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MOLLOY COLLEGE DEPARTMENT OF SOCIAL WORK MANUAL FOR FIELD EDUCATION

TABLE OF CONTENTS

Overview of Field Education Department of Social Work Mission Statement…………………………………. 3 - 7

Program Goals Signature Pedagogy: CSWE Educational Policy on Field Education Program Competencies and Practice Behaviors Academic Structure

Generalist Practice Placement General Practice Assignments Concurrent Model Integrative Seminar

Preparation for Field Education………………………………………………………. 7 - 8

The Placement Process for Students Placement in Employee Setting Selection of Field Education Sites and Supervisors Generalist Requirements Supervision Structure and Field Supervisor Qualifications College/Organization Agreements Objectives and Expectations in Field Education…………………………………….. 9 - 11

Students Field Supervisors Faculty Liaisons Director of Field Education Administrative Policies and Procedures……………………………………………… 12-19

Field Education Days and Hours Field Education Dress Code School/Agency/Religious Holidays or Breaks Illness and Other Absences Monitoring, Evaluating and Grading

Mid-Semester Deficiency Reports Grade of Incomplete Attendance

Evaluation Conferences

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Safety and Risk Management

Liability Protection Child Abuse Training Transportation Parameters College/Organization Agreement Financial Hardship Laws Relevant to Practice

Student Academic/Professional Assessment Policy and Procedures

Student Review Process

Selected Bibliography………………………………………………………………………….. 20 Appendices Appendix A Senior Year Course Descriptions………………………………............. 21 Appendix B Competency-Based Learning Plan Agreement………………………… 24

Appendix C Supervision Log………………………………………………………… 32 Appendix D Attendance Record…………………………………………………….. 34 Appendix E Process Recording Formats:……………………………………………. 36

CSWE Competency-Based Format

Traditional Column Format Narrative Format (Micro) Narrative Format (Mezzo) Narrative Format (Macro)

Appendix F Mid-Semester Deficiency Report………………………………………. 41 Appendix G Field Education Student Evaluation (completed by supervisors)............. 43 Appendix H Basic Abilities Policy…………………………………………………… 51 Appendix I Field Supervisors Guide to Best Practices……………………………… 54 Appendix J Administrative Form # 1: Application for Field Education……………. 64

Appendix K Administrative Form # 2: Application for Work/Study Placement……. 68 Appendix L Administrative Form # 3: Agency Placement Request Form…………… 72 Appendix M Administrative Form # 4: Agreement for Completion of Field Hours…. 76

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Overview of Field Education

Field Education at Molloy College is firmly grounded in the Department of Social Work mission and goals. The program objectives that are adopted from the Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards, guide the field education curriculum and the professional development of our students.

Department of Social Work Mission Statement

“Molloy College, an independent, Catholic college, rooted in the Dominican tradition of study, spirituality, service, and community is committed to academic excellence with respect for each person. Through transformative education, Molloy promotes a lifelong search for truth and the development of ethical leadership.”

(Molloy College Mission Statement)

The Department of Social Work, building on the Mission of the College, and reflecting the essence of its Dominican tradition, develops ethical, competent, and self-aware professionals. Our program fosters the development of generalist practitioners who challenge social injustice and serve as change agents on behalf of all client systems. Students are prepared for value-centered, professional social work practice within an increasingly diverse, multi-cultural society. The Faculty promotes the application of knowledge and skills through an interactive educational community experience, fostering critical thinking, practice evaluation, and a commitment for ongoing personal and professional growth. Program Goals The Department of Social Work program goals are derived from the mission statement. They specify the intentions of the program to prepare practitioners to:

1. Demonstrate the development of a professional self, capable of thinking critically, solving problems, and using ethical standards and self-awareness to guide their practice.

2. Demonstrate the increased capacity to be more politically knowledgeable, culturally competent and macro-minded professional, able to incorporate a social action-orientation as part of their full range of capabilities as a generalist practitioner.

3. Demonstrate a competent practice orientation, displaying professional written and oral communication skills, an ability to collaborate in practice, and an ability to work effectively both independently and as part of a team.

4. Demonstrate competence as a generalist practitioner, promoting social and human well-being by utilizing a range of assessment, intervention and evaluation methods in practice with all client systems.

Signature Pedagogy: Council of Social Work Education Field Education Educational Policy 2.3

“Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice.4 In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the

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classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies” (CSWE, 2008).

Program Competencies and Practice Behaviors

CSWE Competencies

Practice Behaviors

Student Learning Outcomes

2.1.1 Identify as a professional social worker & conduct oneself accordingly

PB1 Advocate for client access to the services of social work

PB2 Practice personal reflection & self correction to assure continual professional development

PB3 Attend to professional roles and boundaries

PB4 Demonstrate professional demeanor in behavior, appearance, & communication

PB5 Commitment to personal and professional growth PB6 Use supervision & consultation

2.1.2 Apply social work ethical principles to guide professional practice

PB1

Recognize & manage personal values in a way that allows professional values to guide practice.

PB2

Make ethical decisions by applying standards of the NASW & as applicable of the IFSW/IASSW Ethics in Social Work Statement of Principles.

PB3 Tolerate ambiguity in resolving ethical conflicts. PB4 Apply strategies of ethical reasoning to arrive at principled decisions

2.1.3 Apply critical thinking to inform & communicate professional judgments

PB1 Distinguish, appraise, & integrate multiple sources of knowledge, including research-based knowledge, & practice wisdom

PB2

Analyze models of assessment, prevention, intervention, & evaluation.

PB3

Demonstrate effective oral & written communication in working with individuals, families, organizations, communities & colleagues.

2.1.4 Engage diversity & difference in practice

PB1 Recognize the extent to which a culture’s structures 7 values may oppress, marginalize, alienate, or create or enhance privilege & power

PB2 Gain sufficient self-awareness to eliminate the influence of personal biases & values in working with diverse groups

PB3

Recognize & communicate their understanding of the importance of difference in shaping life experiences.

PB4 View themselves as learners who engage those with whom they work as informants.

2.1.5 Advance human rights 7 social & economic justice

PB1 Understand the forms & mechanisms of oppression & discrimination

PB2 Advocate for human rights & social & economic justice PB3 Engage in practices that advance social & economic justice

2.1.6 Engage in research-informed practice & practice-informed research

PB1

Use practice experience to inform scientific inquiry

PB2 Use research evidence to inform practice

2.1.7Apply PB1 Utilize conceptual frameworks to guide the processes of assessment,

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knowledge of human behavior & the social environment

intervention, & evaluation. PB2 Critique & apply knowledge to understand person & environment

2.1.8 Engage in policy practice to advance social & economic well-being & to deliver effective social work services

PB1 Analyze, formulate, & advocate for policies that advance social well-being

PB2 Collaborate with colleagues & clients for effective policy action

2.1.9 Respond to contexts that shape practice

PB1 Continuously discover, appraise, & attend to changing locales, populations, scientific & technological developments, & emerging societal trends to provide relevant services

PB2 Provide leadership in promoting sustainable changes in service delivery & practice to improve the quality of social services

2.1.10a Engage with individuals, families, groups, organizations, & communities

PB1 Substantively & affectively prepare for action with individuals, families, groups, organizations, & communities

PB2 Use empathy & other interpersonal skills PB3 Develop a mutually agreed-on focus of work & desired outcomes

2.1.10b Assess individuals, families, groups, organizations, & communities

PB1 Collect, organize, & interpret client data PB2 Assess client strengths & limitations PB3 Develop mutually agreed-on intervention goals & objectives PB4 Select appropriate intervention strategies

2.1.10c Intervene with individuals, families, groups, organizations, & communities

PB1 Initiate actions to achieve organizational goals PB2 Implement prevention interventions that enhance client capacities PB3 Help clients resolve problems PB4 Negotiate, mediate, & advocate for clients PB5 Facilitate transitions & endings

2.1.10d Evaluate work with individuals, families, groups, organizations, & communities

PB1 Critically analyze, monitor, & evaluate interventions

For more information on the specifics of CSWE’s educational policy and accreditation standards,

go to http://www.cswe.org/File.aspx?id=13780

Academic Structure Generalist Practice Placement - At the undergraduate level, preparation for generalist practice is mandated by the Council on Social Work Education (CSWE). A generalist practice placement provides each student with an opportunity to learn basic social work knowledge and skills that are transferable to multiple service delivery settings and various populations. The Association of Baccalaureate Social Work Program Directors adopted the following definition: “Generalist social work practitioners work with individuals, families, groups, communities and organizations in a variety of social work and host settings. Generalist practitioners view clients and client systems from a strengths perspective in order to recognize, support, and build upon the innate

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capabilities of all human beings. They use a professional problem solving process to engage, assess, broker services, advocate, counsel, educate, and organize with and on behalf of clients and client systems. In addition, generalist practitioners engage in community and organizational development. Finally, generalist practitioners evaluate service outcomes in order to continually improve the provision and quality of services most appropriate to client needs. Generalist social work practice is guided by the NASW Code of Ethics and is committed to improving the well being of individuals, families, groups, communities, and organizations and furthering the goals of social justice.” Generalist Practice Assignments - Within the broad scope of social work, field education from a generalist perspective emphasizes assignments that include micro, mezzo and macro levels of practice. The concurrent educational model utilized by Molloy College means that students are enrolled in practice coursework while completing field education. The content of these practice courses includes focused study on the mezzo and macro levels of intervention. Opportunities for group experiences in the fall semester and organizational/community experiences in the spring semester will greatly enhance the integration of theory and practice. Field supervisors are encouraged to develop learning assignments that are consistent with generalist practice. Please see the Field Supervisors’ Guide to Best Practices Appendix I for examples. Concurrent Model - Molloy College uses the concurrent placement model for field education. Students remain in one setting for both semesters of their senior year. Completion of the total 420 hours occurs while the student is enrolled in Generalist Social Work Practice II (fall semester) and III (spring semester), Capstone I (fall semester) and Capstone II (spring semester). Please see Appendix A for the senior year course descriptions. Integrative Seminar - A weekly seminar (SWK 460-461) facilitated by the faculty liaison is held in conjunction with the placement in field education. The learning environment is inclusive of peer support and promotes the integration of theory and practice and the development of a professional self. Student assignments include but are not limited to oral presentations on the agency and a direct practice assignment, reflective exercises, competency-based processes recordings, completion of the child abuse training course and participation in professional development activities. In order to promote the continuity and coordination of learning, students will be required to enroll in the same integrative seminar section for both semesters.

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Preparation for Field Education

The Placement Process for Students

1. In the Spring semester of the Junior year, faculty evaluate students to determine their appropriateness for field education. This occurs during the Field Education Pre-Placement Faculty Review. Academic performance and/or professional development concerns are discussed during this review process.

2. Students who are not deemed eligible for field education are referred for a Student Review Meeting to pursue other options for their undergraduate education.

3. Students who are deemed eligible for field education submit resumes and complete the Application for Field Education (see Appendix J) and Evaluation of Professional Dispositions.

4. An interview with the Director of Field Education is conducted to discuss feedback from the above mentioned documents and processes. The interview also explains expectations for field education inclusive of scheduling requirements, populations and practice issues that are of interest to the student and issues related to the learning environments associated with field education.

5. Following the interview, the Director of Field Education recommends a field education site. 6. The student contacts the potential site to schedule an interview with the site supervisor or

educational coordinator. Students are to prepare for the interview by researching the organization. It is also expected that students present themselves in a professional manner i.e. appropriate dress, updated professional resume, effective interviewing skills.

7. If the interview results in acceptance by the field education site, the placement is confirmed through the Director of Field Education.

8. If the interview results in concerns by the supervisor or student, the Director of Field Education will evaluate the need to pursue other options. These options may include additional meetings with the students to provide feedback or recommending another field education site.

9. Many field education sites have requirements which must be completed prior to beginning field education. Orientation, identification processing, background checks, fingerprinting, immunizations and medical clearance are mandated by some settings. Students must ensure that they meet these requirements.

Placement in Employment Setting - A student may complete a special application for placement in their employment setting (see Appendix K). In order to obtain approval of this special arrangement, there must be an assigned field instructor who is not the work site supervisor. Additionally, assignments must involve learning experiences that are not related to work responsibilities. There must be at least a six month work history. Approval will be based in part on meeting these requirements. Selection of Field Education Sites and Supervisors General Requirements – Field education sites and supervisors are selected for their interest in teaching and their ability to provide a student with a supportive learning environment that addresses the needs of

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a generalist social work practitioner. Organizations requesting social work interns for the first time are required to complete an Agency Placement Request Form (see Appendix L). This form is reviewed by the Director of Field Education, who in turn, contacts the organization to further explore field education opportunities. Supervision Structure and Field Supervisor Qualifications - The social work field supervisor must have a minimum of three years work experience after completion of the MSW. Completion of or enrollment in the Seminar in Field Instruction (SIFI) is strongly preferred. If a supervisor is unable to enroll in or complete the SIFI course, the social work program provides orientation sessions and education materials to support the supervisor’s learning needs. The faculty liaison maintains a closer relationship to monitor the supervisory relationship and to ensure compliance with standards for effective supervision.

College/Organization Agreements Affiliation agreements and/or placement agreement letters are required for all sites utilized by students in social work field education. The agreement is written to protect the interests of all parties through shared risks and responsibilities. Students will be delayed in beginning field education if agreements are not signed and on file.

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Objectives and Expectations in Field Education Field education is designed to equip students with the necessary competencies to practice as a BSW-level generalist practitioner. More specifically, field education will facilitate students’ ability to:

• Exemplify professionalism in oral and written communication, demeanor and in relationships with client systems, supervisors, peers, colleagues and the members of the organization’s leadership.

• Identify ethical dilemmas and engage in ethical decision-making processes to resolve them. • Apply an in-depth understanding of various sources of knowledge to relevant practice issues. • Engage in culturally-competent approaches to practice with diverse populations. • Adopt a practice mindset that acknowledges client systems as key informants in the assessment

process and considers the environmental, systemic and cultural influences that shape the experiences of individuals, families and communities.

• Identify the policy, social justice and human rights issues which emerge from practice and develop strategies to address the issues through advocacy.

• Evaluate research for the purpose of informing and enhancing practice. • Apply knowledge of theoretical and conceptual frameworks to guide practice-based assessment,

intervention and evaluation. • Understand and analyze the impact of the social, political and economic environment on service

delivery within the field education setting. • Utilize social work values, knowledge, skills and self-awareness to competently practice with

client systems across the micro, mezzo and macro practice levels. • Participate in professional development activities inclusive of, membership in professional

associations, educational seminars, community service projects, and activism. (Course Objectives SWK 460 - 461 Field Instruction)

The activities listed below should be included in the Learning Plan Agreement (see Appendix B) and recognized as priorities for accomplishing the course objectives. Students are expected to:

make an initial appointment with their supervisor for the first week of field education. One of the first assignments will be the development of the Learning Plan agreement. Although this agreement may be adjusted as the year progresses, this initial plan will establish a solid beginning for the field education experience.

meet with the field supervisor at least once each week for a minimum of one hour of supervision.

be responsible for the content of the supervisory sessions and attend supervision with a prepared agenda. To aid in this preparation, students can utilize the supervision log format (see Appendix C).

write process recordings (see Appendix E), and other types of professional correspondence as part of your professional training. Exposure to a variety of recording formats will facilitate learning. Process recordings should cover both direct and indirect service contacts.

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meet at least once each semester with the faculty liaison and field supervisor to assess progress in meeting the social work program goals and field education objectives.

attend and actively participate in the integrative seminar by bringing content from the field education experience into the classroom learning environment for processing, problem-solving and support.

complete assignments, meet deadlines, and request assistance when needed. provide proof of professional liability coverage at the beginning of the Fall semester, and child abuse training certification by the end of the Fall semester. bring any concerns, questions, areas of confusion or disagreement to the attention of the

faculty liaison, who will determine the need for consultation with the Director of Field Education.

engage in evaluations at various levels, with appropriate personnel including, the field supervisor, and faculty liaison. Students must keep copies of all evaluations.

maintain a record of attendance (Attendance Record see Appendix D). represent yourself as a social work professional by maintaining appropriate standards of personal appearance (see Field Education Dress Code on page # 12).

Field Supervisors are expected to: develop a learning plan which provides an opportunity for the student and field supervisor to

collaborate on learning objectives and related assignments/tasks. This document must be completed and returned to the faculty liaison by mid-October, or at the Fall supervisors’ meeting on Monday, October 19, 2015.

provide a thorough orientation to the organization by addressing policies, procedures, organizational structure and mission.

provide weekly supervisory sessions for a minimum of one hour utilizing process recordings as a learning tool. The format for process recordings is left to the discretion of the field supervisor (see Appendix E for suggested formats). The Department of Social Work has developed a competency-based process recording which students will utilize for presentation and discussion in their Integrative Seminar course. The Department requires a minimum of two process recordings per week in the fall semester and one per week in the spring semester. Field supervisors are expected to select process recordings, which can be reviewed by the faculty liaison at the field site visits.

keep a log of supervisory sessions including a record of cases assigned and issues discussed each week (see Appendix C).

provide the student with appropriate space, equipment, and necessary support to complete assigned responsibilities.

include the student in regular meetings, in-service trainings, community or macro level assignments where possible.

provide duties and responsibilities that are appropriate for learning needs which become increasingly demanding and challenging to promote growth.

evaluate the student in a thorough and objective manner. meet with the faculty liaison to review and evaluate progress. complete the field evaluation each semester. attend supervisors’ meetings that gather field supervisors for focused discussion on matters

pertaining to field education.

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model best practice and ethical professional behavior. Task supervisor – In some settings direct service work is delivered by professionals of other disciplines or paraprofessionals. Students may be supervised in their task assignments by these qualified staff. However, overall supervision including regular weekly conferences and evaluation must be completed by a qualified social work supervisor. Faculty Liaison At Molloy College the faculty liaison is also the integrative seminar instructor. The faculty liaison is responsible for submitting the final grade each semester. The faculty liaison is expected to: facilitate the relationship of the field supervisor with the department, the curriculum, and

expectations for learning. consult in the development of a learning plan, if needed and review the completed learning plan

to ensure that the field education site offers sufficient learning opportunities. evaluate students’ seminar performance and incorporate the field education experiences into a

final grade. monitor the overall field education experience and provide consultation and intervention

assistance with any difficulties. evaluate the agency and the field supervisor. regularly meet to coordinate and communicate with other liaisons and the Director of Field

Education in order to address and facilitate the objectives for field education. Director of Field Education The Director of Field Education is a full-time faculty member with the primary responsibility for coordinating the field placement process and administering the field education curriculum. In conjunction with department faculty, the Director establishes the policies and procedures that are consistent with the standards of the Council on Social Work Education (CSWE). The Director of Field Education is expected to: orient the students to field education through presentations, programs, assessment instruments

and interviews throughout the junior year. screen all applicants and assume the responsibility for assessing overall readiness for field

education. facilitate the placement process and ensure the qualifications of field supervisors. coordinate with Molloy College and field education organizations to acquire and maintain

current affiliation agreements and/or placement agreement letters. provide information and support to field supervisors through formal meetings and informal

communication throughout the academic year. develop and maintain field education sites that offer the maximum opportunity for BSW

learning. communicate with all faculty on the status of field education and students’ progress.

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Administrative Policies and Procedures Field Education Days and Hours Students are required to spend a minimum of 420 hours a year (approximately 210 each semester) in the field. For the majority of students, this will be accomplished through two eight-hour days (with a one-hour lunch break) each week. In some cases by joint agreement of the organization, student, and Director of Field Education, these hours may be spread over three days. If a student is asked to spend time in a field education site prior to the beginning of the field education year (see Field Education Calendar), he/she must still remain in the placement until the first week in May. If a student is expected to remain in the field education setting after the end of the field education year, this must be made known at the time the student is assigned to the organization. Permission for special field arrangements must be submitted in writing to the Director of Field Education. Note: Students requesting evening/weekend internships due to full-time work schedules will be required to make arrangements for sufficient daytime hours to attend staff meetings and engage with daytime staff and organizational operations, as determined by the field education site. Field Education Dress Code A professional appearance is required for field education. Standards for professional appearance vary based on the field education organization’s culture and in some cases, the population served and scope of services. For example, a community-based organization working with youth may allow more casual attire than a hospital setting. Students should speak with their supervisors to ensure that appropriate standards for professional appearance are known and adhered to. Overall, students should have business casual attire when developing their ‘professional style’ for field education. For the women, appropriate attire includes slacks, skirts, blouses, sweaters, blazers, dresses and dress flats or heels. Mini-skirts, capris, leggings, sleeveless and backless shirts or dresses and flip flops are not allowed. Clothing should also not be too form – fitting or revealing. For the men, appropriate attire includes collared shirts, sweaters, ties, slacks and dress shoes. For all students, tattoos should not be visible whenever possible, undergarments should not be exposed, perfumes and colognes should be used in moderation so as not to overwhelm others. For a photo gallery of business casual attire visit: http://humanresources.about.com/od/dresscodesforwork/ig/Business-Casual-Dress-Code.-5BX/Business-Casual-Dress-Code.-5BZ.htm

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School/Agency/Religious Holidays or Breaks Calendar holidays and vacations – The field education year begins no later than the third week of the academic calendar. Students are excused from field during the College Thanksgiving holiday, and for one week each during the Christmas and Spring vacations. The exact dates of the one week break are to be worked out with the field supervisor in response to organizational and student needs. The dual role (student and worker) created by field education will require prioritizing the needs of the organization, thus negating many of the College holidays.

Illness and Other Absences Absences – In spite of possible absence due to illness, weather, car trouble, emergencies, etc., students have a professional responsibility to the organization, and the College to attend field education on assigned days. Absences are to be made up, or in the case of prolonged illness, an arrangement between student, field supervisor, and faculty liaison should be worked out. Field emergencies and class attendance – Occasionally, the student’s field commitments (e.g. client court hearing, medical consult, etc.) may conflict with a scheduled class. Students should minimize these occurrences and communicate any potential conflicts with faculty. The dual responsibilities of classroom and field education must be maintained. Monitoring, Evaluating, Grading The table below describes the various methods, through which student progress is monitored in field education. Field Education

Documents Purpose Frequency of

Completion Completed

By Reviewed By

Attendance Record

to document completed internship hours

Weekly Student Faculty Liaison

Supervision Log to document supervisory contact

Weekly Student Faculty Liaison

Process Recordings

to demonstrate generalist practice skills and self-reflection

Weekly Student Supervisor & Faculty Liaison

Learning Agreement

to outline learning opportunities related to the CSWE competencies and practice behaviors

Once per semester Student & Supervisor

Faculty Liaison & Director of Field Education

Field Evaluation to demonstrate learning outcomes as per CSWE competencies and practice behaviors

Once per semester Supervisor Student, Faculty Liaison & Director of Field Education

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Mid-semester deficiency report – About six weeks into the academic semester (see Field Education calendar for exact date), supervisors are asked to submit a Mid-Semester Deficiency Report (see Appendix F) for any students having difficulty. Early identification can allow for adjustments and corrections prior to the end of the semester. This critical intervention is needed to explore solutions and enhance potential for success in field education. Grade of Incomplete - According to the policy in the College catalog, the grade of “I” should be given “only in the case of hardship circumstances which, in the judgment of the instructor, warrant special consideration”. For further clarification of this policy, please see the current version of the Molloy College Undergraduate Course Catalog. An incomplete grade may be granted because: student has failed to complete a minimum of 175 hours at the end of the first semester

(December) or 420 hours at the end of the second semester (May). With the approval of the field supervisor and the faculty liaison, the student may be granted an extension to complete the hours for field education. A Completion of Field Hours Agreement (see Appendix M) must be on file with the Director of Field Education.

student hasn’t completed all field education requirements. student hasn’t successfully completed all requirements of the integrative seminar as indicated in

the course outline. Attendance – Social work education is professional training. Illness, life problems, or stress may sometimes inhibit a student’s ability to fully participate in the educational experiences of the classroom and the field. However, such life circumstances do not relieve students of their responsibility to insure the acquisition of professional knowledge and skill development. Therefore, students may need to repeat a course, take a temporary leave of absence, or delay completion of their education. Evaluation Conferences Faculty liaison visits – During the summer prior to field education, the faculty liaison

coordinates a visit to the field education site. This initial visit allows the student, supervisor and faculty liaison to discuss the learning agreement and review expectations. Each semester the faculty liaison will schedule evaluation conferences with the field supervisor and student. The learning plan is reviewed and an overall assessment of student progress is made at that time. If indicated, learning experiences may be revised or developed to ensure that the student is exposed to opportunities for growth in all competency areas.

Evaluations (see Appendix G, Field Education Student Evaluation) - a formal written evaluation of the student’s work is to be submitted to the department at the end of the fall and spring semesters (see Field Education Calendar for the exact dates). The field evaluation is an important assessment of students’ growth and development.

The evaluation is to be signed by both the field supervisor and the student. If the student disagrees with parts of the evaluation, and the field supervisor does not believe that a change in grading is called for, the evaluation should be submitted, noting the student’s objections. The student should then write his/her own statement pertaining to the specific areas of disagreement, and submit it to the Director of Field Education. The student’s comments will be filed as an addendum to the original evaluation.

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Safety and Risk Management It is the policy of Molloy College to consider the various levels of risk involved for the student, the organization, the field supervisor and various key representatives of the academic institution. The following policies and procedures are reflective of these concerns. Students in the agency setting should be alerted to any potential dangers inherent in working with certain populations or in particular settings. Safety procedures should be addressed in the orientation to the agency, and revisited throughout the supervisory conferences. Legal decisions clearly place responsibility for the student supervisee’s actions directly on the supervisor. Referred to as vicarious liability, imputed negligence, and respondeat superiore, the supervisee is legally regarded as an extension of the supervisor (Kadushin & Harkness, 2002). Liability Protection - All field education students are required to have personal liability coverage. Information can be obtained from the NASW Assurance Trust home page www.naswassurance.org. Click on Student Social Work Liability in the Insurance center section. All students MUST have this coverage in place in order to begin their placement in September. Child Abuse Training – All social workers are required to document training in child abuse reporting. Students must receive this training by the end of the Fall semester that field education is commenced and a copy of the certificate of completion must be on file with the Director of Field Education. Training may be taken at many sites including the Coalition Against Child Abuse and Neglect (The Safe Center) (516) 747-2966 or online through the New York State National Association of Social Workers. Visit www.naswnys.org click on Course on the Identification and Reporting of Child Abuse and Maltreatment. Transportation parameters – Some field education settings require the student to use their personal car for practice related travel i.e. meetings, training sessions, etc. It is the policy of Molloy College to limit student driving to this use only. Students MUST NOT transport clients for any reason in their personal or the organization’s vehicles. College/Organization Agreements – A current contractual agreement or statement that has been signed by the appropriate organization and college representative must be on file. Financial hardship – On rare occasions, a student may be confronted with financial obligations related to field education that may create hardship. In these unique cases, the student is directed to discuss the issues with the Director of Field Education for problem solving. Laws Relevant to Practice—Initial field education assignments must include the student becoming knowledgeable about the federal, state and local laws that impact the provision of service within their field education setting. Field supervisors will assist in locating this information.

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Student Academic/Professional Assessment Policy and Procedures

Social work education serves the function of assuring that competent persons enter the social work profession. Protection of the integrity of the profession and the rights of the clients to quality service requires that graduates from accredited BSW programs be prepared to deliver Social Work services in a professional manner. At times it becomes necessary to reassess a student’s motivation and suitability for a career in social work. Therefore, professional characteristics have been identified in the Molloy College Department of Social Work as “professional dispositions” (see Appendix iv, Professional Dispositions Assessment, page 41). In response to the need to evaluate and address concerns regarding Student Academic/Professional competencies, the following policy and procedure criteria have been established: Policies:

1. Basic Abilities Policy – Students are required to review and sign the Basic Abilities Policy (See Appendix H – Basic Abilities Policy) with their faculty advisor during their first semester in the program.

2. Adequate Academic Performance: Program requirements for social work majors are listed as follows: • Students may not earn more than two grades of ‘C+’ in Social Work courses (all other SWK

grades must be a ‘B-‘ or higher) • Students may repeat a Social Work course (SWK) with a grade of “C” or less, one time only

per course; a maximum of 2 social work (SWK) courses can be repeated (only once per course) while in the social work program

• Students who earn a third grade of ‘C+’ or lower in SWK courses, will be dismissed from the program

• Students may withdraw from the same Social Work course no more than one time and no more than two withdrawals from SWK courses, are permitted in the program

3. Adaptation to the Goals of the Social Work Program: A student may demonstrate through behavior and attitudes expressed in the classroom, little or no commitment to the Social Work profession. Prejudices and other judgmental attitudes may present themselves which require the student to focus on further development of self-awareness and professionalism. A student who continues to reject social work values or does not comply with the NASW Code of Ethics (Appendix vii, page 45) may be subject to dismissal from the social work program.

4. Adequate Interpersonal Relationship Skills: The ability to establish and maintain interpersonal relationships is critical to professional practice. The Profession requires the ability to relate to others non-judgmentally, with empathy, acceptance and genuineness. A student who consistently demonstrates inadequate interpersonal relationship skills may be subject to dismissal from the social work program.

5. Personal Issues: A student may have personal issues that are so overwhelming that they prevent the development of self-awareness and skills necessary for social work practice; the student will be referred for appropriate help. If a student who continues to demonstrate ongoing issues with any professional disposition which prevent professional development, the student may be subject to dismissal from the social work program.

6. Violation of Ethical Standards: The Department of Social Work is dedicated to the ideals of truth, integrity and academic excellence. As such, every social work major shares in the responsibility for protecting the integrity of the profession and the institution (see College

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Catalog Academic Integrity Policy and Social Work Student Handbook - Appendix vii, NASW Code of Ethics, page 45). Any student found to be in violation of the Molloy College Academic Integrity Policy and/or the NASW Code of Ethics (see Social Work Student Handbook Appendix v, Basic Abilities Policy, page 42) may be subject to being counseled out of the social work program.

Grievance Policy The program values the importance of clear communication about the expectations of professional social workers and assures that adequate opportunities are offered to students to ask questions or gain clarification about any expectations they may be unclear about with regard to performance expectations. Opportunities to discuss the academic and professional expectations are offered to students in their initial interview with the BPD and throughout the program with their faculty advisors as well as individual professors.

If students are unable to demonstrate adequate academic or professional performance (as outlined above), they are referred to a Student Review Committee Meeting (See below). Decisions of the Student Review Committee, regarding a student’s status in the program, are considered final.

Students wishing to appeal a course grade or a Student Review Committee decision are referred to the Associate Dean for Academic Affairs. Grade appeals are addressed at the College-wide level.

Social Work Student Academic/Professional Review In situations where serious student academic and/or professional disposition issues have been raised, students are referred for a Department of Social Work Student Review. This can be a remedial process to give students an opportunity to develop necessary skills or can result in dismissal from the program. Procedures:

1. Students who have been identified by faculty as not meeting academic or professional requirements are referred to the Baccalaureate Program Director (BPD) for a student review.

2. The BPD establishes a Social Work Student Review Committee consisting of the BPD or Chairperson, and two faculty members (one of whom is the student’s advisor).

3. A certified letter is sent to the student who is advised of the fact that she/he is being referred to the committee. The letter will also provide the date, time and location of the meeting, purpose of the committee and meeting, possible recommendations and actions that may occur as a result of the meeting.

4. The student shall appear before the committee to present his/her perspective of the situation which will be reviewed thoroughly by the committee to be advised of specific concerns about the student’s ability to meet program requirements.

5. The Committee then makes one of the following recommendations: a. Permit the student to continue in the program under specified conditions that must be

met within a stated time period.

18

b. Counsel the student out of the program. 6. The student will be notified in writing of the committee’s decision.

Please note that the decision of the Student Review Committee is final.

19

Selected Bibliography

Mol

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Colle

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t of S

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uden

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Pro

cess

Inta

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ion

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Ed

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r (FE

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Site

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•Poo

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20

Selected Bibliography (see senior year course outlines for additional recommendations) Council on Social Work Education (2008). Educational policy and accreditation standards. Washington, DC: Author. Davis, M., Eshelman, E.R., & McKay, M. (2008). The relaxation & stress reduction workbook. (6th ed.). Oakland CA: New Harbinger Publications. Garthwait, C. (2011). The social work practicum: A guide and workbook for students (5th ed.). Boston, MA: Allyn & Bacon. International Federation of Social Workers (IFSW, 2011). International policy on women. Retrieved August 20, 2013, from http://www.ifsw.org/ Kadushin, A. & Harkness, D. (2002). Supervision in social work (4th ed.). New York: Columbia University Press. Mattison, M. (2000). Ethical decision making: The person in the process. Social Work, 45(3), 201-212. Miley, K., O’Melia, M., & DuBois, B. (2009). Generalist social work practice: An empowering approach (6th ed.). Boston: Allyn& Bacon National Association of Social Workers (2013). Guidelines for social work safety in the workplace.

Washington, DC: Author. Retrieved on August 5, 2013 from http://www.socialworkers.org/practice/naswstandards/safetystandards2013.pdf

National Association of Social Workers (2008). Code of ethics of the National Association of

Social Workers. Washington, DC: Authors. Retrieved from http://www.naswdc.org/pubs/code/code.asp

National Association of Social Workers & Association of Social Work Boards (2013). Best practice

standards in social work supervision. Authors. Roberts, A. R. (Ed.). (2009). Social workers’ desk reference (2nd ed.). New York, NY: Oxford University Press. U.S. Department of Health and Human Services (2003). Summary of the HIPAA privacy rule.

Retrieved on August 20, 2013 from http://www.hhs.gov/ocr/privacy/hipaa/understanding/srsummary.html

21

Appendix A

Senior Year Course Descriptions

22

Molloy College Department of Social Work Senior Year Course Descriptions

Generalist Practice II SWK 452 This second course in the generalist social work practice sequence serves as a continuation of SWK 351 with increased emphasis on the helping process at the mezzo level of practice, focusing on work with small groups, families, and evidenced based practice evaluation. Social work with small groups will focus on planning, developmental stages, roles and basic intervention skills. Family social work will focus on families from diverse backgrounds, dealing with multiple issues, and utilize genogram, assessment, engagement and basic intervention skills. Students will be helped to integrate new learning through discussion, role-play, presentations, videos and class participation in conjunction with concurrent fieldwork experiences. Prerequisite: SWK 351; concurrent field practice required. Generalist Practice III SWK 453 This third course of the generalist practice sequence focuses on macro perspectives of generalist social work practice. Students will develop an understanding of the internal and external factors that influence the provision of social work services within multiple settings. With a focus on facilitating service delivery at the agency, organizational, and community levels, this course considers the various professional social work roles and such as program developer, administrator, community organizer and advocate. Students will continue the integration of theory into practice through a range of macro practice assignments. Students will have opportunities to utilize experiences from their field education sites to enhance the course’s learning outcomes. Prerequisite: SWK 452; concurrent field education required. Integrative Seminar SWK 460-461 The field practicum is a culminating experience of students’ ability to demonstrate competency through internship in a social service agency under M.S.W. supervision to acquire skills in social work practice and to test in a field setting the principles and theories learned in the classroom. Students spend a minimum of fourteen hours per week in an agency; a 420 hour field experience is required for all Social Work majors. The Council on Social Work Education has developed 10 competency areas that are essential for students to demonstrate and in addition has identified the 41 practice behaviors that are the means of measuring competence in these areas. This practicum addresses the development of the core competencies of social work practice within the field setting. Significant emphasis is placed on the professional roles and boundaries of social work; ethical reasoning; critical thinking; focus on human rights and social justice; the importance of difference in providing services to clients; the policy and other external contexts of services; the application of evidence-based practice; the demonstration of effective oral and written communication in working with client systems; understanding and utilizing conceptual frameworks to guide the processes of assessment, intervention and evaluation; and the function of social workers in the engagement, planning, intervention, and evaluation phases of planned change. The field experience is supplemented by a weekly seminar course (85 minutes). Field assignments are scheduled to include fall, intersession and spring for all enrollees. Social Work Senior Capstone Course I and II First Semester SWK 464 This first part of the capstone course is taken in the fall semester of the senior year of the baccalaureate social work program. Students are asked to reflect upon and evaluate their capacity to integrate social work values, knowledge, and practice skills in the performance of their professional roles. The course will facilitate the construction of a practice evaluation research project based on a single subject design that demonstrates the growth and development of the student as a baccalaureate level social work professional. The fifteen competency areas expressed in the foundation curriculum of the program will guide the reflection and

23

evaluation. Requisite requirements: students must take the capstone course concurrent with SWK 452 Practice II and SWK 460 Field Instruction I. (Social Work Majors only).

Second Semester SWK 465 This semester is a continuation of the previous semester. Prerequisite: SWK 464. Requisite requirements: students must take the second capstone course concurrent with SWK 453 Practice III and SWK 461 Field Instruction II. (Social Work Majors only). A Poster Presentation held in the later part of the Spring Semester will provide students with the opportunity (1) to display the results of their practice evaluation research project and (2) to demonstrate competency in the professional learning outcomes identified in the program objectives and field evaluation. Students will submit a written literature review in addition to the orally presented poster presentation.

This course correlates to four academic credits and needs to be viewed as part of the overall field education experience. It is part of an 8-credit per semester senior field/capstone experience.

24

Appendix B

Competency-Based Learning Plan Agreement

25

MOLLOY COLLEGE FIELD EDUCATION – LEARNING AGREEMENT

Instructions: In the shaded area under each of the ten competencies, the intern and field supervisor will identify a minimum of two learning activities. Please add additional space if needed. Plan to complete this agreement within the first month of the internship, knowing that your time and experience together will provide further insight into additional tasks for learning opportunities. Student: ______________________________ Date: ___________________________________

Field Supervisor: ____________________________ Faculty Liaison:________________________________

Competency #1 - Professionalism Identify as a professional social worker & conduct oneself accordingly

Learning Opportunities and Student Activities to Achieve Competency #1

1. Advocate for client access to the services of social work

2. Practice personal reflection and self-correction to assure continual professional development

3. Attend to professional roles and boundaries

4. Demonstrate professional demeanor in behavior, appearance, & communication

5. Commit to personal and professional growth

6. Use supervision and consultation

26

Competency #2 – Ethics Apply social work ethical principles to guide professional practice

Learning Opportunities and Student Activities to Achieve Competency #2

1. Recognize and manages personal values in a way that allows professional values to guide practice

2. Make ethical decisions by applying standards of the NASW Code of Ethics and, as applicable, of the International Federation of Social Workers/ International Association of Schools of Social Work Ethics in Social Work, Statement of Principles

3. Tolerate ambiguity in resolving ethical conflicts

4. Apply strategies of ethical reasoning to arrive at principled decisions

Competency #3 Critical Thinking Apply critical thinking to inform & communicate professional judgments

Learning Opportunities and Student Activities to Achieve Competency #3

1. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

2. Analyze models of assessment, prevention, intervention & evaluation

3. Demonstrate effective oral and written communication in working with individuals, families, organizations, communities and colleagues

27

Competency #4 Cultural Competency Engage diversity and difference in practice

Learning Opportunities and Student Activities to Achieve Competency # 4

1. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power

2. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

3. Recognize and communicate his/her understanding of the importance of difference in shaping life experiences

4. View themselves as a learner who engages those with whom they work as informants

Competency #5 Social Justice Advance human rights and social and economic justice

Learning Opportunities and Student Activities to Achieve Competency # 5

1. Understand the forms and mechanisms of oppression and discrimination

2. Advocate for human rights and social and economic justice

3. Engage in practices that advance social and economic justice

28

Competency # 6 Evidence Based Practice Engage in research-informed practice and practice-informed research

Learning Opportunities and Student Activities to Achieve Competency # 6

1. Use practice experience to inform scientific inquiry

2. Use research evidence to inform practice

Competency #7 Person In Environment Apply knowledge of human behavior and the social environment

Learning Opportunities and Student Activities to Achieve Competency # 7

1. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation

2. Critique and apply knowledge to understand person and environment

29

Competency #8 Policy Engage in policy practice to advance social and economic well-being and to deliver effective social work services

Learning Opportunities and Student Activities to Achieve Competency # 8

1. Analyze, formulate, and advocate for policies that advance social well-being

2. Collaborate with colleagues and clients for effective policy action

Competency #9 External Factors Impacting Practice Respond to contexts that shape practice

Learning Opportunities and Student Activities to Achieve Competency # 9

1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging social trends to provide relevant services

2. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

30

Competency #10 Practice Skills Learning Opportunities and Student Activities to Achieve Competency # 10

(A) Engagement

Engage with individuals, families, groups, organizations, and communities 1. Substantively and affectively prepare for action with individuals, families, groups,

organizations, and communities

2. Use empathy and other interpersonal skills

3. Develop a mutually agreed-on focus of work and desired outcomes

(B) Assessment

Assess individuals, families, groups, organizations, and communities 1. Collect, organize, and interpret client data

2. Assess client strengths and limitations

3. Develop mutually agreed-on intervention goals and objectives

4. Select appropriate intervention strategies

31

(C) Intervention

Intervene with individuals, families, groups, organizations, and communities 1. Initiate actions to achieve organizational goals

2. Implement prevention interventions that enhance client capacities

3. Help clients resolve problems

4. Negotiate, mediate, and advocate for clients

5. Facilitate transitions and endings

(D) Evaluation

Evaluate work with individuals, families, groups, organizations, and communities 1. Critically analyze, monitor, and evaluate interventions

32

Appendix C

Supervision Log

33

MOLLOY COLLEGE DEPARTMENT OF SOCIAL WORK

FIELD EDUCATION SUPERVISION LOG ****************************************************************************************** Student: ________________________ Date of Supervisory Session: ________________

Topics Covered in Supervision

Follow-up Actions Required

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

L. Z. Newland, Ph.D. 8/11

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Appendix D

Attendance Record

35

Molloy College * Department of Social Work Field Education Attendance Record

Student ______________________________________________

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 September

October

November

December

January

February

March

April

May

June

Record the number of hours completed on designated days. Use the following codes to indicate your absences accordingly. Please take note of absences and consult with your supervisor to ensure that you will complete the required 420 hours.

AH Agency Holiday SH School Holiday PD Personal Day

36

Appendix E Process Recordings Formats:

CSWE Competency-Based Format

Traditional Column Format Narrative Format (Micro) Narrative Format (Mezzo) Narrative Format (Macro)

37

TRADITIONAL COLUMN FORMAT PROCESS RECORDING

Individuals present (Initials or 1st name only for client): _________________________________ Date:______________ Preparation/Objectives ( Note concerns, clients agenda, etc.) _________________________________________________ ______________________________________________________________________________________________________________________________________________________________________

Student Comments/Questions

Verbatim Account Field Instructor Comments

Impressions (Reflect on the meaning of the events as described; critique your interactions/interventions both areas of strength and areas needing improvement or clarification) ___________________________________________________________________________________________________ Planning – Short and Long Range Goals (The student thinks ahead projecting both immediate and long range goals for himself/herself and the client. Specific tasks are identified for the achievement of each goal). ___________________________________________________________________________________________________ Questions for Supervision (The student takes initiative for his/her own learning, raising specific questions about dynamics, procedures or resources, etc.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

38

Suggested Narrative Format*

Individual Client Process Recording

Client’s Initials _________________ Date of Contact ___________________________ Student Name ___________________________ Date of Supervisory Session __________________ …………………………………………………………………………………………………………….. Pre Engagement (Describe what was done to prepare for client contact – reviewed paperwork, called client, spoke with referring agency, etc.)

Engagement (Provide a verbatim account of the client/student interaction. Be sure to include your thoughts and feelings in italics)

Plans for Future Action (Discuss your plans for follow up, including tasks for student and client)

Questions for Supervision (Based on the issues written in this recording and your critical reflection, identify concerns for your next supervision session)

*This format can be used as an alternative to the traditional “column” format. It allows the student to construct a narrative, highlighting their reactions and concerns by using italics. Students should number each line so the field instructor can give feedback on portions of the recording as needed. Students using this format can request an electronic version of this template. L.Z. Newland, Ph.D.

39

9/07

Suggested Narrative Format As a Group Process Recording

Student Name:___________________________ Date of Supervisory Session:____________________ ……………………………………………………………………………………………………………… Heading: Name of Group Session Date Session # List those who attended and who were absent Pre-engagement comments: Describe the planning that you have done prior to group meeting; include contacts, advocacy, etc. Narrative: Provide a narrative of group discussion, themes and process; include worker interventions thoughts, and reactions. This is not a verbatim report, but a description of the interactions both verbal and non-verbal. Impressions: Provide your retrospective thoughts about the meaning of this group session and the process. Reflection of the process enables you to develop and deepen awareness of the latent content, assess the process, and progress (or lack of it) of individual member and the group as a whole. Plans: Provide information on future plans, which focus on the worker, members and group as a whole. Questions: Provide questions that cam up for you in an honest and self-reflective way, taking initiative for enriching professional group work skills. These questions should contribute to the supervisory agenda, and the richness of your learning experience. Lois Carey, Ph.D. Revised 9/07

40

Suggested Narrative Format Macro Practice Process Recording*

Task/Assignment Name: ______________________________________ Date:___________________ Student Name:___________________________________ Date of Supervisory Session:____________ …………………………………………………………………………………………………………….. Description of the task/assignment (Describe the context of the assignment, including specific goals and expectations) Action Plan (Provide a statement on the steps or activities that are needed in order to complete the task/assignment)

Obstacles (Address your initial thoughts about anticipated problems or areas of concern)

Assessment of Progress (Discuss your progress achieved to date and summarize the completed tasks and tasks requiring follow up)

Questions for Supervision (Based on the issues written in this recording and your critical reflection, identify concerns for your next supervision session) *This format can be used for assignments such as committee meetings, program development efforts and community outreach. It allows the student to analyze the process and content of a macro level assignment. Students should number each line so the field instructor can give feedback on portions of the recording as needed. Students using this format can request an electronic version of this template. L.Z. Newland, Ph.D. 9/07

41

Appendix F Mid-Semester Deficiency Report

42

DEPARTMENT OF SOCIAL WORK MOLLOY COLLEGE

MID-SEMESTER DEFICIENCY REPORT FOR FIELD EDUCATION

Fall Spring 20___ Student’s Name______________________________________________________ Last First Initial Agency: ____________________________________________________________ Supervisor:__________________________________________________________ Faculty Liaison:______________________________________________________ The following note areas of concern in field education: Meeting agency documentation requirements [ ] Meeting assignment deadlines/time management [ ] Process recordings [ ] Preparation of weekly supervision/appropriate use of supervision [ ] Professional self-awareness [ ] Professional appearance [ ] Working independently and/or as part of a team [ ] Writing Skills [ ] Lateness/Absence [ ] Other ________________________________ [ ] Comments to student Plan of action to correct area of deficiency _________________________ ____________________________________ Date Signature of Student ________________________ ____________________________________ Date Signature of Field Supervisor _________________________ ____________________________________ Date Signature of Faculty Liaison

43

Appendix G

Field Education Student Evaluation

(to be completed by supervisors at the end of the Fall and Spring semesters)

44

Molloy College Department of Social Work

Field Education Student Evaluation

Student: Field Supervisor: __________________________ Hours Completed: Faculty Liaison: _________________________________ Agency: ____________________________________________________________________________ I. Assignments and Learning Opportunities: Please check all categories assigned to student intern during the semester. Category of Assignment

Working with Individual Clients Working with Groups Working with Families Working with Community – Outreach Working with Community – Resource Development/Task Force Involvement

Attending staff meetings Making presentations within Agency (staff meetings; task groups; etc.)

Attending professional workshops Attending seminars Attending other trainings

Directions The following Field Evaluation has been specifically designed to measure the extent that Social Work Interns have achieved the field educational goals and objectives. This form is to be completed by field instructors at the completion of the semester. The evaluative standard for each objective measures competency for a foundation level social worker. Please rate each objective by checking the box that best describes the student’s level of competency.

45

The following assessment categories are derived from the program objectives designated by the

Council on Social Work Education (CSWE).

0 Not demonstrated 1 Rarely demonstrated 2 Occasionally demonstrated 3 Frequently demonstrated 4 Consistently demonstrated

1. Identify as a Professional social worker and conduct oneself accordingly. 0 1 2 3 4

Advocate for client access to the services of social work Practice personal reflection and self-correction to assure continual professional development

Attend to professional roles and boundaries Demonstrate professional demeanor in behavior, appearance, and communication

Demonstrate a commitment to personal and professional growth Use supervision and consultation

Examples of how the student social worker has demonstrated competency in professional identity:

2. Apply social work ethical principles to guide professional practice. 0 1 2 3 4

Recognize and manage personal values in a way that allows professional values to guide practice

Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles

Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions

Examples of how student social worker has demonstrated competency in ethical practice:

46

3. Apply critical thinking to inform and communicate professional judgments. 0 1 2 3 4

Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

Analyze models of assessment, prevention, intervention, and evaluation Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues

Examples of how the student social worker has demonstrated competency in critical thinking:

4. Engage diversity and difference in practice. 0 1 2 3 4

Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power

Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

Recognize and communicate their understanding of the importance of difference in shaping life experience

View themselves as learners and engage those with whom they work as informants

Examples of how the student social worker has demonstrated competency in engaging diversity and difference in practice:

5. Advance human rights and social and economic justice. 0 1 2 3 4

Understand the forms and mechanisms of oppression and discrimination Advocate for human rights and social and economic justice Engage in practices that advance social and economic justice

Examples of how the student social worker has demonstrated competency in human rights and social and economic justice:

47

6. Engage in research-informed practice and practice-informed research. 0 1 2 3 4

Use practice experience to inform scientific inquiry Use research evidence to inform practice

Examples of how the student social worker has demonstrated competency in engaging in research-informed practice and practice-informed research: 7. Apply knowledge of human behavior and the social environment. 0 1 2 3 4 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation

Critique and apply knowledge to understand person and environment Examples of how the student social worker has demonstrated competency in applying knowledge of human behavior and the social environment:

8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 0 1 2 3 4

Analyze, formulate, and advocate for policies that advance social well-being

Collaborate with colleagues and clients for effective policy action. Examples of how the student social worker has demonstrated competency in engaging in policy practice to advance social and economic well-being and to deliver effective social work services:

48

9. Respond to contexts that shape practice.

0 1 2 3 4 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services

Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

Examples of how the student social worker has demonstrated competency in responding to contexts that shape practice:

10a. Engagement with individuals, families, groups, organizations, and communities. 0 1 2 3 4

Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities

Use empathy and other interpersonal skills Develop a mutually agreed-on focus of work and desired outcomes

Examples of how the student social worker has demonstrated competency in engaging with individuals, families, groups, organizations, and communities:

10b. Assess individuals, families, groups, organizations, and communities. 0 1 2 3 4

Collect, organize, and interpret client data Assess client strengths and limitations Develop mutually agreed-on intervention goals and objectives Select appropriate intervention strategies

49

Examples of how the student social worker has demonstrated competency in assessing individuals, families, groups, organizations, and communities:

10c. Intervene with individuals, families, groups, organizations, and communities. 0 1 2 3 4

Initiate actions to achieve organizational goals Implement prevention interventions that enhance client capacities Help clients resolve problems Negotiate, mediate, and advocate for clients Facilitate transitions and endings

Examples of how the student social worker has demonstrated competency in intervening with individuals, families, groups, organizations, and communities:

10d. Evaluate practice with individuals, families, groups, organizations, and communities. 0 1 2 3 4

Critically analyze, monitor, and evaluate interventions Examples of how the student social worker has demonstrated competency in evaluating practice with individuals, families, groups, organizations, and communities:

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General Summary

Please provide description of the student’s professional use of self, strengths, and areas for future growth and improvement.

The signatures listed below certify that the Field Instructor and Student have reviewed and discussed all aspects of this evaluation.

Field Instructor’s Signature:

Student’s Signature*: ________________________________________________

Date Reviewed: ________________________________________________

*In the event that the student does not agree with any aspect of this evaluation, it is recommended that the student include an addendum, describing his/her specific disagreement(s) and reason(s) for them.

Revised 4/9/2015

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Appendix H

Basic Abilities Policy

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MOLLOY COLLEGE Department of Social Work

BSW Program

Basic Abilities Necessary to Acquire Professional Skills

1. Communication Skills Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings.

a. Written: Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates sufficient skills in written English to understand content presented in the program and complete adequately all written assignments as specified by faculty.

b. Oral: Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the program, to complete adequately all oral assignments, and to meet the learning objectives of field education, as specified by faculty and supervisors.

2. Interpersonal Skills

Demonstrates the interpersonal skills needed to relate effectively to other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These dispositions include, in part, being responsible, mature, trustworthy, open-minded, flexible, self-reflective, ethical, and interpersonally related. Takes appropriate responsibility for own actions and considers the impact of these actions on others.

3. Cognitive Skills

Exhibits capacity to acquire social work knowledge and the ability to apply such knowledge to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral and biological science knowledge and research – including knowledge and skills in engagement, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice.

4. Physical Skills

Exhibits sufficient motor and sensory abilities to attend and participate in class and field education with or without accommodations. (See section on Accommodations for Disabilities for clarification.)

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Accommodations for Disabilities No otherwise qualified student shall, on the basis of disability, be subjected to discrimination or excluded from participation in the Department of Social Work. A student with a disability may be protected by the Americans with Disabilities Act (ADA) and be eligible for a reasonable accommodation to provide equal opportunity to meet academic criteria for professional behavior and academic performance. Any otherwise qualified student with a protected disability who would like an accommodation must notify the DSS/STEEP Office, Casey Building, Room 011 at 516-323-3315 and provide that office with disability-specific documentation as determined by that office. DSS/STEEP program makes recommendations for accommodations, which are then communicated to instructors. Prior History of Conviction/Legal Issues If a student has a record of felony conviction(s), or of misdemeanor conviction(s), this may impact a student’s ability to practice professional social work. The Department of Social Work at Molloy College does not conduct background checks regarding prior convictions however, students may be asked for permission to conduct background checks and may be asked for fingerprinting, during the field placement process if that is the policy of the internship agency. In addition, The New York State Education Department (NYSED) reviews history of criminal conviction in determining whether to issue a license to practice social work. NYSED is the granting body for social work licensure. If you have any questions about this process, you can contact them directly at op4info@mail.nysed.gov or 518-474-3817.

I have read and understand the skills required of all social work students at Molloy College. _________________________________ _________________ Print Name Date ________________________________ Signature _________________________________ __________________ Advisor Signature Date _______ ________ __________________ Chairperson Initials Date

Taken from the California State University, San Bernardino BASW Student Handbook (2013-2014)

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Appendix I

Field Supervisors Guide to Best Practices

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FIELD INSTRUCTORS’ GUIDE TO BEST PRACTICES

In your role as social work field instructor you will be making valuable contributions to the

development of our students and profession of social work. The Council on Social Work Education (CSWE) has deemed field education to be the social work profession’s signature pedagogy (Commission on Curriculum and Educational Innovation, 2008). Field Education is considered social work’s signature pedagogy as it is within the agency that the student is able to integrate academic theory into practice with the field instructor as teacher, supervisor, coordinator, and role model, providing experiential learning on micro, mezzo and macro levels with diverse populations. The transmission of professional social work knowledge, ethics and skills as a collaborative effort between academia and field has been a cornerstone of the profession and social work’s signature pedagogy (Wayne et al., 2010). We suggest that as your student demonstrates increasing competency they will not only be a recipient of the learning and in delegating workload assignments to them students also become valuable contributors to your work and the work of the agency Molloy Social Work faculty work closely with all of our field instructors; agency visits are made each fall and spring, with additional visits scheduled as the need arises. We are here to support both the student and field instructor so that the field educational experience is at an optimum level. Requirements for field instructors are described in detail in the Manual for Field Education.

As mandated by CSWE, our students must demonstrate competency in their work in both the class and the field. CSWE has provided 10 competencies and 41 practice behaviors for assessment of the student’s social work practice (see Guidelines for Field Instructors Tasks and Assignments below). The Learning Agreement is a guide for you to create assignments that will afford students the opportunity to address all competencies and practice behaviors and demonstrate their level of competent practice. Please use the following guidelines to choose student tasks that will fit the needs of your agency, while providing a solid student learning experience. The fall and spring field evaluations are your assessment tool in evaluating the level of competency that the student has attained. Templates for the Learning Agreement and Process Recordings are attached. Molloy social work faculty greatly appreciates your rich contributions to the professional development of our students. Molloy BSW graduates have earned a solid reputation for being well-trained, ethical, compassionate, hard working entry level professionals. This reputation is due in no small measure to you as exceptional field instructors and mentors. Thank you

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10 CORE COMPETENCIES GUIDELINES FOR FIELD INSTRUCTORS

TASKS AND ASSIGNMENTS Developed by SUNY Stonybrook School of Social Work – Office of Field Education (2014)

1.1.1. IDENTIFY AS A PROFESSIONAL SOCIAL WORKER AND CONDUCT

ONESELF ACCORDINGLY PB 1 Advocate for client access to the services of social work PB 2 Practice personal reflection and self-correction to assure continual professional development PB 3 Attend to professional roles and boundaries PB 4 Demonstrate professional demeanor in behavior, appearance, and communication PB 5 Engage in career long learning PB 6 Use supervision and consultation

Ideas for Appropriate Tasks and Assignments Students could:

• Discuss the NASW Code of Ethics in relation to agency services, culture and clients served

• Attend a professional conference or seminar • Communicate in a professional manner both in writing and in speaking • Read agency policies and discuss with field instructor • Participate in supervision with an agenda • Attend staff meetings at the agency • Seek feedback from other social work staff • Be a member of an interdisciplinary team • Participate in community meetings representing the agency and its clients • Be assigned record keeping tasks • Interview social workers at the agency • Discuss in supervision the differences in social work roles from that of other human

service professionals • Discuss in supervision the differing responses to client situations depending on the type

of organization a social worker is employed in • Demonstrate understanding of agency by discussing its mission, goals, objectives,

programs, services and history in supervision and/or with appropriate staff • Describe examples of ways that she/he advocated for client • Demonstrate personal reflection and self-correction in supervision and/or via process

recordings • Discuss instances/examples where boundaries were an issue • Attend appropriate educational seminars, trainings, and/or conferences to emphasize the

need for continued career-long learning

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• Attend to professional roles • Bring an agenda to supervision each week

2.1.2 APPLY SOCIAL WORK ETHICAL PRINCIPLES TO GUIDE PROFESSIONAL

PRACTICE PB 1 Recognize and manage personal values in a way that allows professional values to guide practice PB 2 Make ethical decisions by applying standards of the National Association of Social Workers, and as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of principles PB 3 Tolerate ambiguity in resolving ethical conflicts PB 4 Apply strategies of ethical reasoning to arrive at principled decisions

Ideas for Appropriate Tasks and Assignments Student Could:

• Discuss case examples with ethical dilemmas • Read/discuss case agencies protocol on ethical dilemmas • Discuss the NASW Code of Ethics in relation to agency services and agency practice

with clients served • Discuss in supervision the application of the Code of Ethics in micro and macro work • Discuss how social work values should guide practice with the population that the

student is working with • Use case examples in supervision to discuss the possible conflict between personal and

professional values in practice • Apply strategies of ethical reasoning to a case situation to come to a decision for

intervention/action • Describe what should be done in situations when their personal values don’t align with a

client • Describe how a situation was managed where their personal values didn’t align with a

client

2.1.3 APPLY CRITICAL THINKING TO INFORM AND COMMUNICATE PROFESSIONAL JUDGMENTS

PB 1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom PB 2 Analyze models of assessment, prevention, intervention, and evaluation PB 3 Demonstrate effective oral and written communication in working with individuals, families, organizations, communities and colleagues

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Ideas for Appropriate Tasks and Assignments Student could:

• Demonstrate verbal, non-verbal and written communication skills through client notes, process recordings, letter writing, report writing, case presentations, attendance at staff meetings, work with clients, and work with staff

• Discuss theoretical frameworks in relation to work with client system • Discuss in supervision the how and why of an assessment of a client’s situation • Use reflection to discuss approaches to work • In supervision have student explain how they came to decision of an assessment,

intervention, client system goal • Provide a case situation and present an assessment and plan of action giving reasons to

support decisions 2.1.4 ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE

PB 1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power PB 2 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups PB 3 Recognize and communicate their understanding of the importance of difference in shaping life experiences PB 4 View themselves as learners and engage those with whom they work as informants

Ideas for Appropriate Tasks and Assignments Student Could:

• Be assigned a case(s) that is of different culture/gender/age than student • Discuss in supervision a client’s culture, values and history and how these may

oppress, marginalize, alienate, or create or enhance privilege and power • Discuss in supervision how an individual, group and/or community’s life

experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim

• Have student do research on the special populations served by the agency and discuss

• Discuss culturally competent practice with the populations served by the agency • Review students process recordings and discuss how differences in life

experiences influences thoughts and behaviors of clients • Provide student with the opportunity to discuss areas of personal growth needed

in terms of cultural diversity • Develop outreach strategies that are culturally competent • Review what student learned in the classroom on culturally competent practice

and it’s relation to the clients the student services • Provide student with case(s) to implement cultural competent practice

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• Use process recording(s) to discuss culturally competent practice interventions used with clients

• Ask students to read articles/books on culturally competent practice 2.1.5 ADVANCE HUMAN RIGHTS & SOCIAL AND ECONOMIC JUSTICE

PB 1 Understand the forms and mechanisms of oppression and discrimination Advocate for human rights and social and economic justice Engage in practices that advance social and economic justice

Ideas for Appropriate Tasks and Assignments

Students could: • Be assigned client(s) tasks to students that will increase understanding of human rights • Be assigned clients/tasks to student that will increase understanding of social and

economic justice • Discuss in supervision concepts as they relate to clients, agency policy, and

governmental policies affecting those using the services of the agency • Provide student with the tools to advocate for client systems • Identify and discuss in supervision how the role of advocacy at the agency is used to

advance social and economic justice • Be given the opportunity to work with those from traditionally oppressed populations • Develop client/consumer participation in design, implementation and evaluation of

agency programs • Discuss in supervision the impact of social and economic justice on the clients being

served • Discuss in supervision how the agency required paperwork reflects social justice and

human rights for the client • Discuss in supervision how prejudice, individual and institutional racism impact

decision making and choices clients make • Discuss in supervision how own attitudes and biases may be reflected in the work being

done with clients • Discuss in supervision how own attitudes and biases may be reflected in the work being

done with clients • Discuss in supervision the assessment of policies from a human rights perspective • Identify and visit referral agencies and report on their assessments of services offered

from a human rights/social and economic justice viewpoint • Review an assigned case or one that a field instructor could provide such as a “canned

case” to assess how being a member of a population at risk affects the life experiences and world views of the client(s)

• Develop socially, economically just marketing strategies • Be provided reading materials on the topic and discuss students required readings

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2.1.6 ENGAGE IN RESEARCH-INFORMED PRACTICE & PRACTICE-INFORMED RESEARCH

PB 1 Use practice experiences to inform scientific inquiry PB 2 Use research evidence to inform practice

Ideas for Appropriate Tasks and Assignments Student could:

• Discuss practice wisdom, evidenced based practice, and theoretical frameworks in working with client population in supervision

• Identify what framework was used when working with client system and critique • Attend seminars/conferences that will increase knowledge on research-informed practice • Review research course outline with field instructor and review how the agency’s work

with clients fits with classroom learning • Complete at least one process recording each month were the student identifies a

researched informed intervention and why it was used • Discuss with the field instructor the use of an evidenced based intervention used by the

student • Identify and discuss how research is used at the agency to support agency activities • Discuss evidence based practices used at the agency • Work on agency evaluation and/or agency research • Discuss evidence based practices used at the agency

2.1.7 APPLY KNOWLEDGE OF HUMAN BEHAVIOR AND THE SOCIAL

ENVIRONMENT PB 1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation PB 2 Critique and apply knowledge to understand person and environment

Ideas for Appropriate Tasks and Assignments Student Could:

• Conduct bio/psycho/social/spiritual/environmental assessment • Identify developmental theory and how knowing theory impacts work with client • Discuss how behavior relates to and is impacted by social systems • Demonstrate an understanding of theories by explaining and defining at least 3 theories

during the year that relate to work being done by student at the agency • Develop a genogram for at least 3 client systems during the academic year

2.1.8 ENGAGE IN POLICY PRACTICE TO ADVANCE SOCIAL AND ECONOMIC WELL-

BEING AND TO DELIVER EFFECTIVE SOCIAL WORK SERVICES PB 1 Analyze, formulate, and advocate for policies that advance social well being Collaborate with colleagues and clients for effective policy action

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Ideas for Appropriate Tasks and Assignments Student could:

• Review agency’s policy and procedures manual, focusing on agency mission, administrative and treatment policies and discuss in supervision the implications for service delivery

• Identify commonly used referral agencies and become familiar with services of these agencies and appropriate referral policies and procedures

• Research relevant city, state, and federal social policies and programs that affect services to agency clients and discuss in supervision implication for clients

• Attend local governmental hearings which allocate funds for agency and discuss relevant aspects in supervision

• Interview staff members involved in various agency programs to gain an understanding of client service. Discuss these programs and their theoretical approach with field instructor

• Discuss in supervision how what is being taught or they learned in the Social Policy I and II courses is relevant to agency practice

• Attend Board of Directors’ meeting and demonstrate an understanding of the organizational structure of agency and the role of the Board

• Contact county or state legislators on key issues impacting client groups • Compile a list of federal, state, and local officials serving on key legislative committees

to discuss policies affecting client populations • Remain current in knowledge of laws/policies which impact agency and/or client system

(e.g., current events and news in the community, reading newspapers or local journals, etc.)

• Identify the key staff within the organization who are responsible for policy development and implementation and have student meet with them to discuss policy implementation

• Have student develop strategies for program development which adhere to local/federal/agency policies

• Have student develop program goals/objectives • Have student research, assess and identify strengths and weaknesses of policy provision • Assign student to prepare written policy documentation • Allow student to participate in lobbying activities • Have student educate clients on their rights • Have student attend and actively participate on community councils, or other relevant

community organizations • Research legislative history of an existing or proposed policy • Engage in advocacy at the legislative/bureaucratic level • Prepare and present information in support of a policy or program reform

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2.1.9 RESPOND TO CONTYEXT THAT SHAPE PRACTICE PB 1 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services PB 2 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

Ideas for Appropriate Tasks and Assignments Student could:

• Develop familiarity with referral agencies • Develop a resource guide for other students and/or staff • Develop a social media outlet for consumer use • Visit referral agencies or agencies that provide similar services and discuss in

supervision student’s assessment • Attend community meetings to assess changing needs of community and/or gaps in

services • Provide information to staff on technologies and how they should impact service • Design and implement a project that would respond proactively to changes in the

organization, community, and/or service delivery • Identify issues impacting practice at the organizational, community and societal level

2.1.10 ENGAGE, ASSESS, INTERVENE, & EVALUATE WITH INDIVIDUALS, FAMILIES,

GROUPS, ORGANIZATIONS, & COMMUNITIES 2.1.10a ENGAGEMENT

PB 1 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities PB 2 Use empathy and other interpersonal skills PB 3 Develop mutually agreed-on focus of work and desired outcomes PB 4 Collect, organize, and interpret client data

2.1.10b ASSESSMENT PB 1 Assess client strengths and limitations

PB 2 Develop mutually agreed-on intervention goals and objectives PB 3 Select appropriate intervention strategies

2.1.10c INTERVENTION PB 1 Initiate actions to achieve organizational goals PB 2 Implement prevention interventions that enhance client capacities PB 3 Help clients resolve problems PB 4 Negotiate, mediate, and advocate for clients PB 5 Facilitate transitions and endings 2.1.10d EVALUATION PB 1 Critically analyze, monitor, and evaluate interventions

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Ideas for Appropriate Tasks and Assignments Students Could:

• Work on either/both micro and macro case assignments • Assess client strengths and limitations • Develop short and long term goals for the client system • Select appropriate intervention strategies • Implement prevention interventions that enhance client capacities • Help clients resolve problems • Substantively and effectively prepare for action with individuals, families, groups,

organizations, and communities • Complete process recordings and identify and review skills • Implement prevention interventions that enhance client capacities • Negotiate, mediate, and advocate for clients • Discuss classroom readings and discussions that have relevance to the work the student

is completing • Discuss strategies that may be relevant for work with client systems

Revised 11/25/14

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Appendix J

Administrative Form # 1

Application for Field Education

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Molloy College Department of Social Work Application for Field Education

Student Name: _______________________________________ __________________________________________ Last First Gender : Male Female Date of Birth: ______________________

Current Address: Street: _________________________________________________________________

City: _______________________________ State: ___________ Zip: __________

Phone: ( )_________________________________ ( ) Mobile ( ) Home

Other Phone: ( )__________________________ ( ) Mobile ( ) Home

Molloy Email: ____________________________________________________________

Do you plan to submit an Application for Work/Study? ( ) Yes ( ) No

Which county/borough would you prefer for your internship?

1st preference: ________________________________

2nd preference: ________________________________

Will you have a car to drive to placement? ____Yes ____No

If you will not have a car, please list the communities most accessible to you through public transportation:

__________________________________________________________________________________________________________________________ SWK 460/461: Field Instruction in Social Work I and II (Integrative Seminar)

Please indicate your intention to enroll in _______ Day or _______Evening Seminar Class.

NOTE: Seminar enrollment is capped at 10 students per section. Therefore, students may be closed out of their initial choice. Students employed full-time will be given enrollment priority for evening seminars.

ACKNOWLEDGEMENT: My signature below acknowledges that I have been informed that students are REQUIRED to register for the same section of seminar class during the Fall and Spring semesters. _______________________________________________ Signature

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Students are required to complete 420 hours in field education for the academic year. This is usually accomplished by spending 14 hours each week in a field education site. Many field education sites are not e open with social work supervision after 9pm. Most settings that offer weekend hours may offer them on an abbreviated schedule such as 10:00 am – 3:00pm. Since field education sites offering evening and weekend hours are few, priority is given to students who work full-time day schedules ( i.e. M-F 9-5) Generally, these sites require mature students with some previous human services experience who can function more independently. In these circumstances, every attempt is made to secure a suitable learning environment.

Please indicate below the days and hours you will have available to complete your 14 hours for field each week.

Monday: From: To:

Tuesday: From: To:

Wednesday: From: To:

Thursday: From: To:

Friday: From: To:

Saturday: From: To:

Sunday: (Plan to complete your hours during the other days of the week since Sunday is rarely available.) From: To:

Are you able to communicate in languages other than English? ( ) Yes ( ) No If yes, indicate which language(s) ____________________________________________________________________________

Do you have any health concerns* that need to be considered in your field placement process? ( ) Yes ( ) No – if yes, please discuss this at your field interview.

*Please note that all part time students must have proof of health insurance coverage on file with the Director of Field Education *If you have a qualified disability, registration with the Office of Disabilities Support Services (DSS) will insure that you receive accommodations. SWK 350 Professional Encounter -- If you were or are enrolled in this course, please complete the following information regarding your experience:

Location: _____________________________________________________________________________________________________

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What experiences did you find most helpful for your learning while completing this course: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________

Please complete your application by adding any information about yourself (academic or personal) that might help with your field placement process.

________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________

Revised 3/2014 LZN

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Appendix K Administrative Form # 2

Application for Work/Study Placement

69

Molloy College Department of Social Work

Application for Work/Study Field Placement

Please submit this form in duplicate!

This application is for students who are interested in using their current job in Social Work as their field instruction site. To be considered for a work/study:

1. The student must have been employed by the agency for at least six (6) months; 2. The agency must be willing to reassign the student for the hours of the placement to a different

job (this could be a different unit, different population, different tasks within the same unit); and 3. The agency must be willing to assign a different supervisor to supervise the student’s

educational job experience. 4. The supervisor must possess an MSW, have at least 3 years post-MSW experience, and have

completed or be willing to complete simultaneously the Seminar in Field Instruction (SIFI). All applications will be reviewed and the director of the agency will be contacted for verification of the work/study plan. The Field Instruction Department reserves the right to determine if your request is educationally sound. Name (please print) Social Security # Agency Name: Agency Phone: Department where you currently work (if applicable) Address where you currently work: City, State, Zip Start Date of Employment Agency Director* Director’s Phone Have you discussed this work/study plan with your Director? Yes No (If not, please do so. The Director is required to sign the attached sheet for approval, and will receive the Agreement from the Department of Social Work) *Please list the Educational Coordinator of the agency’s field work program, if one exists. If there is no educational coordinator, list the Director of the Agency or the person who would have final approval of the planned arrangement.

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Work Study Proposal

This Field Work Proposal should be developed jointly and signed by the student and the agency person responsible for coordinating field placements.

A. Describe the student’s current regular work assignment and duties.

B. The practice component of the approved placement hours must be new work. Explain specifically how the student’s practice assignments will be different from the current work assignment. (Attach an additional page if necessary). Difference can include, but is not limited to:

1. Placement in a different unit of the agency 2. Different clients and different type of clients (explain how they are different) 3. Different mode of intervention, e.g., individuals, groups, families, communities, or organizations. 4. Other new activities, such as developing a new service or outreach.

How many hours will the student be doing field instruction weekly?

C. Proposed newly assigned field instructor: 1. Name Phone # 2. Post MSW practice experience (3 years minimum) years 3. Has taken the Seminar in Field Instruction Yes No (If “no”, you will be required to take it while

providing field instruction to the student.) (If “yes”, where and when did you take it?) SIFI completed at (School) Year

4. Will be able to provide one hour per week of supervision: Yes No

Student Signature Agency Representative Signature Date Signed: Title Telephone # To whom (agency personnel) and to what address should we mail back the approved, signed agreement:

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For Field Instruction Department Use Only

Are new assignments sufficient for the placement hours requested? Yes No Modifications to the proposal agreed to in conference prior to acceptance: Modifications discussed with at agency. Proposal Accepted as Submitted: Proposal Accepted as Modified: Proposal Rejected: Reason(s) Coordinator Date Placements approved will be for the full academic year. Students are not guaranteed approval for changes due to alteration in their employment status. Revised 9/07

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Appendix L Administrative Form # 3

Agency Placement Request Form

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Department of Social Work 1000 Hempstead Avenue P.O. Box 5002 Rockville Centre, NY 11571-5002

FIELD EDUCATION - AGENCY PLACEMENT REQUEST FORM Date: _____________

__ New Agency to Molloy Agency Name: __________________________________________________________________

Division/Department/Program: ____________________________________________________

Address: _______________________________________________________________________ Number Street City Zip Code Agency Phone: _____________________________ Agency Fax: ____________________

Agency Director: __________________________________________________________________ Name Phone Email Educational Coordinator: __________________________________________________________________ Name Phone Email

Field Instructor – Lic # Phone Email SIFI Seminar Completed? New to Supervising Molloy Students?

___No ___Yes ___No ___Yes

___No ___Yes ___No ___Yes

___No ___Yes ___No ___Yes

Agency Description: Briefly describe the function of your agency, the setting and the population served.

__________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Auspices of Agency: ___Private, Nonprofit ___Private, For profit ____Public ____County ____State

____Other (specify) __________

Scheduling:

What days and hours is the agency open?

___________________________________________________________________________________________

Are student assignments possible during evenings and/or weekends? ____ Specify:

___________________________________________________________________________________________

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Please specify if it is essential that the student be present in the agency on a particular day (e.g. team meetings)

or during specific hours:

__________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Language:

Please indicate language(s) preferred or required, if any: _________________

Does your agency require any of the following? Physical exam ____No ____Yes

____If yes, can agency provide exam? ____ ____If yes, is a prior exam acceptable? How recent?(months)__

Tests/immunizations: PPD/TB, Rubella, Measles, Chicken pox, Other:

____No ____Yes ____If yes, please specify:______________________________

Fingerprinting ____No ____Yes Child abuse clearance ____No ____Yes Criminal background check ____No ____Yes Certificate of insurance ____No ____Yes Other Fields of practice: Please check the ONE category that best describes this placement site. ____Aging, Gerontological social work ____Health ____Alcohol, drug, or substance abuse ____Mental health/community mental health ____Child welfare ____Rehabilitation ____Corrections/criminal justice ____School social work ____Developmental disabilities ____Social services ____Family services ____Other ____Group services Specialization: Check all that apply. ____Adolescent/Pregnancy ____Dual Diagnosis/MICA ____LGBTQ ____Alzheimer’s/Dementia ____Eating Disorders ____Physical Disability ____Cognitive/Behavioral Treatment ____HIV/AIDS ____Trauma ____Crisis Intervention ____Homelessness ____Vocational ____End of Life/Palliative Care ____Immigrant Populations ____Other (specify) _____________ ____Domestic Violence ____Legal Processes & Systems Types of assignments: ____Advocacy, client ____Lobbying ____Advocacy, legal ____Crisis intervention ____Needs assessment ____Assessment ____Education, training ____Outreach ____Case management ____Fundraising, grant writing ____Policy analysis ____Community organizing ____Group work ____Program development ____Concrete services ____Home visits ____Research/data collection ____Counseling ____Information referral ____Other (please describe)_______________________ __________________________________________

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Agency Accommodations (Check all that apply): A. Physical facilities

____Private student office ____Elevator ____Shared student office ____Wheelchair accessibility ____Individual desk ____Special equipment (e.g., TTY, visual aids) ____Confidential interviewing area ____Use of computer

B. Telephone

____Private phone ____Shared phone

C. Secretarial support

____Shared secretary support ____No secretary support

D. Special education opportunities

____Inservice training ____Consultation ____Seminars ____Conferences

How many Molloy College Social Work BSW Practicum students can you accommodate each year? _____ Affiliation Agreement/Contract: Do you have an existing affiliation agreement or memorandum of understanding with Molloy College Department of Social Work? ____ Yes ____No _____Not sure

Please return this form to Dr. Amy Meyers, Director of Field Education ameyers@molloy.edu or fax to (516) 323-3885

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Appendix M Administrative Form #4

Agreement for Completion of

Field Education Hours

77

MOLLOY COLLEGE DEPARTMENT OF SOCIAL WORK

FIELD EDUCATION

CONTRACTUAL AGREEMENT FOR COMPLETION OF HOURS

Students who have not met the required practicum total of 420 hours by the Field Evaluation due date must agree to and sign the following statement: Student Name:__________________________________________________________________ As of _______________, ________________, ______________ I have completed _____ hours. Month Day Year I will continue to work at the practicum site until I have completed the remaining ____________ hours. My anticipated date of completed is ______________________. This arrangement has been developed with the approval of the faculty liaison, field instructor and the Director of Field Education as noted in the signatures below. Student signature: ________________________________________ Date:________________ Faculty Liaison signature: ___________________________________ Date:________________ Field Supervisor signature: ___________________________________ Date:________________ Director of Field Education:__________________________________ Date:________________