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Christine Guzman, MSW, LCSW BSW Field Director

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Presentation on theme: "Christine Guzman, MSW, LCSW BSW Field Director"— Presentation transcript:

1 Department of Social Work Fall 2010 Field Instructor Orientation and Training
Christine Guzman, MSW, LCSW BSW Field Director Kimberly Setterlund, MSW, LCSW MSW Field Director August 26, 2010

2 APU Social Work Department
The APU Social Work Department Welcomes You!

3 Orientation Objectives
Develop a working knowledge of the APU BSW/MSW field education requirements Be familiar with effective supervision and training strategies Utilize practical applications for building a strong field internship program at your agency Apply field training materials in preparation for your students in the year

4 BSW Faculty and Staff Mary Rawlings, Ph.D., LCSW
Adjunct Faculty Thuy Chen, MSW, LCSW Cathy Miller, MSW, LCSW Jonathan Clark, MSW Support Staff Dana Pinedo Administrative Assistant Jennyfer Martinez Student Worker Mary Rawlings, Ph.D., LCSW BSW Program Director/ Social Work Dept. Chair Sally Alonzo Bell, Ph.D., LCSW Full Professor Barbara Johnson, MSW,LCSW Assistant Professor Deb Baker, MSW Christine Guzman, MSW, LCSW BSW Field Director

5 MSW Faculty and Staff Josefina Sierra, LCSW Katy Tangenberg, Ph.D.
Director, MSW Program Stephen Brown, Ed.D MSW Faculty Shayna Neshama, Ph.D. Karen Maynard, MA Student Services Director Cathy Miller, LCSW Asst. Director of Field Education Kimberly Setterlund, LCSW Director of Field Education Olivia Sevilla, LCSW Adjunct Faculty Nicole Arkadie, LCSW Adjunct Faculty, Field Liaison Maria Carmichael, LCSW Thuy Chen, LCSW Josefina Sierra, LCSW George Taylor, LCSW Support Staff Lucinda Adam Administrative Assistant

6 MSW Faculty

7 BSW Field Agencies Azusa Unified School District DCFS
Sunrise Senior Living Pacific Clinics Foothill Family Services Hillview Acres San Bernardino Public Defenders Office Salvation Army Foothill Presbyterian Hospital Canyon Ridge Hospital Family Solutions David & Margaret Youth & Family Services Santa Anita Family Services Santa Fe High School (WUSD) Azusa Police Department Unity Center San Gabriel Regional Center Whittier Hills Health Care Center

8 MSW Field Agencies Aegis Medical Systems, Inc. Alliance For Children's Rights Anaheim Union High School District Atherton Baptist Home Azusa Unified School District Baldwin Park USD Tri Cities Head Start Bilingual Family Counseling Services Carolyn E. Wylie Center Catholic Charities Administrative Office Chinatown Service Center Community Counseling Center -APU County of Orange Social Services Agency David and Margaret Home Davita Dialysis Chino Davita Dialysis Pomona Davita Fontana Department of Children and Family Services (Glendora) Family Solutions Collaborative Green Dot Public Schools Clinical Services Hillsides Children Services Human Options, Inc. Huntington Hospital, Della Martin Outpatient Program LA Co. Probation Dept., Probation Intern Initiative/Making It Through Little Tokyo Service Center Los Angeles House of Ruth Maryvale Residential Tx Ctr. Mission Hospital St. Joseph Health System Family Resource Center Olive Crest Treatment Centers

9 MSW Field Agencies (cont’d)
Dept Corrections & Rehab., Div. of Juvenile Justice, SYCRCC Norwalk Downtown Women's Center East Valley Community Health Center Eastlake Youth Services Ettie Lee Youth and Family Services Exceptional Children's Foundation Los Angeles Family Promise East San Fernando Valley Family Service Long Beach/ Aspiranet Optimist Youth Homes and Family Services-FFA Pacific Clinics Bonita Family Center Pacific Clinics Pasadena Mental Health Center (Five Acres) Pasadena Public Health Department, Andrew Escajeda Clinic, HIV/AIDS Services Pasadena Unified School District Phoenix Houses of Los Angeles, Inc. Placentia-Yorba Linda USD (Valadez Middle School) Riverside County DMH Riverside County, DPSS, APS Salvation Army, So Cal Division Salvation Army- Pasadena San Bernardino Co. Public Defender's Office San Fernando Valley Community Mental Health Santa Anita Family Services Senior Care Network, Huntington Hospital Serenity Infant Care Homes Silverado Senior Living Newport Mesa Silverlake Medical Center Sylmar Health and Rehabilitation Vitas Hospice Covina West End Family Counseling Norton- Fisher Child & Family Center Whittier Union HS District

10 Handouts: Includes: APU Mission Statement History of APU
BSW Mission Statement MSW Program Mission Statement MSW Concentrations Educational Policy & Accreditation Standards, 2008, CSWE website, 8/6/08. 10

11 APU Social Work History
The Department of Social Work at Azusa Pacific University received initial accreditation from the Council on Social Work Education in Reaccreditation was successfully reinstated in 1990, 1998 and 2006. The program has a strong and diverse generalist BSW program with approximately 115 majors. The MSW Program, admitted the first cohort in fall of 2008, with approximately 70 students. Full-time and part-time options as well as Clinical Practice with Individuals and Families and Community Practice and Partnerships are program concentration options. The Program is currently in candidacy for full accreditation scheduled for 2011.

12 Faith Integration in Practice
Emphasis on NASW Code of Ethics Students learn to balance faith, ethics and values in a professional setting

13 Common Question: Q: Will APU students try to evangelize to the clients and staff at the agency? A: APU students, like students in a non- faith based university, are held to the same standards and are expected to abide by the NASW Code of Ethics. Students should be using appropriate boundaries in classroom and field settings. If a student does try to evangelize to a client, this is an important boundary issue to be discussed in supervision.

14 BSW Student Population & Demographics
Accepted majors: 115 Seniors entering field: 36 109 women 6 men Asian 7% Black 7% Caucasian 53% Latino 19% Native American 1% Other/Mixed 6%

15 BSW Student Ethnicity

16 2010-2011 MSW Student Population and Demographics
F/T 2nd year students 25 F/T Advanced Standing students 12 P/T students (1st year field) 20 F/T 1st year students 33 Total in Field: 90 Total Enrolled: 137 Male 11% Female   91%

17 MSW Student Population & Demographics
New Students #                 % Asian             10               7 Blacks             17              12 Caucasian        45               33 Hispanic           52               38 Native Amer.    1                1 Other             12               9                 137         100%

18 MSW Student Ethnicity

19 Field Education Requirements

20 Are you a: First time Field Instructor or Preceptor
Veteran Field Instructor or Preceptor Faculty

21 CSWE Field Education Requirements
Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education: Accreditation Standard 2.1—Field Education—sets standards for the use of field education as an integral part of the MSW program. Defines the minimum number of hours required at bachelor’s and master’s level. Mandates that orientation and field instructor training be provided to agency-based field instructors. (2008 EPAS, pg 9-10) Field Education is now considered the signature pedagogy.

22 The Mission of Field Education at APU
Field Education is the capstone of the social work education experience Students are develop skills through experiential learning in a supervised field setting Focus turns from acquisition to application of knowledge (classroom to field) Students learn to successfully integrate theory into practice Upon completion, students should be ready to begin social work practice within an agency setting.

23 Goals of APU Field Education
To facilitate positive and challenging experiential learning in a supervised field setting. To partner with skilled, experienced, and motivated social work practitioners who love to teach To train students in evidence-based practice methods consistent with current trends To train competent advanced social work practitioners To contribute to the workforce in the field of social work To promote the integration of faith and social work practice

24 The Goal of Field: Integrating Classroom Knowledge in a Field Setting
Assessment & Interviewing Practice Theories Crisis Intervention Integration Interventions & Treatment Planning Law and Ethics Macro Interventions

25 Reminiscence Activity
25

26 Conducting a Successful Agency Orientation

27 The Importance of an Effective Orientation
It sets the tone for a positive field experience It alleviates fear and anxiety, common emotions for students new to social work When a formal orientation is not provided, students waste agency time trying to find the information on their own, leaving less time for learning Students are made to feel welcome at the agency

28 Things to Consider Plan before student arrives: Conduct tour of agency
Physical location –where will the student work? Communicate with other staff re: intern roles Ensure paperwork is taken care of Conduct tour of agency Schedule brief presentations by other staff Develop an orientation packet (Handout 2A – Agency Orientation Quiz) 28

29 Questions to ask your team
How do you prepare your agency and/or staff for your students’ arrival? What do you provide that is a unique aspect of the orientation? Who is involved in developing the field orientation packet? Who is involved in the orientation? How long is your orientation?

30 Information to Include in the Agency Orientation
Important Policies and Procedures Agency Description Identification (how will students be referred) Confidentiality Safety Issues Agency Jargon Making Referrals The Supervisory Relationship Providing a Safe Learning Environment

31 Important Safety Issues
On-site security, local law enforcement contact information Provide emergency contact numbers Abuse reporting numbers Chain of command Home visit protocol Safety in the office Dealing with violent or potential violent individuals Dealing with suicidal individuals

32 APU Field Orientation Includes:
Sexual Harassment Training HIPAA/PHI and Documentation Standards Blood borne Pathogen Training Safety in the Workplace Professional Conduct in the Workplace

33 Effective Field Supervision Along the Educational and Age Continuum

34 Which of the following means the most to you?
Elvis joins the Army. Jimi Hendrix dies MTV debuts. Kurt Cobain dies.

35 Your answer, of course, depends on your age—or more specifically, on the generation you belong to.
While pop music milestones may not seem all that important, the sum total of experiences, ideas and values shared by people of different generations makes for a melting pot of work approaches and priorities.

36 Four Generations working side by side
The Traditionalists/Silent/Great Generation ( ) The Baby Boomers ( ) Generation X ( ) The Millennial Generation ( )

37 The Traditionalists (1933-1945)
Characteristics: Hardworking Loyal Work within the system/submissive Technically challenged Traditional Have knowledge of legacy to share Implications: Prefer face to face communication Your word is your bond and you mean what you say Good team players You do not want your time wasted

38 The Baby Boomers (1946-1964) Characteristics: Optimistic Independent
Competitive (in the workplace) Focused on personal accomplishment Work-centric Created the hour work week Implications: Expect for Generation X and Y should pay their dues Prefer to be thorough when answering questions Prefer options and flexibility

39 Generation X (1965-1977) Implications:
Characteristics Independent Resilient High adaptability/ flexible Feedback is important “I don’t need someone looking over my shoulder” Implications: is a primary tool for communication Two-way feedback is valued Informal communication style is preferred As an X’er the more information, the better

40 The Millennial Generation (1978-1998)
75 million members The most child-centric time in our history Technically literate Team oriented, band together socially Multi-task with high energy Expect structure in the workplace Celebrate diversity Socially conscience Teamwork Technology Structure Entertainment and excitement Experiential activities

41 The millennials come to campus
The millennials come to campus by John Wesley Lowery and William Strauss Resource: Millennials Rising: The Next Great Generation (2000) Gives an account why they are hopeful for our future with this generation. Compares Millennials to the “G I generation” or our greatest generation Explains cycling of generations

42 Teaching tips: Present them with challenges with structure:
Millennials are confident, but unskilled: Provide mentors Silent generation and a millennial are a nice pair Respond well to personal attention Thrive in individual supervision/mentoring Give deadlines planners Work well interactively Groups and pairs (Thielfoldt & Scheef, 2003) Present them with challenges with structure: Mentor in groups Break down goals into steps Offer necessary resources to complete the task Encourage them to use each other as a resource Utilize technology – this is their strength!

43 Common Challenges Deadline reminders Informal relationships Confidence
Want quick responses Personalize outcomes Capitalize on these teaching moments! Field implications Modeling Reinforcing Educate on the therapeutic process

44

45 Challenges with Supervising Non-Millennials
These include students who have returned to school after extended work experience Part-time students (AKA “working students”) Characteristics: Extremely responsible Insecurity – needing to prove they are graduate school “material” Juggling multiple responsibilities – work, home & family, school Interns with more experience than field instructor “are they teachable?” Considerations: student openness to teaching, making school/field a priority

46 Break

47 BSW Age Breakdown BSW Students are generally in their early 20s.
Have been traditional students

48 MSW Field Students’ Age Breakdown

49 Field Instructor Age Breakdown
MSW Students vs. Field Instructors

50 Breakout Activity Talk about the generation you identify with most
What adjustments will you make to your supervision style?

51 Student Examples “Katie,” 20 year old, Caucasian, traditional BSW student “typical millennial” – sheltered, confident, self- centered, limited life skills, expected to be catered to both in the classroom and in the field. Challenges in supervision – would be late or miss supervision; unprepared for supervision Challenges in field – often late, poor attendance, required a lot of direction, perceived by staff that she was not motivated Strengths – socially likeable, intelligent confident, multi-tasker, international minded

52 Providing a Safe Learning Environment

53 Components of a Safe Learning Environment
Build the foundation for a successful year in field by: Beginning with an effective orientation Formalize a supervision schedule Discuss hopes and expectations Provide specific expectations for field performance Refer to Learning Agreement to begin goal setting Give immediate feedback when possible Give positive as well as constructive feedback often Make a point of getting to know your student(s) Identify student strengths and challenges in learning Identify your student’s learning styles vs. your own

54 Learning Styles Quiz

55 Total Score Add up: A______ B______ C______

56 BSW vs. MSW learning needs
Each student bring a unique set of needs Similarities exist, Differences exist

57 Competencies to focus on in supervision
How to be to a critical thinker in field What thorough case management looks like Focus on agency documentation How to collect data to form an assessment Putting theory into practice Why we chose this intervention How to use supervision Knowing what questions to ask Understanding how to use process recordings How to identify as a professional With clients with staff and community Use of authority

58 References: Council on Social Work Education. (2008). Educational policy and accreditation standards. Retrieved August 21, 2008 from Dettlaff, A.J. (2003). From Mission to Evaluation. A Field Instructor Training Program. Council on Social Work Education: VA. Howe, Neil and Strauss, William. (2000). Millennials Rising: The Next Great Generation. Vintage Books. New York. Hurtado, S., Sax, L. J., Saenz, V., Harper, C. E., Oseguera, L., Curley, J., Lopez, L., Wolf, D., Arellano, L. (2007). Findings from the 2005 administration of Your First College Year. Los Angeles: Higher Education Research Institute. Strauss, William. (2001.) The millennials come to campus. About Campus, Vol. 6 Issue 3, p.6, 7p. Retrieved August 17, 2006 from 8da2-4d91-bc9d cedfb%40sessionmgr4

59 References Continued:
 Tucker, Patrick.(2006). Teaching the millennial generation. Futurist, Vol Issue 3, p7-7. Retrieved August from 0e a8bf-33c616e0e97d%40sessionmgr103 Kaye, B., Scheef, D., & Thielfoldt, D. (2003). “Engaging the generations” in human resources in the 21st century. Eds. Effron, R. Grandossy & M. Goldsmith. Proviter, McGlynn, A. (2005). Teaching millennials, our newest cultural cohort. Education Digest, 71(4) pp Retrieved June 5, 2008 from 40c a d5684d6%40sessionmgr4 Raines, C (2002). “Managing Millennials”. Connecting generations: the sourcebook. Retrieved June 11, 2010 from Saenz, V. B. & Barrera, D. S. (2007). Findings from the 2005 college student survey (Css): National Aggregates Los Angeles: Higher Education Institute.

60 Breakout Sessions 11:15-12:15 p. m. 1:00-2:00 p. m
Breakout Sessions 11:15-12:15 p.m. 1:00-2:00 p.m. Don’t Forget to Sign out!


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