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JARVIS CHRISTIAN COLLEGESOCIAL WORK PROGRAMDEPARTMENT OF BEHAVIORAL AND SOCIAL SCIENCESHAWKINS, TEXASSTUDENT FIELD MANUAL2019-2020SONYA KAYE HOLMES, DIRECTOR OF FIELDJANICE TOLIVER-KING, PROGRAM DIRECTOR1

TABLE OF CONTENTSOCIAL WORK FIELD MANUALTable of ContentPage2IntroductionJarvis Christian College Administration and Faculty561.081.1CONCEPTUAL FRAMEWORKMission and Goals of the BSW Program1.11 Mission Statement1.12 Program Goals1.13 Relationship to Social Work Values and Ethics1.14 Preparation for Generalist Social Work Practice1.2 Social Work Values and Ethics1.3 Philosophy of Field Experience1.4 Council on Social Work Education (CSWE) 2015 Core Competencies1.5 Curriculum Overview2.0 FIELD EXPERIENCE ORGANIZATIONAL STRUCTURE2.1 Administration2.2 Office of Field Experience2.3 Director of Field Experience2.4 Relationship Between Office of Field Experience and Office ofthe BSW Director2.5 Faculty Advisors2.6 Field Experience Advisory Committee2.7 Faculty Liaison System2.61 Goals2.62 Field Liaison Procedure2.8 Field Agencies2.9 Field Instructors3.0 SELECTION OF SETTINGS AND INSTRUCTORS FORFIELD PLACEMENT3.1 Criteria for the Selection of Field Agencies3.2 Agency Affiliation Process and 919202

3.3 Criteria for Selection of Field Instructors3.4 Field Instructor Affiliation Process3.5 Support Systems for Field Instructors2021214.0 ASSIGNMENT OF STUDENTS TO FIELD PLACEMENT224.1 Relationship Between Degree Plan and Field Experience4.2 Factors Considered in Placement of Students4.21 Prerequisites for Field Placement4.22 Additional Factors4.3 Timeline and Procedures for Placement of Students4.4 Deadlines4.5 Policy/Procedures for Change of Placement4.6 Unsatisfactory Progress in the Placement4.7 Creation of One's Own Placement4.8 Credit for Work Experience4.9 Field Placement at Place of Employment4.10 Night and Weekend Placements2222222323242425262626275.0 EDUCATIONAL POLICIES6.0285.1 Required Field Courses: Clock Hours and Course Learning Outcomes5.2 The Educational Learning Contract5.3 The Evaluation Process5.4 Grading Policy5.41 Grade Distribution5.5 Removal of a Student from the Field Placement5.6 Student Evaluation of Field Experience28282932323434ADMINISTRATIVE POLICIES346.1 Holidays6.2 Inclement Weather6.3 Dress Code6.4 Sick Leave6.5 Travel6.6 Safety6.7 Professional Liability Insurance6.8 Special Student Services6.9 Confidentiality6.10 Health Risk Warning Liability6.11 Sexual Harassment34343535353535353536363

APPENDICESAPPENDICES A: Field ManualA. Course Syllabia. Field Experienceb. Field SeminarB. Field Experience Evaluation Formsa. Third Week Evaluationb. Midterm/Final Evaluation Process for Field Experiencec. Agency Based Field Instructor Evaluation of Director of Field PlacementsC. Safety during Field PracticeD. Student Field ApplicationE. Learning ActivitiesF. Educational Learning ContractG. College-Agency Affiliation AgreementH. Statement of Understanding and ConsentI. Assumption of RiskJ. Calendar of EventsK. Social Work Student Placement AgreementL. Time SheetM. Agency Field Placement ApplicationN. Field Instructor ApplicationO. Dress CodeP. NASW Code of EthicsQ. Unsatisfactory Progress in the Placement394046566972747578828384868889919292934

SOCIAL WORK FIELD MANUALINTRODUCTIONAs Director of Field Experience and Assistant Professor, I would like to welcome students andfield instructors who have shown commitment to the learning and educational process of theprofession of social work. Field Experience provides students with exposure to the mostmodernized practices to develop their skills by working with quality field instructors. This FieldExperience Manual is designed to provide information about the policies and procedures thatguide the Jarvis Christian College's Baccalaureates of Social Work Program in the operation ofits Field Experience Program. It also includes a statement of objectives for each required fieldcourse.The manual is intended to be a working document, having evolved from the contributions ofclassroom faculty, field instructors, and students. It reflects as accurately as possible thedirection, scope, and content of the total curriculum. However, there will undoubtedly be issuesthat are covered insufficiently, omitted, or changed due to the discovery of new knowledge,information, or experience. We hope that you will engage with us in the continuing process ofcritical study, examination, and refinement so that together we can strengthen the FieldExperience curriculum and train increasingly effective social work, professionals.I extend my appreciation to field instructors and best regards to students beginning their journeyof learning and self-discovery.Sonya Holmes, MSW, LBSWDirector of Field Experience5

Jarvis Christian CollegeSocial WorkAdministration and FacultyBSW Program DirectorJanice Toliver-King held an MSW degree from Florida State University and was appointed as afull-time tenure-track faculty member at the College in 2007, where she developed andimplemented the social work program at Jarvis Christian College. Ms. Toliver-King has thirty(30) years of social work practice coupled with social work education. Her tenure in educationbegan in 1989-2003, where she served as Assistant Professor and Director of BSW-MSW FieldEducation at Florida A&M University Department of Social Work, in 1996-1997- at FloridaState University as an Adjunct Professor, and from 2003-2005 at Stephen F Austin StateUniversity as a Visiting Professor. She has taught both in undergraduate and graduate programs.Currently, she serves as Director of the Social Work Program. Her expertise lies in mentalhealth, health care, and chemical dependency. She has taught across the curriculum whileshepherding through the initial accreditation of the program.Director of Field ExperienceSonya Holmes, Director of Field Experience, Assistant Professor, holds an MSW degree fromStephen F. Austin State University, a CSWE accredited program. She began practicing socialwork as a case worker for Child Protective Services. She has ten (10) years of practiceexperience working in healthcare as the department lead licensed Social Worker. She has servedas Director of Field Experience for nearly two years, starting as an adjunct in 2015 andprogressed to a full-time tenure track faculty member in August 2016. Recently she wrote aninter-generational grant that addresses bridging the gap between college-age students and theelderly in the context of rural communities. Her research lies in “The Effects of ExtracurricularActivities on Behavior and Academics of High School Students.” Her expertise lies in healthcare, child welfare, and families. She is a full-time faculty member in social work.BSW Faculty/Chair of Arts and SciencePhillip Farmer, Ph.D., holds a BSW, MSW, and Ph.D. in social work from an accredited schoolof Baylor University and the University of Texas Arlington and an M.S degree in HigherEducation Administration from Kaplan University. His tenure began in Fall 2013 as an AssistantProfessor as a full-time tenure-track faculty member and was promoted to Chair of the Divisionof Arts and Sciences. Later his position was changed as the organizational structure of theCollege was improved. He was appointed as the Chair of Behavioral and Social Sciences inwhich he served currently at 25% FTE’s and assigned 75% FTE’s to social work. He has servedover 30 years of practice and administration in social work practices inclusive of HIV-AIDS,mental health forensics, school social work, adolescences mental health treatment, trouble youth,and mental retardation. Dr. Farmer has five years of social work education at Stephen F. AustinState University. His expertise lies in administration, grant writing, teaching.Adjunct-FacultyGwendolyn Lee, MSW, holds a BSW, and MSW from Clark Atlanta University, in 2014, aCSWE accredited program, and currently enrolled in a doctoral program at Jackson State6

University School of Social Work. She began teaching in the program as an adjunct in 2015.She holds certifications as a community health worker for the Texas Department of HealthServices and adult, infant and child CPR expert. She is appointed as a part-time instructor.BSW Faculty/Provost of Academic AffairsGlenell Pruitt-Lee, Ph.D. holds a BSW, and Ph.D. from Jackson State University, and an M.S.Wfrom Temple University, which both are CSWE accredited programs. She has an extensivebackground in mental health, children services, and administrative, social work practices. Dr.Pruitt has served as an Assistant Professor, Interim Field Coordinator, and Field Coordinatorfrom Mississippi Valley State – School of Social Work for over 19 years but has over 30 years ofsocial work experiences years. She has served in multiple capacities as an administrator in socialwork fields such as Director of Children’s Services, Director Social Services, and ClinicalDirector of Summer’s Partial Hospitalization Program. Health She currently serves as theProvost/Vice President at Jarvis Christian College. Occasionally she teaches in the social workcurriculum. Dr. Pruitt’s research focus is: An examination of Motivation Factors of Undergraduate Social Work StudentsAttending Rural Universities to Pursue a Master of Social Work Degree; and An Investigation into African American Female Social Workers Inclusion ofSpirituality in Their Work with African American Female Clients in MentalHealth Settings. (Dissertation)7

1.0CONCEPTUAL FRAMEWORK1.1 Mission and Goals of the BSW Program1.11The mission of the BSW Program at Jarvis Christian College is to prepare competententry-level generalist practitioners to address the needs of individuals, families,groups, organizations, and communities within the context of social, economic,environmental justice for those oppressed; and through the interaction with multiplesocial service agencies in regional, national and international communities.1.12 Program GoalsThe Matrix of Goals Derived from Mission StatementProgram’s Mission StatementPrepare students for entrylevel generalist social workpractice with client systemsof all sizes and typesespecially concerned with thecomplexity of humandiversity in rural and urbansettings.Program Goals Derived fromMission StatementGoal #1 is derived from thefirst sentence of the missionstatement that states “Preparecompetent entry-levelgeneralist practitioners toaddress the needs of theindividuals, families, groups,community, organizations.”Socialize students with valuesand ethics of the social workprofession as a guide to socialwork practice.Goal #2 is derived frompreparing the student as”competent” entry levelpractitionersto prepare competent entrylevel generalist practitionersProvide study of theories andfacts comprising knowledgebase of human behavior andsocial environment withemphasis on populations-atrisk, human diversity, socialand economic inequitiesnationally and globally.Goal #3 is derived from themission statement addresseshuman needs, humanbehavioral and socialenvironmental factors and inthe context of social,economic and environmentaljustice for those oppressespopulationsGoal #4 derived from themission that addresses theinteractions with multiplesocial service agencies thatare regulated by regional,within the context of social,economic, environmentaljustice for those oppressed;Program GoalsProvide the study of thecomplexity of social serviceprograms and the politicaland legislative processes usedin the development andThe mission of the BSWProgram at Jarvis ChristianCollege is to preparecompetent entry-levelgeneralist practitioners toaddress the needs ofindividuals, families, groups,organizations, andcommunities.within the context of social,economic, environmentaljustice for those oppressed;and through the interactionwith multiple social service8

implementation of socialpolicy.Provide orientation of socialresearch methods, tools, andprocedures used in themeasurement of socialbehavior and social workpractice.national and internationalagencies in regional, nationalcommunities, andand internationalunderstanding oppressioncommunitiesGoal #5 Is derived from theTo prepare competentmission statement inentry-level generalistpreparing competent entrypractitioners to address thelevel generalist’s practitioners needs of individuals,families, groups,organizations, andcommunities.Provide application ofgeneralist practice methodswith client systems in diversesettings.Goal #6 is derived from themission statements preparinggeneralists to practice withinthe context of diversity,social, economic, andenvironmental justice for theoppressedPrepare students with a strongeducational foundation thatwill foster a commitment tocontinuous personal andprofessional development,and advance trainingespecially for those who maywant to pursue graduateeducation.Goal #7 is derived from theall-inclusive missionstatementCompetent generalistpractitioners, social,economic, and environmentaljustice, for the oppress; andthe interaction with socialservice agencies in local,regional, national andinternational levels.is to prepare competententry-level generalistpractitioners to address theneeds of individuals, families,groups, organizations, andcommunities within thecontext of social, economic,environmental justice forthose oppressedThe mission of the BSWProgram at Jarvis ChristianCollege is to preparecompetent entry-levelgeneralist practitioners toaddress the needs ofindividuals, families, groups,organizations andcommunities within thecontext of social, economic,environmental justice forthose oppressed; and throughthe interaction with multiplesocial service agencies inregional, national andinternational communities.The goals of the BSW Program are derived from our mission to educate students to becomegeneralist social work practitioners and address oppressed vulnerable populations of social,economic, and environmental justice in multiple settings. The program goals are carefullydesigned to reflect congruence with recognized the importance of advocacy for populations-atrisk and particularly those who are of oppressed groups regardless of race, ethnicity, age, gender,sexual orientation, religion, disabilities, and mental health disabilities. The mission embraces theapplication of the seven steps of the generalist practice which includes: engagement, assessment,9

planning, intervention, evaluation, termination and follow-up, and is purposefully preparingstudents to practice in a global society.The program is to:a. Prepare students for entry-level generalist social work practice with client systemsof all sizes and types especially concerned with the complexity of human diversityin rural and urban settings.b. Socialize students with values and ethics of the social work profession as a guideto social work practicec. Provide study of theories and facts comprising knowledge base of humanbehavior and social environment with emphasis on populations-at-risk, humandiversity, social and economic inequities nationally and globally.d. Provide the study of the complexity of social service programs and the politicaland legislative processes used in the development and implementation of socialpolicye. Provide orientation of social research methods, tools, and procedures used in themeasurement of social behavior and social work practicef. Provide application of generalist practice methods with client systems in diversesettingsg. Prepare students with a strong educational foundation that will foster acommitment to continuous personal and professional development, and advancetraining especially for those who may want to pursue graduate education1.13 Relationship to Social Work Values and EthicsThe mission and the objectives of the BSW Program stem from aFundamental commitment to the values of the social work profession which are rooted in theprinciples of social and economic justice, confronting all forms of oppression, combatingdiscrimination in all its forms, and working to empower individuals, families, groups, andcommunities. The BSW Program aims to produce entry-level of social workers to engage andpractice the ethic of social work.1.14 Preparation for Generalist Social Work PracticeThe objectives of the BSW Program affirm the urgency of providing students with a strong valuebased foundation for the diverse practice roles of today's social work practitioners, who are calledupon to serve individuals, families, groups, communities, organizations, and political institutions toimprove social conditions and insure that all people can realize their full potential.1.2 Social Work Values and EthicsThe curriculum of the BSW Program is designed around fundamental, historic social workvalues. These include social and economic justice, the rights of all people to realize their fullpotential in an environment free of racism, sexism, and discrimination of all kinds, and theurgency of public responses to vulnerable populations. Also, the emphasis in the curriculum ison methods of empowering people to become aware of the nature of the struggles that they face,to understand and articulate their own goals and potential for achieving them, and to understandthe collective nature of power for bringing about meaningful social change. To this end, all10

courses have been designed to carry these themes in their objectives and content.This emphasis is not entirely in harmony with the free enterprise system of Hawkins Texas. Thevalue conflicts between social work students, community institutions and between students andsignificant persons in their lives, are sources of stress but also the conditions for self-explorationand growth. Our society is riddled with inconsistencies between ideology and reality. In theBSW curriculum, students come face-to-face with these issues. Helping students know thevalue-based foundation of the social work profession, showing them how to explain their socialwork values to others, and assisting them in making ethical decisions in a conflictual world areemphasized throughout both the BSW curricula.To help ensure that these values and related ethical practice principles are adequately addressedin the curriculum, Introduction to Social Welfare (SOCW 2361), Interview & Recording (SOCW3302), Ethical Practices and Professional Self (SOCW 3306), Social Work Practice I (SOCW3341), Social Work Practice II (SOCW 3342), and Social Work Practice III (SOCW 3343)provide a broad perspective on the fundamental values of the social work profession, translatingthe values into principles for ethical practice.Special PopulationsThe BSW Program strongly asserts the requirement that content relevant to minorities of color,aging, women, the poor, individuals with mental and physical disabilities, and gay and lesbianpersons is present in all courses. All the course syllabi in the BSW curriculum contain anobjective that asserts this requirement. Given the focus of the curriculum on social justice,affecting change, and ending oppression, all courses have a substantial emphasis on specialpopulations. Courses such as Diversity, Social, Economic, and Environmental Justice (SOCW4346) and Human Behavior and the Social Environment I and II (SOCW 3340; SOCW 3345)have a specific emphasis on special populations.1.3 Philosophy of Field ExperienceThe Field Experience is an essential component of the BSW Program's professional educationfor social work practice. The purpose of field instruction is to provide students withopportunities for development, integration, and reinforcement of competence throughperformance in actual service delivery situations. As students undertake to learn within thereality of agency life, a vehicle is established whereby use of theory acquired through foundationand concentration courses is applied, skills are developed and refined, and attitudes and valuesare critically examined. Additionally, students are afforded opportunities for analysis of theeffects of social welfare policy on programs and services, opportunities for the development ofresearch questions about practice efforts, and opportunities for evaluation and practiceinterventions. Field instruction enables students to integrate the cognitive, affective, andexperiential aspects of their social work education. It is designed to produce a knowledgeable,skilled, self-evaluating and professionally reflective social worker.1.4 Council on Social Work Education (CSWE) 2015 Core CompetenciesCompetency-based education is an outcome performance approach to curriculum design.Competencies are measurable performance descriptors comprised of knowledge, values, and11

skills. The goal of the outcome approach is to demonstrate the integration and application ofthe competencies in practice with individuals, families, groups, organizations, andcommunities.The nine core competencies listed below are used to operationalize the curriculum and assessmentmethods.1. Demonstrate Ethical and Professional Behavior2. Engage Diversity and Difference in Practice3. Advance Human Rights and Social, Economic, and Environmental Justice4. Engage in Practice-informed Research and Research-informed Practice5. Engage in Policy Practice6. Engage with Individuals, Families, Groups, Organizations, and Communities7. Assess Individuals, Families, Groups, Organizations, and Communities8. Intervene with Individuals, Families, Groups, Organizations, and Communities9. Evaluate Practice with Individuals, Families, Groups, Organizations, andCommunitiesThe following link can be accessed for a full description and explanation of theCSWE Core ion/Accreditation-Process/2015-EPAS/2015EPAS Web FINAL.pdf.aspx1.5 Curriculum OverviewThe BSW Program offers a 60 credit-hour BSW degree requiring the successful completion of acurriculum comprised of courses totaling 60 credit hours. Applicants to the program are requiredto have completed the general education curriculum with an overall GPA of 2.0, two of the threerequired cognate courses an overall grade point average of 2.0, completion and acceptance ofapplication to enter the social work program and a personal statement. Applicants havingtransferred in from a CSWE accredited program will waiver the repeat of all social work coursesexcept in practice and diversity, social, economic and environmental justice course. Allapplicants must complete their last 30 course hours within the program at Jarvis ChristianCollege. Such waivers are granted individually by the BSW Director after reviewing theapplicant's BSW course work.The BSW curriculum places a strong emphasis on the themes of social justice, economic andenvironmental justice, discrimination and oppression, and the multiple roles and responsibilitiesthat effective social workers must engage in as a beginning social worker for empoweringindividuals, groups, families, organizations, and communities. The curriculum gives significantemphasis to understanding the role of public sector resources and services for empoweringoppressed populations, while also noting oppressive elements within client systems. Students areprepared with beginning knowledge in applying macro, mezzo and micro intervention strategiesand skills within that context.The relationship between Field Experience and Classroom Practice CoursesAn intended relationship exists between Field Experience and classroom practice courses. Fieldcurriculum and classroom academic curriculum are considered a whole, as they are designed to12

complement, inform and strengthen each other. Theory and practice skills learned through courseassignments, class discussion and simulation are applied to the agency practice setting. Therequired field course and field seminar are offered as a block placement, following thecompletion of social work practice courses.This design presupposes a relationship between field and practice courses that the Social WorkProgram considers to be central to its educational process. The purpose of the Field ExperienceCurriculum is to graduate generalist social work practitioners who have studied, criticallyreflected, learned and practiced in both academic and agency-based field settings, and whodemonstrate a generalist level of competence as described through the Core Competencies ofEPAS 2015. Classroom objectives are operationalized in the field through the definition andidentification of specific learning behaviors. Theoretical concepts from professional literatureand classroom experience are tested in the field setting. At the same time, classroom content isexpanded through the ability to draw from Field Experience.Field Experience (SOCW 4320) and Seminar (SOCW 4343) supports the generic objectives ofworking with individuals, families, groups and communities and organizations. The field courseis designed to enhance the student's integration of classroom instruction into the development ofcompetent professional practice.2.0 FIELD EXPERIENCE ORGANIZATIONAL STRUCTURE2.1 AdministrationThe Field Program is administered by the Office of Field Experience, who is responsible to theDirector of the BSW Program. The Field internship is delivered through the collaboration ofseveral components: The Field Education office, including the Director of Field Experience, thefield instructors and task supervisors; field liaisons, and the student interns. The Program’sConstituents Advisory Board is the primary governing body and approves all policies of theprogram. The Field Experience Advisory Committee serves the Office of Field Experience in anadvisory capacity concerning policies and procedures and the planning of special programs andservices for field instructors and students. Faculty members serve in a liaison capacity tostudents and field instructors when the student-instructor ratio meets capacity (more than 12 perfaculty member). Finally, numerous agencies and their staffs serve as field placement sites andinstructors, thus providing the invaluable supportive core of the field instruction program.2.2 Office of Field ExperienceThe Office of Field Experience is composed of a Director of Field Experience. Theresponsibilities of the Director include generalist practice experience. The primaryresponsibilities of the Director include the followinga. Process, review, and access applications of new agencies for possibleaffiliation with the BSW Program.b. Review and assess currently affiliated agencies.c. Process, review, and access applications for new field instructors and task supervisors.13

d. Develop and maintain resources by which students may become familiar with availableagencies and fields of practice.e. Plan and implement the process for student assignments to Field Experience and assignstudents to agencies.f. Consult with students and, when necessary, with faculty, the BSW Director, and fieldinstructors in the selection of placements.g. Design, review, and revise supplemental materials such as the field manual, field forms,and field directories by which students and field instructors may become familiar.h. Organize and conduct Field Experience orientation meetings for students, fieldinstructors, and faculty.i. Consult with faculty and, in conjunction with the Director of the Social Work Program,make liaison assignments.j. Consult with faculty liaisons regarding individual student problems, and requests forchange of placement.k. Consult individually with students as they require direction or support in negotiating andcompleting Field Experience course requirements.l. Consult with the Curriculum Committee to review and revise goals for field courselearning outcomes.m. Plan, in consultation with the Field Experience Advisory Committee, seminars,workshops, and recognition events for field instructors.n. Design and implement an ongoing evaluation for Field Experience to ensure that learningobjectives are met.o. Coordinate and provide field instructors with training and seminars.Director of Field ExperienceDirector of Field Placements serves primarily as field liaison up to 12 students in the field. Fulltime faculty serves as field liaison when 12 or more students are in field. Faculty must have anMSW and two years of practice experience. Faculty liaison responsibilities are considered a partof total faculty workload. The number of students assigned to a faculty liaison depends uponother workload responsibilities, and geographic location of students. Specific objectives include:a. Developing a firm understanding of current CSWE Core Competencies andpractice behaviors, Jarvis Christian College BSW field education policies andprocedures, Field Manual, curriculum and field educations goals and objectives.14

b. Attend Field Liaison/Field Instructor Orientationc. Meet individually with student’s face-to-face and provide feedback regularlythroughout the semester2.3 Relationship between the Office of Field Experience and Office of the BSW DirectorOne major responsibility of the Office of the BSW Director is technical academic advising andthe development of degree plans for students. This includes decisions regarding which fieldinstruction courses will be taken in which semesters. The Office of the BSW Director and theOffice of Field Experience work closely together to ensure educationally sound FieldExperiences for all students.2.4 Faculty AdvisorsFaculty Advisors work with students to create professionally directed educational experiences.The Office of Field Experience works closely with the faculty advisors to ensure that fieldpractice and classroom content are professionally relevant and supportive of student career goals.2.5 Field Experience Advisory CommitteeThe Field Experience Advisory Committee supports the mission of the BSW program and JarvisChristian College and advises the Office of Field Experience on the educational andadministrative policies and procedures that govern the Program's Field Experience program. Italso collaborates with the Curriculum Committee

Janice Toliver-King held an MSW degree from Florida State University and was appointed as a full-time tenure-track faculty member at the College in 2007, where she developed and implemented the social w