2.05 Consultation (a) Social workers should seek advice and counsel of colleagues whenever such consultation is in the best interests of clients. (b) Social workers should keep informed of colleagues' areas of expertise and competencies. Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise and competence related to the subject of the consultation. (c) When consulting with colleagues about clients, social workers should disclose the least amount of information necessary to achieve the purposes of the consultation. 2.06 Referral for Services (a) Social workers should refer clients to other professionals when other professionals' specialized knowledge or expertise is needed to serve clients fully, or when social workers believe they are not being effective or making reasonable progress with clients and additional service is required. (b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other 52 professionals should disclose, with clients' consent, all pertinent information to the new service providers. (c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is provided by the referring social worker. 2.07 Sexual Relationships (a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority. (b) Social workers should avoid engaging in sexual relationships with colleagues where there is potential for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, in order to avoid a conflict of interest. 2.08 Sexual Harassment Social workers should not engage in any sexual harassment of supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature. 2.09 Impairment of Colleagues (a) Social workers who have direct knowledge of a social work colleague's impairment which is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties, and which interferes with practice effectiveness, should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague's impairment interferes with practice effectiveness and that the colleague has not taken adequate steps to address the impairment should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations. 2.10 Incompetence of Colleagues (a) Social workers who have direct knowledge of a social work colleague's incompetence should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to address the incompetence should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations. 2.11 Unethical Conduct of Colleagues (a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. (b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues' unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations. 53 (c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive. (d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, NASW committee on inquiry, or other professional ethics committees). (e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct. 3. Social Workers' Ethical Responsibilities in Practice Settings 3.01 Supervision and Consultation (a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence. (b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive boundaries. (c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee. (d) Social workers who provide supervision should evaluate supervisees' performance in a manner that is fair and respectful. 3.02 Education and Training (a) Social workers who function as educators, field instructors for students, or trainers should provide instruction only within their areas of knowledge and competence, and should provide instruction based on the most current information and knowledge available in the profession. (b) Social workers who function as educators or field instructors for students should evaluate students' performance in a manner that is fair and respectful. (c) Social workers who function as educators or field instructors for students should take reasonable steps to ensure that clients are routinely informed when services are being provided by students. (d) Social workers who function as educators or field instructors for students should not engage in any dual or multiple relationships with students in which there is a risk of exploitation or potential harm to the student. Social work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries. 3.03 Performance Evaluation Social workers who have the responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner, and on the basis of clearly stated criteria. 54 3.04 Client Records (a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflective of the services provided. (b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services and to ensure continuity of services provided to clients in the future. (c) Social workers' documentation should protect clients' privacy to the extent that is possible and appropriate, and should include only that information that is directly relevant to the delivery of services. (d) Social workers should store records following the termination of service to ensure reasonable future access. Records should be maintained for the number of years required by state statutes or relevant contracts. 3.05 Billing Social workers should establish and maintain billing practices that accurately reflect the nature and extent of services provided, and by whom the service was provided in the practice setting. 3.06 Client Transfer (a) When an individual who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client's needs before agreeing to provide services. In order to minimize possible confusion and conflict, social workers should discuss with potential clients the nature of their current relationship with other service providers and the implications, including possible benefits or risks, of entering into a relationship with a new service provider. (b) If a new client has been served by another agency or colleague, social workers should discuss with the client whether consultation with the previous service provider is in the client's best interest. 3.07 Administration (a) Social work administrators should advocate within and outside of their agencies for adequate resources to meet clients' needs. (b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients' needs can be met, an allocation procedure should be developed that is non discriminatory and based on appropriate and consistently applied principles. (c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or organizational resources are available to provide appropriate staff supervision. (d) Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the Code of Ethics. 55 3.08 Continuing Education and Staff Development Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for which they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics. 3.09 Commitments to Employers (a) Social workers generally should adhere to commitments made to employers and employing organizations. (b) Social workers should work to improve employing agencies' policies and procedures, and the efficiency and effectiveness of their services. (c) Social workers should take reasonable steps to ensure that employers are aware of social workers' ethical obligations as set forth in the NASW Code of Ethics and their implications for social work practice. (d) Social workers should not allow an employing organization's policies, procedures, regulations, or administrative orders to interfere with their ethical practice of social work. Social workers should take reasonable steps to ensure that their employing organizations' practices are consistent with the NASW Code of Ethics. (e) Social workers should act to prevent and eliminate discrimination in the employing organization's work assignments and in its employment policies and practices. (f) Social workers should accept employment or arrange student field placements only in organizations where fair personnel practices are exercised. (g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving funds where appropriate, and never misappropriating funds or using them for unintended purposes. 3.10 Labor-Management Disputes (a) Social workers may engage in organized action, including the formation of and participation in labor unions, to improve services to clients and working conditions. (b) The actions of social workers who are involved in labor-management disputes, job actions, or labor strikes should be guided by the profession's values, ethical principles, and ethical standards. Reasonable differences of opinion exist among social workers concerning their primary obligation as professionals during an actual or threatened labor strike or job action. Social workers should carefully examine relevant issues and their possible impact on clients before deciding on a course of action. 4. Social Workers' Ethical Responsibilities as Professionals 4.01 Competence (a) Social workers should accept responsibility or employment only on the basis of existing competence or the intention to acquire the necessary competence. (b) Social workers should strive to become and remain proficient in professional practice and the performance of professional functions. Social workers should critically examine, and keep current with, emerging knowledge relevant to social work. Social workers 56 should routinely review professional literature and participate in continuing education relevant to social work practice and social work ethics. (c) Social workers should base practice on recognized knowledge, including empiricallybased knowledge, relevant to social work and social work ethics. 4.02 Discrimination Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, age, religion, sex, sexual orientation, marital status, political belief, or mental or physical disability. 4.03 Private Conduct Social workers' should not permit their private conduct to interfere with their ability to fulfill their professional responsibilities. 4.04 Dishonesty, Fraud, and Deception Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception. 4.05 Impairment (a) 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 jeopardize the best interests of those for whom they have a professional responsibility. (b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties interfere with their professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others. 4.06 Misrepresentation (a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or of the social worker's employing agency. (b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations. (c) Social workers should ensure that their representations to clients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, and services provided, or results to be achieved are accurate. Social workers should claim only those relevant professional credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others. 4.07 Solicitations (a) Social workers should not engage in uninvited solicitation of potential clients who, because of their circumstances, are vulnerable to undue influence, manipulation, or coercion. 57 (b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of consent to use a client's prior statement as a testimonial endorsement) from current clients or from other persons who, because of their particular circumstances, are vulnerable to undue influence. 4.08 Acknowledging Credit (a) Social workers should take responsibility and credit, including authorship credit, only for work they have actually performed and to which they have contributed. (b) Social workers should honestly acknowledge the work of and the contributions made by others. 5. Social Workers' Ethical Responsibilities to the Social Work Profession 5.01 Integrity of the Profession (a) Social workers should work toward the maintenance and promotion of high standards of practice. (b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession. (c) Social workers should contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, and legislative testimony, presentations in the community and participation in their professional organizations. (d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should seek to contribute to the profession's literature and to share their knowledge at professional meetings and conferences. (e) Social workers should act to prevent the unauthorized and unqualified practice of social work. 5.02 Evaluation and Research (a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions. (b) Social workers should promote and facilitate evaluation and research in order to contribute to the development of knowledge. (c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully utilize evaluation and research evidence in their professional practice. (d) Social workers engaged in evaluation or research should consider carefully possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted. 58 (e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate, without undue inducement to participate, and with due regard for participants' well-being, privacy and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research. (f) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to them, obtain the participant's assent, and obtain consent from an appropriate proxy. (g) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and/or archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific yield, educational, or applied value and unless eventually effective alternative procedures that do not involve waiver of consent are not feasible. (h) Social workers should inform participants of their rights to withdraw from evaluation and research at any time without penalty. (i) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services. (j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation. (k) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with persons professionally concerned with this information. (l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed. (m) Social workers who report evaluation and research results should protect participants' confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosures. (n) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods. (o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants' interests primary. 59 (p) Social workers should educate themselves, their students, and colleagues about responsible research practices. 6. Social Workers' Ethical Responsibilities to the Broader Society 6.01 Social Welfare Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environment. Social workers should advocate for living conditions conducive to the fulfillment of basic human needs and promote social, economic, political and cultural values and institutions that are compatible with the realization of social justice. 6.02 Public Participation Social workers should facilitate informed participation by the public in shaping social policies and institutions. 6.03 Public Emergencies (a) Social workers should provide justice. (b) Social workers should act to expand choice and opportunity for all persons, with special regard for vulnerable, disadvantaged, oppressed, and exploited persons and groups. (c) Social workers should promote conditions that encourage respect for the diversity of cultures and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people. (d) Social workers should act to prevent and eliminate domination, exploitation, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, age, religion, sex, sexual orientation, marital status, political belief, mental or physical disability, or any other preference, personal characteristic, or status appropriate professional services in public emergencies, to the greatest extent possible. 6.04 Social and Political Action (a) Social workers should engage in social and political action that seeks to ensure that all persons have equal access to the resources, employment, services, and opportunities that they require in order to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice, and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice. (b) Social workers should act to expand choice and opportunity for all persons, with special regard for vulnerable, disadvantaged, oppressed, and exploited persons and groups. (c) Social workers should promote conditions that encourage respect for the diversity of cultures and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions 60 that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people. (d) Social workers should act to prevent and eliminate domination, exploitation, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, age, religion, sex, sexual orientation, marital status, political belief, mental or physical disability, or any other preference, personal characteristic, or status. NASW STANDARDS FOR PRACTICE OF CLINICAL SOCIAL WORK Standard 1 Clinical social workers shall function in accordance with the ethics and the stated standards of the profession, including its accountability procedures. All social workers have a fourfold responsibility: to clients, to the profession, to self, and to society. Social workers shall identify themselves as members of the social work profession. NASW members shall be familiar with and adhere to the NASW Code of Ethics and shall cooperate fully and in a timely fashion with the adjudication procedures of the Committee of Inquiry, peer review, and appropriate state boards. They shall be aware of and adhere to relevant stated professional standards for social work practice. All clinical social workers shall be willing to have judgments and decisions reviewed by knowledgeable peers in a formal process. When requested by a client, the clinical social worker will provide information about how to file a complaint charging unethical behavior. Standard 2 Clinical social workers shall have and continue to develop specialized knowledge and understanding of individuals, families, and groups and of therapeutic and preventive interventions. Areas of knowledge about individuals, families, and groups required for effective clinical intervention encompass the following: 1. Social, psychological, and health factors and their interplay on psychosocial functioning, such as these: theories of personality and behavior social-cultural influences, environmental influences, physical heath, and impairment and disability, including mental and emotional conditions. 2. Community resources A) Available social resources in the community and their operation and how to use them in the client’s behalf B) How to identify appropriate services and negotiate a referral 3. Specific practice skills, including the ability to: A) Establish a relationship of mutual acceptance and trust, B) Obtain analyze, classify, and interpret social and personal data, including assessment and diagnosis, 4. Establish compatible goals of service with the client, 5. Bring about changes in behavior (thinking, feeling, or doing) or in the situation in accordance with the goals of service. 61 6. Knowledge about and skills in using research to evaluate the effectiveness of a service. The clinical social worker shall have available a variety of appropriate social work therapeutic intervention techniques that he or she uses selectively, depending on the client's needs and capacity for change. When knowledge and skills are acquired, other than those specific to social work, the practitioner is responsible for obtaining the appropriate forms of professional development and continuing education (see NASW Standards for Continuing Professional Education) and is personally accountable for all aspects of their professional behavior and decisions. Standard 3 Clinical social workers shall respond in a professional manner to all persons who seek their assistance. Clinical social workers shall respond to each client regardless of the client's lifestyle, origin, race, sex, religion, or sexual orientation. Clinical social workers shall limit their practice to those clients whom they have the skills and resources to serve. However, they shall be aware of and seek to ameliorate any of their attitudes and practices that may interfere with their ability to offer competent and equitable service. They have a Professional responsibility to help a client establish contact with other appropriate resources when they cannot meet the needs for service of a particular client. If the clinical social worker is unable to schedule a timely appointment for an initial assessment, he or she may screen the client by telephone to determine the urgency of the client's situation. The well-being of the client is the key factor in all decisions. In emergency situations in which the clinical social worker cannot be available to a new client, every effort should be made to find an appropriate source of immediate help. On occasion, a client may decide to terminate treatment before a clinician judges the client to be ready. When the clinical social worker is sure that the termination is premature but the client persists in his or her decision, it is the clinician's responsibility to refer the client to another appropriate treatment resource or, failing that, to help the client terminate treatment as constructively as possible, leaving the door open for the client to reapply for service at another time. Standard 4 Clinical social workers shall be knowledgeable about the services available in the community and make appropriate referrals for their clients. In accordance with the definition of clinical social work, the perspective of the person-insituation is central to clinical practice. Therefore, clinical social workers must be alert to the clients' situations, especially those that affect the clients' behavior and functioning, and must be able to modify the environment, when possible, by referrals to other community services. There will also be occasions when advocacy on behalf of a client will be necessary to obtain needed services. When a client is being served by other agencies, the clinical social worker shall maintain collaborative contacts as necessary with the other providers to ensure the coordination of services and the client's receipt of optimal benefits from the various services. When the client is involved with more than one clinician, collaborative consultation shall be maintained as necessary to ensure delineation of the specific areas of responsibility. The clinician shall not share information about a client without the client's informed consent (see Standard 6 for an elaboration of confidentiality). Standard 5 Clinical social workers shall maintain their accessibility to clients. 62 In the process of managing a therapeutic relationship, various factors or events may create problems of accessibility. The clinician shall be able to respond to the unanticipated needs of a client by, for example, having telephones answered, either by a person or machine, and messages related promptly and accurately. When the clinical social worker is unavailable because of vacation, illness, or any other reason, he or she should make arrangements for coverage by competent peers. These details should be discussed with the client at the beginning of treatment. In establishing an office, the clinical social worker shall be aware that some clients may have or develop physical handicaps. Thus, the clinical social worker shall make every attempt to ensure that offices are free of impediments to mobility and that helping devices are available for sensorally impaired clients. The office's accessibility by public transportation, when it is available, also should be a consideration. Standard 6 Clinical social workers shall safeguard the confidential nature of the treatment relationship and of the information obtained within that relationship. Respect for the client as a person and for the client's right to privacy underlies the maintenance of confidentiality in the client-clinician relationship. Although assurance of this confidentiality enhances the therapeutic interaction, the client should be advised that there are circumstances in which confidentiality cannot be maintained. These circumstances would include but not necessarily be limited to the legally mandated requirement to report to appropriate authorities a suspicion of child abuse, including the sexual abuse of children, or to disclose information necessary to avert danger to the client or others. In some circumstances, a clinician may need to advise the parents of a child client's self-destructive behavior to ensure adequate protection for the child. In all such situations, the clinician shall advise the client of the exceptions to confidentiality and privilege, be prepared to share with the client the information that is being reported, and handle the feeling evoked. Except for such explicit, overriding requirements, the clinical social worker shares information only with the written and informed consent of the client. Standard 7 Clinical social workers shall maintain access to professional case consultation. In an agency setting, professional social work supervision or consultation should be available to all social work staff, either in the agency or through a contractual arrangement. If clinical social workers are not available, case consultation may be obtained from qualified professionals of other disciplines. The beginning clinical social worker requires regular case-consultation supervision. For the first two years of professional experience, at least one hour of supervision should be provided for every fifteen hours of face-to-face contact with clients. After the first two years, the ratio may be reduced to a minimum of one hour of case-consultation supervision for every thirty hours of face-to-face contact with clients. In some situations, additional consultation will be sought by the clinician, because of complex issues involving a client, or suggested by the consultant, because of difficulties the consultant perceives in the clinician's handling of a situation. Clinicians with five years or more of experience should utilize consultation on an as-needed, self-determined basis. Although clinicians who are in independent practice shall utilize more case consultation when they first begin practicing, they should maintain consultative arrangements throughout the time they are in practice. Clinical social workers shall be knowledgeable about how and when to utilize the expertise of other professional disciplines in the area of medical problems, including pharmacology, and be alert to the effects of prescription drugs on a client so they can provide feedback to the client's physician. 63 Standard 8 Clinical social workers shall establish and maintain professional offices and procedure The clinical social worker keeps records of clients that substantiate service in a secure place. He or she maintains the records accurately and in a manner that is free from bias or prejudicial content. The social worker makes these records available to clients at their request. The clinical social worker should ensure that appropriate insurance is maintained: agency liability, personal professional liability, premises protection, and other protective policies. Clinical social workers shall establish a fee structure when in independent private practice or utilize the fee structure of the agency in which they are working. All fees and procedures for payment shall be discussed with the client at the beginning of treatment; to minimize misunderstanding, it is useful to present these policies in writing as well. This discussion should include the use of insurance reimbursement and how it will be handled; charges for missed or canceled appointments, vacation, and collateral contacts; and any other financial issues. Clinical social workers shall not refuse service to clients solely because the clients are not covered by insurance. Billing procedures shall be included in the original discussion and clients' accounts shall be maintained according to acceptable accounting methods, with all bills and receipts provided on a regular and timely schedule. Clinical social workers shall discuss overdue accounts with clients and make every effort to avoid accrual of debt. When it is clear to a client and clinician that, for whatever reason, the client can no longer afford to pay for treatment, a mutually acceptable alternative plan for compensation or an orderly and appropriate termination or referral shall be instituted. Nothing in this standard shall be construed to rule out an individual clinician's decision to provide services on a pro bono basis. When all efforts to collect an overdue account from a client have failed, the client should be informed that unpaid accounts may be turned over to a collection agency or small claims court or that other types of legal action will be taken. If there is a dispute over charges, the clinical social worker should make every effort to resolve it without damaging the therapeutic relationship. Waiting rooms and offices should be kept clean, and the environment should be properly maintained to ensure a reasonable degree of comfort. Interviewing rooms should ensure privacy and be free of distractions. Steps should be taken to assure the client's and the social worker's personal security. Standard 9 Clinical social workers shall represent themselves to the public with accuracy. The public need to know how to find help from qualified clinical social workers. Both agencies and independent private practitioners should ensure that their therapeutic services are made known to the public. In this regard, it is important that telephone listings be maintained in both the classified and alphabetical sections of the telephone directory, describing the clinical social work services available. Although advertising in various media was thought to be questionable professional practice in the past, recent judicial decisions, Federal Trade Commission rulings as well as current professional practices have made such advertising acceptable. The advertisement must be factual and should avoid false promises of cures. The content of the advertisement should include the private practitioner's or agency's name and professional credentials and the address and telephone number or other contact information. It might also include the type of services provided (e.g., individual, family, or group therapy; alcoholism counseling; divorce mediation; and so forth) and the type of problems that are dealt with (e.g., marital distress, parent-child conflicts, eating disorders). 64 Standard 10 Social workers shall engage in the independent private practice of clinical social work only when qualified to do so. Many states have legal regulations for social workers at a clinical or independent-practice level. If practitioners work in such a state, they must be licensed or certified at this level to engage in independent private practice. The NASW standards for the independent practice of clinical social work are those required for inclusion in The NASW Register of Clinical Social Workers: 1. A graduate degree from a social work program accredited by the Council on Social Work Education. 2. Two years of full-time (or equivalent part-time) clinical social work experience supervised by a clinical social worker. 3. Current membership in The Academy of Certified Social Workers or a license or certification in a state at the appropriate level. Standard 11 Clinical social workers shall have the right to establish an independent private practice. Clinical social workers shall have the right to establish a separate independent practice as a form of secondary employment or after leaving a place of employment. When they establish such a practice, either alone or as part of a group, they are responsible for assuring that The diagnostic and treatment services meet professional standards. If such a practitioner hires clinical social workers or other employees, he or she, an employer, is responsible for the services provided, for maintaining all these standards, and for upholding all applicable local, state, or federal regulations. Clinical social workers who are employed by agencies and have an independent private practice should not refer agency clients to themselves unless they have made a specific agreement with the agency and have offered alternative options to the clients. Agencies have the responsibility to establish written, reasonable guidelines or policies about secondary employment (see NASW Standards for Social Work Personnel Practices). When an agency does not have clear written policies, the clinical social worker may cite the relevant NASW standards. When a clinical social worker leaves an agency to establish an independent private practice, he or she must take great care to explain fully the options available to clients. Clients in treatment may be offered various options after consultation with the agency. These options include (1) transferring to another staff member in The agency, (2) continuing with the same clinician in an independent setting, (3) transferring to another agency or to a different private practitioner, or (4) terminating treatment. The overriding principle is the client's right to self-determination and freedom of choice. That is, the client's best interests must always be paramount in these decisions. 65 Appendices 66 The Field Learning Plan The Field Learning Plan is a guide for the field experience, which allows the student, the Field Instructor and the Faculty Liaison/Seminar Instructor to focus on the learning tasks and goals/objectives of the placement. It helps all parties get a “bird’s eye view” of what will be accomplished. The Faculty Liaison/Seminar Instructor is available for consultation to the student when writing the contract and will initiate the deadlines for when it is due. The student is responsible for brainstorming the ideas for the Field Learning Plan in consultation with the Field Instructor regarding the specifics. Once this has been accomplished, the Seminar Instructor reviews and approves or suggests changes to the document. The final document when finished is signed by the student, the Field Instructor and the Faculty Liaison/Seminar Instructor. A new Field Learning Plan is created at the beginning of each sequence. The MSW Field Learning Plan contains ten competency areas that the student must address by creating strategies for accomplishing each Practice Behavior. Strategies are the concrete steps the student will take to complete the goal. They must be clear, specific, and measurable. This involves three criteria: Objectivity (what can be seen and measured), Completeness (provide enough information), and Clarity (any reader can understand). Suggestions for Creating Great Learning Strategies 1. Review the Field Evaluation Instrument that your field instructor will complete at the end of the semester. 2. Determine, with the help of your Field Instructor, what each skill will “look like” in your field placement setting. 3. Create a strategy that is clear, specific, and measurable for each skill. Ask yourself “how will I know when the objective is complete?” That is how you measure it. *The learning plan should reflect writing standards appropriate to the graduate level. Spelling, clarity, and conciseness are important considerations. A new or revised/updated contract should be developed for each sequence. All persons involved with the field placement need to sign the learning contract. MSW FIELD LEARNING PLAN 67 SCHOOL OF SOCIAL WORK FIELD PLACEMENT PLANNING AGREEMENT IN PLACE OF EMPLOYMENT The purpose of this agreement is to encourage information sharing and commitment by all parties involved in planning for the educational success of (employee name) and (agency name). The employee is enrolling in the USF School of Social Work to pursue a degree in social work and will be required as a part of that enrollment to complete a field placement. Standards for the placement have been approved by our accrediting body, the Council on Social Work Education, and have very clear goals and expectations. For a student to be successful in this endeavor, it is beneficial if each person involved understands the expectations of each of the others. For that purpose, we have created this agreement and it’s attachments for agencies and employee/students to understand the expectations of USF School of Social Work Field Program. We are aware this educational effort requires flexibility and planning of agencies and supervisors but believe you will find the overall functioning of your employee to improve during this same period as knowledge and skills are enhanced. Thank you for your assistance and we look forward to working with you. Teri Simpson, MSW, LCSW Director of Field Education (813-974-6728) ____________________________________________________________________________ To be completed by employee/student: BSW Generalist (460 hours) or MSW Clinical Internship (900 hours) Total semesters in internship? Hours per semester of internship? Starting date of Internship? Completion of Internship? Student: Plans to seek internship for new learning within employment agency? yes Would like to complete internship hours within regular hours of employment? Would like to complete internship in alternative agency? yes no yes no no Would need flexibility by employer to complete internship hours during the usual hours in which agencies operate (M-F from 8-5)? yes no Employee/Student signature________________________________ Date _____________ 68 To be completed by Agency representatives: The following persons have spoken with the student and are committed to negotiate and inform the student/employee of their ability to work provide them with the requested new learning opportunities. We request the signatures of all key persons involved in planning the new learning opportunity experience. In addition to the signatures, please complete the following questions: I. When completing the internship within the employment agency or its affiliates, we are will allow the student to complete the internship hours as a part of the total employment hours required. yes no II. We will work with the student by finding flexible employment hours which allows the student to complete internship within the usual hours in which field agencies operate (M-F from 8-5)? yes no III. Signatures required: A*. Name of Agency Director/CEO (print) Signature _____________________________________________________ B*. Name of Employee’s Supervisor (print) Signature _____________________________________________________ C. Name and credentials of social worker eligible to provide onsite supervision to student: (print) Signature: ____________________________________________________ Supervisor of program where employee/student would complete internship (if applicable). Name (print) Signature _____________________________________________________ Others as needed: Name (print) Signature _____________________________________________________ Position *only items 1 and 2 need be completed if employee/student requests internship to be completed with a different agency 69 Learning Plan: Foundation (BSW & MSW) Revised Spring 2013 Name: BSW MSW Sequence: Semester: Field instructor: I Fall II Field Seminar Instructor: Spring Year: Agency: Competency #1: Intern identifies as a professional social worker and conducts himself/herself accordingly. 1.1 Advocates well for client access to the services of social work Strategy: Measurement: 1.2 Practices personal reflection and self-correction to assure continual professional development Strategy: Measurement: 1.3 Attends well professional roles and boundaries Strategy: Measurement: 1.4 Demonstrates professional demeanor in appearance and communication Strategy: Measurement: 1.5 Engages in career-long learning Strategy: Measurement: 1.6 Uses supervision and consultation effectively Strategy: Measurement: Competency #2: Intern applies social work ethical principles to guide his/her professional practice. 2.1 Recognizes and manages personal values in a way that allows professional values to guide practice (e.g., on such issues as abortion and gay rights) Strategy: Measurement: 2.2 Makes ethical decisions by applying standards of the NASW Code of Ethics Strategy: Measurement: 2.3 Tolerates well ambiguity in resolving ethical conflicts Strategy: Measurement: 2.4 Is able to apply strategies of ethical reasoning to arrive at principled decisions Strategy: Measurement: 70 Competency #3: Apply critical thinking to inform & communicate professional judgments. 3.1 Is skilled at appraising and integrating multiple sources of knowledge; including research based knowledge and practice wisdom Strategy: Measurement: 3.2 Is skilled at analyzing models of assessment, prevention, intervention, and evaluation Strategy: Measurement: 3.3 Demonstrates effective written communication in working with individuals, families, groups, organizations, communities, and colleagues Strategy: Measurement: Competency #4: Intern engages diversity and difference in practice 4.1 Recognizes the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Strategy: Measurement: 4.2 Has sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Strategy: Measurement: 4.3 Recognizes and communicates her or his understanding of the importance of difference in shaping life experiences Strategy: Measurement: 4.4 Views herself or himself as a learner and engages those he or she works with as informants Strategy: Measurement: Competency #5: Intern advances human rights and social and economic justice 5.1 Understands the forms and mechanisms of oppression and discrimination Strategy: Measurement: 5.2 Is skilled at advocating for human rights and social and economic justice Strategy: Measurement: 5.3 Is skilled at engaging in practices that advance social and economic justice Strategy: Measurement: Competency #6: Intern engages in research-informed practice and practice-informed research 6.1 Is skilled using practice experience to inform research Strategy: Measurement: 6.2 Is skilled at using research to inform practice Strategy: Measurement: 71 Competency #7: Intern applies knowledge of human behavior and the social environment 7.1 Demonstrates ability to utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation Strategy: Measurement: 7.2 Demonstrates ability to critique and apply knowledge to understand the person in the environment Strategy: Measurement: Competency #8: intern engages in policy practice to advance social and economic well being and to deliver effective social work services 8.1 Is skilled at analyzing, formulating, and advocating for policies that advance social well-being Strategy: Measurement: 8.2 Is skilled at collaborating with colleagues and clients for effective policy action Strategy: Measurement: Competency #9: Intern responds to contexts that shape practice. 9.1 Is skilled at continuously discovering, appraising, and attending to changing locales, populations, scientific and technological developments, and emerging societal trends in order to provide relevant services Strategy: Measurement: 9.2 Is skilled at providing leadership in promoting sustainable changes in services delivery and practice to improve the quality of social services Strategy: Measurement: Competency #10: Intern engages, assesses, intervenes, and evaluates with individuals, families, groups, organizations, and communities. 10.1 Is able to work substantively and affectively to prepare for action with individuals, families, groups organizations, and communities Strategy: Measurement: 10.2 Demonstrates empathy and other interpersonal skills Strategy: Measurement: 10.3 Is able to develop a mutually agreed upon focus of work and desired outcomes Strategy: Measurement: 10.4 Is skilled at collecting, organizing and interpreting client data Strategy: Measurement: 10.5 Is skilled assessing clients strengths and limitations Strategy: Measurement: 10.6 Is skilled at developing mutually agreed-upon intervention goals and objectives Strategy: Measurement: 72 10.7 Is skilled at selecting appropriate intervention strategies Strategy: Measurement: 10.8 Is skilled at initiating action to achieve organization goals Strategy: Measurement: 10.9 Is skilled at implementing prevention interventions that enhance client capacities Strategy: Measurement: 10.10 Is skilled at helping clients resolve problems Strategy: Measurement: 10.11 Is skilled at negotiating, mediating, and advocating for clients Strategy: Measurement: 10.12 Is skilled at facilitating transitions and endings Strategy: Measurement: 10.13 Demonstrates ability to analyze, monitor and evaluate interventions Strategy: Measurement: Signature of Student:____________________________________________________________ Date Signature of Field Instructor:_______________________________________________________ Date Signature of Field Seminar Instructor:________________________________________________ Date Note: The Field Learning Plan has been designed to follow a national model from the Council on Social Work Education (CSWE). As we move towards re-accreditation our focus will be to demonstrate that our students have achieved the 10 Competencies measured by the Practice Behaviors deemed essential by CSWE for graduation. Please remember when the statement reads “is skilled at” that the interpretation is that they are skilled at the level of an intern not an experienced practitioner. Also remembering that skills and experience of a BSW intern vary from that of an MSW intern and this form is used for both BSW and first semester MSWs, so please assess accordingly. It is possible that one strategy will be used for several practice behaviors (i.e., student will successfully complete four intake assessments might be used for several of the Practice Behaviors in Competency 10). 73 Learning Plan: Advanced Clinical Concentration Name: Field instructor: Sequence: II Sequence: II Semester: Fall III III Spring Task Instructor: IV Field Seminar Instructor: Summer Year: Agency: Competency #1: Identify as a professional social worker and conduct oneself accordingly. 1.2 1.2 1.3 1.4 Readily identify as social work professionals. Strategy: Measurement: Demonstrate professional use of self with client(s). Strategy: Measurement: Understand and identify professional strengths, limitations, and challenges Strategy: Measurement: Develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and strengths perspectives. Strategy: Measurement: Competency #2: Apply social work ethical principles to guide professional practice. 2.1 2.2 2.3 2.4 Apply ethical decision making skills to issues specific to clinical social work. Strategy: Measurement: Employ strategies of ethical reasoning to address the use of technology in clinical practice and its impact on client rights. Strategy: Measurement: Identify and use knowledge of relationship dynamics, including power differentials. Strategy: Measurement: Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients’ well-being. Strategy: Measurement: Competency #3: Apply critical thinking to inform & communicate professional judgments. 3.1 Engage in reflective practice. Strategy: Measurement: 74 3.2 3.3 3.4 3.5 Identify and articulate clients’ strengths and vulnerabilities. Strategy: Measurement: Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools. Strategy: Measurement: Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations. Strategy: Measurement: Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats. Strategy: Measurement: Competency #4: Engage diversity and difference in practice. 4.1 4.2 4.3 Research and apply knowledge of diverse populations to enhance client well- being. Strategy: Measurement: Work effectively with diverse populations. Strategy: Measurement: Identify and use practitioner/client differences from a strengths perspective. Strategy: Measurement: Competency #5: Advance human rights and social and economic justice. 5.1 5.2 Use knowledge of the effects of oppression, discrimination, & historical trauma on client and client systems to guide treatment planning and intervention. Strategy: Measurement: Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations. Strategy: Measurement: Competency #6: Engage in research informed practice and practice informed research. 6.1 6.2 6.3 Use the evidence-based practice process in clinical assessment and intervention with clients. Strategy: Measurement: Participate in the generation of new clinical knowledge, through research and practice. Strategy: Measurement: Use research methodology to evaluate clinical practice effectiveness and/or outcomes. Strategy: Measurement: 75 Competency #7: Apply knowledge of human behavior and the social environment. 7.1 7.2 7.3 Synthesize & differentially apply theories of human behavior and the social environment to guide clinical practice. Strategy: Measurement: Use bio-psycho-social-spiritual theories & multiaxial diagnostic classification systems in formulation of comprehensive assessments. Strategy: Measurement: Consult with medical professionals as needed, to confirm diagnosis and/or to monitor medication in the treatment process. Strategy: Measurement: Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 8.1 8.2 8.3 Communicate to stake holders the implications of policies and policy change in the lives of clients. Strategy: Measurement: Use evidence-based practice and practice-based evidence in advocacy for policies that advance social and economic well-being. Strategy: Measurement: Advocate with and inform administrators and legislators to influence policies that affect clients and service. Strategy: Measurement: Competency #9: Respond to contexts that shape practice. 9.1 Assess the quality of clients’ interactions within their social contexts. Strategy: Measurement: 9.2 Develop intervention plans to accomplish systemic change. Strategy: Measurement: 9.3 Work collaboratively with others to effect systemic change that is sustainable. Strategy: Measurement: Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. 10.1 Develop a culturally responsive therapeutic relationship. Strategy: Measurement: 10.2 Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance. Strategy: Measurement: 10.3 Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes. Strategy: 76 Measurement: 10.4 Use multidimensional bio-psycho-social-spiritual assessment tools. Strategy: Measurement: 10.5 Assess clients’ readiness for change. Strategy: Measurement: 10.6 Assess clients’ coping strategies to reinforce and improve adaptation to life situations, circumstances, and events. Strategy: Measurement: 10.7 Select and modify appropriate intervention strategies based on continuous clinical assessment. Strategy: Measurement: 10.8 Use differential and multiaxial diagnoses. Strategy: Measurement: 10.9 Critically evaluate, select, and apply best practices and evidence-based interventions. Strategy: Measurement: 10.10 Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed. Strategy: Measurement: 10.11 Collaborate with other professionals to coordinate treatment interventions. Strategy: Measurement: 10.12 Contribute to the theoretical knowledge base of the social work profession through practice-based research. Strategy: Measurement: 10.13 Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions. Strategy: Measurement: Signatures Student: _______________________________________ Date______________ Field Instructor:__________________________________Date______________ Field Seminar Instructor__________________________Date_______________ Note: It is possible that one strategy will be used for several practice behaviors (i.e., “student will successfully complete four intake assessments” might be used for several of the Practice Behaviors in Competency 10). 77 BSW/MSW Foundation Concentration Field Evaluation Instrument Rating Scale for Evaluation of Field Placement Performance Midterm Final Name of Intern:___________________________________ Date:_________________ MSW Sequence: I (Full-time) Ia (Part-time) Instructions for Rating Interns on the 10 Competencies in the First Part of the Evaluation: The standard by which an intern is to be compared is that of a new beginning-level social worker. The 10 competencies specified in this evaluation form are those established by our national accrediting organization (the Council on Social Work Education). Under each competency statement are several items that we ask that you rate according to the following criteria. 5 4 3 2 1 no The intern has excelled in this area The intern is functioning above expectations for interns in this area The intern has met the expectations for interns in this area The intern has not as yet met the expectations in this area, but gives indication s/he will do so in the near future. The intern has not met the expectations in this area, and does not give indication s/he will do so in the near future. No opportunity as the intern has not had the opportunity to demonstrate competence in this area. Comments may be made under any competency statement, if desired. Please be sure to indicate those areas in which you think the intern is particularly strong and those areas in which the student need improvement. This evaluation is intended to give the intern feedback about her or his performance. The field instructor’s rating of these items will not directly be used to calculate the grade given to the intern. The faculty liaison has responsibility of assigning the grade for field instruction. The grade that is assigned will be based on: the faculty liaison’s overall evaluation of the student’s performance in field placement in conjunction with the field instructor’s evaluation and other submitted materials such as: intern logs; seminar participation; papers that integrate field with classroom instruction. If you prefer to use another evaluation system in addition to this form to evaluate a student’s performance, please discuss this with the faculty supervisor. Revised Spring 2013 78 Competency #1: Intern identifies as a professional social worker and conducts himself/herself accordingly. 1.1 Advocates well for client access to the services of social work 5 4 3 2 1 no 1.2 Practices personal reflection and self-correction to assure continual professional development 5 4 3 2 1 no 1.3 Attends well to professional roles and boundaries 5 4 3 2 1 no 1.4 Demonstrates professional demeanor in appearance and communication 5 4 3 2 1 no 1.5 Engages in career-long learning 5 4 3 2 1 no 1.6 Uses supervision and consultation effectively 5 4 3 2 1 no Comments: Competency #2: Intern applies social work ethical principles to guide his/her professional practice. 2.1 Recognizes and manages personal values in a way that allows professional values to guide practice (e.g., on such issues as abortion and gay rights) 5 4 3 2 1 no 2.2 Makes ethical decisions by applying standards of the NASW Code of Ethics 5 4 3 2 1 no 2.3 Tolerates well ambiguity in resolving ethical conflicts 5 4 3 2 1 no 2.4 Is able to apply strategies of ethical reasoning to arrive at principled decisions 5 4 3 2 1 no Comments: Competency #3: Apply critical thinking to inform & communicate professional judgments. 3.1 Is skilled at appraising and integrating multiple sources of knowledge; including research based knowledge and practice wisdom 5 4 3 2 1 no 3.2 Is skilled at analyzing models of assessment, prevention, intervention, and evaluation 5 4 3 2 1 no 3.3 Demonstrates effective written communication in working with individuals, families, groups, organizations, communities, and colleagues 5 4 3 2 1 no Comments: Competency #4: Intern engages diversity and difference in practice 4.1 Recognizes the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power 5 4 3 2 1 no 4.2 Has sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups 5 4 3 2 1 no 4.3 Recognizes and communicates her or his understanding of the importance of difference in shaping life experiences 5 4 3 2 1 no 4.4 Views herself or himself as a learner and engages those he or she works with as informants 5 4 3 2 1 no Comments: 79 Competency #5: Intern advances human rights and social and economic justice. 5.1 Understands the forms and mechanisms of oppression and discrimination 5 4 3 2 1 no 5.2 Is skilled at advocating for human rights and social and economic justice 5 4 3 2 1 no 5.3 Is skilled at engaging in practices that advance social and economic justice 5 4 3 2 1 no Comments: Competency #6: Intern engages in research-informed practice and practice-informed research. 6.1 Uses practice experience to inform research 5 4 3 2 1 no 6.2 Use research to inform practice 5 4 3 2 1 no Comment: Competency #7: Intern applies knowledge of human behavior and the social environment. 7.1 Demonstrates ability to utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation 5 4 3 2 1 no 7.2 Demonstrates ability to critique and apply knowledge to understand the person in the environment 5 4 3 2 1 no Comments: Competency #8: Intern engages in policy practice to advance social and economic well being and to deliver effective social work services. 8.1 Is skilled at analyzing, formulating, and advocating for policies that advance social well-being 5 4 3 2 1 no 8.2 Is skilled at collaborating with colleagues and clients for effective policy action 5 4 3 2 1 no Comments: Competency #9: Intern responds to contexts that shape practice. 9.1 Is skilled at continuously discovering, appraising, and attending to changing locales, populations, scientific and technological developments, and emerging societal trends in order to provide relevant services 5 4 3 2 1 no 9.2 Is skilled at providing leadership in promoting sustainable changes in services delivery and practice to improve the quality of social services 5 4 3 2 1 no Comments: 80 Competency #10: Intern engages, assesses, intervenes, and evaluates with individuals, families, groups, organizations, and communities. 10.1 Is able to work substantively & affectively to prepare for action with individuals, families, groups, organizations, and communities 5 4 3 2 1 no 10.2 Demonstrates empathy and other interpersonal skills 5 4 3 2 1 no 10.3 Is able to develop a mutually agreed upon focus of work and desired outcomes 5 4 3 2 1 no 10.4 Is skilled at collecting, organizing and interpreting client data 5 4 3 2 1 no 10.5 Is skilled assessing clients strengths and limitations 5 4 3 2 1 no 10.6 Is skilled at developing mutually agreed-upon intervention goals & objectives 5 4 3 2 1 no 10.7 Is skilled at selecting appropriate intervention strategies 5 4 3 2 1 no 10.8 Is skilled at initiating action to achieve organization goals 5 4 3 2 1 no 10.9 Is skilled at implementing prevention interventions that enhance client capacities 5 4 3 2 1 no 10.10 Is skilled at helping clients resolve problems 5 4 3 2 1 no 10.11 Is skilled at negotiating, mediating, and advocating for clients 5 4 3 2 1 no 10.12 Is skilled at facilitating transitions and endings 5 4 3 2 1 no 10.13 Demonstrates ability to analyze, monitor and evaluate interventions 5 4 3 2 1 no Comments: Please check one of the following at the midterm evaluation. At the final evaluation do NOT complete this section This intern is excelling in field placement by performing above expectations for interns. This intern is meeting the expectations of a field placement intern. This intern is functioning somewhat below the expectations of a field placement intern. There is a question whether this intern will be ready for beginning level social work practice by the end of placements This intern is functioning below the expectations of a field placement intern. There is considerable concern that this intern will not be ready for beginning level social work practice by the end of placement. This intern should perhaps be encouraged to pursue another major. Comments/elaboration: Signature of Agency Field Instructor Agency Date The following section should be completed by the intern: My agency supervisor and faculty supervisor have discussed this evaluation with me, and I have received a copy. My agreement or disagreement follows: I agree with the evaluation I do not agree with the evaluation Intern’s Signature _________________________________ Date __________________________ If this intern disagrees with the evaluation she/he should state that disagreement in writing and submit a copy to both the agency supervisor and the faculty supervisor. A meeting between the student, agency supervisor, and faculty supervisor should be held to discuss the disagreement. 81 MSW Advanced Clinical Concentration Field Evaluation Instrument 1 Rating Scale for Evaluation of Field Placement Performance Midterm Final Name of Intern:___________________________________ Date:_________________ Instructions for Rating Interns on the 10 Competencies: The standard by which an intern is to be compared is that of a beginning-level MSW social worker. The 10 competencies specified in this evaluation form are those established by our national accrediting organization (the Council on Social Work Education). Under each competency statement are several items that we ask that you rate according to the following criteria. 5 4 3 2 1 no The intern has excelled in this area The intern is functioning above expectations for interns in this area The intern has met the expectations for interns in this area The intern has not as yet met the expectations in this area, but gives indication s/he will do so in the near future. The intern has not met the expectations in this area, and does not give indication s/he will do so in the near future. No opportunity as the intern has not had the opportunity to demonstrate competence in this area. Comments may be made under any competency statement, if desired. Please be sure to indicate those areas in which you think the intern is particularly strong and those areas in which the student needs improvement. This evaluation is intended to give the intern feedback about her or his performance. The field instructor’s rating of these items will not directly be used to calculate the grade given to the intern. The faculty liaison/field seminar instructor has the responsibility of assigning the grade for field instruction. The grade that is assigned will be based on: the faculty liaison’s overall evaluation of the student’s performance in field placement in conjunction with the field instructor’s evaluation and other submitted materials such as: intern logs; seminar participation; papers that integrate field with classroom instruction. The authors request if any instrument from this article is used (or modified then used) that the author’s be cited as having developed the instrument. 6 82 Competency#1: Identify as a professional social worker and conduct oneself accordingly. 1.1 1.2 1.3 1.4 Readily identify as social work professionals. Demonstrate professional use of self with client(s). Understand and identify professional strengths, limitations, and challenges Develop, manage, and maintain therapeutic relationships with clients within the personin-environment and strengths perspectives. Comments: 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 no no no no 5 5 4 4 3 3 2 2 1 1 no no 5 5 4 4 3 3 2 2 1 1 no no 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 no no no 5 4 3 2 1 no 5 4 3 2 1 no 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 no no no Competency #2: Apply social work ethical principles to guide professional practice. 2.1 2.2 Apply ethical decision making skills to issues specific to clinical social work. Employ strategies of ethical reasoning to address the use of technology in clinical practice and its impact on client rights. 2.3 Identify and use knowledge of relationship dynamics, including power differentials. 2.4 Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients’ well-being. Comments: Competency #3: Apply critical thinking to inform & communicate professional judgments. 3.1 3.2 3.3 Engage in reflective practice. Identify and articulate clients’ strengths and vulnerabilities. Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools. 3.4 Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations. 3.5 Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats. Comments: Competency #4: Engage diversity and difference in practice. 4.1 Research and apply knowledge of diverse populations to enhance client well-being. 4.2 Work effectively with diverse populations. 4.3 Identify and use practitioner/client differences from a strengths perspective. Comments: 83 Competency #5: Advance human rights and social and economic justice. 5.1 Use knowledge of the effects of oppression, discrimination, & historical trauma on client and client systems to guide treatment planning and intervention. 5.2 Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations. Comments: 5 4 3 2 1 no 5 4 3 2 1 no Competency#6: Engage in research informed practice and practice informed research. 6.1 Use the evidence-based practice process in clinical assessment and intervention with clients. 6.2 Participate in the generation of new clinical knowledge, through research and practice. 6.3 Use research methodology to evaluate clinical practice effectiveness and/or outcomes. Comments: 5 4 3 2 1 no 5 5 4 4 3 3 2 2 1 1 no no Competency #7: Apply knowledge of human behavior and the social environment. 7.1 Synthesize & differentially apply theories of human behavior and the social environment to guide clinical practice. 7.2 Use bio-psycho-social-spiritual theories & multiaxial diagnostic classification systems in formulation of comprehensive assessments. 7.3 Consult with medical professionals as needed, to confirm diagnosis and/or to monitor medication in the treatment process. Comments: 5 4 3 2 1 no 5 4 3 2 1 no 5 4 3 2 1 no Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 8.1 Communicate to stake holders the implications of policies and policy change in the lives of clients. 8.2 Use evidence-based practice and practice-based evidence in advocacy for policies that advance social and economic well-being. 8.3 Advocate with and inform administrators and legislators to influence policies that affect clients and service. Comments: 84 5 4 3 2 1 no 5 4 3 2 1 no 5 4 3 2 1 no Competency #9: Respond to contexts that shape practice. Assess the quality of clients’ interactions within their social contexts. Develop intervention plans to accomplish systemic change. Advocate with and inform administrators and legislators to influence policies that affect clients and service. Comments: 9.1 9.2 9.3 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 no no no Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. 10.1 10.2 Develop a culturally responsive therapeutic relationship. Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance. 10.3 Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes. 10.4 Use multidimensional bio-psycho-social-spiritual assessment tools. 10.5 Assess clients’ readiness for change. 10.6 Assess clients’ coping strategies to reinforce and improve adaptation to life situations, circumstances, and events. 10.7 Select and modify appropriate intervention strategies based on continuous clinical assessment. 10.8 Use differential and multiaxial diagnoses. 10.9 Critically evaluate, select, and apply best practices and evidence-based interventions. 10.10 Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed. 10.11 Collaborate with other professionals to coordinate treatment interventions. 10.12 Contribute to the theoretical knowledge base of the social work profession through practice-based research. 10.13 Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions. Comments: 85 5 5 4 4 3 3 2 2 1 1 no no 5 4 3 2 1 no 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 no no no 5 4 3 2 1 no 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 no no no 5 5 4 4 3 3 2 2 1 1 no no 5 4 3 2 1 no
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