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WURZWEILER SCHOOL OF SOCIAL WORK
YESHIVA UNIVERSITY
Important Telephone Numbers
GENERAL INFORMATION PHD PROGRAM IN SOCIAL WELFARE
(212) 960-0800 (212) 960-0813
Fax: (212)960-0821 [email protected]
ADMISSIONS OFFICE MSW Program - BLOCK (MSW)
(212) 960-0810 (212) 960-0804
CAREER DEVELOPMENT OFFICE OF ALUMNI AFFAIRS
(212) 960-0838 (212) 960-0127
DEAN'S OFFICE OFFICE OF THE REGISTRAR
(212) 960-0820 (212) 960-5274
[email protected] wilfregistr[email protected]du
ASSOCIATE DEAN=S OFFICE OFFICE OF STUDENT FINANCE
(212) 960-0808 (212) 960-5269
(212)
960-0829 [email protected]
FIELD INSTRUCTION OFFICE OFFICE OF SAFETY AND SECURITY
(212) 960-0803 (212) 960-5200
MSW PROGRAM - CONCURRENT/PEP/CLERGY POLLACK LIBRARY
(212) 960-0808 (212) 960-5378
WEBSITE: http://www.yu.edu/libraries/
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FIELD MANUAL
FOR CONCURRENT, PEP, BLOCK AND CLERGY EDUCATION PLANS
TABLE OF CONTENTS
INTRODUCTION – DEAN’S LETTER
SECTION I: SCHOOL MISSION, OBJECTIVES, OUTCOMES, CURRICULUM, AND STUDENT
RESPONSIBLITIES
A. MISSION STATEMENT – WURZWEILER
B.
EDUCATIONAL PHILOSOPHY
C.
PROGRAM GOALS
D.
PROGRAM OBJECTIVES
E.
CURRICULUM DESIGN
F.
STUDENT COMMITMENT TO SOCIAL WORK EDUCATION
G.
ACADEMIC INTEGRITY AND PROFESSIONAL CONDUCT
H.
HIPAA ALERT
SECTION II: FIELD INSTRUCTION
A. FIELD WORK AGENCY PLACEMENTS
1.
CRITERIA FOR PLACING STUDENTS
2.
WORK-STUDY ARANGEMENTS
3.
CHANGING PLACEMENTS
B.
STUDENT RESPONSIBILITIES AND ENTITLEMENTS
1.
HOURS
2.
PROCESS RECORDINGS AND LOGS
3.
SABBATH POLICY
4.
HOLIDAYS
5.
ABSENCES
6.
LABOR DISPUTES
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SECTION III: REVIEW OF STUDENT PROGRESS
A. ROLE OF FACULTY ADFVISOR
B. F
IELD INSTRUCTION IN THE FIELD AGENCY
C. F
ACULTY ADVISOR/FIELD INSTRUCTOR INTERACITONB
D. L
EARNING CONTRACT
E. S
OCIAL ACTION FIELD ASSIGNMENTS
F. F
IELD WORK EVALUATION
G. E
VALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT
SECTION IV: CRITERIA FOR STUDENT PERFORMANCE IN FIELD PLACEMENT
FIELD EDUCATION AS THE SIGNATURE PEDAGOGY FOR SOCIAL WORK
FRAMEWORK FOR THE FIELD INSTRUCTION CURRICULUM
FIRST YEAR – FOUNDATION PRACTICE
STUDENT’S SKILLS IN THE BEGINNING PHASE
PRE-ENGAGEMENT SKILLS – GENERIC, CASEWORK, GROUP WORK, COMMUNITY SOCIAL WORK
ENGAGEMENT SKILLS – GENERIC, CASEWORK, GROUP WORK, COMMUNITY SOCIAL WORK
ASSESSMENT SKILLS – GENERIC, CASEWORK, GROUP WORK, COMMUNITY SOCIAL WORK
STUDENT’S SKILLS IN THE MIDDLE PHASE
GENERIC SKILLS
CASEWORK SKILLS
GROUP WORK SKILLS
COMMUNITY SOCIAL WORK SKILLS
STUDENT ‘S SKILLS IN THE ENDING PHASE
GENERIC SKILLS
CASEWORK SKILLS
GROUP WORK SKILLS
COMMUNITY SOCIAL WORK SKILLS
STUDENT’S USE OF PROCESS RECORDINGS
STUDENT’S UNDERSTAND AND USE OF FIELD INSTRUCTION
STUDENT’S UNDERSTANDNING AND USE OF SELF
STUDENT’S ROLE IN AGENCY SYSTEM
STUDENT’S UNDERSTANDING OF THE COMMUNITY AND USE OF COMMUNITY RESOURCES
STUDENT’S UNDERSTANDING OF THE PROFESSION
STUDENT AS LEARNER
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SECOND YEAR – ADVANCED PRACTICE
ENHANCING GENERIC SKILLS
ADVANCED CONCENTRATIONS
STUDENT’S SKILLS IN CASEWORK
SKILLS IN THE BEGINNING PHASE
SKILLS IN THE MIDDLE PHASE
SKILLS IN THE ENDING PHASE
STUDENT’S SKILLS IN GROUP WORK
SKILLS IN THE BEGINNING PHASE
SKILLS IN THE MIDDLE PHASE
SKILLS IN THE ENDING PHASE
STUDENT’S SKILLS IN COMMUNITY SOCIAL WORK
SKILLS IN THE BEGINNING PAHSE
SKILLS IN THE MIDDLE PHASE
SKILLS IN THE ENDING PHASE
STUDENT’S USE OF PROCESS RECORDINGS
STUDENT’S UNDERSTAND AND USE OF FIELD INSTRUCTION
STUDENT’S UNDERSTANDING AND USE OF SELF
STUDENT’S ROLE IN AGENCY SYSTEM
STUDENT’S UNDERSTANDING OF THE COMMUNITY AND USE OF COMMUNITY RESOURCES
STUDENT’S UNDERSTANDING OF THE PROFESSION
STUDENT AS LEARNER
STUDENT’S READINESS FOR PROFESSIONAL RESPONSIBILITY
APPENDIX A PLANNING FORMS – FIRST YEAR
PLANNING FORMS – SECOND YEAR
APPENDIX B LEARNING CONTRACT
APPENDIX C PROPOSAL FOR WORK-STUDY FIELD PLACMEENT – FIRST YEAR
SECOND YEAR WORK-STUDY CONTRACT FOR FIELD PLACEMENT
APPENDIX D FIELD INSTRUCTOR FORM
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INTRODUCTION
Dear Students:
Welcome to the Wurzweiler School of Social Work. This Field Instruction Manual provides important
information about field education. It is a “living document” in that changes to it are anticipated in keeping up
with current innovations in the profession. At Wurzweiler, we are committed to the development of effective
social work practitioners. A review of the Schools Mission Statement, its goals and objectives and curriculum
outline will clarify the school’s vision.
Field work in collaboration with class work is the way in which a profession socializes its students to the
values, knowledge, and competencies of that profession. As the “signature pedagogy of social work,” field
education provides the student with the opportunity to integrate social work knowledge, values, and skills
with the real life client situation.
This Field Instruction Manual utilizes knowledge, values, and skills to present expectations and criteria for
student performance in field placement for the foundation first year and in the second year concentration.
The Field Instruction Manual describes the educational process in the field experience, discussing in
particular the nature and structure of supervision students will receive from their field instructor at their field
placement agency. Descriptive information is provided about the faculty advisor role with the student
including academic advisement and field advisement.
Further information is given about the design of the field placement for all programs – Day students assigned
to field placements and employed students at a work/study field placement; the Advanced Standing and the
Summer Block Program; the Accelerated and the MSW/PHD Plan; and the Interdenominational Clergy Plan.
This Field Instruction Manual is intended as a source of information for all students, faculty, and field
instructors. In regard to curriculum requirements, students will be governed by the Manual in the year in
which they entered the program. The School, however, reserves the right to change policy and procedures
without prior notice and to notify all parties of such changes.
The NASW Code of Ethics and the NASW Indicators for the Achievement of Cultural Competence in Social
Work Practice are on the Wurzweiler website,
www.yu.edu/wurzweiler. Students are responsible to conduct
themselves in accordance with the Code of Ethics and the Standards for Cultural Competence in the
classroom and in field placements.
The Policy Manual, which describes general School policies about attendance, grading, dismissal and
appeals, can be found on the Wurzweiler website. All requests for reasonable accommodations under the
Americans with Disabilities Act of 1990 should be made to the Office of Students with Disabilities, Abigail
Kelsen,
If you have questions or concerns, please see your academic advisor and/or one of the School’s
administrative staff. My door is always open to you as well.
Carmen Ortiz Hendricks, DSW, ACSW
Dorothy and David I. Schachne Dean & Professor
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SECTION I:
STUDENT RESPONSIBILITIES
SCHOOL MISSION, OBJECTIVES, OUTCOMES, CURRICULUM, AND
A.
Wurzweiler School of Social Work was conceived of the belief that there was a need for
a school of social work dedicated to a dual purpose—excellence of social work practice in both
the Jewish Communal Service Field and in the wider world of social services. Historically and
currently, the school’s mission has adhered to a distinct set of values—excellence of teaching
and learning, cultural competence, professional ethics and values, scholarship, social justice,
and the importance of service to individuals, groups, and communities. The program is
accessible to all interested applicants in New York, nationally and internationally and its
graduates serve diverse sectors of society in the United States and globally. The program
attracts students of diverse backgrounds and cultures so that they bring their heritage and world
view to bear on the learning process. The program’s task is to develop social workers who are
ethically and culturally competent; who possess empathy for people of diverse social, cultural
and economic backgrounds; and who demonstrate awareness and understanding of the
complex environments in which people live and develop. Equipped with the requisite
professional knowledge, skills, values and ethics, students are trained to work with vulnerable
populations and to have an impact on the profession of social work. Wurzweiler graduates are
expected to have the confidence and leadership to make a difference in the global society
wherever there is a need for advocates for human rights and social justice.
MISSION STATEMENT
The MSW program’s mission, goals and objectives are implemented throughout the
curriculum by way of two independent mechanisms:
I. A curriculum, including both academic course work and the field internship, which strives to
prepare students for ethical and effective practice and research in a diverse society; and
II. A school environment which supports research, community and professional service, and
policy initiatives aimed at increasing equality and social justice.
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B.
EDUCATIONAL PHILOSOPHY
The educational philosophy and the curriculum design of the Wurzweiler School of Social
Work are anchored in both the humanistic and ecological systems perspectives. These
underpin our educational objectives and the processes through which we assess the
professional growth and development of our students as well as the efficacy of our
educational approach. Humanistic and ecological systems models share an emphasis on
human strength and a deep belief in the capacity of individuals C whether students or clients
C to be responsible agents in their own and others' behalf and to work productively together.
It is the educational objective of the School to enable students to develop their potential to
become motivating and socially accountable social workers, competent to act in a conscious,
purposeful and professionally self-disciplined manner in promoting social and economic
justice for populations at risk.
In congruence with the humanistic perspective, the School views each student as having a
wealth of capacities, resources, and life experiences that can be developed and enhanced
through classroom and field learning opportunities.
To encourage engagement in the learning process, the School provides an educational
environment that is challenging and supportive. In this environment, students are encouraged to
take risks necessary for becoming social work practitioners.
The ecological systems perspective provides an important contextual perspective for the
humanistic approach. The following excerpt from the writings of Carel Germain on the ecological
systems perspective provides clarity to our approach:
... the ecological perspective provides insights into the nature and consequences of (such)
transactions both for human beings and for the physical and social environments in which they
function. The perspective is concerned with the growth, development, and potentialities of human
beings and with the properties of their environments that support or fail to support the expression of
human potential... In an ecological view, practice is directed toward improving the transactions
between people and environments in order to enhance adaptive capacities and improve
environments for all who function within them.
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1
Germain, C.B. (1979). "Ecology and social work" in Carel B. Germain (ed.) Social work practice: People and environments: An ecological perspective, p.7. New York:
Columbia University Press.
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The program promotes a holistic view of people in their environments in which neither can be fully
understood except in the relationship of one to the other, and in the necessary continuous
reciprocal exchanges that take place between people and environments. Students are taught to
appreciate the biological, physiological, psychological, cultural, ecological, and spiritual dimensions
that inform people and environments. Most courses teach about how people strive throughout
their life course for the best “fit” between their needs and capacities and those of the environment.
Students are themselves in constant transactions with their environment, and are helped to see
how they both change the environment and are changed by it. Students are helped to see how
individuals, families, groups and communities are living and interacting systems dealing with
problems that are often generated by the broader environment. The social worker’s use of self is
an important tool in mobilizing the clients’ resources both within themselves and their environment.
Since the creation of a facilitative learning environment is a critical aspect of the humanistic
educational approach, the role of the teacher and the educational method are critical elements in
enabling the student to develop the requisite skills, knowledge and values of a social worker. The
classroom arena is student-centered. Material is presented with the objective of stimulating,
sensitizing, or providing
motivation for further learning.
Though this approach does not preclude a more formal presentation of substantive material, by
way of either didactic presentation, or more formal lecturing, the classes at Wurzweiler have an
experiential and reflective learning structure. Students are challenged to engage each other and
the instructor around specific issues in a reflective, confronting, and authentic manner. The
instructor, in keeping with the humanistically-based educational philosophy, facilitates a learning
environment that is both flexible and safe, in order to support and encourage student-centered
inquiry and exploration. In addition, faculty are a resource for learning, providers of theoretical
knowledge and skilled social work practitioners, capable of modeling the conscious use of self in
an effective and professional manner.
Wurzweiler embraces both the humanistic and ecological systems perspectives. These holistic
and socially anchored frameworks allow sensitivity to tension and balance among the rights and
needs of individuals, groups and the wider community. These frameworks are in harmony with the
mission of the University and with the requirements of ethical, professional social work practice.
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C.
PROGRAM GOALS
The goal of Wurzweiler=s MSW program is to prepare competent advanced-level practitioners for
social work practice. The educational program enables students to integrate the knowledge,
values and skills of the profession and shapes them into competent professionals.
The goals of the program are derived from and directly relate to the content of the Curriculum
Policy Statement of the Commission on Accreditation of the Council on Social Work Education and
are actualized in a manner that is consistent with and reflective of the mission of the school. Thus,
for example, advanced electives reflect the School=s commitment to Jewish communal work, and
content on ethics, as infused throughout the curriculum, includes attention to religious traditions,
ideologies, and values.
The overall goal is comprised of ten component goals which guide our educational program.
These goals are followed by the objectives which detail how the goals are to be achieved. In turn,
each objective is stated in terms of expected outcomes C the measurable condition that denotes
how and to what extent the objective has been achieved. In a number of instances, objectives
pertain to more than one goal and are therefore repeated, as applicable.
At the successful completion of the program:
1 Students will have achieved a mastery of foundation knowledge, skills, values and ethics
of the social work profession.
2 Students will have competence in an advanced social work practice method -- Social
Casework, Social Group Work, Community Social Work practice.
3 Students will be able to identify, implement and evaluate interventions to promote,
restore, maintain and enhance the social functioning of individuals, families, groups,
organizations and communities within their defined concentration;
social policies, services, resources and programs to meet basic human needs and
support the development of human capabilities;
5 Students will be able to utilize critical thinking approaches and methods to guide the
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range of knowledge-based social work interventions;
skills through the application of methods of scientific inquiry;
7 Students will be able to work within the organizational context of social work practice
while concurrently seeking to influence and improve human service delivery systems;
8 Students will be committed to the pursuit of equity, equality, freedom, social and
economic justice and human opportunity as it applies to all people, but with emphasis on
people of color, women and under-represented or disenfranchised populations;
9 Students will have a strong sense of social responsibility manifested in a commitment to
the enhancement of human well-being and the alleviation of poverty and oppression;
and
10 Students will be engaged in a continuous process of personal and professional growth
and transformation which leads to the development of a professional self.
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D.
PROGRAM OBJECTIVES
Goal 1: Students will have achieved a mastery of foundation knowledge, skills, values
and ethics of the social work profession.
Objectives
• To familiarize students about socials work practice with client systems of various
sizes and types through class and field work.
• To apply the knowledge and skills of a generalist social work perspective to practice
with systems of all sizes and types.
• To prepare students to practice with diverse populations.
• To enable students to know, understand, adopt and utilize the values and ethics of
the profession in their practice.
• To ensure that students= learning builds upon a liberal arts perspective.
• To prepare students to synthesize and apply appropriate foundation theories and
skills to practice interventions.
• To equip students with the ability to demonstrate the professional use of self.
• To enable students to apply knowledge of bio-psycho-social variables to understand
the interactions among individuals and between individuals and social systems.
• To instill knowledge about the social context of social work practice and the
changing nature of social context.
• To familiarize students with the influence of organizational behavior on the type and
quality of programs of service and the impact of organizational influences on
vulnerable populations.
• To facilitate students’ development of communication skills that can be applied
differentially as appropriate to the client population and community and cultural
context.
• To introduce students to the concept of professional education as life-long learning.
Goal 2: Students will have competence in an advanced social work practice method –
Social Casework, Social Group Work, Community Social Work.
Objectives
• To prepare students with the analytical, intervention and evaluation skills consistent
with expectations for advanced practitioners.
• To prepare students to apply appropriate theories and knowledge to social work
practice in the area of concentration (e.g., casework, group work, community social
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work).
• To enable students to critically analyze and use bio-psycho-social theoretical constructs
to understand the interactions among individuals and between individuals and social
systems.
• To instill in students the skills of critical thinking that differentiate and discern varying
professional contexts.
• To equip students with the knowledge and skills to practice within the values and ethics
of the profession.
• To prepare those students with an interest in and commitment to the Jewish community
for careers in the network of Jewish communal service agencies.
• To prepare those students with an interest in and commitment to sectarian-based
practice (of any faith) for specialized careers within such settings.
• To instill knowledge about and understanding of the nature of social diversity and
oppression and its= impact on diverse populations.
• To prepare students to use supervision and consultation as appropriate to the
organizational context and area of concentration.
• To equip students with the skills to conduct empirical investigations of their own practice
interventions and those of relevant systems.
• To prepare students with the knowledge and skills to apply research findings to
improving programs and practice interventions.
• To socialize students to the need for professional education as life-long learning.
• To prepare students with the ability to demonstrate the professional use of self
appropriate to the advanced practice level.
• To instill knowledge about the social context of social work practice and the changing
nature of social context.
• To instill in students an appreciation of the dynamics of practice within the structure of
organizations.
• To prepare students with the knowledge and skills to identify and address needed areas
of organizational change.
Goal 3: Students will be able to identify, implement and evaluate interventions to
promote, restore, maintain and enhance the social functioning of individuals,
families, groups, organizations and communities within their defined advanced
concentration.
Objectives
• To prepare students with the analytical, intervention and evaluation skills expected of
advanced practitioners as they seek to promote, restore, maintain and enhance social
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functioning.
• To instill in students the skills of critical thinking that differentiate and discern varying
professional contexts and the impact of context on the identification, implementation
and evaluation of interventions.
• To enhance students= knowledge about the influence of the social environment and
social structures on the identified problems and social functioning of individuals,
groups and communities.
• To prepare students to synthesize and apply knowledge of appropriate bio-psycho-
social theories and knowledge to understand the interactions among individuals and
between individuals and social systems.
• to acquaint students with the forms and mechanisms of oppression and discrimination
and the strategies and skills of change to advance social and economic justice.
• To prepare students to conduct empirical investigations of students= own practice
interventions and those of relevant systems.
• To prepare students to incorporate social context as part of the diagnostic and case
planning process, particularly as contextual factors affect vulnerable populations.
• To orient students to the consideration of societal values and professional ethics in the
design, delivery and evaluation of interventions
.
• Within their concentration, to acquaint students with the influence of social diversity on
the identification, implementation and evaluation of interventions with oppressed and
vulnerable populations.
• To instill in students an appreciation of the dynamics of practice within the structure of
organizations.
• To prepare students with the knowledge and skills to identify and address needed areas
of organizational change.
Goal 4: Students will be able to contribute to the planning, formulation and
implementation of social policies, services, resources and programs to meet
basic human needs and support the development of human capabilities.
Objectives
• To enhance students= knowledge about the social contexts of social work practice,
the changing nature of those contexts, the behavior of organizations and the
dynamics of change.
• To facilitate students= understanding of and sensitivity to the forms and mechanisms
of oppression and discrimination and the strategies and skills of change that advance
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social and economic justice.
• To prepare students to consider the needs of diverse populations in the planning,
developing and evaluating of social service programs.
• To facilitate students= understanding and interpretation of the history of the social
work profession and its= current structures and issues as they relate to interventions
at the community, organizational and societal levels.
• To equip students with the knowledge and skills to practice within the values and
ethics that guide social workers in their practice.
• To prepare students to analyze the impact of social policies on client systems,
workers and agencies and to demonstrate skills in influencing policy formulation and
change.
• To facilitate students= knowledge development and ability to use needs assessment,
planning, organizing, advocacy, outreach and brokering skills, among others, to
address issues within the locality, state or nation that pose barriers to the economic,
social and political enfranchisement of vulnerable populations.
• To prepare students to use theoretical frameworks to understand the interactions
between individuals and their larger social environment.
• To prepare students to function within the structure of organizations and service
delivery systems.
• To prepare students with the knowledge and skills to identify and address needed
areas of organizational change.
• To orient students to the consideration of societal values and professional ethics in
planning, advocating for and evaluating social policies, programs, and services to
meet human needs and promote the development of human capabilities.
Goal 5: Students will be able to utilize critical thinking approaches and methods to
guide the range of knowledge-based social work interventions.
Objectives
• To prepare students with the analytical and methodological skills appropriate to
guide the range of social work interventions to promote, restore, maintain and
enhance psycho-social functioning
•
.To enhance students= knowledge about the influence of the social environment and
social structures on the identified problems and social functioning of individuals,
groups and communities.
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• To enable students to critically analyze and use bio-psycho-social theoretical
constructs to understand the interactions among individuals and between individuals
and social systems.
• To instill in students the skills of critical thinking that differentiate and discern varying
professional contexts and the impact of context on the identification, implementation
and evaluation of interventions.
• To prepare students to synthesize and differentially apply theories to guide the range
of social work interventions
• To equip students with the knowledge and skills to consider and assess the impact of
societal values and professional ethics in the assessment, intervention and
evaluation of the range of social work interventions.
• To facilitate students= knowledge development and values clarification necessary to
understand and evidence respect for the positive value of diversity.
• To acquaint students with the forms and mechanisms of oppression and
discrimination and the strategies and skills of change to advance social and
economic justice.
• To prepare students with the knowledge and skills to evaluate and apply research
findings to practice at the individual, group, community or societal level.
Goal 6: Students will have the ability to contribute to the development of professional
knowledge and skills through the application of methods of scientific inquiry.
Objectives
• To facilitate students’ development of the analytic skills necessary to assess the
impact of social policies and the functioning of social systems.
• To prepare students to be skilled Aconsumers@ of research through the ability to
comprehend and evaluate research studies and to apply research findings as they
relate to and have implications for practice.
• To develop students’ skills in quantitative and qualitative research design, data
analysis, and knowledge dissemination.
• To prepare students with the knowledge and skills to conduct empirical evaluations of
their own practice interventions and those of other relevant systems.
• To orient students to the obligation to contribute time and professional expertise to
activities that promote respect for the value, integrity, and competence of the social
work profession
• To socialize students to the responsibility to critically examine and keep current with
emerging knowledge.
• To ensure that students are knowledgeable about the ethical conduct of research and
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evaluation, including informed consent procedures and confidentiality.
• To familiarize students with responsible research practices.
• To acquaint students with the expectation that they will contribute to the knowledge
base of social work and the dissemination of such knowledge.
Goal 7: Students will be able to work within the organizational context of social work
practice while concurrently seeking to influence and improve human service
delivery systems
Objectives
• To familiarize students with social work practice in client systems of various sizes and
types;
• To enable students to apply knowledge of bio-psycho-social variables to understand the
interactions among individuals and between individuals and social systems.
• To instill in students the skills of critical thinking that differentiates and discerns varying
professional contexts.
• To enhance students’ knowledge about the influence of the social environment and
social structures on the identified problems and social functioning of individuals, groups,
and communities.
• To instill in students knowledge about the social contexts of social work practice and the
changing nature of social context.
• To equip students with the knowledge and skills to pursue social change, particularly
with and on behalf of vulnerable and oppressed individuals and groups.
• To develop students’ sensitivity to and awareness of the impact of oppression and
cultural and ethnic diversity in regard to distributive justice in American society
• To prepare students to use supervision and consultation as appropriate to the
organizational context and area of concentration.
• To acquaint students with the forms and mechanisms of oppression and discrimination
and the strategies and skills of change to advance social and economic justice.
• To instill in students an appreciation of the dynamics of practice within the structure of
organizations.
• To prepare students with the knowledge and skills to identify and address needed areas
of organizational change
• To orient students to the consideration of societal values and professional ethics in
planning, advocating for, and evaluating social policies, programs, and services to meet
human needs and to promote the development of human capabilities.
• To consider the needs of diverse populations in the planning, developing, and evaluating
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of social service programs
Goal 8: Students will be committed to the pursuit of equity, equality, freedom, social
and economic justice and human opportunity as it applies to all people, but
with emphasis on people of color, women, and under represented or
disenfranchised populations.
Objectives
• To acquaint students with the forms and mechanisms of oppression and discrimination
and the strategies and skills of change to advance social and economic justice.
• To develop students’ sensitivity to and awareness of the impact of oppression and
cultural and ethnic diversity in regard to distributive justice in American society.
• To enhance students’ knowledge about the influence of the social environment and
social structures on the identified problems and social functioning of individuals, groups,
and communities.
• To instill in students an understanding of culture and the contributions and strengths that
exist in all cultures and its impact on human behavior and society.
• To acquaint students with the methods of social and political action that seek to ensure
equal access for all people to the resources, employment, services, and opportunities
they require to meet their basic needs.
• To facilitate students’ knowledge development and values clarification necessary to
understand and evidence respect for the positive value of diversity.
• To socialize students to the professional obligation and commitment to facilitate informed
participation in shaping social policies and institutions.
• To equip students with the knowledge and skills of advocacy for policy change to
improve social conditions to promote social justice for all people, but particularly for
people of color, women, and under-represented or disenfranchised populations.
• To enable students to act to prevent and eliminate domination or exploitation of, and
discrimination against any person, group or class on the basis or race, ethnicity,
national origin, color, sex, sexual orientation, age, religion, mental or physical disability,
or political belief.
Goal 9: Students will have a strong sense of social responsibility manifested in a
commitment to the enhancement of human well-being and the alleviation of
poverty and oppression.
Objectives
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• develop students= sensitivity to and awareness of the impact of oppression and
cultural and ethnic diversity in regard to distributive justice in American society.
• To acquaint students with the basic obligation to respect the inherent dignity and
worth of people and to recognize their responsibility to clients and to the broader
society.
• To socialize students to their professional commitment to promote the general welfare
of society, including promotion of social, economic, political and cultural values, rights
and institutions that are compatible with the realization of social justice.
• To instill in students an understanding of their responsibility to pursue social change,
particularly with and on behalf of vulnerable and oppressed individuals and groups of
people.
• To enable students to act to prevent and eliminate domination or exploitation of, and
discrimination against, any person, group or class on the basis of race, ethnicity,
national origin, color, sex, sexual orientation, age, religion, mental or physical
disability or political belief.
• To equip students with the knowledge and skills of advocacy for policy change to
improve social conditions and to promote social justice for all people, but particularly
for people of color, women and under-represented or disenfranchised populations.
• To acquaint students with the methods of social and political action that seek to
ensure equal access for all people to the resources, employment, services and
opportunities they require to meet their basic needs.
Goal 10: Students will be engaged in a continuous process of personal and
professional growth and transformation which leads to the development of as
professional self.
Objectives
• Infuse in students the understanding that education for professional practice is
ongoing through one=s career.
• To facilitate students= understanding of the purposes of continuing professional
education and the different forms of CE available to post-MSW social workers.
• To enhance students= understanding of the privileges and responsibilities associated
with professional licensing, including mandatory continuing education requirements.
• To socialize students to the need to be up-to-date with knowledge and skill
developments and to apply new knowledge, interventions and research findings into
day-to-day practice.
•
To instill in students a commitment to contributing to the knowledge base of
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the profession through the development of new and/or improved practice
technologies and research on practice effectiveness and outcomes.
• To provide students with a perspective about the boundaries of their education and
the obligation to provide services only within the areas of their competence.
• To socialize students to their obligation to maintain and promote high standards of
practice.
15
E.
The curriculum, which is anchored in both Ecological and Systems perspectives, is organized to
conform with the Curriculum Policy Statement and Accreditation Standards of the Commission on
Accreditation of the Council on Social Work Education. During the first year of study, students
complete a year-long generalist practice course which serves as the foundation of their professional
practice. In the second year, areas of specialization are offered in social casework, social group
work and community social work. The following table reflects the organization, sequencing and
integration of the School's curriculum.
CURRICULUM DESIGN
TABLE
FOUNDATION AND ADVANCED CURRICULUM
FOUNDATION CURRICULUM
FIRST YEAR
ADVANCED CURRICULUM
SECOND YEAR
Social Welfare Organization
Human Behavior in the Social Environment I & II
Cultural Diversity
Social Work Practice and Evaluation Research
Electives (2)
Foundations of Social Work Practice I & II
Foundation Field Work I & II
Social Welfare Policy
Psychosocial Pathology or Administration
Jewish Social Philosophy
Values and Ethics
Applied Methods in Social Work Research
Electives (2)
Casework I & II
or
Group Work I & II
or
Community Social Work/Administration I & II
Advanced Field Work I & II
Integrative Essay
An essential aspect of the curriculum is the emphasis placed on the student's understanding and
development of the conscious use of self. Students are expected to struggle with various
theoretical perspectives in developing their analytic and interventive skills. How students use
themselves in relation to the individual, group, family or community, as well as agency and School,
is viewed to be of crucial importance in their development as professional social workers.
16
F.
Student Commitment to Social Work Education
The rigorous demands of the graduate social work curriculum require full commitment by students
in order to make optimum use of available educational opportunities. The School, therefore,
discourages students from becoming involved in outside activities that compete with classroom and
fieldwork responsibilities.
Students who are engaged in outside employment or who plan to become so involved should
consult with their faculty academic advisors regarding such activities. Faculty advisors will take into
account the student's right to privacy and self-determination while assisting the student to avoid any
deflection from the full investment of time and energy that is required for concentration on the
course of study. No modification of requirements or performance in class or field can be made on
the basis of external employment commitments.
G.
Academic Integrity and Professional Conduct
Graduate study requires excellence of character as well as excellence of intellect. Graduate
students are expected to show seriousness of intellectual dedication; respect for the views and
convictions of others; concern for the impact of advanced knowledge on society at large; regard for
instructors, fellow students and the School as a whole; and, above all, adherence to the highest
ethical and moral standards in their personal and professional lives.
All Wurzweiler students receive the NASW Code of Ethics and the NASW Standards for Cultural
Competence in Social Work Practice at orientation. Students are held accountable to conduct
themselves according to the Code and the Standards in the classroom and field placement. For
more information, go to www.naswdc.org
.
All written work submitted by students is to be their own. Ideas and concepts that are the work of
others must be cited with proper attribution. The use of the written works of others that is submitted
as one's own constitutes plagiarism and is a violation of academic standards. The School will not
condone plagiarism in any form and will apply sanction to acts of plagiarism. A student who
presents someone else's work as his or her own work is stealing from the authors or persons who
did the original thinking and writing. Plagiarism occurs when a student directly copies another's
work without citation; when a student paraphrases major aspects of another's work without citation;
and when a student combines the work of different authors into a new statement without reference
to those authors. It is also plagiarism to use the ideas and/or work of another student and present
them as your own. It is NOT
plagiarism to formulate your own presentation of an idea or concept
17
as a reaction to someone else's work; however, the work to which you are reacting should be
discussed and appropriately cited. Any student who can be shown to have plagiarized any part of
any assignment in a course will automatically FAIL
the course and will be referred to the Associate
Dean for disciplinary action which may include expulsion.
A student's affirmation of any examination, course assignment or degree requirement is assumed
by the School to guarantee that the thoughts and expressions therein not expressly credited to
another are literally the student's own. Evidence to the contrary, verified by the Office of the Dean,
may result in failure in the course, disciplinary dismissal or such other penalties as are deemed
proper.
Maintenance of good standing while a student at the School is, in part, dependent on developing
and maintaining standards of ethical and professional conduct. Students are expected to adhere to
the Code of Ethics promulgated by the National Association of Social Workers (NASW).
HIPAA ALERT
In line with the new HIPAA regulations concerning protected health information, it is important that
you understand that any case information you present from your work, will need to be de-identified.
What this means is that any information that would allow another to identify the person must be
changed or eliminated. This includes obvious things like names and birth dates but may also
contain other information that is so unique to the person that it will allow for identification, including
diagnosis, race/ethnicity or gender. If diagnosis, race/ethnicity or gender is directly related to the
case presentation, it can be included if it will not allow for identification.
18
SECTION II:
FIELD INSTRUCTION
A.
FIELD WORK AGENCY PLACEMENTS
Agencies are selected on the basis of the opportunities available to the student for learning and on
the willingness of agencies to work with the School as a partner in the educational process. It is
expected that the student will be given an assignment that makes it possible to spend at least half
of his/her field work hours in direct service to or on behalf of clients, groups and/or communities.
Field work placements are authorized and arranged through the School's Field Instruction
Department.
1. Criteria for Placing Students
First Year Placements
Consideration is given to the following:
a. agency needs and educational opportunities;
b. availability of a qualified MSW field instructor, approved by the School;
c. distance and accessibility of the agency for the student;
d. student's interests and special needs; and
e. student's prior experiences.
Second Year Placements
In the second year, students are given an opportunity for field work in a setting in which services
and clientele are different from those in the first year. Consideration is given to the following:
a. recommendations of first-year faculty advisor and field instructor;
b. student's ability, educational needs and interests;
c. agency ability to meet concentration requirements;
d. availability of a qualified MSW field instructor; and
e. distance and accessibility of the agency for the student.
19
2. Work-Study Arrangements
Approval of an agency must be obtained from the Director of Field Instruction. The agency is
required to submit a contract to the Field Work Office describing the details of the field placement.
In approving the agency contract, consideration is given to the following:
1. the appropriateness of the social service setting;
2. availability of a qualified MSW supervisor, approved by the School to serve as field
instructor, who will engage with the student around required process recordings on a
selected number of agency cases;
3. availability of service assignments that are educationally sound and fulfill time
requirements for field work hours; and
4. agency's willingness to permit the use of the student's case records in a disguised
form for class purposes.
3. Changing Field Placements
Occasionally, a decision is made to withdraw a student from an agency and place the student in
another setting. At times, an agency requests that a student be moved to a different setting.
The impact of this decision has relevance for the student, field instructor, agency executive, faculty
advisor, Director of Field Instruction and the clients being served.
Change in placement, therefore, is made only after the most careful thought and deliberation
between the student, faculty advisor, field instructor and Director of Field Instruction.
The request for such a change may be based upon the judgment of the agency personnel or the
faculty advisor regarding the learning opportunities for the student within the agency. The faculty
advisor is responsible for gathering data to support this change and for involving the student as well
as the appropriate agency and school personnel.
20
In the event that a student leaves the agency, a plan should be worked out with the field instructor
for responsible termination of agency assignments.
B.
STUDENT RESPONSIBILITIES AND ENTITLEMENTS
1.
Students are expected to abide by the School calendar (dates, days and hours) that pertains
to their particular plan of study. In some instances, the nature of agency services requires
evening and/or Sunday work. Students are responsible for abiding by these agency
expectations. In instances where overtime is necessary, arrangements are made for
students to receive compensatory time off. In addition to adhering to the hours set up by the
agency, students are expected to be prompt in arriving at their field work placements.
Hours
Field placement hours for Concurrent, PEP, and Block students total 300 hours for each
semester (600 foundation year, 600 advanced year). Accelerated students complete a
minimum of 840 hours in a one year period. Extended students must complete a total of
1,200 hours over three years. Two year students spend 10-11 hours per week in direct
practice with clients. The rest of the time includes 12 -2 hours for field instruction, 4 hours
for writing process recordings and time for case conferences and staff meetings. Additional
hours are given to Block students in preparation of monthly logs. Accelerated students
spend 14-17 hours per week in direct practice within a 4-day per week placement.
2.
All students are expected to write and submit at least two process recordings per week.
Block Plan students are expected to prepare logs in addition to process recordings (refer to
Section V for format).
Process Recordings and Logs
3.
The School calendar is organized so that the educational components both in field and in
class do not conflict with the Sabbath and Jewish Holy Days.
Sabbath Policy
Special note should be taken that during part of the year--primarily, the winter months--the
Sabbath begins early on Friday afternoon. Students must leave their agencies early enough
to provide sufficient time to travel home before the Sabbath begins. This requirement is
obligatory for all students who are not full-time employees of their placement agencies.
21
Students with family responsibilities may require additional time, not only in order to arrive
home before the Sabbath begins, but also to attend to the family and make final
preparations for the coming Sabbath.
The School requires that students spend a minimum of twenty-one hours per week in field
work (14 hours per week in the 3-year Plan and 28 hours per week in the Accelerated Plan).
Therefore, when sundown comes at an early hour on Friday or on the eve of a Holy Day,
students are required to arrange to make up this time.
4.
In addition to the holidays listed in the School Catalog, students are entitled to any holidays
observed by the agency in which they are placed.
Holidays
Winter and Passover recesses, usually one week in length, fall respectively in the first and
second semesters. During these periods, students are to be free of all agency duties. If, in
exceptional circumstances, the nature of an agency's services and the student's
responsibilities preclude the student's absence during this time, the student may be required
to work with the understanding that he or she will receive equivalent compensatory time off
at another time.
During Intercession (usually through the end of January), students may not have classes but
are required to attend field placement.
5.
For unavoidable and essential reasons, such as illness, a student may be absent from the
agency for as many as four days in the course of the year without incurring an obligation to
make up the lost time.
Absences
If absences are in excess of four days, it will be necessary for the student to plan with his or
her field instructor to make up the time lost.
If absences accumulate for a total of three weeks, it is not ordinarily possible for the student
to overcome the disruption to his or her education and the student may not receive credit for
field work.
In all cases of absence, the student is to observe professional principles by notifying the
agency as quickly as possible. The student also is responsible for seeing that individuals
who might be affected by their absence are notified.
22
6.
In all cases involving labor disputes, students are to inform their faculty advisors and the
Field Office immediately. The following procedures will guide student actions:
Labor Disputes
In the event of walkouts or emergency union meetings occurring at times when students are
expected to be at their field placement agencies, students are expected to report to the
agency.
In the event of a job action undertaken by the staff of an agency as a whole at a time when
students are expected to be at their field placement, students are not expected to report to
the agency.
In the event of a strike, students who are not full-time employees are asked to report to the
School rather than to the agency or to the picket line.
In the event of a protracted strike beyond one calendar week, faculty will devise a program
of education to continue for the duration of the strike.
23
SECTION III:
REVIEW OF STUDENT PROGRESS
A.
ROLE OF FACULTY ACADEMIC ADVISOR
The review of each student's progress is ongoing. This is in keeping with educational principles
enunciated by this School. The faculty advisor's role is to assist the student in integrating the
educational program of the School, monitoring the field and class experience, assisting and guiding
the student in regard to resources, and facilitating a learning process throughout the educational
program. It is the student's responsibility to make and keep appointments with the advisor on a
regular basis, as well as when there are specific concerns and issues.
There are a number of structures which facilitate this monitoring process:
1)
THE INITIAL ADMISSIONS PROCESS AND INTERVIEW;
2)
ADVISOR-STUDENT DISCUSSIONS WHICH OCCUR THROUGHOUT THE SEMESTER;
3)
CONTACTS BETWEEN FIELD INSTRUCTOR AND FACULTY ADVISOR;
4)
REVIEW OF SELECTED PROCESS RECORDINGS OF THE STUDENT;
5)
DISCUSSIONS BETWEEN CLASS INSTRUCTOR AND FACULTY ADVISOR WHICH OCCUR WHEN THERE
ARE SPECIAL ISSUES OR CONCERNS ABOUT A STUDENT
'S PROGRESS;
6)
END-OF-SEMESTER REPORTS FROM EACH CLASS INSTRUCTOR AND FROM THE STUDENT'S FIELD
INSTRUCTOR
; (THESE ARE SUBMITTED TO THE FIELD OFFICE AND FORWARDED TO THE FACULTY ADVISOR.
DISCUSSIONS WITH STUDENTS IN RELATION TO FIELD WORK AND CLASSROOM PERFORMANCE OCCUR AT
THESE TIMES.)
7)
PREPARATION OF STUDENT SUMMARY (END OF FIRST YEAR);
8)
PREPARATION OF FINAL SUMMARY; AND
9)
INTEGRATIVE ESSAY (SEE APPENDIX I).
B.
FIELD INSTRUCTION IN THE FIELD AGENCY
During the course of the field placement, the student works under the supervision of a field
instructor. Selected by the agency and approved by the School, the field instructor is expected to
be available for regular weekly conferences which should be planned so that the student receives at
least one and one-half hours of uninterrupted supervision per week. Both student and field
instructor should participate in deciding the time for these conferences. Once agreed upon, they
should be adhered to with all possible regularity and promptness. It is desirable that matters for
discussion be saved for the scheduled conference period. However, at the beginning, there is likely
to be need for brief, unscheduled meetings.
24
It is the field instructor's responsibility to help the student to extend his or her knowledge of the
agency's specific services and operations, to guide the student's development of practice skills and
the conscious use of self, to assist in the development of the professional self understanding
necessary for effective practice and to help the student integrate practice theory with the use of
skill.
Students are expected to assume responsibility for making optimum use of the field instruction
process and for actively participating in the learning processes and opportunities at the agency.
Depending upon the preference of the field instructor, students are expected either to present a
written agenda in advance or an oral agenda at the time of the conference indicating their questions
and concerns.
The major educational tool for the Field Instruction Conference is the process recording. Students
are expected to submit their process recordings to the field instructor for review during the field
instructor conference. Students are expected to discuss their interventions and use of skills in their
process recordings.
Field instructors are expected to encourage students to participate actively in the conference, not
only to identify areas of concern as reflected on their process recordings, but also to engage in
thoughtful discussion as to their meanings and implications for future action.
It is the student's responsibility to find answers to some of his or her practice concerns and
questions by utilizing agency manuals, bulletins and relevant professional literature, as well as other
staff members. In addition, the student is expected to look to the field instructor for appropriate
information. Practice guidance, in contrast to information per se, can only take place through active
interchange with the field instructor.
• Field instructors must have a minimum of three years post-MSW practice
experience.
• New field instructors are required to take a Seminar in Field Instruction which is
given by the School. It is acceptable if an experienced field instructor has previously
taken a Seminar in Field Instruction and has a Certificate in Field Instruction from
another graduate school of social work.
• In the event that a student has a task supervisor(s) in addition to the field instructor, it
is the field instructor who coordinates the experience and is responsible for the
written evaluations.
25
C.
FACULTY ACADEMIC ADVISOR/FIELD INSTRUCTOR INTERACTION
Once the student's placement in the agency has been finalized, any agency contact with the School
in relation to the student is directed to the student's advisor. The advisor usually initiates the first
contact with the field instructor. Although the advisor will be maintaining contact with the field
instructor, the field instructor is encouraged to contact the advisor as well and to remain in touch
throughout the duration of the field placement. An advisor will make an on-site visit to the agency at
least once each semester.
The School views the field instructor and the faculty advisor as working collaboratively to help the
student realize his or her full potential. Toward this end, regularly scheduled contacts in each
semester will be held with the field instructor, faculty advisor and student. The purpose of these
contacts is to discuss the elements of the student's assignments, to identify the student's learning
patterns, to assess the educational problems that are being encountered and to establish future
goals for the student's continued growth and development. In preparation for these contacts, the
faculty advisor will request from the student and field instructor several selected process recordings
in order to have a clearer understanding of the student's current work.
D.
LEARNING CONTRACT
At the end of four weeks of field work, all students are to submit a Learning Contract which
describes their field work assignments and learning goals.
The Learning Contract serves as the basis for determining the adequacy of assignments and
appropriateness of the learning plan. In situations which are questionable, the advisor speaks to
the field instructor. If a resolution is not attained, then the advisor will consult with the Director of
Field Work.
E.
SOCIAL ACTION FIELD ASSIGNMENTS
Wurzweiler seeks to ensure that every student has an opportunity to become involved in social
action and advocacy. Student involvement in agency based voter registration is expected to
continue for those whose placements are in the US. All field placement sites should encourage
student participation in programs and assignments that broaden their understanding of local and
national policy and legislation and enhance their abilities to influence policy and legislation.
26
F.
FIELD WORK EVALUATION
The School requires that the field instructor prepare two written evaluations each academic year.
The due dates for the evaluations are specified in the School calendar which each field instructor
receives at the beginning of the academic year, and a mailing to field instructors will notify them of
the procedures. Two copies of the evaluation are to be sent directly to the Field Work Office. One
copy will be forwarded to the academic advisor.
Evaluation is a process that includes the active participation of the student and field instructor.
Evaluation involves responsible professional judgments about the student's abilities and potential as
demonstrated by his or her performance in field work.
Although the evaluation process is continuous, it becomes formalized at the midpoint and terminal
point of each year of the student's field placement. The evaluation process contains two
components - the evaluation conference and the formal written evaluation. During the evaluation
conference, the student and field instructor have an opportunity to mutually develop an assessment
of the student's performance. The student and field instructor prepare this assessment, using the
School's Checklist Evaluation performance criteria in field work as a guide. (See Section IV, Criteria
for Student Performance.) Performance criteria for the first year pertain to the development of
foundation skills. Performance criteria for the second year pertain to the development of skills in
the student's selected concentration, and may include skills in a secondary method. Together,
student and field instructor use this meeting to address significant learning issues and themes for
present consideration and future work. Differences are handled at this meeting.
After the evaluation conference, the formal evaluation is filled out and illustrative material is written
The student indicates by his or her signature that the evaluation has been read and discussed. The
student may record in an appended note any substantial unresolved disagreements he or she may
have with all or any part of the evaluation.
The evaluation is a confidential document which is used within the confines of the School setting. It
should be prepared with this understanding. At no time are students required to show this
document to future employers or agency personnel. At the end of the student's schooling, upon
receipt of the MSW degree, the faculty advisor incorporates relevant material from these
evaluations in the student's final summary. This summary is approved by the student and is sent to
prospective employers upon written request of the graduated student.
27
G.
EVALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT
1. Face Sheet –
2. Instructions for Filling Out Evaluation
3. Criteria for Student Performance in Field (Foundation Year)
4. Criteria for Student Performance in Field (Advanced Year - Casework, Group Work,
Community Social Work)
See Appendix E for First Year Evaluation
See Appendix F for Second Year Evaluation
28
WURZWEILER SCHOOL OF SOCIAL WORK YESHIVA UNIVERSITY
EVALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT
F
ALL ______ SPRING ________ YEAR_____
Face Sheet – FIRST YEAR
Name of Student ______________________________________________________________________
(last name) (first name)
Check all that apply: Placement at agency of employment: Yes___ No___ Block ___ Clergy ____
Agency______________________________________________________________________________
Address_____________________________________________________________________________
Field Instructor Print) __________________________________________________________________
Faculty Advisor_______________________________________________________________________
Period of time covered by evaluation:
a. Dates: From_______________________ To_____________________
b. Number of hours in field placement during this period __________________
F
IELD INSTRUCTOR RECOMMENDATION: PASS ( ) FAIL ( ) OTHER ( )
F
IELD INSTRUCTOR SIGNATURE: _________________________________ DATE: _______________
“I
HAVE DISCUSSED AND READ THIS EVALUATION.”
S
TUDENT SIGNATURE: ________________________________________ DATE: _______________
Description of Student’s Field Work Assignments:
1. Practice with Individuals
2. Practice with Families
3. Practice with Groups
4. Practice in Community Social Work
5. Other learning opportunities (meetings, professional development programs, etc.)
29
Wurzweiler School of Social Work Yeshiva University
EVALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT - FIRST YEAR FOUNDATION PRACTICE
*Refer to Field Manual for Criteria for Student Performance in Field Placement First Year, p. 20 – 49*
S
TUDENT’S NAME__________________________________________________________
"This is an educational evaluation and is not to be used for employment purposes."
Using the scale below, please rate your student’s field work performance in relation to field work skills acquisition and knowledge
applying criteria for the first year. Use the space provided after each section to add additional information.
1= Poor Student’s performance is unacceptable
2= Fair
Student shows a beginning ability to use the skill expected for this level
3= Good
Student shows a consistent ability to use the skill expected for this level
4= Very Good
Student’s shows skill acquisition beyond expectation for this level
5= Excellent
Student’s skill acquisition is exceptional for this level
0=Not applicable
Student has not had the opportunity to learn this skill
THE COMPLETE FIRST YEAR EVALUATION WILL BE FOUND IN APPENDIX E
The EVALUATIONS can also be found on the website, www.yu.edu/wurzweiler , under
Field Work.
30
WURZWEILER SCHOOL OF SOCIAL WORK YESHIVA UNIVERSITY
EVALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT- SECOND YEAR
F
ALL ______ SPRING ________ YEAR_____
Face Sheet – Second Year
Name of
Student__________________________________________________________________________
(Last name) (First name)
Check all that apply: Placement at agency of employment: Yes___ No___ Block ____ Clergy ____
Agency______________________________________________________________________________
Address_____________________________________________________________________________
Field Instructor (Print) _________________________________________________________________
Faculty Advisor_______________________________________________________________________
Period of time covered by evaluation:
a. Dates: From_______________________ To_____________________
b. Number of hours in field placement during this period __________________
F
IELD INSTRUCTOR RECOMMENDATION: PASS ( ) FAIL ( ) OTHER ( )
F
IELD INSTRUCTOR SIGNATURE: _________________________________ DATE: _______________
“I
HAVE DISCUSSED AND READ THIS EVALUATION.”
S
TUDENT SIGNATURE: ________________________________________ DATE: _______________
Please, indicate the student’s CONCENTRATION method. If the student had field assignments in more
than one method complete the pertaining sections of the evaluation accordingly.
Student’s Concentration Method – SELECT ONE
Case Work ( ) Group Work ( ) Community Social Work ( )
Description of Student’s Field Work Assignments:
31
Wurzweiler School of Social Work Yeshiva University
E
VALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT - SECOND YEAR ADVANCED PRACTICE
*Refer to Field Manual for Criteria for Student Performance in Field Placement Second Year, p. 50 – 68*
S
TUDENT’S NAME__________________________________________________________
"This is an educational evaluation and is not to be used for employment purposes."
Using the scale below, please rate your student’s field work performance in relation to field work skills acquisition for the advanced
practice year. Use the space provided after each section to add additional information.
1= Poor
Student’s performance is unacceptable
2= Fair
Student shows a beginning ability to use the skill expected for this level
3= Good
Student shows consistent ability to use the skill expected for this level
4= Very Good Student shows skill acquisition beyond expectation for this level
5= Excellent
Student’s skill acquisition is exceptional for this level
0=Not applicable
Student has not had the opportunity to learn this skill
THE COMPLETE SECOND YEAR EVALUATION WILL BE FOUND IN APPENDIX F
The EVALUATION may also be found on the website www.yu.edu/wurzweiler, under Field
Work.
32
SECTION IV:
CRITERIA FOR STUDENT PERFORMANCE IN FIELD PLACEMENT
FIELD EDUCATION AS THE SIGNATURE PEDAGOGY FOR SOCIAL WORK
How a profession goes about teaching its professional practice, which includes: thinking – the
intellectual aspects of a profession’s knowledge base; performing – the technical aspects or the
profession’s skills; and acting with integrity – the moral aspect or a profession’s values and ethics,
is its signature pedagogy. The signature pedagogy of social work is field education. (Lee
Shulman, 2005, COCEI, 2008.)
The ability to practice in the field placement agency as a student professional under supervision
requires the student to use knowledge, values, and skills gleaned from the classroom and field
experience to thoughtfully reflect upon the use of self in the field setting. In applying knowledge,
values and skills appropriately to meet the challenges of the real life situation in the field, students
are expected to exercise professional judgment, utilize the field instruction supervisory conference
and draw from insights gained through the production of professionally conceived process
recordings. Uppermost for any students should be their regard for meeting their ethical
responsibilities with clients. This should be demonstrated by serious involvement in efforts to utilize
knowledge, values and skills in the field setting.
The following Criteria for Student Performance in Field Placement are outlined to provide a
guideline for students and teachers in the educational endeavor. These criteria guide students’
progressions through the First Foundation Year and the Second Concentration Year. They should
be used to evaluate students’ progress at the mid-year and end-year points.
FRAMEWORK FOR THE FIELD INSTRUCTION CURRICULUM
Some practice skills identified in these criteria are based on the assumption that there is a core of
roles and skills common to all social work practice. These practice abilities
emanate from the
unitary knowledge base of social work which is predicated on the profession's goal of fostering the
goodness of fit between the individual and society through the development of programs and
interventions in the domain of prevention, restoration and remediation. A social work practitioner is
33
required to utilize understanding of the spectrum of social, institutional, and human behavioral
theory to inform understanding of individuals in their environments. Fundamental to the student's
beginning application of social work roles, knowledge, and skills is the understanding of and
adherence to social work values and ethics. Along with that is the undergraduate liberal arts
curriculum which provides the foundation for social work professional education.
Other practice roles, knowledge, and skills identified are uniquely developed to focus on a single
individual as the unit of attention or varying types of collectives and are related to the common
practice core of the social work profession. These roles, knowledge, and skills comprise the
methods of social work practice rooted in the history of the profession-- casework, encompassing
individuals and families as its focus; group work, which is centered on face to face interactions in
the small democratic group; and community social work, which addresses the interactions within
and among varying interest groups, organizations, communities, and social systems.
__________________________________________
Shulman, L.S. (2005), Signature pedagogies in the professions. Daedalus. Boston:
Summer 2005.
134 ( 3) 52 – 60.
COCEI, (2008). Commission on Curriculum and Educational Innovation CSWE – Educational
Policy and Accreditation Standards, Adopted by CSWE Board, April 2008.
34
CRITERIA FOR STUDENT PERFORMANCE IN FIELD PLACEMENT
FIRST YEAR
FIRST YEAR - FOUNDATION PRACTICE
Development of Generic Skills
The practice skills identified for first year students are presented in terms of the core roles,
knowledge, and skills common for all of social work; in terms of the method specific skills which are
the necessary foundation for advanced social work practice in method; and in terms of the phases
of practice -- beginning, middle and ending phases.
I.
PRACTICE SKILLS IN THE BEGINNING PHASE
A.
These are skills utilized before meeting with clients, client action systems, change agent or target
systems.
PRE-ENGAGEMENT PRACTICE SKILLS - GENERIC
By the end of the first year, a graduate student should be able to:
1. Seek out and utilize appropriate sources of data in order to gain access to information about
the client, change agent or target system.
* Consider relevant biological, social, environmental, economic, cultural, religious,
family structural, psychological, racial, gender, and organizational factors that impact
on the client, change agent or target system.
* Integrate these relevant data in ways that provides focus to initial understanding and
exploration of concerns of client, change agent or target system.
2. Use preparatory empathy to formulate an approach to a client, client action system, agency
representative, collateral contact or related persons in any interdisciplinary context.
3. Understand how the agency's mission and structures construct and organize services and
programs.
* Present agency purpose and a clear delineation of his or her own role to client, target
or change agent systems.
35
* Understand the function of the agency in a particular community, and recognize
perceptions persons in various roles may have about the agency.
* Use field instruction and other resources to recognize and prevent vicarious
traumatization and burnout in order to serve clients in the most ethical way possible.
B.
By the end of the first year, a graduate student should be able to:
PRE-ENGAGEMENT PRACTICE SKILLS WITH INDIVIDUALS AND FAMILIES
1. Seek out and utilize appropriate sources of data in order to access information about the
individual and/or family. This includes appropriate utilization of records, psychosocial
assessments, medical chart notes and transfer material.
* Consider relevant biopsychosocial factors that may impact upon the family and/or
individual.
* Integrate this relevant data in a way that provides initial entry into understanding and
exploring client concerns.
* Demonstrate consistent use of preparatory empathy, which enables a differential
approach to the family or individual at each meeting.
* In field instruction, process own feelings to develop skills of self awareness and self
reflection.
* Demonstrate a beginning understanding of family systems structures and roles and
use these in preparing for client contact.
2. Formulate understanding of how the agency=s mission and structure may impact the
individual or family client systems.
* Prepare and present agency purpose to clients which includes a clear delineation of
his or her own role.
3. Develop outreach skills related to identification of prospective client systems.
C.
By the end of the first year, a graduate student should be able to:
PRE-ENGAGEMENT PRACTICE SKILLS WITH GROUPS
1. Understand the basic values of the social work group, the democratic processes involved in
group work practice and have a beginning ability to practice from the values base.
* This includes a recognition of the uniqueness of the small, member owned group,
formed for the purpose of support and mutual helping.
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2. Consider the members' need for the group and identify potential common needs of
members.
3. Realistically identify a membership pool as it is drawn from within and/or from without the
agency.
4. Plan outreach in a systematic way, i.e. brochures, phone calls and contacts with staff.
5. Prepare for screening or orientation processes.
6. Plan format for group based upon pre-group contact and/or screening process with
prospective members.
7. Prepare for first meeting and demonstrate understanding of the worker=s role in the
formation phase of developing a system of mutual aid.
* Formulate approaches for involving members with one another.
* Prepare the meeting site - chairs, refreshments, name tags and other materials.
8. Show use of relevant practice, human behavior and organizational theory to inform use of
self.
9. Show ability to use field instruction to process learning and emotional reactions to group
experience.
D.
By the end of the first year, a graduate student should be able to:
PRE-ENGAGEMENT PRACTICE SKILLS IN COMMUNITY SOCIAL WORK
1. Seek out and harvest primary and secondary data through written materials in one's own
and outside systems.
2. Prepare for contact with environmental representatives.
* Have clarity about what is being requested from one or more community
representatives.
* Anticipate potential impact of request on another agency or community constituent.
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3. Anticipate how planned for interactions might be affected by organizational structures, inter-
disciplinary factors, agency procedures, views of agency representatives and views of
outsiders.
E.
By the end of the first year, a graduate student should be able to:
ENGAGEMENT AND EXPLORATION PRACTICE SKILLS - GENERIC
1. Establish an accepting environment which enables members of client, target and client
action systems to present a range of data.
2. Utilize a range of open ended questions which facilitate involvement and presentation of
issues by members of client, client action, target and action systems.
3. Tune in to a range of needs as represented by members of client, target and action
systems.
4. Seek affective information causing minimal feelings of intrusiveness.
5. Connect with and understand ethnic, racial, gender, social class, cultural, sociological, and
religious factors in the multi-faceted interactions with various institutional systems, and how
these impact the interactional relationships.
6. Demonstrate interest in and concern about the members of various systems.
7. Utilize interviewing and elaborating skills that help members of systems present or clarify
present social problems and macro issues of concern.
8. Present oneself as a non-judgmental, professional individual.
9. Utilize an increasing awareness of the timing of interventions with individuals, families,
groups and/or community representatives.
10. Show a beginning ability to integrate relevant theories.
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F.
ENGAGEMENT AND EXPLORATION PRACTICE SKILLS WITH INDIVIDUALS AND FAMILIES –
By the end of the first year, a graduate student should be able to:
SPECIAL FACTORS
1. Establish an environment which allows the clients to tell their stories in their own words and
integrate the data gathered in a non-judgmental ethical fashion.
2. Tune in to clients' needs and feelings and appropriately empathize with clients' concerns.
* Demonstrate this ability with individuals and in family meetings.
4. Readily seek affective information from clients causing minimal feelings of intrusiveness.
5. Connect with and understand ethnic, racial, gender, sexual orientation, social class and
religious factors in the client-worker interaction and how these impact the interaction.
* Consider how these factors of difference may operate within families.
* Process countertransferential and other reactions appropriately with field instructor or
other agency staff.
6. Demonstrate curiosity about the client as it originates from the presentation of the present
situation and concern.
* Convey interest in the client and/or family members and capacity to help.
* Reach for indirect cues presented by client in individual or family sessions.
* Attend to non-verbal factors in the interactions.
7. Utilize elaborating and eliciting skills that help the client present or clarify the present issue
of concern.
* Demonstrate ability to elicit concerns from family members.
8. Listen without prematurely interjecting oneself.
9. Present oneself to the client as a non-judgmental professional individual.
G.
By the end of the first year, a graduate student should be able to:
ENGAGEMENT AND EXPLORATION SKILLS WITH GROUPS - SPECIAL FACTORS
1. Reach for members' presentations of themselves in the group meeting.
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2. Present agency and group purpose in the meeting.
3. Invite members' collective participation and ability to problem swap at initial sessions.
4. Present a vision to the group about their future work together, including the nature of the
democratic process.
5. Invite involvement and allow distance.
6. Enable and facilitate members' connections to one another.
7. Demonstrate a beginning ability to spontaneously formulate approaches for involving
members with one another that emanate from the process, not purely from structures
superimposed on the process.
8. Show the ability to involve quiet members.
9. Demonstrate the beginning ability to use knowledge of group work to inform the practice
situation.
10. Allow the group to progress developmentally and apply appropriate skills at each stage.
H.
ENGAGEMENT AND EXPLORATION SKILLS IN COMMUNITY SOCIAL WORK - SPECIAL
FACTORS
By the end of the first year, a graduate student should be able to:
1. Reach out to a range of members in action or target systems, recognizing their roles in
communities, the context of the communities, their structures, issues of concern, and
political and power brokers.
2. Consider his or her personal perceptions and feelings related to power and their impacts on
particular interactions with community members.
3. Identify and reach for common interests, issues and concerns which might facilitate present
and future collaboration, and understanding of related historical processes.
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4. Appropriately identify possible conflicts among represented constituents in order to provide
pathways and/or visions for problem solving and conflict resolution.
5. Demonstrate a beginning understanding of community social work theories as they apply to
practice.
I.
By the end of the first year, graduate students should be able to:
CONTRACTING SKILLS - GENERIC
1. Make a clear statement of the purpose and nature of service being offered, defining service
according to the boundary created by agency purpose.
2. Demonstrate ability to engage in dialogue about the issues raised within the interaction with
client, target or action systems, and differentially apply understanding to the specific system.
3. Elicit from members of relevant systems their reactions or views about the services being
offered, along with their identification of needs within these parameters, and utilize the self
differentially with regard to voluntary or involuntary clients as well as within the parameters
of the life cycle.
4. Demonstrate utilization of the above to design a cooperative work effort that identifies tasks,
priorities and time frames flexibly as these emanate from the interactional process, not
primarily as a function of the worker=s agenda.
5. Show application of relevant practice theory to the situation with clients.
J.
By the end of the first year, a graduate student should be able to:
CONTRACTING SKILLS WITH INDIVIDUALS AND FAMILIES - SPECIAL FACTORS
1. Present with clarity the purpose and nature of service being offered.
* Engage in dialogue with individuals and/or family members about the collective view of
the need for service, lending one=s own sense of purpose and direction.
* Demonstrate the ability to individualize the client and family members within the context
of the family and the nature of service each requires.
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2. Elicit from the client and family members their differential reactions to services being offered,
and their identification of service needs.
3. Facilitate a cooperative interaction with individual clients and with family members which
enables designing a work effort that identifies tasks, priorities and time frames flexibly as
these emanate from the interactional process.
K.
By the end of the first year, a graduate student should be able to:
CONTRACTING WITH GROUPS - SPECIAL FACTORS
1. Help the group collectively set goals which derive from the collaboration and mutual aid
nature of the group interaction.
* Involve all members in this process.
* Identify future steps, set priorities, summarize. Utilize group work decision making skills
to facilitate goal setting and action which center on discussion rather than voting.
* Enable appreciation of the rights of the minority.
2. Help the members develop an awareness and appreciation within the group of the
importance of democratic processes and collective ownership of the group by the members.
3. Work with the group to strengthen its= internal leadership and maximize its= autonomous
functioning.
L.
By the end of the first year, a graduate student should be able to:
CONTRACTING IN COMMUNITY SOCIAL WORK - SPECIAL FACTORS
1. Help formulate potential action plans, interventions, and data so that members of change
agent and target systems can use ideas gathered in manners that maximize cooperative
and collaborative efforts.
* Represent own role clearly, recognizing potential mistrust vs. trusting collaborations,
and possibility for hidden agendas to delay or damage practice processes.
* Recognize and engage other persons= vested interests.
* Respond empathically to other persons= needs and views of the situation.
2. In a task group that is geared to community organizing, program development and
community planning, the student should.
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* Utilize the same principles of group work intervention that apply to a mutual aid support
group, tracking the content of the meeting so as to enable and facilitate decision
making, while supporting and facilitating the sustainment of a democratic process.
* Utilize intervention to prevent premature decision making from taking place that may
violate the interests or concerns of a minority of members.
M.
ASSESSMENT SKILLS - GENERIC
Although the assessment process is ongoing, its= initial systematic usage occurs most often during
the Beginning Phase of practice.
Assessment is primarily a thinking skill which requires the student to systematically organize and
integrate data collected about clients in their environments, families, groups and communities in
order to more coherently inform future action and intervention. In formulating an assessment, the
student is required to bring to bear theories and relevant conceptualizations about individuals in
families and in society, as well as a range of theories about small groups and organizations, social
institutions, human behavior, economic and political domains and various cultures and
communities.
N. ASSESSMENT SKILLS WITH INDIVIDUALS
By the end of the first year, a graduate student should be able to:
1. Demonstrate beginning ability to identify important factors in the client's situation which
impact upon the client's functioning.
2. Distinguish from among factors those conditions which are environmental and primarily
external to the client and those which are internal.
* Environmental factors to be considered include support systems and networks, and
institutional inadequacies.
* Demonstrate a beginning ability to distinguish maladaptive patterns and psychological
difficulties as they impact upon the functioning of individuals and their significant others.
3. Begin a differential application of theory to guide and enable the formulation of a systematic
assessment.
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4. Develop a beginning ability to make quick assessments on the basis of limited knowledge of
a situation in order to enable the alleviation of stress on a client system brought about by
various factors (i.e. health and mental health crises, employment crisis, role and status
change, change in financial or living situation, etc.).
5. Appropriately apply assessment skills towards the timely or immediate intervention to
acquire expert resources for the protection of clients from undue danger.
6. Formulate a client assessment that enables development of an action plan to assist client.
O. ASSESSMENT SKILLS WITH FAMILIES - SPECIAL FACTORS
By the end of the first year, a graduate student should be able to:
1. Discern family structure, roles, values, norms, alliances and communications, using
appropriate family practice theory, as these are highlighted through presenting problems
and issues.
* Identify strengths and coping capacities in family system; identify factors of crisis which
impact on the family members.
* Identify vulnerabilities in members and ascertain a beginning assessment of where to
provide additional support.
2. Formulate a family assessment which enables the development of an action plan focused
on the presenting problem or issue.
3. Formulate an assessment that facilitates an action plan that can assist the family.
P. ASSESSMENT SKILLS WITH GROUPS - SPECIAL FACTORS
By the end of the first year, a graduate student should be able to:
1. Recognize that making an assessment of a group requires first an understanding of group
rather than individual dynamics.
2. Utilize stage theory of group development to assess the group.
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* Show a beginning understanding of hybrid group structures as they emerge in the
practice community, i.e. open ended group, time limited, and the ability to consider
aspects of stage theory to guide assessment.
3. Discern emerging group norms, roles, group issues and conflict laden themes, alliances and
sub-groups, utilizing relevant group work theory.
4. Show an ability to identify patterns of communication and emerging affective connections
among members.
5. Include in an assessment of a group a beginning understanding of the group's reaction to
the student as practitioner in the group.
6. Formulate an assessment that facilitates an action plan that can assist the group.
Q.
ASSESSMENT SKILLS IN COMMUNITY SOCIAL WORK - SPECIAL FACTORS
By the end of the first year, a graduate student should be able to:
1. Identify needs, structures, economic base, political base and relevant power structures of
the target and or action segments of the community, and be able to place that segment
within the broader community context, utilizing appropriate theory.
2. Assess the needs of the community segment as it relates to the function being pursued.
* Data gathering about the community will emanate from a variety of sources which
include: structured interviews, needs assessments, focus groups, meetings, libraries,
public records and legitimate internet sites.
3. Use small group theory and mutual aid to assess the needs, capacities, processes,
communication patterns, conflicts and power issues of the face to face group with which the
student is engaged.
4. Use data gathered to assess the potential of the systems within the community to mobilize
their members towards a particular action or event.
5. Assess the impact of his or her own role as practitioner on the immediate constituents.
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II PRACTICE SKILLS IN THE MIDDLE WORK PHASE
The middle or work phase of practice is centered on the change process during which time the
issues agreed upon in the contracting phase are actualized. At this time, the initial assessment has
been used to develop an action plan. During this time, the worker and the client, target or action
systems have established a working relationship which includes degrees of trust, and the ability to
be fairly candid and open in their exchanges with one another in various situations.
While skills utilized include all the skills used in the Beginning Phase, additional skills are required
to focus and enable the work.
A. SKILLS IN MIDDLE WORK PHASE - GENERIC
By the end of the first year, a graduate student should be able to:
1. Help members of client, action, target and change agent systems stay focused on the work.
* Partializing and prioritizing, clarifying, summarizing, and focusing skills to enable
forward movement.
* Provide encouragement and sustainment, and credit positive efforts towards goal
attainment. Lend a vision regarding the current work and provide hope.
* Utilize universalizing and generalizing skills.
* Provide feedback about the interaction between worker and various systems.
2. Demonstrate ability to listen empathically to a range of feelings and ideas.
3. Display a beginning recognition of the latent issues being expressed.
4. Provide newer perspectives, knowledge, and ideas.
5. Offer concrete services, resource materials and programmatic aids to client, target and
action systems.
6. Demonstrate a beginning ability to utilize self assessment research skills that facilitate
evaluation of the effectiveness of one's own practice.
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B.
SKILLS IN MIDDLE WORK PHASE WITH INDIVIDUALS AND FAMILIES - SPECIAL FACTORS
By the end of the first year, a graduate student should be able to:
1. Help members of client, action, target and change agent systems stay focused on the work.
2. Use a range of skills in work with individuals and families to enable goal achievement.
These include:
* Use of partializing and prioritizing, clarifying, summarizing and focusing skills to enable
individual clients and families to facilitate goal achievement.
* Providing encouragement, sustainment and credit positive efforts towards goal
attainment. Lending a vision to clients regarding the current work, and provide hope.
* Reframing problems for individuals and families; utilizing universalizing and generalizing
skills.
* Experimenting with appropriate uses of self disclosure to guide and sustain clients=
efforts. These include feedback about the client-worker interaction in individual and
family meetings.
3. Demonstrate ability to listen to clients= painful and difficult feelings without prematurely
rushing to solutions.
* Help family members express feelings to each other.
* Show ability to stay in the process with clients.
4. Convey empathy.
5. Display a beginning recognition of the latent issues clients are expressing.
6. Reach for clients= feelings related to client-worker interaction.
7. Provide newer perspectives, knowledge, and ideas to clients.
8. Offer concrete services, resource materials, and programmatic aids to individual clients and
families.
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9. Begin demonstrating ability to use interpretation, confrontation and feedback as catalysts to
growth.
10. Identify sessional themes, and sessional ending skills, and show ability to focus on
continuity between sessions.
C. SKILLS IN MIDDLE WORK PHASE WITH GROUPS - SPECIAL FACTORS
1. Reach for members' varied perceptions and feelings regarding group issues that were
identified in the contracting phase. Elicit from members issues and concerns related to the
group=s defined goals.
2. Use support and sustainment skills to strengthen bonds, communication and supportive
mechanisms.
* Elicit from members reactions to other members= presentations.
3. Use the skill of identification to point out commonalities, obstacles and differences among
members as they impact problem solving and support.
4. Use encouragement skills to foster members' initiative, inquisitiveness and risk taking
behavior with one another. Facilitate ability to be open.
5. Teach, facilitate and model feedback skills, such as reaching for feelings, and inviting full
participation, for the group members that enhance the exchange of affect, support and
shared issues.
6. Show ability to manage the group process.
D. SKILLS IN MIDDLE WORK PHASE IN COMMUNITY SOCIAL WORK - SPECIAL FACTORS
1. Demonstrate ability to formulate and utilize strategies with action or target systems which
have a long range focus. These include mediation, negotiation, advocacy and conflict
containment.
2. Utilize skills such as problem solving, redefinition of the problem, bargaining, educating and
offering solutions that facilitate compromise and cooperation.
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3. Utilize group work skills related to work groups, task groups, coalitions and councils that
focus on problem solving, project development, social action and advocacy. Utilize group
work skills to strengthen mutuality, support, commonality and enthusiasm for the tasks at
hand. Lend a vision for current and future efforts.
4. Invite feedback from community members regarding their relationship with the worker in the
worker role.
5. Identify potential conflict laden themes and areas and consider approaches.
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III.
PRACTICE SKILLS IN ENDING OR TRANSFER PHASE
A. SKILLS IN ENDING PHASE - GENERIC
By the end of the first year, a graduate student should be able to:
1. Demonstrate awareness of one=s own feelings as a worker about termination and issues
that may impact the termination process, and use field instruction accordingly.
2. Demonstrate awareness of a range of feelings - anger, sadness, denial, guilt, acceptance -
and vulnerabilities that client, target or action systems may have related to the termination
process, recognizing latent aspects and behaviors in self and others related to termination.
3. Use ending skills with members of relevant systems, such as taking stock, identifying
accomplishments and future work to be done, stopping or continuing service with another
staff member and collaboratively planning for transfer in a timely manner.
B.
By the end of the first year, a graduate student should be able to:
SKILLS IN ENDING PHASE WITH INDIVIDUALS AND FAMILIES
1. Demonstrate awareness of a range of feelings - anger, sadness, denial, guilt, acceptance -
and vulnerabilities individual and family clients may have related to the termination process.
* Recognize when latent aspects and behaviors in clients are related to termination.
2. Use ending skills with clients such as taking stock, identifying accomplishments and future
work to be done, stopping or continuing service with another staff member and
collaboratively planning for transfer in a timely manner.
3. Provide useful feedback to clients and family members about your professional views
related to their accomplishments, and the meaning for you of your relationship to these
clients.
C.
By the end of the first year, a graduate student should be able to.
SKILLS IN ENDING PHASE WITH GROUPS - SPECIAL FACTORS
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1. Utilize issues and processes of the stage theory related to termination to guide
understanding and intervention in the group.
* Recognize and begin pointing out the use of absenteeism, regression, denial and anger
in the group as avoidance.
2. Help members openly express in the group their feelings about ending with each other.
* Enable discussion and affirmation of one another's accomplishments.
* Facilitate the feedback process to one another and to the worker which includes
strengths and weaknesses of the group experience.
3. Share his or her own ending feelings.
4. Plan for and foster a meaningful and therapeutic ending to the group and/or an appropriate
transfer to another worker.
5. Develop individual plans for continuation of service or referral as needed.
D. SKILLS IN ENDING PHASE IN COMMUNITY SOCIAL WORK - SPECIAL FACTORS
By the end of the first year, a graduate student should be able to:
1. Work with a range of community members to formulate plans for continuing work begun.
These include developing or institutionalizing structures for action, involving personnel,
assigning tasks.
* Insure that record keeping and programmatic materials are updated and well organized
to further facilitate future actions discern which materials and records belong to the
community groups as well as to the agency, and enable the appropriate distribution of
such materials.
2. In meeting with groups, utilize appropriate theories, especially those related to task groups
and coalitions.
* Discuss ending feelings openly and provide a forum for others to do so. This includes
feelings about their accomplishments, the role of the worker and issues members have
about proceeding forward.
3. Differentially include agency hierarchy in planning for future with community members.
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IV.
STUDENTS= PROCESS RECORDINGS - FIRST YEAR
The process recording is the major educational tool for field instruction. Please see the full section
on Process Recording in this Manual for a detailed description of its= use and the preferred outline
used by the School.
During the first year field placement, the graduate student should demonstrate the following:
1. Ability to meet the requirement for a minimum of 2 - 3 process recordings per week utilizing
the School=s format, and submitting these in a timely manner.
2. Ability to record significant data and developments in the recording.
3. Ability to demonstrate in the recording increasing reflectiveness about professional role.
4. Ability to use process recording critically and with self reflection for supervisory conferences.
5. Ability to use theory to inform practice.
V.
STUDENT=S UNDERSTANDING AND USE OF FIELD INSTRUCTION - FIRST
YEAR
The supervisory meeting with the field instructor is the major arena through which the student
reflects on his or her use of self in undertaking the professional role. During the field instruction
conference, the student and field instructor review process recordings in an atmosphere wherein
the student demonstrates openness and honesty with the field instructor. Through the discussion
with the field instructor, the student applies practice theory, social work values and other relevant
knowledge from course work to his or her reflection on the current use of self, and formulates future
professional actions with his or her clients.
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During the first year field placement, the student should demonstrate the following:
1. Understanding the educational and professional nature of the supervisory conference with
* This includes taking notes and showing preparation for the conference.
2. Understanding that the field instructor is the student=s essential link with the agency, thus
necessitating continued contact with him or her to assure that the services the student is
rendering comply with the purposes, function and standard of the agency, and the
profession.
3. Ability to ask for and use the help of the field instructor.
* This includes the ability to identify issues and questions related to client, group, or
community needs, agency operations and own learning needs.
* This should be demonstrated by presenting an agenda for field instruction, and
reactions in process recordings.
4. Ability to accept and make constructive use of feedback and criticism by following through
on plans of action and changes as suggested during supervisory conferences.
VI.
STUDENT=S UNDERSTANDING AND USE OF SELF - FIRST YEAR
During the first year field placement, the graduate student should be able to demonstrate:
1. A growing development of self-awareness and self-discipline as manifested in efficient and
controlled performance.
2. Acceptance of himself or herself as a member of a religious, ethnic and/or cultural group as
well as the ability to accept and work with persons who differ.
3. Growing awareness of his or her own needs and feelings and increasing ability to see to it
that these do not interfere with meeting the needs of those persons being served.
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4. Evidence that the student is moving from self-preoccupation towards a focus on those
being served.
5. Growing understanding of the conscious use of self as a helping person, that the student is
the tool through which services are being rendered.
6. The capacity for empathy.
7. A beginning ability to act with professional creativity and spontaneity in meeting client
challenges.
8. A beginning ability to use self evaluation tools which enhance the student's understanding
of the effectiveness of particular interventive strategies with clients.
VII.
STUDENT=S ROLE IN AGENCY SYSTEM - FIRST YEAR
As a professional member of an agency staff, the student is expected to follow agency
requirements and regulations.
A. STUDENT=S WORK MANAGEMENT - FIRST YEAR
During the first year field placement, the graduate student should be able to demonstrate:
1. Reporting to work, to supervisory conferences and to client contacts on time:
2. Wearing appropriate attire.
3. Completing agency forms, chart notes and summaries on time.
4. Attending staff meetings.
5. Giving prompt and sufficient notification to all parties affected in the event of unavoidable
absences.
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B.
STUDENT= S RELATIONSHIP TO AGENCY - FIRST YEAR
During the first year field placement, the graduate student should be able to demonstrate:
1. Competence in handling administrative routines and demonstrated ability to organize work
in a reasonable fashion.
2. Capacity to relate to and work with agency staff on all levels--professional, clerical and
maintenance--as these have a part in his or her responsibility.
3. Understanding of and identification with agency function within the context of the community
welfare structure.
4. Knowledge and understanding of the agency=s philosophy, purpose and policies; a
beginning identification with the purpose of the agency and its function; ability to explain the
agency and its= role.
5. Ability to engage in collaborative relationships with other professionals and staff members in
recognition of the collective nature of a social agency and of the student=s functional role
within that agency.
6. As an agency representative, appreciation of the need to observe principles of
confidentiality.
7. Participation in staff meetings and ability to relate his or her assigned tasks to the total
program of the agency.
C.
STUDENT= S UNDERSTANDING OF THE COMMUNITY AND USE OF COMMUNITY RESOURCES -
FIRST YEAR
During the first year field placement, the graduate student should be able to demonstrate:
1. Awareness, interest and understanding of the community=s social, economic and cultural
aspects.
55
2. Awareness of the effect of community forces upon the individuals or groups with whom the
student is involved, and conscious use of such awareness in his or her own work.
3. A beginning understanding of the community=s impact on the policies and program of the
agency and of the ways in which both student and agency respond dynamically to meet
changing needs.
4. Demonstration of initiative and resourcefulness in relating to other communal organizations
and resource systems with and on behalf of those with whom the student is working.
VIII.
STUDENT=S UNDERSTANDING OF THE PROFESSION - FIRST YEAR
A student must evidence an ability to understand and implement social work values and ethics, as
set forth in the NASW Code of Ethics. A copy of the NASW Code of Ethics is found in this Manual.
IX.
The student should have an understanding of his or her level of effectiveness in the teaching-
learning process. The student=s emerging patterns of learning (i.e. experiential, cognitive, concrete,
etc.) should be identified.
STUDENT AS LEARNER - FIRST YEAR
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CRITERIA FOR STUDENT PERFORMANCE IN FIELD PLACEMENT
SECOND YEAR
During the advanced second year of field placement, graduate students select a concentration in
method from a choice of casework with individuals and families, group work or community social
work. They are expected to improve and deepen their skills in their chosen method of
concentration, building on skills gained in first year. In addition, students are expected to improve
their abilities in the first year foundation skills.
Criteria for performance will be presented in terms of the three methods.
ENHANCING GENERIC SKILLS - SECOND YEAR
By the end of the second year, all students should be able to:
1. Present agency purpose cogently to any number of clients, community representatives and
members of various outside systems. This includes interdisciplinary settings with other
professionals.
2. Represent the social work profession to any level of professional and nonprofessional
personnel within and outside of the agency.
3. Differentiate agency issues, standards, practice approaches and policies from social work
professional standards.
4. Sensitively explore feelings and issues with clients, mutual aid groups, community groups
and community representatives.
5. Formulate a range of assessments about individuals, families, groups and communities,
appropriately bringing to bear and integrating information and knowledge. Be able to
differentially apply unique aspects of field of practice and population factors to the
development of an assessment.
6. Show initiative in work with agency colleagues.
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7. Demonstrate flexibility in use of self and in developing approaches with clients as an
adaptation to the unique requirements and demands of the client or community system.
DEVELOPING METHOD SPECIFIC SKILLS
I.
SECOND YEAR CASEWORK SKILLS WITH INDIVIDUALS AND FAMILIES
Core knowledge, practice principles and skills developed in Foundations of Social Work I and II,
e.g. starting where the client is, engagement, contracting, and assessment are specifically applied
as they related to the casework method.
The casework method is based in the therapeutic relationship that develops between the social
worker and his or her client. Because the therapeutic alliance is the basis for the casework method,
the second year casework student has the objective of demonstrating self-awareness and
conscious use of his or her professional self in relation to the client and the context of the agency.
By the end of the second year, a graduate student with a concentration in social casework should
be able to:
Build upon foundation skills with individuals and families as these relate to: the beginning, middle
and ending phases of practice.
A.
SECOND YEAR CASEWORK SKILLS WITH INDIVIDUALS AND FAMILIES IN THE BEGINNING
PHASE - PRE-ENGAGEMENT, ENGAGEMENT, CONTRACTING
By the end of the second year, a student in the casework concentration should be able to:
1. Engage individual clients in a helping relationship.
• Demonstrate ability to express empathy;
• Establish a safe environment that allows clients to tell their stories in their own
words;
• Seek out and utilize appropriate data.
2. Plan for and engage with families, effectively facilitate communication and interaction.
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* Show use of engagement skills to elicit presentation by family members of important
issues of concern.
3. Demonstrate contracting skills with individuals and families that are the result of developed
listening and engagement skills.
* Tune in to clients’ needs and feelings and appropriately empathize with their concerns.
* Connect these concerns to mutually understood goals that form the contract between
worker and client.
* Goals need to be realistic and within the purpose and nature of service being offered by
the agency.
4. Demonstrate the ability to adapt casework principles for individual and family practice to the
population they are working with and mandates of the agency.
* This includes universalizing these skills to varied situations presented in the field
setting.
5. Understand and utilize factors related to cultural diversity early on in the relationship and
work with clients and families, recognizing the unique manifestations of cultural (racial,
religious, ethnic) factors and cross-cultural factors within families and for individual clients.
ASSESSMENT SKILLS - SECOND YEAR
By the end of the second year, a student in the casework concentration should be able to:
1. Build upon first year assessment skills, using field of practice factors to guide formulation.
2. Formulate and write a biopsychosocial assessment utilizing a range of psychological,
biological, cultural, family, social, economic and other environmental factors. Show the
ability to develop this document to meet professional standards that may include mental
health, health or legal jurisdictions.
3. Develop a treatment or action plan for individual and family systems, utilizing a range of
theories about families and individuals, life cycle and biopsychosocial factors.
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B.
By the end of the second year, a student in the casework concentration should be able to:
SECOND YEAR CASEWORK SKILLS WITH INDIVIDUALS AND FAMILIES IN THE MIDDLE WORK
PHASE
1. Maintain engagement with a variety of individuals, families and family sub-systems in a
change oriented relationship.
2. Demonstrate ability to hear and respond to latent content in interaction with individual clients
and families.
3. Demonstrate appropriate and flexible application of practice theory to client worker
interaction.
4. Demonstrate responsive use of self that is based upon empathic awareness of clients’
situations.
5. Demonstrate the ability to use concepts from a range of casework practice theories to inform
intervention with an individual or family. This includes discussion of these theories and a
focused effort to identify appropriate theories that pertain to the unique client situation.
6. Differentially utilize understanding of human behavior theory as it relates to the field of
practice setting.
* Assess ego functions, family structures, and organic factors.
* Show familiarity and beginning application of diagnostic theory and a related
psychosocial pathology framework in considering some clients.
* Show understanding of family theory and its= application to individual clients and family
systems.
7. Show a clear discernment of biological factors and their interaction with mental health ones.
8. Demonstrate the ability to help clients stay focused on their goals. Help clients partialize;
prioritize; and clarify their situation. Assist clients in locating resources and sources of
support.
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9. Demonstrate the ability to utilize casework theories that are relevant to the clients’
situations.
• Utilize psychosocial theory, ego psychology theory and task-centered theories
appropriately to inform practice.
10. Recognize the progression of health and mental health concerns on individuals and the
impact of these on related systems including family and community resources.
11. Differentially utilize life cycle factors in practice with children, youth, young adults, adults and
senior citizens individually and in family systems.
12. Differentially utilize crisis intervention theory and skill to assist clients with crises related to
grief, transitions, loss of roles and loss of functioning.
13. Demonstrate understanding of the impact of social policy issues on the client and family
system. This includes recognition of impact on availability of services, types of service and
time limitation of service.
14. Demonstrate particular knowledge and sensitivity to forces impacting clients who represent
stigmatized or at risk populations. Among these populations are youngsters in the child
welfare system, the mentally ill or disabled, single parents, unemployed persons, persons
with AIDS, homeless families and individuals, refugee and immigrant populations and
institutionalized individuals. Social factors include the impact of poverty, substance abuse,
illness, disability, family disorganization and lack of social and economic supports.
* Utilize differential strategies and practice skills to engage in a planned supportive and/or
change process with these clients at risk.
* Involve community resources and service providers such as school, health, mental
health, religious and welfare personnel in the effective delivery of comprehensive
service for clients.
15. Demonstrate the ability to create a supportive holding environment for individuals and
families wherein pertinent issues can be raised and dealt with in a constructive manner.
16. Recognize the obstacles as well as the ebbs and flows of the change process for individuals
and families engaged in casework services and provide sustainment for the members.
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17. Demonstrate self awareness in interactions with clients and the ability to discern latent
feedback to the worker from the client and family.
* Show ability to understand transference reactions and countertransference reactions as
these emerge in the work with the client.
18. Show a beginning ability to use self evaluation tools which enhance the student's
understanding of the effectiveness of particular interventive strategies with clients over time.
C.
SECOND YEAR CASEWORK SKILLS WITH INDIVIDUALS AND FAMILIES IN THE ENDING PHASE
By the end of second year, a student in the casework concentration should be able to:
1. Enable clients and family members to present and explore feelings and needs related to the
termination of service.
2. Effectively plan for referrals in conjunction with clients, and carry out the transition process.
3. Recognize client avoidant, angry, flight and regressive behavior as these emanate from the
ending process.
4. Recognize and differentially deal with clients= special vulnerabilities related to the ending
process, including prior issues of abandonment and loss.
5. Show self awareness related to terminating with clients, as well as the ability to express in
field instruction efforts to understand one=s own unique reactions generated by endings with
particular persons.
* Deal with potential obstacles in one=s own self that may impede effective use of self in
the termination process.
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II.
The social work group is built upon principles of democratic process and mutual aid. The student
develops relationships with the members and utilizes the self to enhance the helping relationships
among the members. The student facilitates the group’s ownership of itself, and sustains
increasing autonomy throughout the group’s developmental process.
SECOND YEAR GROUP WORK SKILLS
Second year students with a concentration in group work are expected to build upon foundation
skills with groups as these relate to the beginning, middle, and ending phases.
A. SECOND YEAR GROUP WORK SKILLS IN THE BEGINNING PHASE
By the end of the second year, a student with a group work concentration should be able to:
1. Plan and conduct outreach for a range of group types systematically applying knowledge
and differentially using skill.
* Utilize life cycle issues to formulate and present group purpose to prospective
members.
* Utilize agency mission to formulate a plan for group and group service.
* Understand and apply the major elements of group work method that include:
developing a common group purpose, engaging in a reciprocal interactive process,
developing peer relationships, building a mutual aid system, and using conscious self.
* Understand and apply the process of group formation in a social agency that includes
and principles of group composition, selection and preparation of members.
* Understand the consultation process in facilitating the development of group services to
social work agencies.
2. Enable several types of groups to move through the stages of group development.
• Recognize the different stages of group development that apply to group and
individual characteristics, tasks to be accomplished and the role of the group worker
in each stage.
3. Recognize differences among groups ranging from support to treatment and remediation
groups, prevention and self help groups, task groups and committees.
* Develop flexible responses to members' presentations of needs and goal setting issues
in a range of groups.
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* Respond differentially to members' perceptions of worker in various types of groups.
* Show ability to identify authority issues and power and control concerns directly to the
group.
* Understand the range of clinical and developmental groups that can be used in a
variety of practice settings.
* Identify the values, knowledge and skills that can be applied to the formation and
practice with different types of groups.
4. Mediate the relationship between the group and the agency and/or community.
* Facilitate the empowerment process of the group as it functions internally and within the
community.
* Recognize the impact of membership in groups of disenfranchised and stigmatized
populations, and conduct use of self to enhance empowerment and self esteem.
* Use empowerment skill differentially in groups.
* Work with oppressed and vulnerable populations.
* Appreciate ethnic identity, heritage, and cultural identity and be able to promote
intercultural acceptance among group members.
5. Utilize a range of skills in the beginning formation stage derived from practice theory to help
groups examine norms, structures, leadership issues and processes including discussion of
worker role. These skills include:
* Collective participation, which focuses on involving all members, and the ability to
intervene in the process to contain a monopolizer.
* The ability to interpret directly in the group issues related to power, norms and
leadership as these are presented in the group.
* Understand the assessment process in group work.
6. Help group members formulate goals and plan tasks, using engagement, clarification and
summarizing skills.
7. Demonstrate ability to help group members begin to reflect on their reactions to the worker=s
role.
8. Show differential use of skill in formation of hybrid group forms, i.e. closed vs. open ended
and short term designs.
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• Understand the impact of time on group process and be able to work with different
group structures, i.e. open ended, single session and short term groups.
• Understand the relationship between social group work, group psychotherapy, and
the treatment of mental illness.
9. Show understanding of social policy issues and their impact on the delivery of group work
service.
• Understand the importance of social group work in meeting the normal growth and
development needs of individuals particularly in community settings such as
neighborhood community and senior centers, schools, and settlement houses.
10. Be able to develop a mutual aid process to facilitate members to help one another achieve
their individual and collective aspirations and goals.
B.
SECOND YEAR GROUP WORK SKILLS IN THE MIDDLE WORK PHASE
By the end of the second year, a student with a group work concentration should be able to:
1. Use a range of skills in the middle work phase derived from group work practice theory
related to stages of group development and group dynamics to help the group members
meet collective and individual goals. These skills include:
* Use of role preparation techniques to plan for future action and role enhancement for
members; facilitation of the feedback process, including appropriate modeling, to help
members access feelings and perceptions.
2. Demonstrate use of skills that focus members on the change process when they are
avoidant or encountering obstacles. These include the timely use of interpretation,
confrontation and a focus on directing the group to examine its here and now process.
• Demonstrate ability to identify and work with resistance to group and individual growth
and change.
3. Show group building and sustaining skills which are focused on staying with feelings in the
group, speaking to the group as a whole, facilitating the taking stock process and conflict
resolution.
4. Demonstrate programming skills appropriate to the population group, including adults,
senior citizens, children, and youth, which may involve the group outside of the meeting
room.
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* Recognize the appropriate use of the cadre of skills comprised in programming with a
range of groups. These include involving members in decision making, planning and
assigning goals and tasks, executing tasks, executing the program and evaluation.
5. Apply group work theory and skill to different settings and populations, e.g., children,
adolescents, adults, and seniors.
* This includes the ability to differentially work in a prevention, remediation, socialization,
support, or task group, and a recognition that diagnostic theory -- including that drawn
from psychosocial pathology may be used to develop assessments of individual
members.
* Work to deal with the interface between social group work theory, upholding its= practice
and values modalities, while at the same time recognizing factors in the field of practice
that may impede or direct group work practice.
6. Demonstrate a beginning ability to reflect on the use of theory and skill in time limited or
open ended group models with changing membership, and to appropriately use self in such
a group.
7. Show a beginning ability to help the group maximize its= autonomy at whatever level is most
appropriate for that population, group goal, and problem area.
8. Show a beginning ability to enable groups representing stigmatized populations to engage in
discussing issues of stereotype and stigma, and impact upon group members.
• Apply social work values and ethics to group work practice.
•
9. Show a beginning ability to use self valuation tools which enhance the student=s
understanding of the effectiveness of particular interventive strategies with clients over time.
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C.
SECOND YEAR GROUP WORK SKILLS IN THE ENDING PHASE
By the end of the second year, a student with a group work concentration should be able to:
1. Show recognition of one=s own issues related to endings, and consider what effect the
ending process with the group may have on the student.
* Included is the ability to discuss these in the field instruction process, and to develop
strategies for helping the group and its members to deal with a range of issues.
2. Use a range of skills in the Ending Phase derived from practice theory to help the group
members deal with denial, anger and regression. These include interpretation, support,
confrontation and taking stock.
* Utilize skill to plan for each group member in the following arenas: continuation of
service, referral or decisions about stopping involvement in group.
3. Understand the termination stage of group development in terms of variations with different
group types and populations, tasks to be accomplished, and the role of the worker.
• Recognize special vulnerabilities of population groups or individual members that relate
to endings, such as abandonment or loss.
• Develop interventive approaches to deal with these issues.
4. Recognize and support the importance of ending rituals such as parties, photographs and
other activities as symbols of remembering.
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III. SECOND YEAR COMMUNITY SOCIAL WORK SKILLS
To enhance quality of life and redress social problems, the student engages in purposeful
relationships with community members that foster goal attainment, community development and
empowerment through collective effort.
Second year students with a concentration in community social work are expected to build upon
foundation skills with communties as these relate to the beginning, middle, and ending phases.
A.
SECOND YEAR COMMUNITY SOCIAL WORK SKILLS IN THE BEGINNING PHASE
Second year community social work students should be able to:
1. Use engagement skills to systematically outreach community representatives with the goal
of needs assessment, relationship building, and fact finding, to assist in problem formulation
about social problems related to a segment of the community under consideration.
2. Recognize and interpret to community representatives how agency auspices and mission
guide potential community action.
3. Use focusing, listening and sustaining skills to access information from client, action and
target systems in the community.
4. Accurately determine a social problem related to community interest groups, organizations,
or communities, utilizing theories related to community dynamics, power structures, cultural
diversity, economics, politics, social class, community history, resources and models of
community organization and development. The treatment planning scope, degree and site
of the problem are included in the assessment along with focus on power structures,
identification of key players, problem formulation and practice interventions.
* These assessments are gleaned from systematic involvement with client systems,
community residents, elected officials, other stakeholders and agency staff in fact
finding, data gathering, and service, project or program planning, implementation,
development and evaluation.
5. Develop an action plan which is clearly derived from the assessment, addresses problems
and emanates from practice theories of community social work.
* Action plan identifies skills to be used by student and a formulation of goals.
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6. Identify key players in the community and utilize skills appropriately to involve them in
ownership and problem solving.
7. Utilize theories of macro practice and show beginning ability to differentially apply these to
the present situations.
8. Demonstrate group organizing skills related to practice with task groups, coalitions,
volunteer groups, interest groups, advisory groups, commissions or agency community
forums, and other systems.
* These include the ability to recruit and engage members in problem formulation,
contracting, consensus building, task development, service utilization, and outcome
evaluation.
* This includes the ability to identify and deal with power and control issues that may
become obstacles in the attainment of practice goals and objectives.
B.
SECOND YEAR SKILLS IN COMMUNITY SOCIAL WORK IN THE MIDDLE WORK PHASE
1. Utilize a spectrum of skills to deal effectively with the attainment of goals and
accomplishment of tasks. Skills include:
* Reformulation of identified problem, problem solving, negotiation, conflict resolution,
identification of resources, resource development, coalition and network building,
leadership development, advocacy.
* Research/ analysis should provide a base to facilitate policy development, lobbying,
media communications and knowledge of government processes.
2. Recognize the boundaries in planned change that relate to the domain of the worker and the
domain of the community.
* Work towards the development of increasing autonomy through the Institutionalization
of structures which may sustain change and new programmatic efforts.
* Utilize empowerment tools to building coalitions for legislation, policy or social change.
3. Demonstrate understanding of realities of situations and assess obstacles to change
process.
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4. Demonstrate empathic understanding for persons in the student=s professional scope.
* Respond with direct empathic awareness of others= needs.
* Utilize empathic ability to understand needs of community members in their terms.
* Utilize empathic understanding in assessing needs of client systems.
* Recognize the unique Acase@ aspects of case to cause efforts as these apply to
individuals in the helping system.
5. Utilize community practice skills to sustain the work phase efforts of task groups, coalitions,
and volunteer groups in the differentiation stage of group work.
* Utilize and apply theory about task groups in holding meetings that involve preparing
agendas and minutes.
* Develop familiarity with governmental and voluntary legislative groups= protocols, i.e.,
Robert=s Rules of Order; local charters or Constitution; judicial protocols; legislative
protocols, etc.
6. Show the ability to be self aware and self reflecting as it relates to the complex role of an
organizer or helping person in a community context.
* Recognize feelings, reactions and biases to persons and/or points of view they may be
expressing.
* Show in the field instruction interaction the ability to identify these pertinent issues and
to develop appropriate strategies for dealing with them.
7. Recognize the necessity for preparing written documents for review by community members
involved, or to provide information that directs the change effort.
* Prepare documents in a professional manner.
8. Demonstrate ability to conduct forums focused on problem solving and change.
9. Show a beginning ability to develop a service program.
* Define tasks and goals.
* Involve others purposefully.
* Arrange for and coordinate resources.
10. Utilize appropriate social work referral mechanisms when identifying problem areas that
require attention.
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11. Show a beginning ability to use self evaluation tools which enhance the student=s
understanding of the effectiveness of interventive strategies over time.
C.
SECOND YEAR COMMUNITY SOCIAL WORK SKILLS IN THE ENDING PHASE
By the end of the second year, a student with a community social work concentration
should be able to:
1. Recognize and plan for the potential of community development efforts to fragment
as a reaction to the worker=s departure from the process.
* Recognize the universality of people=s reactions to endings usually through
displays of anger, flight, avoidance and regression.
2. Utilize direct approaches in groups and with individuals which permit members to
address feelings about the ending process.
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* Show initiative in helping others recognize the necessity to be planful around
the ending process. This may require preparation of reports, planning for future
meetings and involvement of other personnel.
3. Recognize and support the unique part ritual plays in the ending process.
IV.
STUDENT=S PROCESS RECORDINGS - SECOND YEAR
In addition to first year requirements, the second year student should demonstrate the following:
1. Ability to record significant data and developments in the recording, showing a formulation
of use of theory to guide practice and a sufficiently professionally conceived practice
approach.
2. Demonstrate reflectiveness in professional use of self that is grounded on second year
theory relevant to the concentration method.
3. Demonstrate a critical ability in the use of process recording that demonstrates planful self
reflection in preparation for field instruction conferences.
* This includes development of an agenda for field instruction that emanates from the
process recording, and an action plan that requires discussion in field instruction.
V.
STUDENT=S UNDERSTANDING AND USE OF FIELD INSTRUCTION - SECOND
YEAR
In addition to first year requirements, the second year student should demonstrate the following:
1. Recognition of the ethical responsibility involved in being a student who requires the
supervision of an expert, the student should be able to openly conduct the learning
process. This requires
* Candor in presenting issues of concern to the field instructor.
* The ability to accept feedback and criticism.
* The ability to act on the feedback and criticism.
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2. Develop understanding of one=s own learning patterns and needs in conjoint work with the
field instructor, as a way of maximizing the learning process.
3. Show self awareness and the ability to take initiative in expressing self awareness issues in
field instruction as they relate to client issues.
4. By second year, the student should be proactive in identifying issues of concern in the
process recording and presenting these for field instruction.
VI.
STUDENT=S UNDERSTANDING AND USE OF SELF - SECOND YEAR
In addition to first year requirements, the second year student should demonstrate the following:
1. The ability to recognize and accept that practice patterns may become established that
require attention or alteration.
2. The ability to recognize those issues presented by client systems which may potentially
impact the student in a way that may prevent proper provision of service, and to take
responsibility for self monitoring and self control in these areas.
* This includes the ability to understand one=s own countertransference issues, dealing
with them in a way that does not place the student=s clients at risk.
3. Recognition of the necessity to develop a conscious use of self that harnesses creativity
and the ability to take risks.
* In developing the necessary creativity for use of self, the student should recognize the
potential impact of his or her uniqueness on the broad spectrum that is the client and
agency system.
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VII.
STUDENT=S ROLE IN AGENCY SYSTEM - SECOND YEAR
A.
STUDENT= S WORK MANAGEMENT - SECOND YEAR
In addition to first year requirements, the second year student should be able to take initiative in
performing all functions. Chart notes, summaries, time management, attendance at staff meetings,
providing prompt notifications, should all be performed without supervision.
B.
STUDENT= S RELATIONSHIP TO AGENCY
In addition to first year requirements, the second year student should be able to:
1. Demonstrate initiative in the agency system. This includes:
* Professional presentations to staff meetings about clients or plans of service.
* Recognition of interdisciplinary relationships and the ability to intervene collegially to
represent professional requirements and standards.
2. Show understanding of the functioning of the agency, its= impact on service delivery, and
the relationship of the agency to a range of community structures.
* Recognize this agency as part of a larger community of service delivery systems of
this type, while also using understanding to generalize an integrated understanding of
other agencies.
VIII.
STUDENT=S UNDERSTANDING OF THE COMMUNITY AND USE OF
RESOURCES - SECOND YEAR
In addition to first year requirements, a second year student should be able to:
1. Show understanding of the interrelationship of the community=s social, economic and
cultural aspects, including conflicts and collaborations.
2. Show understanding of how community forces and structures define service on this
program. This includes knowledge of funding sources, political and economic realities and
practice boundaries which are determined by community factors.
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* A beginning vision of how a professional social worker might intervene in the
community system to enhance service delivery for agency and community.
IX.
STUDENT=S UNDERSTANDING OF THE PROFESSION - SECOND YEAR
In addition to first year requirements, a second year student must demonstrate ability to raise
questions when there is concern about a breach in social work values and ethics as set forth in the
NASW Code of Ethics.
X.
STUDENT AS LEARNER - SECOND YEAR
In addition to first year criteria, the student should be able to seek out or take advantage of offered
opportunities for further development (readings, agency seminars, consultation, etc.)
XI.
STUDENT=S READINESS FOR PROFESSIONAL RESPONSIBILITY - SECOND
YEAR
The student should have a realistic understanding of his or her role as a prospective practitioner
with a sense of strengths and limitations, what he or she knows or does not know and the degree
to which the student is capable of self direction as a professional. The student should demonstrate
awareness of the kind of supervisory assistance that will be required in future employment.
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SECTION V:
FORMAT FOR SUBMISSION OF RECORDS
POLICY ON PROCESS RECORDING
It is the School's belief that maximum learning occurs when students report in writing as fully as
possible on each contact or activity in which they are engaged. These process recordings then
become tools to be used in class and in field instruction conferences. Each student is expected to
prepare a minimum of two process recordings per week for both years of field placement in relation
to their field experience. Students must obtain permission for use of this material from their field
instructors. It is the student's responsibility to assure confidentiality and to disguise the identity of
individuals involved. AT NO TIME SHOULD ANY WRITTEN MATERIALS OR ORAL
PRESENTATIONS CONTAIN THE ACTUAL NAMES OR IDENTIFYING INFORMATION THAT
CAN BE LINKED TO A SPECIFIC CLIENT. CLIENT CONFIDENTIALITY MUST BE MAINTAINED
AT ALL TIMES.
a. Guide for Process Recording
b. Preparation of Records for Practice Class
c. Block Education Plan - Monthly Summary
A.
GUIDE FOR PROCESS RECORDING
The process recording is an educational tool that permits the student to formulate an
understanding of the progression in his or her practice. The student begins consideration of his or
her practice in the pre-engagement phase during which preparation for contact with individuals,
families, groups and communities occurs. The student considers his or her work during the
engagement phase when actual interaction with the client system occurs and the post-engagement
phase during which the student reflects upon his or her uses of self.
While the process recording is designed to help students highlight and quote from their interactions
with clients, it is constructed upon the premise that the concept of verbatim recall does not exist
and that learning occurs though the student's ability to reflect upon the interaction in a process
which transforms the prior event into a learning experience. It is constructed on the assumption
that the client-student interaction is a whole phenomenon comprised of an integration rather than a
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separation of perceiving, thinking, feeling and interacting. Therefore, the following guide for
process recording is designed to help students present their practice in a manner which integrates
interactions, thoughts, perceptions and feelings rather than fragmenting them.
I . PRE-ENGAGEMENT
The student should describe how he or she prepared for their meeting with the client system
(individual, group, family, or meeting with community members). If this is a family, group, or
community meeting, those present and those absent should be identified by name, as well as the
number of persons present. Include the purpose or reason for the contact. Disguise names
throughout.
II.
NARRATIVE
Describe the interaction with individual, group, family, or community members. Include how the
meeting started, the middle portions and how it ended. *(This should be the longest portion of your
process recording.) If this is a family, group or community meeting, present interactions among
members as well as your interactions with those present. Include quotes and excerpts from the
interaction.
III.
IMPRESSIONS
Briefly present your impressions of the interaction.
IV.
PLANS FOR FUTURE ACTION
Briefly consider and present thoughts about your future actions vis a vis this client system.
V.
QUESTIONS
Identify questions for your conference with your field instructor.
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B.
PRINCIPLES FOR REVIEWING AND USING PROCESS RECORDING WITH STUDENT IN FIELD
INSTRUCTION
Preparation for Student Meeting
Principle 1: The focus of the process recording is the student, not the management of the case.
Principle 2: Read entire recording first and identify problem areas in practice.
$ Lapses in role and use of self.
$ Student is being judgmental.
$ Empathy lapses.
$ Difficulties in listening.
$ Difficulties in focusing.
$ Student is overwhelmed.
$ Student is using own agenda.
Principle 3: Do not write all over the process recording.
Number points in process recording you want to look at; use a cover sheet with
numbers; write your comments on a separate sheet; give your sheet to student at
end of the field instruction conference.
Principle 4: Identify practice issues for review based upon level of student.
$ Prioritize issues for review with student.
$ Identify repeating practice issues.
$ Identify patterns in use of self.
$ Maintain clarity regarding topic areas you have chosen for review.
Field Instruction Conference with Student
Principle 5: Review process recording with student LINE BY LINE.
Read the record; have student read the record. Remember Principle 1: The focus
of the process recording is the student, not the case.
Stop at point field instructor or student wants to review.
Consider the following when addressing issues in the record:
$ Student feelings.
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$ Impact of student=s interventions on client system.
$ Purpose of student=s intervention.
$ Relevant conceptualizations from practice to theory.
$ Relevancy of what is reviewed is determined by student level. Second year
students should focus on second year practice content which builds upon
first year skills and theories.
Foundation Content to Be Taught for the Three Methods
Field Instructors should review Criteria for Student Performance in this Manual. These focus on
Method C i.e. casework with individuals and families, group work, community social work. The
focus is on student roles, behaviors and skills, throughout the Beginning, Middle and Ending
Phases of practice.
Advanced Content to Be Taught for Each Method
Field Instructors should review Criteria for Student Performance for Second Year Students in Field
Manual. These are categorized by method.
Primary focus in the Second Year is on the student=s method of concentration. Students should be
taught with more depth for their method of concentration. Field Instructors should be guided by
literature being used in the second year Casework, Group Work or Community Social Work
classes.
C.
PREPARATION OF RECORDS FOR PRACTICE CLASS
During the course of the year, each student is expected to bring to the practice class two or more
examples of relevant material on which the student has worked as part of his or her field
assignment. Material may be selected because it represents either good or poor practice, because
it focuses on problems or issues of basic importance, or because it seems to have unusual
learning value. Block students are expected to bring process recordings, logs and psychosocial
assessments to summer classes.
Students should consult with their field instructors on selection of material, secure agency
permission to use material for this purpose and make necessary changes to assure confidentiality
79
and to disguise the identity of individuals involved. Adequate disguising includes changing all
proper names, such as those of people, places and some institutions and factual data such as
birthdates and occupations. The changes should be made in such a way that there will be no
serious distortion of the general character of the group records or the case. The student, and not
the instructor or a typist, must be responsible for making all the necessary changes, and great care
must be taken to ensure that all changes are made at every necessary point.
Material should be typed, single-spaced. Duplication of the material is done by the student at their
expense. Material should be organized in accordance with the following outline:
80
1.
WURZWEILER SCHOOL OF SOCIAL WORK
FORMAT
YESHIVA UNIVERSITY
Note: This material is for educational purposes only.
Confidential: Identifying material is modified so as to assure confidentiality.
Course Number Date of Scheduled Presentation
Instructor's Name Student's Name
Group or Individual Name (disguised)
Type of Agency (enough information to provide meaningful background)
Nature of Service (foster care, counseling, homemaker, age division, etc.)
1. Title
The title should suggest the focus of the presentation, e.g., establishing a beginning relationship,
or dealing with resistance, or working with a client of a specific age, race or gender.
2. Individuals Concerned
Name Age Relationship Other Pertinent Data
(education, employment, marital status, etc.)
3. Summary of activity prior to the material being presented
4. Process recording of the student's interview(s) or group meeting(s)
5. The student's general feelings about the client or group as well as feelings related to
specific interactions
6. The student's impressions and assessment
7. Future plans
8. Questions or points of interest the student proposes for discussion
9. Bibliographical material, including specific articles or pages in a book, that relate to the
presentation
2.
DISTRIBUTION
Students should provide material on their presentations that can be distributed to the class in
advance.
81
This assignment will vary in each semester of the student's field practice. Variations will be spelled
out in each class. They will depend on the progression of the class and the student's state of
learning.
Students who are not presenting have the responsibility for reading the presenter's material in
advance as well as the literature in the bibliography.
Students should be mindful that although the material is disguised, it is still confidential. Students
are responsible for guarding this material and for not sharing content outside of class.
82
Wurzweiler School of Social Work
Yeshiva University
Block Educational Plan Program
Monthly Summary
Name:_______________________________________ Date:__________________
3. Description of (cases, groups, community organizations) activities carried on this month.
4. Time required for each activity.
5. Enumerate other educational opportunities engaged in this month - seminars,
consultations, staff meetings, course, etc.
6. Comment on your experience and what themes and issues you are working on in your
supervision.
7. Submit "portions" from 2 different process recordings indicating your endeavor to offer help
as a social worker. Please indicate your analysis, understanding and appropriate reading
related to the situations cited.
8. General reading of literature this month: What functional relevancy did this reading have to
your practice?
9. In the course of your practice this month, have you ever had any experiences concerning
the cultural, religious, poverty, social justice, hunger or ethnic dimensions? Please list and
describe issues of strain, identification, stress and/or difference and meaning to you.
10. Are there any issues or concerns that you wish to call to the School's attention?
(Use this form as your guide. Include this sheet as Face Sheet.)
83
Wurzweiler School of Social Work - Yeshiva University
Due: October 31
st
Monthly Log
1. Description of your field work assignment to date. Use disguised names in describing your
assignments.
2. Feelings and issues related to beginning - your feeling about the Agency, the work,
supervision, etc. For second year and accelerated students: How is this beginning different
than last year's or previous years?
3. One portion of process record which highlights beginnings for you and the client or group.
4. Which readings and discussion you had in class did you use to prepare you for your actual
beginnings with clients?
5. Which readings and topics do you plan to review as you move into the next month?
6. In the course of your practice this month, have you ever had any experiences concerning
the cultural, religious, poverty, social justice, hunger or ethnic dimensions? Please list and
describe issues of strain, identification, stress and/or difference and meaning to you.
7. Are there any issues or concerns that you wish to call to the School's attention?
84
Wurzweiler School of Social Work - Yeshiva University
Due: November 30
th
Monthly Log
1. Additional assignments since last month and any changes since then. (It is not necessary
to repeat what you listed before if these assignments are still in effect.) Use disguised
names.
2. How are you spending your time (give approximate percentages):
$ Face to Face encounters with clients
$ Field Instruction
$ Writing Process Records and Logs
$ Paperwork for agency
$ Meetings
$ Collateral Work
$ Seminars
3. Discuss field instruction. What themes and issues are you working on in field supervision?
How do you feel field supervision is going?
4. If there are separate educational experiences at the agency, evaluate them. Were they
helpful or not in relation to the work you are doing?
5. Submit three process recordings.
6. Which professional readings form the summer have you reviewed or undertaken this month
to guide your practice?
7. Identify two separate concepts from your readings that you can connect to two particular
incidents with clients. Cite the reading; describe each concept, the incident, and how it
illustrates the concept.
8. In the course of your practice this month, have you ever had any experiences concerning
the cultural, religious, poverty, social justice, hunger or ethnic dimensions? Please list and
describe issues of strain, identification, stress and/or difference and meaning to you.
9. Are there any issues or concerns that you wish to call to the School's attention?
85
Wurzweiler School of Social Work - Yeshiva University
Due: December 22
nd
Monthly Log
1. Additional assignments since last month and any changes since then. (It is not necessary
to repeat what you listed before if these assignments are still in effect.) Use disguised
names.
2. How are you spending your time (give approximate percentages):
$ Face to Face encounters with clients
$ Field Instruction
$ Writing Process Records and Logs
$ Paperwork for agency
$ Meetings
$ Collateral Work
$ Seminars
3. Discuss field instruction. What
themes and issues
are you working on in field supervision?
How do you feel field supervision is going?
4. If there are separate educational experiences at the agency, evaluate them. Were they
helpful or not in relation to the work you are doing?
5. Submit three process recordings.
6. Which professional readings from the summer have you reviewed or undertaken this month
to guide your practice?
7. Identify two separate concepts from your readings that you can connect to two particular
incidents with clients. Cite the reading; describe each concept, the incident, and how it
illustrates the concept.
8. In the course of your practice this month, have you ever had any experiences concerning
the cultural, religious, poverty, social justice, hunger or ethnic dimensions? Please list and
describe issues of strain, identification, stress and/or difference and meaning to you.
9. Are there any issues or concerns that you wish to call to the School's attention?
86
Wurzweiler School of Social Work - Yeshiva University
Due: January 31
st
Monthly Log
1. Additional assignments since last month and any changes since then. (It is not necessary
to repeat what you listed before if these assignments are still in effect.) Use disguised
names.
2. How are you spending your time (give approximate percentages):
$ Face to Face encounters with clients
$ Field Instruction
$ Writing Process Records and Logs
$ Paperwork for agency
$ Meetings
$ Collateral Work
$ Seminars
3. Discuss field instruction. What themes and issues are you working on in field supervision?
How do you feel field supervision is going?
4. If there are separate educational experiences at the agency, evaluate them. Were they
helpful or not in relation to the work you are doing?
5. Submit three process recordings.
6. Which professional readings from the summer have you reviewed or undertaken this month
to guide your practice?
7. Identify two separate concepts from your readings that you can connect to two particular
incidents with clients. Cite the reading, describe each concept, the incident, and how it illustrates
the concept.
8. In the course of your practice this month, have you ever had any experiences concerning
the cultural, religious, poverty, social justice, hunger or ethnic dimensions? Please list and describe
issues of strain, identification, stress and/or difference and meaning to you.
9. Are there any issues or concerns that you wish to call to the School's attention?
Graduating Students:
10. Submit a topic for your Essay, and a brief outline. Begin research and literature review.
87
Wurzweiler School of Social Work - Yeshiva University
Due: February 28
th
Monthly Log
1. Additional assignments since last month and any changes since then. (It is not necessary to repeat
what you listed before if these assignments are still in effect.) Use disguised names.
2. How are you spending your time each week (give approximate percentages)?
$ Face to Face encounters with clients
$ Field instruction
$ Writing Process Records and Logs
$ Paperwork for agency
$ Meetings
$ Collateral Work
$ Seminars
3. Discuss field instruction. What themes and issues are you working on in field supervision? How do
you feel field supervision is going?
4. If there are separate educational experiences at the agency, evaluate them. Were they helpful or
not in relation to the work you are doing?
5. Submit three process recordings.
6. Which professional readings from the summer have you reviewed or undertaken this month to guide
your practice?
7. Identify two separate concepts from your readings that you can connect to two particular incidents
with clients. Cite the reading; describe each concept, the incident, and how it illustrates the concept.
8. In the course of your practice this month, have you ever had any experiences concerning the
cultural, religious, poverty, social justice, hunger or ethnic dimensions? Please list and describe issues of
strain, identification, stress and/or difference and meaning to you.
9. Are there any issues or concerns that you wish to call to the School's attention?
10. How does the American/Canadian/Israeli political, social, economic scene impact on your work with
clients in your agency?
Graduating Students:
11. Continue Research, literature review. Begin writing draft of essay.
88
Wurzweiler School of Social Work - Yeshiva University
Due: March 31
st
Monthly Log
1. Additional assignments since last month and any changes since then. (It is not necessary to repeat
what you listed before if these assignments are still in effect.) Use disguised names.
2. How are you spending your time (give approximate percentages):
$ Face to Face encounters with clients
$ Field Instruction
$ Writing Process Records and Logs
$ Paperwork for agency
$ Meetings
$ Collateral Work
$ Seminars
3. Discuss field instruction. What themes and issues are you working on in field supervision? How do
you feel field supervision is going?
4. If there are separate educational experiences at the agency, evaluate them. Were they helpful or
not in relation to the work you are doing?
5. Submit three process recordings.
6. Which professional readings from the summer have you reviewed or undertaken this month to guide
your practice?
7. Identify two separate concepts from your readings that you can connect to two particular incidents
with clients. Cite the reading; describe each concept, the incident, and how it illustrates the concept.
8. In the course of your practice this month, have you ever had any experiences concerning the
cultural, religious, poverty, social justice, hunger or ethnic dimensions? Please list and describe
issues of strain, identification, stress and/or difference and meaning to you.
9. Are there any issues or concerns that you wish to call to the School's attention?
10. Graduating students - Submit draft of essay.
First Year students - your thoughts about second year placements.
11. Have you started discussing termination with your field instructor?
89
Wurzweiler School of Social Work - Yeshiva University
Due: April 30
th
Monthly Log
You're almost at the end of fieldwork:
Use this monthly report to talk about termination:
1. Your feelings.
2. How you dealt with termination with your clients?
3. Submit 2 portions of case dealing with termination.
4. Discuss some of your readings on this topic
See you in June!
90
SECTION VI:
INSURANCE
A. Malpractice
The Wurzweiler School of Social Work participates in a professional liability insurance program underwritten by
Chicago Insurance Company. A blanket liability policy provides coverage for students engaged in field work as
well as faculty members serving as field liaison. Additional information is available from the University's Office
of Risk Management at (212) 960-5360.
B. Health Insurance
The Yeshiva University Student Injury and Sickness Insurance Plan is available on a voluntary basis. The
program provides quality medical insurance for students at reasonable cost. Additional information is available
from the Office of Risk Management at the University at (212) 960-5360.
SECTION VII:
EPILOGUE
If you have questions or need clarification of the issues covered within this Manual, be sure to consult with your
faculty advisor. The faculty and staff of Wurzweiler are prepared to help you to make your educational
experience at the Wurzweiler School of Social Work a meaningful and fulfilling one.
92
WURZWEILER SCHOOL OF SOCIAL WORK
Yeshiva University
FIELD PLACEMENT PLANNING FORM – FIRST YEAR
Please complete this three (3) page form in order to begin the placement process for first year of field.
This form will be used to plan your field placement experience and will be sent to your field
placement agency.
Mr.____ Ms.____
Name_____________________________________________________ Date _____________
(Last) (First)
STUDENT ID #___________________________________________ Home
Phone_____________
Present Address____________________________________________ Office
Phone_____________
_________________________________________________________ E-Mail____________
Summer__________________________________________________ Summer
Address (if different from current address) Phone ____________
_________________________________________________________
(City) (State/Zip)
Do you speak a language other than English? _____ Specify________________________ _
MSW FIELD PLACEMENT PLAN
Check off ONE:
Field Placement at Place of Employment ( )
School-Assigned Field Placement ( )
Clergy Program Field Placement ( )
School -Assigned Block Field Placement ( )
Block Field Placement at Place of Employment ( )
Accelerated Program, School Assigned Field Placement ( )
No. of field work hours per week in your plan:
21 hours, All Winter, Block and Clergy students, September - May _____
14 hours, Extended, September – May, 3 years _______
23 hours, Accelerated Program, January – August _____
93
EDUCATIONAL BACKGROUND:
Degree & Major School Date Received
______________________________________________________________________________
Comments (List graduate courses, institute training, etc.)
WORK EXPERIENCE IN SOCIAL WORK AND OTHER FIELDS
Please provide information on the last two jobs you have had starting with the most recent one.
Dates Agency or Firm Position & Duties
______________________________________________________________________________
______________________________________________________________________________
VOLUNTEER ACTIVITIES (social welfare, educational, civic, political, etc.):
Dates Agency or Firm Position and Duties
94
STUDENT’S FIRST YEAR FIELD WORK PLACEMENT INTERESTS:
Please indicate a range of special interests you have (re: age groups, nature of problems, client
populations, types of agencies, etc.) If you are employed and will be doing your field placement at your
job, take into account the available opportunities that your agency can offer.
Special Factors:
Please list any factors/circumstances that should be taken into consideration when planning your field
placement (e.g.) Geography, time, physical condition, religious observance, family commitments, etc.:
Are you dependent on public transportation? Yes____ No____
Driver’s License: Yes____ No____
Availability of Car Yes____ No____
Projected Concentration for Second Year: (This is only a projection)
Casework_____ Group Work____ Community Social Work____
95
WURZWEILER SCHOOL OF SOCIAL WORK
Yeshiva University
FIELD PLACEMENT PLANNING FORM
Second Year
Please complete this three (3) page form in order to begin the placement process for second year of
field. This form will be used to plan your field placement experience and will be sent to your field
placement agency.
Mr.___ Ms.___
Name_______________________________________________ Date________________
(Last) (First)
Student ID #________________________________________ Home
Phone_______________
Present Address______________________________________ Office
Phone_______________
___________________________________________________ E-Mail______________
Summer____________________________________________ Summer
Address (Street) Phone_______________
___________________________________________________ Cell_________________
(City) (State/Zip)
Fall Address (If different from present address)
Do you speak a language other than English?____ Specify______________________
MSW DEGREE PROGRAM
Check off all that apply:
Field Placement at Place of Employment ( )
School-Assigned Field Placement ( )
School-Assigned Clergy Field Placement ( )
School -Assigned Block Field Placement ( )
Block Field Placement at Place of Employment ( )
Practice Method Concentration:
Casework_____ Group Work____ Community Social Work____
No. of field work hours per week in your plan:
21 (Block, Winter, or Clergy) ____ 28 (Adv. Standing) ___
96
FIRST YEAR FIELD PLACEMENT DESCRIPTION
Agency_________________________________________________________________
Type of Agency__________________________________________________________
Student Assignments (List):
Client Population:
Practice Methods/Modalities Used:
WORK EXPERIENCE IN SOCIAL WORK AND OTHER FIELDS
Please provide information on the last two jobs you have had starting with the most recent one.
Dates Agency or Firm Position & Duties
______________________________________________________________________________
VOLUNTEER ACTIVITIES (welfare, educational, civic, political, etc.):
Dates Agency or Firm Position and Duties
REQUESTED OPPORTUNITIES FOR SECOND YEAR FIELD PLACEMENT
Please indicate a range of special interests you have. If you are employed and will be doing your
field placement at your job, take into account the available opportunities that your agency can offer.
Type of Populations:
Practice Methods: (Individual work, family, groups, and community social work)
97
Other Learning Opportunities:
STUDENT’S LEARNING GOALS FOR SECOND YEAR
• Identify what professional roles and skills you wish to develop. Discuss their relevancy to your
chosen method of concentration.
• Describe the types of assignments which should help you meet these goals.
Special Factors:
Please list any factors/circumstances that should be taken into consideration when planning your field
placement (e.g.) Geography, time, physical condition, religious observance, family commitments, etc.:
Are you dependent on public transportation? Yes____ No____
Driver’s License: Yes____ No____
Availability of Car Yes____ No____
98
APPENDIX B
LEARNING CONTRACT
99
WURZWEILER SCHOOL OF SOCIAL WORK YESHIVA UNIVERSITY
LEARNING CONTRACT 2012-2013
Date_____________________
Student Name______________________________________________ Faculty
Advisor________________________________________
1
st
. Yr.____
2
nd
Yr.____ 2
nd
Yr. Advanced Standing _____ Concentration: Casework_____ Group Work_____ Community Soc.
Wk._____
Agency____________________________________________ Field Instructor (please print)
_________________________________________
The LEARNING CONTRACT is to be filled out jointly by the field instructor and student, using the School’s criteria for student
performance in field work as your guide. See Field Manual online at www.yu.edu/wurzweiler
First year students require generic assignments across methods (casework, group work, community social work).
Second year students require depth in assignments in their practice concentration (casework, group work, community social work).
Identify the student’s assignments and learning goals for the academic year.
Two-year students in a 21 hour per week field placement: 10-11 hrs. should be devoted to practice. Another 10 - 11 hrs.
should include 1 ½ to 2 hrs. for field instruction; 4 hrs. for process recordings; and time for staff meetings, case
conferences, educational seminars, and agency recording. (Block students may spend a fourth day devoted to research,
writing logs, and reviewing relevant literature.)
Advanced standing students require 28 hrs. of field work: half of their time should be devoted to practice (13 to 14 hrs.),
and the rest to field instruction, process recordings, case conferences, etc.
Student Assignment Learning Goals
Describe practice assignments, and time: Describe educational goals for each assignment
_______________________________________________ _____________________________________________________
_______________________________________________ _____________________________________________________
_______________________________________________ ____________________________________________________
100
____________________________________________________ _________________________________________________
____________________________________________________ _________________________________________________
____________________________________________________ _________________________________________________
____________________________________________________ ________________________________________________
____________________________________________________ _________________________________________________
Describe other educational assignments, (i.e. Describe goals for each assignment
staff meetings, educ. conference, field instruction)
and time
_________________________________________________ __________________________________________________
_________________________________________________ ___________________________________________________
_________________________________________________ ___________________________________________________
_________________________________________________ ___________________________________________________
_________________________________________________ ____________________________________________________
Student___________________________________________ Date___________________________
(Signed)
Field Instructor_____________________________________ Date___________________________
(Signed)
Return to: WSSW, Yeshiva Univ., Field Instruction Office, Frances Montas, 2495 Amsterdam Ave., New York, NY 10033
101
APPENDIX C
FIRST YEAR WORK-STUDY
CONTRACT FOR FIELD
PLACEMENT
SECOND YEAR WORK-STUDY
CONTRACT FOR FIELD
PLACEMENT
102
WURZWEILER SCHOOL OF SOCIAL WORK
YESHIVA UNIVERSITY
FIRST YEAR WORK STUDY CONTRACT FOR FIELD PLACEMENT
(Students Doing Field Placement at Place of Employment)
Student Name _______________________________________________ Date: ____/____/___
Student Address: ____________________________________ Phone
Home __________________
____________________________________________________ Business ________________
E-Mail _________________
Agency Name: _________________________________________________________________
Agency Address: _______________________________________________________________
________________________________________________________________
Phone #______________________________
Student’s Current
Job Supervisor _______________________________________________
Title______________
(Please Print)
Agency Educational Agency
Coordinator: ___________________________________ Director ______________________
(Print) (Print)
Student’s Current Position in Agency_____________________________________________
Date student began employment: ____/ ____/ ____
Has student/employee passed agency probation? Yes____ No____
If no, please
explain________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
103
STUDENT’S CURRENT JOB RESPONSIBILITIES
Direct Services to Clients (include client population being served):
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Supervisory Responsibilities:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Administrative Responsibilities:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Other Responsibilities:
___________________________________________________________________________
___________________________________________________________________________
104
PROPOSAL FOR WORK STUDY FIELD PLACEMENT
Please describe the proposed assignments for the student’s first year placement.
This proposal should: (1) describe what the student will be doing, and with which population; (2)
represent a change from the job; (3) reflect the school’s curricular requirements for first year which
include working with individuals, families, groups and communities; and (4) be developed by the
educational coordinator and/or proposed field instructor. If possible, please include student.
(Note that half of the 21 hours per week should be spent on direct practice; the rest includes 1½ hrs of field
instruction, 4 hrs to write process recordings, and time for staff meetings and case conferences.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
105
PROPOSED FIELD INSTRUCTOR FOR FIELD PLACEMENT
_____________________________________________ ______________________________
Name of Field Instructor (Please print) Title
Agency Unit: _________________________________________ Phone # ________________
Address: ____________________________________________ E-Mail _________________
M.S.W. __________________________________________ _______________________
School Degree Date
______________ ___________
License # State
SIFI: Yes _____ School ____________________________
No _____
_____________________________________________ _____________________________
Task Supervisor (If Applicable) (Please Print) Title
PROPOSED FIELD INSTRUCTION SITE
Agency Unit __________________________________________________________________
Address ______________________________________________ Phone # ________________
_____________________________________________________ _______________________
*Educational Coordinator or Program Director Date
(Signature)
Phone #______________________ E-mail _______________________
_____________________________________________________ _______________________
*Proposed Field Instructor Date
(Signature)
Phone #______________________ E-Mail _______________________
_____________________________________________________ _______________________
*Student (Signature) Date
*All three signatures are required for approval of contract.
Please return to: Office of Field Instruction
WSSW
Yeshiva University
2495 Amsterdam Ave.
New York, NY 10033
106
WURZWEILER SCHOOL OF SOCIAL WORK
YESHIVA UNIVERSITY
SECOND YEAR WORK STUDY CONTRACT FOR FIELD PLACEMENT
(Students Doing Field Placement at Place of Employment)
Student Name ___________________________________________ Date: ____/____/____
Student Address: _____________________________________________________________
Phone # Home _______________________ Business # ________________________
E-Mail Address______________________ YU E-Mail Address _________________
Agency Name: _______________________________________________________________
Agency Address: _____________________________________________________________
Phone #______________________________
Student’s Current Job Supervisor _________________________________________________
(Please Print)
Agency Educational Agency
Coordinator: _______________________________ Director ___________________________
(Print) (Print)
First Year Placement-Name of Agency if Different from This Agency:
_____________________________________________________________________________
First Year Field Instructor ________________________________________________________
(Please Print)
Brief description of Student’s First Year Assignment:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
107
STUDENT’S CURRENT JOB RESPONSIBILITIES
Direct Services to Clients (include client population being served):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Supervisory Responsibilities:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Administrative and Other Responsibilities:
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PROPOSED LEARNING GOALS FOR STUDENT (2
nd
year):
Include skills student needs to develop, along with plans for expanding his or her use of self and self
awareness, and overall professional development.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
108
PROPOSAL FOR WORK STUDY FIELD PLACEMENT
Please describe the proposed assignments for the student’s second year placement.
This proposal should: (1) describe what the student will be doing, and with which population; (2)
represent a change from the first year; (3) reflect the student’s second year concentration (either
casework with individuals and families, group work, or community social work); and (4) be developed
by the educational coordinator and/or proposed field instructor. If possible, please include the student.
(Note that half of the 21 hours per week should be spent on direct practice, primarily in the concentration; the rest includes 1½ hrs of field
instruction, 4 hrs to write process recordings, and time for staff meetings and case conferences.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
109
PROPOSED CHANGE IN FIELD INSTRUCTOR (for 2
nd
year)
__________________________________________ ___________________________
Name of Field Instructor (Please print) Title
Agency Unit: ______________________________________ Phone #_______________
E-Mail _______________
Address: ________________________________________________________________
M.S.W. __________________________________________ ______________________
School Degree Date
__________ __________
License # State
SIFI: Yes _____ School ____________________________
No _____
__________________________________________ ___________________________
Task Supervisor (If Applicable) Title
PROPOSED FIELD INSTRUCTION SITE
Agency Unit ____________________________________________________________
Address _________________________________________ Phone # _______________
________________________________________________ __________________
*Educational Coordinator or Program Director Date
(Signature)
Phone #__________________________ __________________
E-Mail
________________________________________________ __________________
*Proposed Field Instructor Date
(Signature) Phone #________________________ __________________
E-Mail
________________________________________________ ___________________
*Student (Signature) Date
*All three signatures are required for approval of contract.
Please return to:
Office of Field Instruction
WSSW
Yeshiva University
2495 Amsterdam Ave.
New York, NY 10033
110
APPENDIX D
FIELD INSTRUCTOR DATA
SHEET
111
WURZWEILER SCHOOL OF SOCIAL WORK
YESHIVA UNIVERSITY
2495 Amsterdam Ave. New York, NY 10033
FIELD INSTRUCTOR DATA SHEET
Date: _____________
Field Instructor's Name: _______________________________________________
(Last) (First) Title in Agency
License State
School Year ___ Student Name _______________________________________
Agency Name: _______________________________________________________
Agency Address: _______________________Phone ________
_________________________________________________________
Home Address: _______________________________________________________
_____________________________________________________________________
Phone: _____________
Graduate Social Work Education:
School Specialization Degree Date Conferred
Other Graduate Study, Extension Courses, Institutes: (Describe with Dates)
______________________________________________________________________
Professional Organizations:
______________________________________________________________________
Professional Social Work Experience: (in reverse chronological order)
Dates Agency Type of Agency Position
112
Experience in Supervision of Workers:
Dates Agency Number and Type (prof/para/vol)
Experience as Field Instructor of Social Work Students:
Experience as a Field Instructor: Number, Level and Major Methods
Dates Agency School (BSW/1st yr MSW/2nd yr)
Experience as Secondary/Task Supervisor: Number and Level
Dates Agency School (BSW/1st yr MSW/2nd yr)
Student Supervision of Other Disciplines:
Seminar in Field Instruction:
The policy of the School requires new field instructors to complete a 12 session Seminar in Field
Instruction. Courses in supervision do not meet our School requirement.
I have __ have not __ taken a seminar in field instruction.
If you have satisfactorily completed a recent seminar in field instruction at a school of social work, this
may meet the School’s requirement. Please complete the following information:
Title of Seminar:
School of Social Work which Sponsored Seminar:
Number of Sessions Academic Year ____________
114
WURZWEILER SCHOOL OF SOCIAL WORK YESHIVA UNIVERSITY
EVALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT
F
ALL ______ SPRING ________ YEAR_____
Face Sheet – FIRST YEAR
Name of Student ______________________________________________________________________
(last name) (first name)
Check all that apply: Placement at agency of employment: Yes___ No___ Block ___ Clergy ____
Agency______________________________________________________________________________
Address_____________________________________________________________________________
Field Instructor Print) __________________________________________________________________
Faculty Advisor_______________________________________________________________________
Period of time covered by evaluation:
c. Dates: From_______________________ To_____________________
d. Number of hours in field placement during this period __________________
F
IELD INSTRUCTOR RECOMMENDATION: PASS ( ) FAIL ( ) OTHER ( )
F
IELD INSTRUCTOR SIGNATURE: _________________________________ DATE: _______________
“I
HAVE DISCUSSED AND READ THIS EVALUATION.”
S
TUDENT SIGNATURE: ________________________________________ DATE: _______________
Description of Student’s Field Work Assignments:
6. Practice with Individuals
7. Practice with Families
8. Practice with Groups
9. Practice in Community Social Work
10. Other learning opportunities (meetings, professional development programs, etc.)
115
Wurzweiler School of Social Work Yeshiva University
EVALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT - FIRST YEAR FOUNDATION PRACTICE
*Refer to Field Manual for Criteria for Student Performance in Field Placement First Year, p. 20 – 49*
S
TUDENT’S NAME__________________________________________________________
"This is an educational evaluation and is not to be used for employment purposes."
Using the scale below, please rate your student’s field work performance in relation to field work skills acquisition and knowledge applying criteria for the
first year. Use the space provided after each section to add additional information.
1= Poor
Student’s performance is unacceptable
2= Fair
Student shows a beginning ability to use the skill expected for this level
3= Good Student shows a consistent ability to use the skill expected for this level
4= Very Good
Student’s shows skill acquisition beyond expectation for this level
5= Excellent
Student’s skill acquisition is exceptional for this level
0=Not applicable
Student has not had the opportunity to learn this skill
PART 1: PRACTICE SKILLS IN BEGINNING PHASE
I.
1. Seeks out and utilizes appropriate sources of data in order to access information about the client systems (Individual, family, group, community).
GENERIC PRE-ENGAGEMENT SKILLS
1
2
3
4
5
0
2. Formulates understanding of how the agency’s mission and structure may impact the client systems.
1
2
3
4
5
0
3. Develops outreach skills related to identification of prospective client systems.
1 2 3 4 5 0
4. Anticipates clients’ feelings about seeking help and services using preparatory empathy to formulate an approach to a client system. .
1
2
3
4
5
0
5. Prepares for first meeting and demonstrates understanding of the worker’s role in the formation of the helping relationship.
1
2
3
4
5
0
6. Demonstrates basic self awareness and understanding of the potential impact differences and similarities may have on the helping relationship.
1
2
3
4
5
0
7. Shows recognition of clients’ issues of vulnerability and/or oppression in the preparatory process.
1
2
3
4
5
0
(*www.yu.edu/Wurzweiler)
116
II.
GENERIC ENGAGEMENT, EXPLORATORY AND CONTRACTING SKILLS
A.
1. Establishes an accepting environment which enables a client system to present a range of data.
ENGAGEMENT SKILLS
1
2
3
4
5
0
2. Conveys interest, concern, respect and empathy to client system.
1
2
3
4
5
0
3. Connects with and understands ethnic, racial, gender, sexual orientation, social class, cultural, ability level, and religious factors in the multi-faceted
interactions with various client systems, and how these impact the helping relationship.
1 2 3 4 5 0
4. Tunes in to clients’ needs and feelings and shows beginning ability to identify clients’ issues/presenting problems.
1
2
3
4
5
0
5. Considers his or her personal perceptions and feelings related to power and their impact on particular interactions with his or her client systems.
1
2
3
4
5
0
B.
1. Utilizes a range of open ended questions which facilitate involvement and presentation of issues by clients or client systemsth.
EXPLORATORY SKILLS
1
2
3
4
5
0
2. Seeks affective information causing minimal feelings of intrusiveness.
1
2
3
4
5
0
3. Utilizes interviewing and elaborating skills that help members of systems present or clarify current social problems and macro issues of concern.
1
2
3
4
5
0
4. Utilizes an increasing awareness of the timing of interventions with individuals, families, groups and/or community representatives.
1
2
3
4
5
0
5. Listens without prematurely interjecting oneself.
1 2 3 4 5 0
6. Identifies how different forms of oppression may affect a client system.
1
2
3
4
5
0
Please write additional comments related to the student’s pre-engagement, engagement and exploratory skills with a client system:
117
C.
1. Makes a clear statement of the purpose and nature of services being offered, defining services according to the boundary created by agency
purpose.
CONTRACTING SKILLS
1
2
3
4
5
0
2. Demonstrates ability to engage in dialogue about the issues raised within the interactions with client systems, and differentially applies
understanding to the specific system.
1 2 3 4 5 0
3. Elicits from members of relevant systems their reactions or views about the services being offered, along with their identification of needs within
these parameters.
1
2
3
4
5
0
4. Utilizes the self differentially with regard to voluntary or involuntary clients, client capabilities, as well as within the parameters of the life cycle.
1
2
3
4
5
0
5. Engages with the client system to design a cooperative work effort that identifies tasks and priorities flexibly as these emanate from the interactional
process, not primarily as a function of the worker’s agenda.
1
2
3
4
5
0
6. Shows application of relevant practice theory to the situation with clients and utilizes self differentially within the framework of practice with
individuals, families, groups, communities..
1 2 3 4 5 0
Please write additional comments related to the student’s contracting skills with a client system:
III. ASSESSMENT SKILLS - GENERIC
1. Demonstrates beginning ability to identify important factors in the client's situation which impact upon the client's functioning.
1
2
3
4
5
0
2. Distinguishes from among factors those conditions which are environmental and primarily external to the client and those which are internal,
including maladaptive patterns.
1
2
3
4
5
0
3. Begins a differential application of theory about individuals, families, groups, communities to guide and enable the formulation of a systematic
assessment.
1
2
3
4
5
0
118
4. Develops a beginning ability to make quick assessments on the basis of limited knowledge of a situation in order to enable the alleviation of stress
on a client system brought about by various factors (i.e. health and mental health crises, employment crisis, role and status change, change in
financial or living situation, etc.).
1
2
3
4
5
0
5. Appropriately applies assessment skills towards the timely or immediate intervention to acquire expert resources for the protection of clients from
undue danger.
1
2
3
4
5
0
7. Utilizes critical thinking to formulate a client assessment that enables development of an action plan to assist client.
1 2 3 4 5 0
Please write additional comments related to the student’s assessment skills with a client system:
PART
2: PRACTICE SKILLS IN MIDDLE PHASE
PART 2: PRACTICE SKILLS IN MIDDLE PHASE - INTERVENTION
I. PRACTICE SKILLS IN MIDDLE PHASE WITH INDIVIDUALS
1. Uses partializing, prioritizing, clarifying, summarizing, and focusing skills to enable forward movement.
1
2
3
4
5
0
2. Provides encouragement and sustainment, and credits clients’ positive efforts towards goal attainment.
1 2 3 4 5 0
3. Lends a vision regarding the current work and provides hope.
1
2
3
4
5
0
4. Utilizes universalizing and generalizing skills.
1
2
3
4
5
0
5. Provides feedback about the interaction between worker and various systems.
1
2
3
4
5
0
6. Conveys ability to listen empathically to a range of feelings and ideas.
1
2
3
4
5
0
7. Displays recognition of the latent issues being expressed as these are drawn from relevant social work knowledge.
1 2 3 4 5 0
8. Provides newer perspectives, knowledge, and ideas emanating from critical analyses of person problem situation.
1
2
3
4
5
0
119
9. Offers concrete services, resource materials and programmatic aids to client, target and action systems based on integration of knowledge and
values.
1
2
3
4
5
0
10. Demonstrates an ability to utilize self assessment research skills that facilitate evaluation of the effectiveness of one's own practice.
1 2 3 4 5 0
11. Integrates knowledge about people from diverse backgrounds in practice interventions with client system.
1
2
3
4
5
0
12. Recognizes and deals with impact of oppression and stereotype on client system.
1
2
3
4
5
0
Please write additional comments related to the student’s middle phase intervention skills with a client:
II.
1. Demonstrates ability to listen to clients’ painful and difficult feelings without prematurely rushing to solutions.
PRACTICE SKILLS IN MIDDLE PHASE with FAMILIES
1
2
3
4
5
0
2. Shows ability to facilitate family communication among members in the context of painful feelings.
1
2
3
4
5
0
3. Helps family members express feelings to each other.
1 2 3 4 5 0
4. Shows ability to stay in the process with clients to facilitate problem solving and growth.
1 2 3 4 5 0
5. Recognizes and deals with impact of oppression and stereotype on family members.
1
2
3
4
5
0
Please write additional comments related to the student’s middle phase intervention skills with families.
120
III.
1. Reaches for members' varied perceptions and feelings regarding group issues that were identified in the contracting phase. Elicits from
members issues and concerns related to the group’s defined goals.
PRACTICE SKILLS IN MIDDLE PHASE with GROUPS
1
2
3
4
5
0
2. Uses the skill of identification to point out commonalities, obstacles and differences among members as they impact problem solving and
support.
1 2 3 4 5 0
3. Uses encouragement skills to foster members’ initiative, openness and risk taking behavior as part of the growth process.
1
2
3
4
5
0
4. Demonstrates knowledge and skill in developing and managing a democratic process.
1
2
3
4
5
0
5. Teaches, facilitates and models group member skills, such as reaching for feelings, using feedback, and inviting full participation, that enhance
the exchange of affect and build support and member growth.
1
2
3
4
5
0
6. Shows a beginning ability to manage and use conflict as a helping tool.
1
2
3
4
5
0
Please write additional comments related to the student’s middle phase intervention skills with groups:
IV.
1. Demonstrates ability to formulate and utilize strategies with action or target systems which have a long range focus. These include mediation,
negotiation, advocacy and conflict containment
PRACTICE SKILLS IN MIDDLE PHASE in COMMUNITY SOCIAL WORK
1
2
3
4
5
0
2. Utilizes skills such as problem solving, redefinition of the problem, bargaining, educating and offering solutions that facilitate compromise and
cooperation.
1
2
3
4
5
0
3. Invites feedback from community members regarding their relationship with the worker in the worker role.
1 2 3 4 5 0
4. Recognizes and works with impact of policy on client systems.
1
2
3
4
5
0
5. Identifies potential conflict laden themes and issues and considers approaches.
1
2
3
4
5
0
121
Please write additional comments related to the student’s middle phase intervention skills in community organization:
PART 3: PRACTICE SKILLS IN TERMINATION AND TRANSFER PHASE
1. Demonstrates awareness of one’s own feelings as a worker about termination and issues that may impact the termination process, and uses
field instruction accordingly.
1 2 3 4 5 0
2. Demonstrates awareness of a range of feelings - anger, sadness, denial, guilt, acceptance - and vulnerabilities that client, target or action
systems may have related to the termination process, recognizing latent aspects and behaviors in self and others related to termination.
1
2
3
4
5
0
3. Uses ending skills with members of relevant systems, such as taking stock, identifying accomplishments and future work to be done, stopping or
continuing service with another staff member and collaboratively planning for transfer in a timely manner.
1
2
3
4
5
0
4. Develops individual plans for continuation of service or referral as needed.
1
2
3
4
5
0
Please write additional comments related to the student’s practice skills in termination phase:
1
2
3
4
5
0
Please write additional comments related to student’s practice skills in termination or transfer:
PART 4: STUDENT’S USE OF PROCESS RECORDINGS, FIELD INSTRUCTION, AND ROLE IN
AGENCY
1. Meets the requirement of preparing a minimum of 2 process recordings per week utilizing the School’s format and submitting these in a timely
manner.
1
2
3
4
5
0
2. Records significant data and developments in the process recording.
1
2
3
4
5
0
3. Uses process recording critically and with self reflection for field instruction conferences.
1
2
3
4
5
0
122
4. In process recording shows use of appropriate theories to inform practice.
1
2
3
4
5
0
5. In supervision with field instructor, shows understanding of the educational and professional nature of the supervisory conference.
1
2
3
4
5
0
6. Shows the ability to ask for, accept, and make constructive use of feedback and criticism by following through on plans of action and changes as
suggested during supervisory conferences.
1
2
3
4
5
0
7. Reports to field placement, to supervisory conferences and to client contacts on time.
1
2
3
4
5
0
8. Completes agency forms, chart notes and summaries in a timely manner.
1
2
3
4
5
0
9. Provides prompt and sufficient notification to all parties affected in the event of unavoidable absences.
1
2
3
4
5
0
10. Relates to and works with agency staff on all levels--professional, clerical and maintenance--as these have a part in his or her responsibility.
1 2 3 4 5 0
11. As an agency representative, observes principles of confidentiality.
1
2
3
4
5
0
12. Participates in staff meetings and relates his or her assigned tasks to the total program of the agency by showing understanding of agency
policy and purpose.
1
2
3
4
5
0
13. Demonstrates a growing development of self awareness and self discipline as manifested in efficient and controlled performance.
1 2 3 4 5 0
14. Shows acceptance of self as a member of a religious, ethnic and/or cultural group as well as the ability to accept and work with persons who
differ
.
1
2
3
4
5
0
PART 5: PROFESSIONAL ETHICS
1. Identifies and practices the values of the social work profession in accordance with the NASW Code of Ethics.
1
2
3
4
5
0
2. Identifies own values and their potential for impacting her or his own practice with a client system.
1
2
3
4
5
0
3. Demonstrates awareness of ethical dilemmas and their implications for practice and seeks out supervision.
1
2
3
4
5
0
123
PART 6: SUMMARY
Please include your overall assessment of the student’s field performance,
educational needs, and recommendations for Second Year
Return Evaluation to: Dr. Ronnie Glassman, Director of Field Instruction
c/o Winter Office – Ms. Frances Montas
OR c/o Block Office – Ms. Cheryl Hamlett
Wurzweiler School of Social Work Yeshiva University
2495 Amsterdam Avenue, New York, NY 10033
125
WURZWEILER SCHOOL OF SOCIAL WORK YESHIVA UNIVERSITY
EVALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT- SECOND YEAR
F
ALL ______ SPRING ________ YEAR_____
Face Sheet – Second Year
Name of Student__________________________________________________________________________
(Last name) (First name)
Check all that apply: Placement at agency of employment: Yes___ No___ Block ____ Clergy ____
Agency______________________________________________________________________________
Address_____________________________________________________________________________
Field Instructor (Print) _________________________________________________________________
Faculty Advisor_______________________________________________________________________
Period of time covered by evaluation:
e. Dates: From_______________________ To_____________________
f. Number of hours in field placement during this period __________________
F
IELD INSTRUCTOR RECOMMENDATION: PASS ( ) FAIL ( ) OTHER ( )
F
IELD INSTRUCTOR SIGNATURE: _________________________________ DATE: _______________
“I
HAVE DISCUSSED AND READ THIS EVALUATION.”
S
TUDENT SIGNATURE: ________________________________________ DATE: _______________
Please, indicate the student’s CONCENTRATION method. If the student had field assignments in more than one
method complete the pertaining sections of the evaluation accordingly.
Student’s Concentration Method – SELECT ONE
Case Work ( ) Group Work ( ) Community Social Work ( )
Description of Student’s Field Work Assignments:
126
Wurzweiler School of Social Work Yeshiva University
E
VALUATION OF STUDENT PERFORMANCE IN FIELD PLACEMENT - SECOND YEAR ADVANCED PRACTICE
*Refer to Field Manual for Criteria for Student Performance in Field Placement Second Year, p. 50 – 68*
S
TUDENT’S NAME__________________________________________________________
"This is an educational evaluation and is not to be used for employment purposes."
Using the scale below, please rate your student’s field work performance in relation to field work skills acquisition for the advanced practice year. Use the
space provided after each section to add additional information.
1= Poor
Student’s performance is unacceptable
2= Fair
Student shows a beginning ability to use the skill expected for this level
3= Good
Student shows consistent ability to use the skill expected for this level
4= Very Good Student shows skill acquisition beyond expectation for this level
5= Excellent
Student’s skill acquisition is exceptional for this level
0=Not applicable
Student has not had the opportunity to learn this skill
PART 1: ENHANCING GENERIC SKILLS-SECOND YEAR
BY THE END OF THE SECOND YEAR THE STUDENT SHOWS THE FOLLOWING SKILLS:
1. Presents agency purpose cogently to any number of clients, community representatives and members of various outside systems. This includes
interdisciplinary settings with other professionals
1
2
3
4
5
0
2. Is able to represent the social work profession to any level of professional and nonprofessional personnel within and outside of the agency.
1
2
3
4
5
0
3. Differentiates agency issues, standards, practice approaches and policies from social work professional standards.
1
2
3
4
5
0
4. Formulates assessments about individuals, families, groups and communities, appropriately bringing to bear and integrating information and
knowledge about population and social problem.
1
2
3
4
5
0
5. Demonstrates flexibility in use of self.
1
2
3
4
5
0
6. Shows ability to develop approaches with clients in adapting to the unique requirements and demands of the client or community system.
1
2
3
4
5
0
(*www.yu.edu/Wurzweiler)
127
Please write additional comments related to student’s level of acquisition of generic skills.
PART 2: DEVELOPING METHOD SPECIFIC SKILLS
I CASEWORK SKILLS WITH INDIVIDUALS AND FAMILIES – SECOND YEAR
A.
1. Establishes a safe environment which enables individual clients and families to present a range of behaviors.
BEGINNING PHASE – ENGAGEMENT, EXPLORATORY, AND CONTRACTING SKILLS
A. Individuals b. Families
1
2
3
4
5
0
1
2
3
4
5
0
2. Sensitively tunes in to feelings and issues with clients, conveying respect, concern, and empathy.
A. Individuals b. Families
1
2
3
4
5
0
1
2
3
4
5
0
3. Connects with and understands ethnic, racial, gender, sexual orientation, social class, cultural, ability level, and religious factors in the
multi-faceted interactions with individual clients and families, and how these impact the helping relationship.
1
2
3
4
5
0
4. Explores clients’ needs and feelings.
1 2 3 4 5 0
5. Shows a consistent ability to identify clients’ issues/presenting problems.
1
2
3
4
5
0
6. Considers his or her own feelings and issues related to power and their impact on particular interactions with his or her clients.
1
2
3
4
5
0
7. Formulates realistic and mutually agreed upon goals within the scope of services of the agency that form the contract between worker
and client.
1 2 3 4 5 0
8. Utilizes interviewing and elaborating skills that help individual clients and families present or clarify current psychosocial problems and
issues of concern.
Individuals Families
1 2 3 4 5 0 1 2 3 4 5 0
128
9. Demonstrates contracting skills with individuals and families that are the result of developed listening and engagement skills.
1
2
3
4
5
0
10. Demonstrates the ability to adapt casework principles for individual and family practice to the population he or she is working with in
accord with the mandates of the agency.
1 2 3 4 5 0
B. ASSESSMENT SKILLS
1. Builds upon first year assessment skills, using knowledge of population being served by agency to guide formulation.
1
2
3
4
5
0
2. Formulates and writes a biopsychosocial assessment utilizing a range of psychological, biological, cultural, family, social, economic and
other environmental factors. Shows the ability to develop this document to meet professional standards.
1 2 3 4 5 0
3. Shows ability to differentially apply theory about individuals and families to guide and enable the formulation of a systematic assessment.
1
2
3
4
5
0
4. Develops a treatment or action plan for individual and family systems, utilizing a range of theories about families and individuals, life cycle and
iopsychosocial factors.
1
2
3
4
5
0
5. Shows ability to make quick assessments utilizing available knowledge of a situation and theoretical knowledge in order to enable the
alleviation of stress on a client system brought about by various factors (i.e. health and mental health crises, employment crisis, role and
status change, change in financial or living situation, etc.).
1
2
3
4
5
0
C.
1. Maintains engagement with a variety of individuals, families and family sub-systems in a change focused and problem solving relationship.
CASEWORK SKILLS IN MIDDLE PHASE – with INDIVIDUALS AND FAMILIES
a. Individuals b. Families
1
2
3
4
5
0
1
2
3
4
5
0
2. Demonstrates ability to hear and respond to latent content in interaction with individual clients and families.
1 2 3 4 5 0
3. Demonstrates the ability to use concepts from a range of casework practice theories to inform intervention with an individual or family. This
includes discussion of these theories and a focused effort to identify appropriate theories that pertain to the unique client situation.
a. Individuals b. Families
1 2 3 4 5 0 1 2 3 4 5 0
4. Shows familiarity and beginning application of diagnostic theory and a relevant psychosocial pathology framework in considering some clients.
1
2
3
4
5
0
5. Shows understanding of family systems theory and its application to individual clients and family systems
1 2 3 4 5 0
129
6. Recognizes and deals with impact of oppression and stereotype on individuals and family members.
1
2
3
4
5
0
7. Shows a clear discernment of biological factors and their interaction with mental health ones.
1
2
3
4
5
0
8. Demonstrates the ability to help clients stay focused on their goals. Helps clients partialize, prioritize, and clarify their situations.
1
2
3
4
5
0
9. Assists clients in locating resources and sources of support
.
1
2
3
4
5
0
10. Differentially utilizes life cycle factors in practice with children, youth, young adults, adults and senior citizens individually and in family systems
.
1 2 3 4 5 0
11. Differentially utilizes crisis intervention theory and skill to assist clients with crises related to grief, transitions, loss of roles and loss of
functioning.
1
2
3
4
5
0
12. Demonstrates understanding of the impact of social policy issues on the client and family system. This includes recognition of impact on
availability of services, types of service and time limitation of service.
1
2
3
4
5
0
13. Demonstrates particular knowledge and sensitivity to forces impacting clients who represent stigmatized or at risk populations.
1 2 3 4 5 0
14. Demonstrates the ability to create a supportive holding environment for individuals and families to allow pertinent issues to be raised and dealt
with in a constructive manner.
1 2 3 4 5 0
15. Recognizes the obstacles as well as the ebbs and flows of the change process for individuals and families engaged in casework services and
provides sustainment for the members.
a. Individuals b. Families
1
2
3
4
5
0
1
2
3
4
5
0
16. Helps individual clients/families work through the problems identified in the assessment phase and noted in the biopsychosocial assessment.
1
2
3
4
5
0
17. Demonstrate self awareness in interactions with clients and the ability to discern latent feedback to the worker from the client and family.
1 2 3 4 5 0
18. Shows ability to understand transference reactions and counter transference reactions with clients.
1
2
3
4
5
0
19. Shows a beginning ability to use self evaluation tools which enhance the student's understanding of the effectiveness of particular interventive
strategies with clients over time.
1 2 3 4 5 0
130
D.
1. Enables clients and family members to present and explore feelings and needs related to the termination of service.
CASEWORK SKILLS IN ENDING PHASE – with INDIVIDUALS AND FAMILIES
1
2
3
4
5
0
2. Effectively plans for referrals in conjunction with clients, and carries out the transition process.
1
2
3
4
5
0
3. Recognizes client avoidant, angry, flight and regressive behavior as these emanate from the ending process.
1
2
3
4
5
0
4. Recognizes and differentially deals with clients’ special vulnerabilities related to the ending process, including prior issues of abandonment and
loss.
1
2
3
4
5
0
5. Shows self awareness related to termination and deals with potential obstacles in one’s own self that may impede effective use of self in the
termination process.
1
2
3
4
5
0
Please write additional comments related to student’s overall practice skills with individuals and families.
131
IV. GROUP WORK SKILLS – SECOND YEAR
A.
1. Plans and conducts outreach for a range of group types systematically applying knowledge and differentially using skill.
BEGINNING PHASE - ENGAGEMENT, EXPLORATORY AND CONTRACTING SKILLS
1
2
3
4
5
0
2. Understands and applies the major elements of group work method to develop meetings and engage members that include: identifying a
common group purpose, developing participation, building a mutual aid system, and using conscious self.
1
2
3
4
5
0
3. Utilizes a range of skills in the beginning formation stage derived from practice theory to help groups examine norms, structures, leadership
issues and processes including discussion of worker role.
1
2
3
4
5
0
4. Helps group members formulate goals and plan tasks, using engagement, clarification and summarizing skills.
1 2 3 4 5 0
5. Demonstrates ability to help group members begin to reflect on their reactions to the worker’s role.
1
2
3
4
5
0
6. Shows ability to identify authority issues and power and control concerns directly to the group.
1
2
3
4
5
0
7. Develops a mutual aid process to facilitate members to help one another achieve their individual and collective aspirations and goals.
1
2
3
4
5
0
8. Enable several types of groups to move through the stages of group development.
1 2 3 4 5 0
9. Shows differential use of skill in formation of hybrid group forms, i.e. closed vs. open ended and short term designs.
1
2
3
4
5
0
B. ASSESSMENT SKILLS
1. Recognizes differences among groups ranging from support to treatment and remediation groups, prevention and self help groups, task groups
and committees, and groups for different stages in the life cycle.
1 2 3 4 5 0
2. Recognizes the different stages of group development that apply to group and individual characteristics, tasks to be accomplished and the role
of the group worker in each stage
.
1
2
3
4
5
0
3. Uses empowerment skill differentially in groups
.
1
2
3
4
5
0
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4. Recognizes the impact of membership in groups of disenfranchised and stigmatized populations, and conducts use of self to enhance
empowerment and self esteem.
1
2
3
4
5
0
5. Appreciates ethnic identity, heritage, and cultural identity and is able to promote intercultural acceptance among group members.
1
2
3
4
5
0
6. Understands the assessment process in group work related to group dynamics, stage theory, group norms, member role and leadership.
1
2
3
4
5
0
7. Identifies and acts within the values, knowledge and skills that can be applied to the formation and practice with different types of groups.
1
2
3
4
5
0
C.
1. Use s a range of skills in the middle work phase derived from group work practice theory related to stages of group development and group
dynamics to help the group members meet collective and individual goals.
GROUP WORK SKILLS IN MIDDLE PHASE
1
2
3
4
5
0
2. Demonstrates use of skills that focus members on the change process when they are avoidant or encountering obstacles. These include the
timely use of interpretation, confrontation and a focus on directing the group to examine its here and now process.
1
2
3
4
5
0
3. Shows group building and sustaining skills which are focused on staying with feelings in the group, speaking to the group as a whole, facilitating
the taking stock process and conflict resolution.
1
2
3
4
5
0
4. Applies group work theory and skill to different settings and populations, e.g., children, adolescents, adults, and seniors.
1
2
3
4
5
0
5. Demonstrates programming skills appropriate to the population group which may involve the group in planning an event or activity beyond the
meeting room.
1 2 3 4 5 0
6. Applies social group work’s humanistic values and demonstrates ability to develop the group’s democratic process through use of skills that
build participation, communication, caring, and tolerance among members.
1
2
3
4
5
0
7. Functions within the guidelines of group work practice values and skills, and demonstrates understanding of the relationship between social
group work, group psychotherapy, and substance abuse recovery group models.
1
2
3
4
5
0
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8. Demonstrates the ability to reflect on the use of theory and skill in time limited or open ended group models with changing membership, and to
appropriately use self in such a group.
1
2
3
4
5
0
9. Shows the ability to help the group maximize its’ autonomy at whatever level is most appropriate for that population, group goal, and problem
area.
1
2
3
4
5
0
10. Shows ability to use self evaluation tools which enhance the student’s understanding of the effectiveness of particular interventive group
strategies with clients over time.
1
2
3
4
5
0
D.
1. Shows recognition of one’s own issues related to endings, and considers what effect the ending process with the group may have on the
student.
GROUP WORK SKILLS IN ENDING PHASE
1
2
3
4
5
0
2. Shows ability to discuss issues related to endings in the field instruction process, and to develop strategies for helping the group and its
members to deal with a range of issues.
1
2
3
4
5
0
3. Uses a range of skills in the Ending Phase derived from practice theory to help the group members deal with denial, anger and regression.
These include interpretation, support, confrontation and taking stock.
1
2
3
4
5
0
4. Utilizes skill to plan for each group member in the following areas: continuation of service, referral or decisions about stopping involvement in
group.
1
2
3
4
5
0
5. Recognizes and supports the importance of ending rituals such as parties, photographs and other activities as symbols of remembering.
1 2 3 4 5 0
Please write additional comments related to student’s overall group work skills.
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V. SECOND YEAR COMMUNITY SOCIAL WORK SKILLS
A.
1. Uses engagement skills to systematically reach out to community representatives with the goal of needs assessment,
BEGINNING PHASE- ENGAGEMENT, EXPLORATORY AND CONTRACTING SKILLS
relationship building, and fact finding, to assist in problem formulation about social problems related to a segment of the community under
consideration.
1 2 3 4 5 0
2. Recognizes and interprets to community representatives how agency auspices and mission guide potential community action.
1
2
3
4
5
0
3. Considers his or her personal perceptions and feelings related to power and their impacts on particular interactions with community members.
1
2
3
4
5
0
4. Demonstrate ability to engage in dialogue about the issues raised within the interaction with client, target or action systems, and differentially
apply understanding to the specific system.
1 2 3 4 5 0
5. Demonstrates ability to engage in a cooperative work effort that identifies tasks, priorities and time frames flexibly as these emanate from the
interactional process, not primarily as a function of the student’s agenda.
1
2
3
4
5
0
6. Shows the ability to formulate potential action plans, interventions, and data so that members of change agent and target systems can use ideas
gathered in manners that maximize cooperative and collaborative efforts.
1
2
3
4
5
0
B. ASSESSMENT SKILLS
1. Accurately determines a social problem related to community interest groups, organizations, or communities, utilizing theories related to
community dynamics, power structures, cultural diversity, economics, politics, social class, community history, resources and models of
community organization and development.
1
2
3
4
5
0
2. Able to assess the needs of a community segment as it relates to the function being pursued.
1 2 3 4 5 0
3. Appropriately identifies possible conflicts among represented constituents in order to provide pathways and/or visions for problem solving and
conflict resolution.
1 2 3 4 5 0
4. Uses data gathered to assess the potential of the systems within the community to mobilize their members towards a particular action or event.
1
2
3
4
5
0
135
C.
1. Uses a spectrum of skills to deal effectively with the attainment of goals and accomplishment of tasks that include:
COMMUNITY SOCIAL WORK SKILLS IN MIDDLE PHASE
reformulation of identified problem, problem solving, and identification of resources.
1
2
3
4
5
0
2. Uses negotiation and conflict resolution skills to enhance coalition building and leadership development.
1
2
3
4
5
0
3. Works towards the development of increasing autonomy through the Institutionalization of structures which may sustain change and new
programmatic efforts and within awareness of roles and boundaries.
1
2
3
4
5
0
4. Utilizes empowerment tools to build coalitions for resource development, legislation or policy/social change.
1 2 3 4 5 0
5. Demonstrates empathic understanding for persons in the student’s professional scope.
1
2
3
4
5
0
6. Develops familiarity with governmental and voluntary legislative groups’ protocols, i.e., Robert’s Rules of Order; local charters or Constitution;
judicial protocols; legislative protocols, etc.
1
2
3
4
5
0
7. Utilizes skills to sustain the work phase efforts of task groups, coalitions, and volunteer groups using group work theory about task groups in
holding meetings that involve preparing agendas and minutes.
1
2
3
4
5
0
8. Shows self awareness and self reflection as it relates to the complex role of an organizer or helping person in a community context. Recognize
feelings, reactions and biases to persons and/or points of view they may be expressing.
1
2
3
4
5
0
9. Prepares well conceived written documents for review by community members involved, or to provide information that directs the change effort.
1 2 3 4 5 0
10. Shows a beginning ability to develop a service program.
1
2
3
4
5
0
11. Shows a beginning ability to use self evaluation tools which enhance the student’s understanding of the effectiveness of community social work
interventive strategies over time.
1
2
3
4
5
0
D.
1. Recognizes and plans for the potential of community development efforts to stop or dissolve as a reaction to the worker’s departure from the
process.
COMMUNITY SOCIAL WORK SKILLS IN ENDING PHASE
1
2
3
4
5
0
136
2. Utilizes direct approaches in groups and with individuals which permit members to address feelings about the ending process.
1
2
3
4
5
0
3. Shows initiative in helping others recognize the need to plan around the ending process. This may require preparation of reports, planning for
future meetings and involvement of other personnel.
1 2 3 4 5 0
4. Recognizes and supports the unique part ritual plays in the ending process.
1
2
3
4
5
0
Please write additional comments related to the student’s overall practice skills in community social work:
PART 3: STUDENT’S USE OF PROCESS RECORDINGS, FIELD INSTRUCTION,
AND ROLE IN AGENCY – SECOND YEAR
1. Meets the requirement of preparing a minimum of 2 process recordings per week utilizing the School’s format and submitting these in a timely
manner.
1 2 3 4 5 0
2. Records significant data and developments in the process recording.
1
2
3
4
5
0
3. In process recordings shows the ability to use appropriate theory to inform second year practice.
1
2
3
4
5
0
4. Uses process recordings critically and demonstrates planful self reflection in preparation for field instruction conferences. This includes
development of an agenda for field instruction meetings.
1 2 3 4 5 0
5. Shows understanding of the educational, professional, and ethical nature of the supervisory conference with the field instructor by openly
participating in the learning process.
1
2
3
4
5
0
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6. Shows ability to ask for, accept and make constructive use of feedback and criticism by following through on plans of action and changes as
suggested during supervisory conferences.
1
2
3
4
5
0
7. Reports to field placement, to field instruction conferences and to client contacts on time.
1 2 3 4 5 0
8. Completes agency forms, chart notes and summaries in a timely manner.
1
2
3
4
5
0
9. Provides prompt and sufficient notification to all parties affected in the event of unavoidable absences.
1
2
3
4
5
0
10. Relates to and works with agency staff on all levels--professional, clerical and maintenance--as these have a part in his or her responsibility.
1
2
3
4
5
0
11. As an agency representative, observes principles of confidentiality.
1
2
3
4
5
0
12. Participates in staff meetings and relates his or her assigned tasks to the total program of the agency by showing understanding of agency policy
and purpose.
1
2
3
4
5
0
13. Demonstrates a growing development of self awareness and self discipline as manifested in efficient and controlled performance.
1
2
3
4
5
0
14. Shows acceptance of self as a member of a religious, ethnic and/or cultural group as well as the ability to accept and work with persons who differ
.
1
2
3
4
5
0
PART 4: PROFESSIONAL ETHICS
4. Demonstrates the ability to integrate into practice the values of the social work profession in accordance with the NASW Code of Ethics.
1
2
3
4
5
0
5. Shows ability to identify own values and their potential for impacting her or his own practice with a client system.
1
2
3
4
5
0
6. Demonstrates ability to raise questions about ethical dilemmas and their implications for practice, and seeks out supervision.
1
2
3
4
5
0
138
PART 5: SUMMARY
Please include your assessment of the student’s overall field performance and
recommendations for professional development.
Return Evaluation to: Dr. Ronnie Glassman, Director of Field Instruction
c/o Winter Office – Ms. Frances Montas
OR c/o Block Office – Ms. Cheryl Hamlett
Wurzweiler School of Social Work Yeshiva University
2495 Amsterdam Avenue, New York, NY 10033
