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, LCSWBSW Field DirectorKimberly Setterlund, MSW, LCSWMSW Field DirectorAugust 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 requirementsBe familiar with effective supervision and training strategiesUtilize practical applications for building a strong field internship program at your agencyApply field training materials in preparation for your students in the year
4 BSW Faculty and Staff Mary Rawlings, Ph.D., LCSW Adjunct FacultyThuy Chen, MSW, LCSWCathy Miller, MSW, LCSWJonathan Clark, MSWSupport StaffDana PinedoAdministrative AssistantJennyfer MartinezStudent WorkerMary Rawlings, Ph.D., LCSWBSW Program Director/Social Work Dept. ChairSally Alonzo Bell, Ph.D., LCSWFull ProfessorBarbara Johnson, MSW,LCSWAssistant ProfessorDeb Baker, MSWChristine Guzman, MSW, LCSWBSW Field Director
5 MSW Faculty and Staff Josefina Sierra, LCSW Katy Tangenberg, Ph.D. Director, MSW ProgramStephen Brown, Ed.DMSW FacultyShayna Neshama, Ph.D.Karen Maynard, MAStudent Services DirectorCathy Miller, LCSWAsst. Director of Field EducationKimberly Setterlund, LCSWDirector of Field EducationOlivia Sevilla, LCSWAdjunct FacultyNicole Arkadie, LCSWAdjunct Faculty, Field LiaisonMaria Carmichael, LCSWThuy Chen, LCSWJosefina Sierra, LCSWGeorge Taylor, LCSWSupport StaffLucinda AdamAdministrative Assistant
7 BSW Field Agencies Azusa Unified School District DCFS Sunrise Senior LivingPacific ClinicsFoothill Family ServicesHillview AcresSan Bernardino Public Defenders OfficeSalvation ArmyFoothill Presbyterian HospitalCanyon Ridge HospitalFamily SolutionsDavid & Margaret Youth & Family ServicesSanta Anita Family ServicesSanta Fe High School (WUSD)Azusa Police DepartmentUnity CenterSan Gabriel Regional CenterWhittier Hills Health Care Center
8 MSW Field AgenciesAegis Medical Systems, Inc.Alliance For Children's RightsAnaheim Union High School DistrictAtherton Baptist HomeAzusa Unified School DistrictBaldwin Park USD Tri Cities Head StartBilingual Family Counseling ServicesCarolyn E. Wylie CenterCatholic Charities Administrative OfficeChinatown Service CenterCommunity Counseling Center -APUCounty of Orange Social Services AgencyDavid and Margaret HomeDavita Dialysis ChinoDavita Dialysis PomonaDavita FontanaDepartment of Children and Family Services (Glendora)Family Solutions CollaborativeGreen Dot Public Schools Clinical ServicesHillsides Children ServicesHuman Options, Inc.Huntington Hospital, Della Martin Outpatient ProgramLA Co. Probation Dept., Probation Intern Initiative/Making It ThroughLittle Tokyo Service CenterLos Angeles House of RuthMaryvale Residential Tx Ctr.Mission Hospital St. Joseph Health System Family Resource CenterOlive Crest Treatment Centers
9 MSW Field Agencies (cont’d) Dept Corrections & Rehab., Div. of Juvenile Justice, SYCRCC NorwalkDowntown Women's CenterEast Valley Community Health CenterEastlake Youth ServicesEttie Lee Youth and Family ServicesExceptional Children's Foundation Los AngelesFamily Promise East San Fernando ValleyFamily Service Long Beach/ AspiranetOptimist Youth Homes and Family Services-FFAPacific Clinics Bonita Family CenterPacific ClinicsPasadena Mental Health Center (Five Acres)Pasadena Public Health Department, Andrew Escajeda Clinic, HIV/AIDS ServicesPasadena Unified School DistrictPhoenix Houses of Los Angeles, Inc.Placentia-Yorba Linda USD (Valadez Middle School)Riverside County DMHRiverside County, DPSS, APSSalvation Army, So Cal DivisionSalvation Army- PasadenaSan Bernardino Co. Public Defender's OfficeSan Fernando Valley Community Mental HealthSanta Anita Family ServicesSenior Care Network, Huntington HospitalSerenity Infant Care HomesSilverado Senior Living Newport MesaSilverlake Medical CenterSylmar Health and RehabilitationVitas Hospice CovinaWest End Family Counseling Norton- Fisher Child & Family CenterWhittier Union HS District
10 Handouts: Includes: APU Mission Statement History of APU BSW Mission StatementMSW Program Mission StatementMSW ConcentrationsEducational 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 EthicsStudents 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.
16 2010-2011 MSW Student Population and Demographics F/T 2nd year students 25F/T Advanced Standing students 12P/T students (1st year field) 20F/T 1st year students 33Total in Field: 90Total Enrolled: 137Male 11%Female 91%
20 Are you a: First time Field Instructor or Preceptor Veteran Field Instructor or PreceptorFaculty
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 experienceStudents are develop skills through experiential learning in a supervised field settingFocus turns from acquisition to application of knowledge (classroom to field)Students learn to successfully integrate theory into practiceUpon 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 teachTo train students in evidence-based practice methods consistent with current trendsTo train competent advanced social work practitionersTo contribute to the workforce in the field of social workTo promote the integration of faith and social work practice
24 The Goal of Field: Integrating Classroom Knowledge in a Field Setting Assessment &InterviewingPracticeTheoriesCrisisInterventionIntegrationInterventions&TreatmentPlanningLaw andEthicsMacroInterventions
27 The Importance of an Effective Orientation It sets the tone for a positive field experienceIt alleviates fear and anxiety, common emotions for students new to social workWhen a formal orientation is not provided, students waste agency time trying to find the information on their own, leaving less time for learningStudents 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 rolesEnsure paperwork is taken care ofConduct tour of agencySchedule brief presentations by other staffDevelop 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 ProceduresAgency DescriptionIdentification (how will students be referred)ConfidentialitySafety IssuesAgency JargonMaking ReferralsThe Supervisory RelationshipProviding a Safe Learning Environment
31 Important Safety Issues On-site security, local law enforcement contact informationProvide emergency contact numbersAbuse reporting numbersChain of commandHome visit protocolSafety in the officeDealing with violent or potential violent individualsDealing with suicidal individuals
32 APU Field Orientation Includes: Sexual Harassment TrainingHIPAA/PHI and Documentation StandardsBlood borne Pathogen TrainingSafety in the WorkplaceProfessional 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 diesMTV 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/GreatGeneration ( )The Baby Boomers ( )Generation X ( )The Millennial Generation ( )
37 The Traditionalists (1933-1945) Characteristics:HardworkingLoyalWork within the system/submissiveTechnically challengedTraditionalHave knowledge of legacy to shareImplications:Prefer face to face communicationYour word is your bond and you mean what you sayGood team playersYou do not want your time wasted
38 The Baby Boomers (1946-1964) Characteristics: Optimistic Independent Competitive (in the workplace)Focused on personal accomplishmentWork-centricCreated the hour work weekImplications:Expect for Generation X and Y should pay their duesPrefer to be thorough when answering questionsPrefer options and flexibility
39 Generation X (1965-1977) Implications: CharacteristicsIndependentResilientHigh adaptability/ flexibleFeedback is important“I don’t need someonelooking over my shoulder”Implications:is a primary tool for communicationTwo-way feedback is valuedInformal communication style is preferredAs an X’er the more information, the better
40 The Millennial Generation (1978-1998) 75 million membersThe most child-centric time in our historyTechnically literateTeam oriented, band together sociallyMulti-task with high energyExpect structure in the workplaceCelebrate diversitySocially conscienceTeamworkTechnologyStructureEntertainment and excitementExperiential activities
41 The millennials come to campus The millennials come to campus by John Wesley Lowery and William StraussResource: 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 generationExplains cycling of generations
42 Teaching tips: Present them with challenges with structure: Millennials are confident, but unskilled:Provide mentorsSilent generation and a millennial are a nice pairRespond well to personal attentionThrive in individual supervision/mentoringGive deadlinesplannersWork well interactivelyGroups and pairs(Thielfoldt & Scheef, 2003)Present them with challenges with structure:Mentor in groupsBreak down goals into stepsOffer necessary resources to complete the taskEncourage them to use each other as a resourceUtilize technology – this is their strength!
43 Common Challenges Deadline reminders Informal relationships Confidence Want quick responsesPersonalize outcomesCapitalize on these teaching moments!Field implicationsModelingReinforcingEducate on the therapeutic process
45 Challenges with Supervising Non-Millennials These include students who have returned to school after extended work experiencePart-time students (AKA “working students”)Characteristics:Extremely responsibleInsecurity – needing to prove they are graduate school “material”Juggling multiple responsibilities – work, home & family, schoolInterns with more experience than field instructor“are they teachable?”Considerations: student openness to teaching, making school/field a priority
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 supervisionChallenges in field – often late, poor attendance, required a lot of direction, perceived by staff that she was not motivatedStrengths – socially likeable, intelligent confident, multi-tasker, international minded
53 Components of a Safe Learning Environment Build the foundation for a successful year in field by:Beginning with an effective orientationFormalize a supervision scheduleDiscuss hopes and expectationsProvide specific expectations for field performanceRefer to Learning Agreement to begin goal settingGive immediate feedback when possibleGive positive as well as constructive feedback oftenMake a point of getting to know your student(s)Identify student strengths and challenges in learningIdentify your student’s learning styles vs. your own
56 BSW vs. MSW learning needs Each student bring a unique set of needsSimilarities exist,Differences exist
57 Competencies to focus on in supervision How to be to a critical thinker in fieldWhat thorough case management looks likeFocus on agency documentationHow to collect data to form an assessmentPutting theory into practiceWhy we chose this interventionHow to use supervisionKnowing what questions to askUnderstanding how to use process recordingsHow to identify as a professionalWith clientswith staff and communityUse of authority
58 References:Council on Social Work Education. (2008). Educational policy and accreditation standards. Retrieved August 21, 2008 fromDettlaff, 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%40sessionmgr103Kaye, 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%40sessionmgr4Raines, C (2002). “Managing Millennials”. Connecting generations: the sourcebook. Retrieved June 11, 2010 fromSaenz, 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!