Northeastern
Social Work
Department
SOWK 4994 - Practicum II & Seminar (Section
1688)
Spring 2004
INSTRUCTOR:
Name: Janice Garner, PhD, Assistant Professor
Office: BA-C156
Office
hours: As posted adjacent to office door and by appointment
at other times
Telephone: (918) 499-6527
FAX: (918) 499-6146
E-mail: garnerjv@nsuok.edu
Website: http://arapaho.nsuok.edu/~garnerjv/
SOWK 4994 - Practicum II & Seminar: Monday
PREREQUISITES:
SOWK 4984 Practicum I & Seminar
COURSE DESCRIPTION:
Practicum II with seminar builds upon Practicum
I to complete the applied learning experience necessary for entry level
competency in generalist social work practice. Course
is designed to integrate theoretical concepts with applied learning experience
in an approved human service agency. Students complete
a minimum of 220 hours in the agency and concurrently attend a weekly seminar
on campus that is intended to integrate knowledge, values and skills of generalist
social work practice.
COURSE PURPOSE:
The purpose of field practicum and integrative
seminar is to provide the student opportunities for integration and application
of the knowledge, values, skills and ethics of the social work profession
that are taught throughout the curriculum and the global
context of the social work profession. Learning is enhanced through professionally
supervised generalist social work practice by approved agency field instructors.
Students develop an awareness of self in the process of providing social
work intervention services and practice skills to e\nhance
the well-being of people through the amelioration of environmental conditions
that affect people adversely. Students learn the
use of oral and written communications that are consistent with the language
of the practicum setting and the profession. Opportunities to critically
assess, implement and evaluate agency policies and procedures within ethical guidelines are
provided in seminar assignments and practicum activities.
Practicum placements afford opportunities to provide generalist social
services to diverse client systems, including many placements related to
work with Native American populations.
EDUCATIONAL OUTCOMES:
1. Apply critical
thinking and research skills within the context of social work
practice.
2.
Understand the value base of the social work
profession and its ethical standards and principles as they apply to generalist
social work practice.
3 Practice without discrimination and with respect,
knowledge, and skills related to clients’ age, class, color, culture, disability,
ethnicity, family structure, gender, marital status, national origin, race,
religion, sex, and sexual orientation.
4. Identify the forms and mechanisms of oppression
and discrimination and apply strategies of advocacy and social change that
advance social and economic justice.
5.
Understand and interpret the history of the
social work profession and the social welfare institution
and their contemporary structures and issues in generalist social work practice.
6.
Use of knowledge and skills of generalist social
work practice with systems of all sizes.
7.
Demonstrate the use of theoretical frameworks,
supported by empirical evidence, to understand individual development and
behavior across the life span and the interaction among individuals and between
individuals and families, groups, organizations, and communities.
8.
Analyze, formulate, and influence social policies
that promaote social and economic justice.
9.
Evaluate research studies and apply research
findings to in generalist social work practice.
10.
Use communication skills differentially across
client populations and communities, and with colleagues.
11. Use supervision and consultation appropriate to generalist
social work practice.
12.
Function within the structure of organizations
and service delivery systems and seek necessary organizational change.
13.
Understand the need for cultural sensitivity
in the provision of services, including Native American populations.
14.
Recognize ans implement
the global context of the social work profession.
INSTRUCTIONAL MATERIALS:
Royse, D., Dhooper S. & Rompf E. (2003). Field instruction; A Guide for social work students, 4th Edition.
Field Practicum
Manual
INSTRUCTIONAL PROCEDURES:
The expected course outcomes will be attained
through a variety of instructional strategies and practicum experiences
intended to complement the student’s life experiences and formal education.
Those instructional strategies to be used in integrative seminar include,
but are not limited to, the following: class discussion, group activities,
case studies, video presentations, guest
speakers, oral presentations by the faculty liaison and students. Students
will complete four (4) projects they have researched and critically analyzed.
In practicum the student’s learning experiences a will determined by the
student’s Educational Contract and opportunities provided by the agency.
COURSE OUTLINE:
Sessions Communication Skills.
1 & 2 Assignments: Submit Role Play Activity Summary and Daily Log sheets.
Sessions. Generalist Social Work Practice
and the use of Theoretical Frameworks.
3, 4, 5,
6 Assignments: Complete role play activity,
view video, and complete assessment
& 7 forms, submit Daily Log sheets, and complete
and present Case Analysis paper.
Sessions Critical
Thinking and Research.
8, 9, & 10
Assignment: Complete Critical Analysis paper and submit Daily
Log sheets.
Sessions Mechanisms of Oppression
and discrimination, advocacy, and social change.
11, 12,
Assignments: Locate and discuss current
media reports related to social work
&13
concerns, participate in weekly seminar
discussions regarding connecting advocacy and social change to field experience,
and submit Daily Logs.
Sessions
Use of Self and Evaluation of Practice
14 &
15 Assignments: Complete a Process Recording
which focus on self awareness/ professional use of self and submit Daily
Logs sheets.
Session 16 Final
Evaluation
Assignment: Final Student
Performance Evaluation, Field Practicum Assessment, and Evaluation of Liaison
by Student and Field Instructor.
ASSIGNMENT DUE DATES:
Handouts fully describing the requirements
of the four major assignments/projects will be distributed and discussed.
Assignments are due at the beginning of the class period on the date indicated
in the class schedule or at the time the assignment is given. No assignments
will be accepted late unless prior arrangements are made with the instructor.
Assignments which are accepted late will receive a minimum grade reduction
of one letter grade (10 points).
STUDENT EVALUATIONS:
Consistent and punctual attendance at integrative
seminar and practicum is both expected and required for your successful
completion of this course. For a passing grade in the course a student must
attend a minimum of 80% of the seminar sessions with minimum tardiness and
leaving class early. A minimum of 220 hours is completed at the practicum
agency. The student’s work hours at the agency must be set at the beginning
of the semester and the student is expected to maintain regular and punctual
attendance.
Students are expected to be present and ready
to start seminar at the scheduled time. Late arrival
to seminars cannot be avoided in some situations,
however, it is disruptive and when chronic will affect your grade for professionalism.
Chronically leaving seminar early may also affect your grade.
Additionally, students are expected to take
responsibility for his/her learning. The sharing
of insight, experiences, and asking questions contribute to the quality
of the seminar discussions. Students are expected to be prepared to contribute
to the discussion and to participate fully in seminar.
Practicum:
Each student is expected
to complete a minimum of 220 hours over the course of the entire semester
in the assigned practicum agency. A student may not accumulate hours before
the semester begins or after the semester ends to apply toward the total
required hours, unless this has been approved by the practicum coordinator
and faculty liaison. Practicum students cannot finish their practicum more
than two weeks before the end of the semester, including finals week, regardless
of the number of hours accrued.
The grade for practicum
is recommended by the field instructor and equals one-half the grade for
the course. The practicum grade is based on the student's performance in
the agency, progress in meeting the course objectives, and completion of
the tasks/activities in the student's Educational Contract. Mid-term and
Final Performance Evaluations are completed by the field instructor.
Seminar:
Students attend weekly integrative
seminar and are expected to come prepared to contribute to the discussion.
During the semester each student will complete a video role play exercise
and assessment, write a case analysis, write a critical analysis paper,
and complete a process recording focused on self awareness (See course handout) , keep a daily log of practicum experiences and be
responsible for completion of required paper work such as the Educational
Contract, Memo of Agreement, and evaluations.
2. Participation
is expected and indicates a student’s preparation, commitment, and level
of interest. Seminar participation involves interaction
with fellow students and the instructor, not simple presence in the classroom.
Respect for other students and their divergent views and beliefs is expected.
3. The student’s
Final Performance Evaluation will constitute the formal written evaluation
utilized in the course.
4. Grades will
be computed as follows:
Student
performance in practicum agency..............50%
Integrative
Seminar............................................... 50%
The final grade for this
course is assigned by the faculty liaison. The grade will be based on the student's performance in
the above referenced areas. The following grades are possible:
(P) PASS - The student must
1)
complete a minimum of 220 hours in practicum and
receive a passing grade,
2) attend 80% or more of seminar sessions,
3) receive 80% or more for professionalism,
4) submit all written work with
an minimum average grade
of 80%, and
5) maintain a portfolio which meets all
requirements.
(F) FAIL - Students who do not meet the minimum course requirements
(below 60%) in seminar or receive a failing grade practicum.
(U) -
In individual situations of students who
have not failed the course, but also do not meet the requirements for a "pass"
grade may receive a "U" grade.
(I) -
A grade of incomplete (I) may be assigned
in certain situations when a student is unable to complete the required
hours because of factors beyond the control of the student.
NOTE:
Please refer to the Practicum Manual for more information regarding course
grading.
5. Students should
not withdraw form this class without being discussed with their faculty liaison
and Practicum Coordinator. Students who are permitted to withdraw are advised
that it is their responsibility to check the NSU schedule for the semester
for the official last date when they may drop a course with an automatic
“W”. Students dropping the course after
that date, you will receive the grade you have earned up to the drop date.
The grade “W” will be assigned if your grade is a “D” or higher and an “F”
will be assigned if you stop attending and have not turned in assignments
or have not taken scheduled examinations prior to the official drop date.
6. Students wishing
to visit with the professor may visit with them in their office which is
listed on page one. Office hours are posted adjacent
to the office door.
Portfolio:
Students will maintain a three-ring binder
which will be the repository of course related materials generated during
the semester. Portfolio requirements will be included in a course handout
(Page 9).
If any student feels that he/she has a disability
and needs special accommodations, please advise
the instructor of such disability at the first class attended.
INCLEMENT WEATHER/ DISASTER POLICY:
Seminar:
It is assumed that class
will be held as scheduled unless otherwise notified. In the event of inclement
weather or disaster an official announcement of the cancellation of classes
will be made through the local news media, by the university. The instructor
will be as accommodating as possible to students who feel that driving to
campus during inclement weather or a disaster would be hazardous to their
health and well being. Students should always use good judgement when evaluating their own situation relative
to inclement weather and natural disasters.
Practicum:
Practicum students should
also become aware of and follow their agency’s inclement weather policies
and procedures. If on-campus classes at the university are cancelled and
the agency is open the student would be expected to attend practicum. If
the agency is closed and the university is open for classes the student would
not attend practicum that day and no hours would be accrued toward the required
minimum number of hours.
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Northeastern
Social Work
Department
PRACTICUM II - REQUIRED PAPERS
AND PORTFOLIO REQUIREMENTS
Student Log (Refer to Practicum Manual)
Students will keep a log of each days activities and experiences. A log is required
for each day in which hours are accumulated towards the minimum of 220 hours
that are required. Submit logs weekly in seminar
Practicum Hours Form (Refer to Practicum
Manual).
Students are expected to maintain a cumulative
total of hours spent in the practicum agency using the Practicum Hours Form
found in the Practicum Manual. The Practicum Hours Form is to be available for review upon
request and submitted with the Final Student Performance Evaluation.
Required Seminar Papers
Papers should include a cover sheet/Title Page,
body of the paper, and a bibliography, if appropriate to cite relevant literature.
All sections of the paper should be stapled in the upper left hand corner.
Papers are to be typed, double spaced, #12 font and uniform 1" margins.
APA style and guidelines should be utilized. Papers should be grammatically
correct, comprehensive and clearly written. The
length of the paper will be determined by individual faculty. If accepted
late the paper will receive a reduced grade. Variations in these requirements
may be made by individual faculty liaisons.
Paper #1 and Related Activities
(Due: set by liaison)
Interview Role Play Activity
- Student participate
in two role play activities, one as a social work student and another as
a client. The purpose of the activity is to demonstrate generalist social
work skills such as establishing rapport, interviewing and gathering data,
assessing and making plans/contracts, and termination. The role play will
be video taped and later viewed by the seminar group. Interview skills will
be assessed and critiqued using the Assessment Form (see pages 4-5). For
the written assignment requirements and other expectations for this assignment
see page 3.
Paper 2 and Class Presentation (Due: set by liaison)
Case Analysis - Complete and write a biopsychosocial
(including an ecomap and genogram) assessment of one of your clients (individual).
With the approval of your agency, and the client, you should use all available
sources of information to write the assessment, ie.
existing case record(s), referral sources, and
an interview(s) with the client. Use the Attached Case Analysis outline (pages
6-7) to guide your data gathering and to write the report. Include all the
headings in the outline in the written assessment.
NOTE: Controversial issues
might include, but are not limited to: poverty, Aids/IHV, abortion, confidentiality,
agency eligibility policies, use of natural or alternative health practices,
globalization, genetic manipulation, managed health care, end of life issues, corporal punishment, incarceration vs
rehabilitation, social work in secondary settings, etc,
Paper 4 (Due: set by liaison)
Process Recordings:
This assignment requires the student to complete one full process recording
of an interaction with an assigned client. The following process recording
guide is to be use in this assignment. In the reaction
section students should focus on their developing self awareness and conscious
use of self. When reviewing and reflecting on the interaction students should
note awareness of their feelings, perceptions of how the client perceives
them, use of personal information, and skill level.
Generalist Social Work Skills
Role Play Activity
Student Assignment:
Develop a case situation involving an interview
with a CLIENT and the use of generalist social work skills. Any role play interview with someone other than a client (ie. a relative or other
collateral) must be approved by the instructor.
The case scenario should relate to your placement
agency and to your role as a social work student.
Another student will be assigned by the instructor
to play your client. Each student will play themselves as a student social
worker and will also play a client for another student.
Interview:
The interview will be "expedited" (about 15
minutes) and will be completed during seminar. The interaction should involve
the use of two or more generalist social work skills. In the interview students
should cover establishing rapport, the purpose of the session, plans for
further contact, summary of the session, and termination of the interview.
The role play activity will be video taped
and also observed by the seminar group. The role play should not be scripted
or rehearsed. After all interviews are completed the videos will be viewed
and each student will critique their interview and complete an assessment
form. Students will also receive assessment forms from other members of the
seminar group and the instructor.
Written Assignment (2 pages max):
Two week before the role play exercise the
student will submit
(2 copies) of a brief summary of the following:
1. Overview
- Set the stage for the interview. Briefly explain
the purpose of the interview, presenting problem(s), and
location of the interaction (office, clients home).
2. Social
worker role: In a short paragraph explain your role, who you are, and your responsibilities.
3. Client:
Describe your client's appearance, personality, culture, SES, household
and living arrangements, etc. If the person to be interviewed
is someone other than your client you
must also include a description of that person, their
attitude, relationship to the client, purpose of interview, etc
A copy of the written summary will be given
to the student playing the client. As you plan to play the client think
about the interview and try to place yourself in the client's situation.
The client will have only the brief overview and will need to "ad-lib" most
of the responses during the role play. Do not make it too easy on the interviewer
but also do not make it too difficult.
Interview and Generalist SW Skills Demonstration Role Play
EVALUATION FORM
Student:
Date: ___________________
Rater name:
Self _____ Client_____ Observer _____
The assessment will be completed on three components
of the interview: 1) Relationship building, 2) Verbal and Listening
Skills, 3) Non-Verbal Behavior, and other generalist SW Skills. Skills are to be critiqued by using the scale provided
and supported by using the comment section.
-2
-1 0 +1
+2
Unsatisfactory Needs
Improvement N/A
Satisfactory Good
PART 1:
1. The
student greeted and talked with the client in a way that helped the person
feel more comfortable in the interview session.
Comments:
2. The
student was able to learn about the client's concerns and/or feelings about
the interview.
Comments:
3. The
student clearly communicated the purpose of the interview and what would
happen during the session.
Comments:
4. The
student was non judgmental and was able to convey respect, warmth, and empathy.
Comments:
5. The
student demonstrated a "strengths perspective" in interviewing and was able
to surface and/or reframe to a more positive attribute of the client's behavior.
Comments:
PART II: Verbal and Listening Skills
1. The
student responded to issues and feelings as they occurred yet was able to
keep the interview focused.
Comments:
2. The
student was able to gather relevant information with balance between focus
on person, problem, and the environment.
Comments:
3. The
student refrained from advising or giving premature solutions.
Comments:
4. The
student demonstrated appropriate use of "open ended" questions, "closed"
questions, and clarifying questions.
Comments:
5. The
student demonstrated use of "minimal encouragement" and "silence" as a way
to get additional information from the client.
Comments:
PART III: Physical Attending and Non-Verbal Behavior
1. The
student was able to remain calm without becoming flustered in the session.
Comments:
2. The
student demonstrated congruence between verbal and non-verbal behavior.
Comments:
3. The
student demonstrated appropriate eye contact and attentive body posture.
Comments:
4. The
student's voice was audible and clear while use of arms/hands
were moderately expressive.
Comments:
5. The
student's rate of speech and level of pitch were appropriate while demonstrating
warmth in the tone of voice.
Comments:
PART IV: Social Work Skills and Qualities
Using the scale on page one rate the student social worker
on the following social work skills and qualities. Use “0" if a specific
attribute was not observed. For further information on theses skills and
qualities refer to:
Cournoyer, B. (2000). The Social Work Skill Workbook,
3rd,
Social Work Skills
____ preparing
____ beginning
____ exploring
____ assessing
____ contracting
____ working and evaluating
Social
Work Qualities
____ empathy
____ respect ____ authenticity
____ self-understanding ____ self-control ____ understanding sw values and ethics
____ professional social work
knowledge ____ responsible assertiveness
Additional comments:
CASE ANALYSIS
with Client Contract
Objectives: The written case analysis and oral
presentation are a critical part of the unit on generalist social work practice
in the practicum setting. In addition to demonstrating the use of generalist
social work skills this required paper and class presentation enables the
student to link course objectives to a specific client situation.
PAPER: See requirements above. All marginal
headings and subheadings should be used.
ORAL PRESENTATION: Students are expected to present their case study
at a regularly scheduled seminar session. The faculty liaison will assign
the date and time for the oral report. This will be a formal case presentation
to the seminar group, approximately 15 minutes in length. The case should
be deidentified and changed to
protect the confidentiality of the information.
CASE ANALYSIS OUTLINE
Refer to:
Cournoyer, B. (2000). The Social Work Skill
Workbook, 3rd,
I. Description
A. Relevant client information
1.
Name/Address/Phone number
2. Date of Birth
3. Social Security Number
4. Source of income
5. Name/relationship/ages of other household members
6. Other relevant information
II. Referral
Information
A. Source of referral, date, relationship to client,
etc.
B. Process by
which referral was made
C. Problem(s), issues, and/or concerns as viewed by
the person making the referral
D. Other relevant collateral data
III. Client, Family/Household,
and Community System
A. Description of client system
B. Description of family and household system (Attach genogram of clients family/household)
C. Description of clients social/ecological (community)
system (attach an ecomap)
D. Strengths and resources
IV. Presenting
Problem(s) and Initial Goals
A. Client's perception of the problem(s) and goals
B. Identify differences, if any, between client's
and referent's perception of the problem(s)/issues
C. Client's efforts to address the Problem
V. Social History
and current social circumstances
A. Developmental
B. Personal and Familial
C. Medical/Physical
D. Psychological/emotional
E. Educational
F. Employment/vocational training
G. Recreational
H. Religious/spiritual
I. Prior psychological or social services, additional
information, if appropriate
J. Critical Incidents
K. Sexual
L. Drug and alcohol
M. Other
VI. Tentative Assessment
A. Person
1. Client's view of self, abilities, strengths, etc
2. Client's mood and emotional state
3. Assess appropriateness of clients
developmental stage and psychosocial development
4. Competence to complete developmental tasks
5. Assess risk to well-being of client and others
B. Family/Household/Primary Social System
1.
Assess problem in relation to the family/household system's identity and structure
2. Assess the problem in relation to the dominant emotional climate within the system
3. Assess the system in terms of it's life cycle phase
C. Environment
1. Assess the problem in relation to environmental
resources
2. Assess cultural/ethnic group as a resources
D. Brief summary restating the case assessment
VII. Contract
A. Problem(s)
1.
Client-defined problems
2. Worker-identified problems
3. Agreed upon problems needing work
B. Final Goals of services including, time frames
and measurements
C. Plans
1. Summary of agreed upon approach and differential
roles of client and worker
2. Client's tasks or action steps
3. Social worker's tasks or action steps
D. Plans for evaluation progress and reassessment of
approach
E. Plans for termination of services
PROCESS RECORDING GUIDE
____________________________________
Client Name
_______________________
Date of Interaction
I. Purpose of
Interview
(Briefly describe
the purpose and goal(s) of the interaction)
II. Observations
(The students observations and general impressions of the
physical and emotional climate of the interview. Include a description of
the clients appearance and demeanor)
III. Content
(Record the entire
interview verbatim. Students should list their feelings, reactions, and responses
as they occurred during the interview. The field instructor provides feedback
______________________________________________________________________________
Field
Instructor Interview Student
(Follow this format and use as many pages as
needed for the complete interview)
IV. Post Interview
Assessment
(Students record their impressions
of the interaction. Was the goal(s)/purpose of
the interview met? Students should also include an
overall assessment of their level of knowledge and skills, awareness and mastery of their own feelings,
motivation, etc.)
V. Student Social
Workers Role and Skills
(Discuss and assess the
various roles played and skills used by the student
during the interview)
VI Plan (Summarize plans and goals for next interaction,
if any)
PORTFOLIO
REQUIREMENTS
Practicum 1 and 2
Student will maintain a portfolio of course
related materials which are generated as the semester progresses. The portfolio
should be a three-ring binder. The various sections listed below should
be separated by divider pages with tabs. The portfolio should be taken to
supervisory conferences with the field instructor. The portfolio should
also be available for review by the faculty liaison during agency visits,
individual conference, or upon request.
The portfolio should contain the
following: