Working Documents (Appendices)

II. COURSE DESCRIPTION

This course is a senior level practicum experience, designed to introduce students to social work practice roles within social agency settings. Students will experience diverse fields of practice through placements in approved placements in social agencies. To be taken concurrently with SW 445 Integrative Seminar.

III. PREREQUISITIES
Completion of the majority of professional sequence requirements, senior standing, and permission of the department

IV. INTENDED OUTCOMES (See note following list of outcomes.)
*Starred items will be developed or presented in the concurrent Integrative Seminar SW 445.
Upon successful completion of this course, students will be able to:

A. Demonstrate ability to function dependably within the structure of a social agency setting. (12)
Assessment tools: Evaluation by field instructor
*Student self-assessment

B. Demonstrate ability to practice in harmony with social work professional values and ethical principles. (2)
Assessment tools: Evaluation by field instructor
*Student self-assessment

C. Prepare clear, well-written professional documents that meet the standards of the students’ social agencies. (11, B)
Assessment tools: Evaluation by field instructor
*Student self-assessment
*Written social history
*Social history staff presentation

D. Interact skillfully with client systems, showing ability to communicate with systems of various sizes and with clients from diverse backgrounds. (3, 6, 10, B) Assessment tools: Evaluation by field instructor
*Student self-assessment
*Simulations in integrative seminar

E. Use supervision appropriately to develop practice skills and presentation of self. (6, 11, E)
Assessment tools: Evaluation by field instructor
*Student self-assessment

F. Present self in a poised, professional manner in a variety of practice situations. (12, E)
Assessment tools: Evaluation by field instructor
*Student self-assessment
*Social history staff presentation

G. Demonstrate readiness for the Practicum II experience.
(1 – 12, C, E)
Assessment tools: Evaluation by field instructor

*Student self-assessment

*Student learning plan for SW 441Note: Outcomes related to Social Work Program Objectives are indicated by the numbers of the specific objectives, and those related to Dana College Educational Objectives are indicated by letters, as follows:

A. Find meaning and purpose in life

B. Communicate effectively

C. Develop habits of inquiry

D. Examine various ways humans think about and live in the world

E. Recognize and develop one’s potential

F. Actively participate in and help to shape society

G. Pursue personalized programs of learningV.

TEACHING METHODOLOGY

A. Students are required to spend at least 180 hours over the semester in their practicum placements. Students will spend 45 hours in the agency for each hour of academic credit awarded. In the concurrent Integrative Seminar, students will discuss professional issues and ethical principles related to their agency experiences. They will be expected to do case presentations based on cases they have encountered in the field. (Identifying information will be changed; the class adheres to the social work ethical principle of confidentiality.)

B. Students are expected to meet with their agency supervisors for an hour at least once a week throughout their practicum to review their progress toward achieving their learning goals. These supervisory conferences are a major tool through which students learn about the role expectations for social workers in agencies, and they serve to help students “process” the many issues encountered in the field. A particular focus for this first practicum is the development of a professional presentation of self, and the supervisor can provide helpful feedback for the student.

C. Students are expected to attend as many agency staff meetings as possible in order to develop their understanding of how social agencies function. In addition, they are expected to attend meetings and conferences outside of the agency whenever possible in order to develop networking skills and to enhance understanding of the broader social service delivery system.

VI. ASSESSMENT TOOLS AND GRADING

The major assessment tool for this course is the field instructor’s evaluation of students’ progress. Additional tools include the students’ competency self-assessments, their learning plans for the second practicum (SW 441), and student presentations and agency-related discussions done in the concurrent course, SW 445 Integrative Seminar.

Attendance Policy: Attendance and full participation in the assigned work at the practicum agency is critical! Students are expected to function with a professional level of responsibility with regard to attendance. There will be no excused absences, except in case of emergencies, in which case students must notify both the practicum supervisor and the college practicum coordinator.

VII. STANDARDS OF ACHIEVEMENT

Students will be graded by their field instructors on their progress in a variety of areas using a rating scale from “outstanding” to “not acceptable.” (The rubric for this evaluation is attached to this syllabus.) Grading of the students’ presentations in the Integrative Seminar will be done using a rubric for assessment of presentations (also attached). Grading of student simulations (role playing) follows a rubric for assessment of simulations (currently being revised). Students’ final grades will be the result of collaboration between the field instructor and the field coordinator.

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DANA COLLEGE SOCIAL WORK DEPARTMENT
Syllabus I. COURSE NUMBER AND TITLE
Social Work 441 -- Social Work Field - Practicum II
Credit 5-12 hours

Instructor:

Richard Potter, ACSW, LCSW, LMHP
Office: DC 111
Telephone: Office: (402) 426-7242
Home: (402) 468-4909
E-Mail rpotter@dana.edu

Office hours: Monday, Wednesday and Friday 11:00 – 12:00
Appointments welcome!

II. COURSE DESCRIPTION

This course is a supervised field practicum with individuals, groups, organizations, and communities in selected social service agencies. Students may earn a total of 5 to 12 credit hours for SW 441. This amounts to at least 225 work hours in the agency. (One credit hour is given for each 45 hours of work in the agency.)

III. PREREQUISITES

To be eligible for Practicum II, students must have completed Practicum I (SW 440) and the Integrative Seminar (SW 445), have senior status, and obtain permission of the department through the practicum application process. IV. FREQUENCY OF COURSE OFFERING
Practicum II is offered every spring, as it follows Practicum I, which occurs in the fall. Students may also take Practicum II in the summer following their senior year.

V. RELATIONSHIP TO SOCIAL WORK CURRICULUM

This course is taken concurrently with the Field Seminar (SW 490).

This course is designed to help the student to integrate the knowledge, skills, and values learned in all previous social work courses, as well as those taken concurrently, in preparation for beginning professional social work employment.

VI. INTENDED OUTCOMES
Note: Outcomes related to Social Work educational objectives are indicated by the number of the specific objective (please see listing of objectives in SW office), and those related to Dana College general education objectives are indicated by letter, as follows:

A Find meaning and purpose in their lives.

B Communicate effectively.

C Develop habits of inquiry.

D Examine various ways humans think about and live in the world.

E Recognize and develop their potential.

F Actively participate in and help to shape society.

G Pursue personalize programs of learning.

A. Students will demonstrate through agency practice experience that they have beginning level generalist practice skills.
Assessment tool: The field instructors evaluation and student’s self-evaluation (1,6, 7)

B. Students will demonstrate integration of the professional skills, knowledge and values necessary for generalist practice.
Assessment tools: Field instructor’s evaluation, integrative paper- weekly, sections, and student’s self-evaluation (1,2,7,8, B)

C. Students will demonstrate an understanding of the utilization of the generalist method for intervening with client systems of varying sizes.
Assessment tools: Field instructor’s evaluation, integrative paper- weekly sections, and student’s self-evaluation (1, 6,C)

D. Students will demonstrate the ability to work within the context of a social agency to provide services, resources, and opportunities to client systems.
Assessment tools: Field instructor’s evaluation, integrative paper- weekly, sections and student’s self-evaluation (12,F)

E. Students will demonstrate the ability to work sensitively and effectively with socially and culturally diverse groups and vulnerable or underserved populations, including women.
Assessment tools: Field instructor’s evaluation, integrative paper- weekly sections and student’s self-evaluation (3,4,10, D)

F. Students will demonstrate increased self-awareness and capacity for self-directed practice through evaluation of self in specific practice situations and through the constructive use of supervision.
Assessment tool: Field instructor’s evaluation and student’s self-evaluation(1,11, E)

G. Students will demonstrate the ability to use research tools for evaluating their own practice, for gathering needed information, and evaluating agency programs. Assessment tools: Practicum research project, integrative field paper and student’s self- evaluation (9,C)

H. Students will demonstrate the ability to use foundation knowledge to critically analyze individual situations and interactions among individuals and between individuals and social systems.
Assessment tools: Field instructor’s evaluation, questions of the week, and student’s self-evaluation (1,7,C)

I. Students will demonstrate a developing sense of professional identity which incorporates social work values, self-awareness, and the commitment required for responsible generalist practice.
Assessment tools: Field instructor’s evaluation, integrative field paper, and student’s self-evaluation (1,2,6, A,E)

J. Students will use appropriate professional supervision or consultation.
Assessment tool: Field instructor’s evaluation and student’s self- evaluation (11,E)

K. Students will use professional written and oral communication skills differentially with a variety of client populations, colleagues, and members of the community.
Assessment tool: Field instructor’s evaluation and student’s self-evaluation (10, B)

L. Students will be capable of critical assessment, implementation and evaluation of agency policy and ethical guidelines.
Assessment tool: Student’s self-evaluation, field instructor’s evaluation and questions of the week. (1,2,6,9,12, F)

VII. TEACHING METHODOLOGY

A. The primary teaching methodology is the placement of the student within a setting which provides social work services and supervision. The student will be trained in the specific tasks required by that agency, and after a period of time will, under supervision, begin to function as closely as possible to what any other staff member would. One difference is that the Dana College Social Work Department will request a wider and more diversified experience for the student, than may be the case for the other agency staff. The key to an effective placement will be timely, regular, and sensitive supervision by an experienced social work professional.

B. A practicum project, chosen by the agency supervisor in consultation with the student and field coordinator, will help the student continue his/her professional development. The types of projects will vary depending upon the needs or interests of the student and/or agency.

C. The practicum student will be keeping in touch on a weekly basis with the field director by means of the Field Seminar. (Please refer to the Field Seminar syllabus - SW 490)

D. The student will be writing a comprehensive paper during Practicum II. This paper asks the practicum student to relate her/his previous coursework and experience within the academic setting to the current experience in an agency. The paper calls for students to show that they have integrated knowledge, values, skills, and experiences into their emerging professional identities. This integrative paper will be written in weekly sections and given to the practicum director at the weekly field seminar meetings.

E. The student will evaluate their own practice while in their placement using several
methods and write a report detailing the process and results.

VIII. ASSESSMENT TOOLS

The student will be evaluated according to the following criteria:

A. The Agency Field Instructor's Evaluation.

B. Integrative paper-weekly sections. This assignment consists of 12, one to three page papers addressing an aspect of practicum experience corresponding to departmental program objectives to be completed on a weekly basis.

C. A joint assessment of the practicum experience by the student and the field coordinator, utilizing the “Student's Evaluation of Self and Field Practicum” instrument and the student’s experiences in evaluation of their own practice.
Each of the above will account for one third of the student's grade.

IX. SCHEDULE OF ASSIGNMENTS

A. Student should, in conjunction with the agency supervisor, complete the practicum contract within the first week of the practicum.

B. Revisions of the learning plan should be completed no later than the second week of the practicum. Copies should be in the possession of the student, agency supervisor, and field coordinator.

C. The Senior Integrative Paper Weekly Sections will begin in the first full week that the student is in their practicum placement.

D. The student's evaluation of self and practicum together with the integrative field
paper are due during the final meeting of the Field Seminar.

X. STANDARDS OF ACHIEVEMENT
Grading will follow the A through F scale.

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DANA COLLEGE SOCIAL WORK DEPARTMENT

I. COURSE TITLE SW445 INTEGRATIVE SEMINAR

3 credit hours
Wed. 3:00 – 6:00 p.m. - DC 114

INSTRUCTOR

Jan Potter, ACSW, LCSW
DC 111
Office 426-7238
Home 468-4909
Office Hours: Tues,/Thurs., 10:00 - 11:00 a.m., 3:00 – 4:30 p.m.
Appointments welcome!

II. COURSE DESCRIPTION
As the field seminar accompanying SW440 Practicum I, this course is designed to broaden social work students’ knowledge of diverse practice settings and to hone their generalist practice skills, especially in areas such as the presentation of self, documentation, application of values and ethics, application of theories, oral communication, and the use of the planned change process.

III. PREREQUISITES
Completion of the majority of upper level social work requirements, senior standing, and permission of the department. IV. COURSE OBJECTIVES (See note following list of outcomes.)
Upon successful completion of this course, students will be able to:

A. Demonstrate an understanding of the role of social work values
and ethics as well as the ability to function within the parameters of these standards in practice situations. (2,G)
Assessment Tools: Evidence of depth of understanding of and ability to analyze and resolve social work ethical and value dilemmas as shown in reflection papers, recording assignments, social histories, class discussions, examinations, and case presentations; feedback from agency supervisors regarding student’s ethical conduct and application of social work values and ethics in the agency setting.

B. Write clear and thoughtful agency records in a variety of forms, such as case histories, intervention plans, and service reviews. (10,B)
Assessment Tools: Clarity, thoroughness, and professional quality of students’ written documents such as assessments and intervention plans and other recording assignments.

C. Demonstrate increased understanding of the scope of the profession, including different types of agencies, the variety of social work practice roles, and referral resources for clients. (5, 12, G)
Assessment Tools: Ability to articulate information about the variety of agencies and practice roles as well as knowledge about appropriate resources for referral in class discussions; evidence of this knowledge in written assignments.

D. Demonstrate increased self-awareness regarding professional strengths and areas of needed growth. (3, E)
Assessment Tools: Ability to articulate in class discussions awareness regarding presentation of self, strengths, and areas of needed growth; demonstration of this awareness in role plays; clarity of learning goals for spring practicum; development of a professional quality resume’.

E. Demonstrate ability to make effective professional oral presentations. (10, B)
Assessment Tools: Effectiveness of case presentations done in class.

F. Demonstrate ability to integrate knowledge of social work theories in practice situations. (1, 7, C)
Assessment Tools: Application of theoretical knowledge in written examination and in social histories.

G.. Demonstrate cultural competence skills and ability to work effectively with diverse groups and populations-at-risk, including people of color; women; older adults; gay. Lesbian, bi-sexual,, and transgendered persons: and those distinguished by class, ethnicity, religion, and physical or mental ability. And other characteristics. (3, D) Assessment Tools: Demonstration of awareness of sensitive issues in class discussions; demonstration of attitudes consistent with cultural competence; field instructors’ evaluations.

H.. Demonstrate ability to recognize situations where oppression and discrimination exist and commitment to work for social and economic justice. (4, F) Assessment Tools: Recognition and analysis of situations involving oppression and discrimination in the field; field instructors’ evaluations.
NOTE: Outcomes related to Social Work Program objectives are indicated by the number of the specific objective, and those related to Dana College educational objectives are indicated by letter, as follows:

A Find meaning and purpose in life

B Communicate effectively

C Develop habits of inquiry

D Examine various ways humans think about and live in the
world

E Recognize and develop one’s potential

F Actively participate in and help to shape society

G Pursue personalized programs of learning

V. TEACHING MTHODOLOGY
Class seminars will include the processing of agency experiences as well as
specific assignments related to the text and course objectives. Role playing of
professional situations and oral presentations of case plans will be included
as learning tools.

VI. ASSESSMENT TOOLS AND GRADING
Evaluation will be based upon attendance, quality of participation in the seminars, social work theory presentations, social history paper, presentations, documentation skills, skills self-assessment, and learning goals for practicum, an assessment conference with the instructor, the development of a resume’ and cover letter, and daily assignments. Criteria for evaluating these factors will be distributed during the semester. Please see the participation rubric (under Standards of Achievement) for information on the evaluation of class participation.
These factors will be evaluated approximately as follows:

POINTS
Attendance/participation 400
Final exam 200
Social history presentation & paper 200
Skills self-assessment/learning goals 100
Resume’ and cover letter 100

TOTAL POSSIBLE POINTS 1,000 GRADING SYSTEM: A = 930 – 1,000 points
B = 850 - 929 points
C = 770 - 849 points
D = 690 - 769 points
F = below 690 points

ATTENDANCE POLICY
Attendance and full participation in practicum experiences as well as the weekly seminars is critical! Students will be expected to function with a professional level of responsibility with regard to attendance at both the seminar and the agency assignments. There will be no excused absences, except in case of serious emergencies.

VII. STANDARDS OF ACHIEVEMENT
Criteria for evaluating specific assignments will be handed out with those assignments. The following rubric will be used in evaluating the student’s participation in the seminar.

ATTENDANCE/PARTICIPATION POINTS (for semester)
200 - 400 Students engage in active participation, including active listening, participating in the group process, and encouraging other to participate.
Students demonstrate a professional-level engagement in the seminar by showing that they are making connections between their field work and the content of the seminar and are working to integrate this experience with social work knowledge and values. Assigned reading and other work is obviously done and comprehended. Self-awareness and awareness of the group dynamics are evident.

100 - 200 Students are somewhat engaged in the seminar but do not appear to be actively making connections between field work and the seminar. Active listening is apparent, but participation is not on professional level. Assigned reading and other work is completed.
50 - 100 Student is present, but fails to be actively engaged in the seminar.

0 Student is absent more than 2 times during the semester.

VIII. ACADEMIC INTEGRITY STATEMENT
While collaborating in learning course content is encouraged, all work submitted to the instructor must be the student’s own work. Citation of any ideas from any source is necessary. Dishonesty of any sort will result in a failing grade for the assignment and possibly for the course.

IX AFFIRMATIVE ACTION STATEMENT
Goal #1 of Dana’s Affirmative Action statement affirms the following: “At Dana College, the dignity of every person shall be respected regardless of race, color, religion, gender, sexual orientation, age, disability, ethnicity, national origin, or socio-economic status.” Adhering to this goal is important for the college, for the Social Work Department, and for this course.

X. REQUIRED TEXT
Kagle, Jill D. (1991). Social Work Records, 2nd ed. Prospect Heights, IL: Waveland Press.
Dolgoff, Loewenberg, and Harrington. (2005). Ethical Decisions for Social Work Practice, 7th ed. Belmont, CA: Thompson.
Text from last year to be used for reference: Payne, Malcolm. (2005). Modern Social Work Theory, 3rd ed. Chicago: Lyceum Books..
NOTE: Additional readings on relevant topics may be assigned throughout the semester from texts that will be found on reserve at the library.

XI. COURSE CONTENT

A. Refining and implementing your practicum goals and learning objectives
B. Student and agency expectations: working out agreements
C. Using supervision to optimize your learning
D. Social work values and ethical standards in practice situations
E. Learning about the community context of your agency
F. The social policy context of social work practice
G. Forms of agency documentation: developing effective written communication and documentation skills
H. Review of social work theories; developing your own theoretical grounding
I. Effective verbal communication: oral presentation skills
J. The scope and structure of social work as a profession
K. The planned change process in action
L. Self-awareness and professional self-assessment: becoming a professional
M. Culture competence and effective work with populations-at-risk
N. Social and economic justice issues in the field; recognizing forms and mechanisms of oppression
O. Evaluation of one’s practice
P. Personal safety issues
Q. Integrating the personal and professional

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DANA COLLEGE SOCIAL WORK DEPARTMENT

Syllabus I. COURSE NUMBER AND TITLE

Social Work 490 - Field Seminar

Credit 2 hours

Instructor:

Richard Potter
Office: 110 Durham Center
Telephone: Office: 426-7242
Home: 468-4909
E-Mail rpotter@dana.edu
Office hours: MWF 11:00 - 12:00
Appointments welcome!

II. COURSE DESCRIPTION
This course is an integrating seminar designed to be taken concurrently with SW 441. It emphasizes the development of professional skill levels through specific assignments related to the field practicum.

III. PREREQUISITES
Students must have satisfied all the prerequisites for Practicum II and currently be registered for this practicum.

IV. FREQUENCY OF COURSE OFFERING
The field seminar is offered each spring and most summer semesters and is taken concurrently with Practicum II. V. RELATIONSHIP TO SOCIAL

WORK CURRICULUM
This course is taken in the senior year as part of the final integration of social work knowledge, skills, and values. It offers students an opportunity to review and analyze experiences encountered in the field practicum as well as to consider their future roles in professional social work practice.

VI. INTENDED OUTCOMES
Note: Outcomes related to Social Work program objectives are indicated by the number of the specific objective, and those related to Dana general education objectives are indicated by letter, as follows:

A Find meaning and purpose in their lives.

B Communicate effectively.

C Develop habits of inquiry

D Examine various ways humans think about and live in the world.

E Recognize and develop their potential.

F Actively participate in and help to shape society.

G Pursue personalize programs of learning.

A. The student will demonstrate verbally and in written assignments the ability to consciously relate knowledge, skills, and values to the actual practice of social work in the practicum setting. (1, 2,3,4,6,7,10,11,12, B)

B. The student will demonstrate a level of self-awareness commensurate with beginning generalist social work practice, as judged by the field coordinator, based upon verbal discussion within the field seminar, and written assessments of the student's own interviews with clients. (1,6, E)

C. The student will effectively utilize supervision as reported by the agency supervisor and observed in the use of the supervision available through the field seminar. (11, E)

D. The student will demonstrate the capacity to relate social work values and ethics to actual practice situations, as demonstrated in case presentations and discussions.
(2,)

E. The student shall demonstrate an awareness of issues related to social injustice and human diversity; and be able to "fine tune" practice skills in order to work capably and sensitively within the cultural context of diverse groups and with clients representing a wide variety of lifestyles, racial and ethnic backgrounds, religions, and differences in gender, age and ability. This shall be demonstrated in relationship to specific cases during the practicum, and discussed and written about in the field seminar. (3, 4, 10, F)

F. The student will demonstrate his/her readiness for entering the professional workforce by preparing a resume', participating in mock employment interviews (and in some cases real ones), and participating in group discussions regarding fields of practice. (12, E)

G.. The student will evaluate his/her own practice during the practicum. He/she will also demonstrate a capacity to understand and evaluate research related to the practicum. (9, C)

VII. TEACHING METHODOLOGY
The seminar will meet once a week for two hours, while the student is taking Practicum II. The primary activity will be the sharing and processing of experiences related to the practicum experience, and preparation for entering the career field of social work. Drawing upon their work in the practicum, the students will discuss and process the behavioral, social, organizational and policy implications of selected cases they are working with. They will refine their resumes and conduct mock job interviews. They will also rehearse interviews, staffings, or presentations and discuss projects in which they are involved. Early in the semester they will review methods for evaluation of their own practice and later in the semester they will share their experiences in using these research methods.

VIII. STANDARDS OF ACHIEVEMENT
The student’s performance will be evaluated according to the following criteria:

A. Active, responsible, participation in seminar activities - 50%

B. Case presentations - 25%
To receive maximum credit, a student will present at least two cases
in a staffing format. The “A” student will detail all salient behavioral,
social, cultural and other environmental factors that are relevant to the
client’s presenting problem. They will discuss agency responses and
other social agencies involved in the case as well as their interventions.
This should be done in a clear and insightful manner and should
demonstrate the student’s knowledge of bio/psycho/social factors
as well as intervention strategies. (Please see handout on guidelines
for case presentations.)C. Research and practice evaluation presentations: 25%
Student’s will present the results of the evaluation of their own practice
as well as their project. Both presentations should
be clear and demonstrate understanding of the research methods used
and their implications for agency use and the student’s continued practice.

IX. ATTENDANCE POLICY
Attendance is crucial for this course, as this seminar serves the purpose of integrating the practicum experience with all prior courses. No excused absences!

X. REQUIRED TEXTS
The Journal of the National Association of Social Workers and NASW News are required texts. Students are expected to join NASW as part of the course requirements.

XI. COURSE CONTENT

FIELD SEMINAR: SOCIAL WORK 490

A. A major portion of the content of this course will emerge from discussion of the practicum experience of each individual student and also students’ shared concerns.
Examples of practice content are:

1. Deeper exploration of interviewing skills

2. Value and ethics dilemmas

3. Interpersonal conflict resolution.

4. Specific issues about working with diverse populations.

5. Deepening understandings of personality development.

6. The effects of poverty and/or oppression on specific client behaviors.

7. Traversing agency policies and politics.

8. Effectively utilizing supervision.

9. Evaluating effectiveness or reliability of community resources.

10. Dealing with students’ feelings about human suffering.

11. Recognizing burnout, its causes and effects.

12. Feeling and being treated as a professional.

B. Content related to professional career preparation.

1. Resume’ and cover letter preparation and revision.

2. Job interview preparation.

3. Career choice evaluation.

4. Processing of doubts, fears, and other concerns about professional life.

C. Content related to practicum requirements, research project, and integrative paper.

1. Students will discuss, refine, and turn in all paperwork such as the practicum contract, and learning goals in the field seminar.

2. The integrative paper, the evaluation of practice project, and the research project will be clarified and discussed fully in the field seminar.

3. Students’ evaluation of their own practice and their practicum research will be presented in the field seminar.

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