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 Activity25

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

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 da2-4d91-bc9d cedfb%40sessionmgr4

59. References Continued:
 Tucker, Patrick.(2006). Teaching the millennial generation. Futurist, Vol Issue 3, p7-7. Retrieved August from e 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 c 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!