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HUMAN SERVICES FIELD PLACEMENT MANUAL

SAINT LEO UNIVERSITY

HUS 423 & HUS 424 or HUS 425 HUMAN SERVICES

SENIOR FIELD PLACEMENTS

INSTRUCTIONAL MANUAL

This Field Placement Instructional Manual has been adapted from The Human Services Internship: Getting the Most From Your Experience, 3rd edition, Pamela Myers Kiser (2012); the Social Work Field Work Instruction Manual of Saint Leo University; the Internship packet of the School of Business of Saint Leo University; and Teaching Sociological Practice: A Resource Book, distributed by the American Sociological Association Resources Center The School of Education and Social Services conducts all aspects of the Human Services Program without discrimination on the basis of race, color, gender, sexual orientation, age, creed, ethnic or national origin, handicap, or political viewpoint.

Revised: Fall 2014

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SAINT LEO UNIVERSITY HUMAN SERVICES

FIELD PLACEMENT MANUAL

TABLE OF CONTENTS

INTRODUCTION 5

GLOSSARY OF TERMS 6

PROGRAM OBJECTIVES 7

FIELD PLACEMENT OBJECTIVES 9

FIELD PLACEMENT SKILLS 10

HUMAN SERVICES CURRICULUM 12

HUS 423/424 FIELD PLACEMENT REQUIREMENTS 15

HUS 498 – SENIOR SEMINAR 19

EVALUATION - MUTUAL RESPONSIBILITIES 20

--- THE STUDENT 20

--- THE FIELD PLACEMENT SUPERVISOR 21

--- THE FACULTY INSTRUCTORS 22

THE FIELD PLACEMENT PROCESS 23

INTEGRATION OF THEORY AND PRACTICE 24

ORIENTATION OF THE STUDENT TO PLACEMENT 25

ORIENTATION CHECKLIST 27

SENIOR FIELD PLACEMENT TIME SHEET/ACTIVITY LOG 29

NEGOTIATING THE LEARNING CONTRACT 30

FIELD WORK PLACEMENT LEARNING CONTRACT 31

THE LEARNING GOALS CONFERENCE 36

ON-GOING SUPERVISORY CONFERENCES 40

PERFORMANCE EVALUATIONS 42

TERMINATING WITH THE STUDENT 44

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APPENDIX 1:

--- APPLICATION FOR FIELD PLACEMENT 45

APPENDIX 2:

--- FIELD PLACEMENT AGREEMENT 47

APPENDIX 3:

--- FIELD SUPERVISOR’S EVALUATION OF STUDENT’S PERFORMANCE 50

APPENDIX 4:

--- COMPETENCIES SENIOR SELF ASSESSMENT 69

APPENDIX 5:

--- FINAL REPORT: FORMAT AND CONTENT 71

APPENDIX 6:

--- COUNCIL STANDARDS APPLICABLE TO FIELD EXPERIENCE 72

APPENDIX 7:

--- ONLINE FORMS WEBSITE LOCATION AND INFORMATION 74

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FIELD PLACEMENT PROGRAM IN HUMAN SERVICES

INTRODUCTION

An integral component of the Human Services major at Saint Leo University is the field

placement course which offers students the opportunity to apply knowledge learned in the

classroom to practical experiences in an agency setting. The experiences of the field

placement are supplemented and reinforced with conceptual classroom learning via an

integrative seminar in HUS 423 and HUS 424, along with a senior seminar in HUS 498. This

concept is consistent with the philosophy of liberal arts education at Saint Leo University to

provide an opportunity to learn through both instruction and experience.

All three parties involved in the field placement program should benefit: the university, by

stimulating its students to deeper and more individualized learning; the student, by gaining

insight into the nature of social processes in a work-related setting; and the organization and

community in which the student is placed, both in direct services rendered by the student

and by their involvement in better preparing students to accept their responsibilities as

productive members of society. It is hoped this manual will serve as an instrument to assist all

involved in working together more effectively toward common goals.

Included in this manual are field placement objectives, policies, mutual responsibilities, and

instructions, as well as application, agreements, and performance evaluation forms.

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GLOSSARY OF TERMS

Clinical A form of field experience which involves direct service to clients--individually or in groups.

Externship Used by some programs as synonymous with field work or internship;

implies that the student works off campus. Faculty Supervisor The college/university faculty member who has responsibility Liaison for placing and/or supervising students in placement (in some

programs a faculty member both places and supervises while in other programs these functions are undertaken by different people).

Field Observation Those activities which involve the observation of clients under the

direction of faculty or agency personnel. Field Work The advanced or culminating agency-based experience which occurs

toward the end of a student's college/university experience. This usually requires close supervision from agency personnel and the college/university faculty including regularly scheduled seminars with a faculty member. The experience of field work provides a bridge between the academic experience and later professional employment.

Field Work The agency based person who supervises the student's day-to- Agency day functioning in the agency as part of the field work experience. Supervisor

Field Placement A college/university program produced document outlining the Manual requirements for field work as well as the responsibilities of students,

agencies and the college/university in the field work experience. Volunteer Work Unpaid activities in agencies or the field which may or may not involve

academic credit. These may or may not involve supervision (usually by an agency rather than college/university faculty).

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PROGRAM OBJECTIVES

Human Services, as its name suggests, is a multi-disciplinary, applied social science program designed to help students develop an appreciation of differing human values, a concern for human dignity, and an understanding of and a determination to resolve social and individual problems. The primary purpose of the human services professional is to assist individual and communities to function as effectively as possible in the major domains of living. (NOHS, 2013) Thus, the objectives of the program are to: 1. Provide students with opportunities to become responsible generalist service providers

capable of working effectively in entry-level human service positions across a broad range of agencies and institutions.

2. Provide students with opportunities to learn the skills necessary to create helping

relationships, and effectively engage in the problem-solving process in those relationships.

3. Encourage students to develop and nurture in themselves the ethics, values, beliefs and

norms of persons dedicated to helping others. 4. Develop in students a desire and a commitment to engage in the life-long process of

self-education, self-reflection and self-evaluation. 5. Develop in students a critical awareness of the interplay between individuals and the

social, economic, political and historical forces of which they are a part, and an understanding of the interconnectedness of individual and social problems.

6. Enhance competencies and skills required of successful, professional human service

providers. 7. Prepare students for further study at the graduate level.

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Students completing this program should develop the following competencies: 1. Communicate clearly and concisely in both writing and speaking; 2. Think critically about social problems and conditions and alternative approaches to

dealing with them; 3. Review the social services literature relevant to a particular topic; 4. Gather data, according to established methods, such as using existing records,

conducting personal interviews, administering questionnaires, and observational methods;

5. Analyze observations/data, interpret them, and apply them to problems; 6. Organize and direct action/intervention programs; 7. Develop and assess policy options; 8. Produce effective work assignments within formal organizations and communities with

managers, directors, and policy makers; and, 9. Collaborate with others in professional agency and community activities.

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HUMAN SERVICES

FIELD PLACEMENT OBJECTIVES

The objectives for students in the field placement are to: 1. Link theoretical material, perspectives, and ideas to practical concerns of consumers in

agencies. 2. Test their abilities and attitudes toward particular vocational or career possibilities. 3. Prepare them for employment. 4. Offer opportunities for productive and creative service to profit-making and non-profit-

making organizations. 5. Provide actual work situations that are difficult to duplicate in the classroom. 6 Develop a sense of responsibility required in the business and professional world. 7. Develop the personal qualities of courtesy and concern for others.

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FIELD PLACEMENT SKILLS

A central concern in the field placement experience is to help students develop skills for intervention. The field experience provides students with opportunities to apply skills learned in the classroom to actual agency situations, under the careful supervision of both a university professor and an agency supervisor. Such skills include: 1. Generic Planning Skills. Because the human service curriculum emphasizes a holistic

education, students need to learn skills that can be applied in a variety of settings as well as come to understand the limitations unique to each of those situations. For example, students should become acquainted with the ways in which bureaucracies function, and with the limitations of time, energy, money, and understanding bureaucracies can impose on the planning process. Students may be called on to do needs assessment, write a proposal or advocate for a new program and applicable generic planning skills include formulating a problem, targeting a program or population, assessing the environment, deciding a direction for the change, implementing the change, and evaluating outcomes.

2. Problem Solving Skills. A fundamental skill important to all human service workers is the

skill of solving problems. Whether in direct practice or in an administrative capacity, the primary job of human services workers is to help solve both social and individual problems. Such skills include precisely identifying problems, offering alternative solutions, weighing the consequences of those solutions, implementing solutions and assessing the outcomes of that implementation.

3. Entry Level Administration Skills. Within some field placement experiences, students

should learn the rudimentary skills associated with administering an agency. They should have the opportunity to apply some of those concepts to agency situations and develop managerial skills appropriate to an entry-level professional position.

4. Resource Development Skills. The ability of agencies to raise funds is increasingly

important in today's economic climate. In addition, educating the public to the increased need to provide adequate financial support to human service agencies is important corollary skill. Furthermore, understanding how funding influences organizational policy, including whether or not client populations receive the support they need, are extremely important related issues students must learn to address.

5. Mobilization of Support Skills. These skills, related to resource development skills,

include learning to garner support from both within human service agencies and outside in the larger community for proposed projects or policy changes. These are important skills since lack of adequate support may mean failure for even the most profoundly important solutions to human problems.

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6. Information Management Skills. This diverse grouping of skills includes everything from basic knowledge of computers, through interviewing skills, to the importance of confidentiality. Students should learn how to obtain information from both informal sources and official sources. And, they should learn how to use information obtained in ways that best serve the client’s interests.

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Human Services Curriculum

Major Requirements

COURSE DESCRIPTION SKILLS TAUGHT

HUS 121

Introduction to Human Services

This course explores the field of human services, its history, concepts, delivery strategies, and values. The course also examines the various roles of human services workers in contemporary society

Critical thinking oral/written skills, interpersonal communication skills

HUS 423

Field Placement I Module 1

This may be taken instead of HUS 425 and must be completed before enrollment in HUS 424. It is the first module of the final supervised field placement in a human service organization, taken for a minimum of 175 hours and 6 credits during one term in a center and is intended to provide students with the opportunity to learn the roles, skills, and methods of human services professionals. Students should become familiar with the administrative processes of the organization.

Practice skills

AND HUS 424

Field Placement I Module 2

This may be taken instead of HUS 425 and must be taken after completing HUS 423. It is the second module of the final supervised field placement in a human service organization taken for a minimum of 175 hours and 3 credits during one term and is intended to provide the students with the opportunity to learn the roles, skills, and methods of human services professionals. Students should become familiar with the administrative processes of the organization.

Practice skills

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OR HUS 425

Field Placement This is a field placement taken instead of HUS 423 and HUS 424. It is taken in one term in the centers for a total of 350 hours and 9 credits. This is a supervised field placement and is intended to provide students with the opportunity to learn the roles, skills, and methods of human services professionals. Students should also become familiar with the administrative processes of the organization.

Critical thinking; oral and written communication skills

HUS 498 Senior Seminar A capstone course designed to integrate previous course work in human services. Through readings, written assignments, and oral presentations, students demonstrate their ability to integrate theory with human services practice and administration. Must be taken simultaneously with HUS 424 or HUS 425.

Practice skills integrating theory and practice

PSY 161 Fundamentals of Psychology

A survey of the major areas in psychology. Principal topics covered are: physiological bases of behavior, cognition and learning, motivation and emotion, personality and social influences, and mental disorders and their treatment, and other basic issues. The course introduces students to the broad spectrum of theories used in understanding human behavior.


SOC 121 Introduction to Sociology

A survey of the major issues and ideas in sociology, including basic concepts and theories, as well as an examination of social institutions, communication dynamics and the structure and organization of social groups.


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HUS 300 Methods of Social Research Quantitative

An analysis of research methods in social science; training in quantitative research skills; techniques and materials of research; and the conducting of social research projects.

Basic social research program evaluation

PSY 325 Developmental Psychology

A survey of the major areas in human development with an equal emphasis placed on child, adolescent, and adult development. Examines developmental changes over the course of development and the processes underlying these changes. All major areas are reviewed, including biological, cognitive, language, personality, emotional, moral, social, and career development.

Problem solving skills

PSY 328 Drugs, Society and Human Services

An interdisciplinary approach will be taken in analyzing the biological, psychological and social forces that influence the use of psychoactive substances (both legal and illegal), as well as in studying the effects that use of these substances have on human nervous system, behaviors and society.

Problem solving, critical thinking skills

OR SWK 337

Diversity Issues in Social Work Practice

This course is designed to provide the knowledge and skills for working with diverse populations, focusing on economically disadvantaged and oppressed people, including ethnic minorities of color, women, those with disabilities, gay and lesbian populations, and the poor. Students participate in community service or agency visits to better understand the nature of diversity in society and learn the importance of providing service to the community.

Critical thinking skills; practice skills

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HUS 423 & HUS 424 OR HUS 425

Senior Field Placement Requirements

Field placement is at the core of the human service program. It is the key component in this highly experiential program. A fundamental principle is the belief that students learn best through the integration of practice with theory; that is, by putting abstract concepts into practice and learning from those experiences in a closely-controlled and supervised environment. This is accomplished by simultaneously enrolling in HUS 424 or HUS 425 - Senior Field Placement and HUS 498 - Senior Seminar. Thus, while working and learning in the field placement setting, students spend five (5) hours each week in class and through assignments, presentations and discussions, demonstrate their abilities to integrate theory with practice. This occurs in the second half of the field placement while students are taking HUS 424 or occurs while students are taking HUS 425. While enrolled in the first field placement, HUS 423, students are learning about their agency. They attend three (3) in-class meetings with their faculty instructor. These meetings occur on the first, fourth, and eighth weeks. Instructors cover content in the field placement manual during the first class session in week one, as well as prepare students for the beginning of their field placement. They provide information on the website for the Learning Agreements and Evaluations. During the second class session in week four, the students and instructor discuss the learning that has occurred in the agency. Students participate in group sharing of their experiences. During the last class session in week eight, students and instructors discuss the final outcomes of the field placement and student evaluations are confirmed to be turned in online. The Saint Leo online website is to be used for all field placement forms. In between class sessions, the faculty instructor meets with the student and agency supervisor at least once during the term to discuss the student’s progress. This process of a three way meeting among the student, faculty instructor, and the agency supervisor will continue during the second half of the field placement when the student is enrolled in HUS 424. During this second term the students will also be registered for HUS 498 and will be taking this weekly Senior Seminar which is the capstone course for the Human Services. This supervised field placement is intended to provide students with the opportunity to learn the roles, skills, methods and values of human service professionals. In addition, students should become familiar with the administrative processes of the organization. Through other courses, either taken at Saint Leo University, or transferred in from elsewhere, students may already have had an opportunity for different field placements or may already have two significantly different roles within one agency.

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Within this field experience, students should be provided an independent caseload or assignment of administrative responsibilities within the agency. Students may be employed by the agency where the field placement occurs. If that is the case, students must be guaranteed of the following by that agency:

1. Release time for course and field instruction;

2. Assignments and field placement supervision that differ from that associated with the students' employment;

3. Assignments and field placement supervision that are educationally focused (i.e.,

students must be continuously provided with opportunities to learn new roles, skills, methods, and values), not solely centered on agency services, and are patterned after the educational program established for all Saint Leo University students taking HUS 423/424 or HUS 425; and

4. Class and field placement requirements supersede agency employment

requirements. Agencies that employ students who intend to use those agencies for their field placement must submit a letter to the University prior to the beginning of the students' field placements verifying that such field placements will be learning experiences for the students and that all of the above guarantees will be met. There are several steps both the students and the University must follow in order for the students to successfully complete the requirements for the Human Services Program Field Placement. These are: Pre-placement Requirements:

* Students must complete and submit a formal "Application for Human Services Field Placement", indicating on the form at least three (3) types of agencies or organizations in which they would prefer to be placed. This application alerts the University of the Students’ Intentions.

* University representatives must evaluate the application and formally determine whether the students can be accepted into field placement.

* An instructor is assigned by the University to teach, ideally, both HUS 423/424 and HUS 425- Senior Field Placement, and HUS 498 - Senior Seminar.

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* The instructor works with the students in finding an appropriate field placement. Although student input is actively encouraged, it is the University's responsibility to find placements that will meet the University's academic and educational requirements.

* Within each placement, an individual employed by that agency and with the proper credentials is assigned to supervise the students' activities and ensure that the field placement experience is educationally focused and adheres to the academic standards established by the University.

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* Students enroll in both HUS 423 & 424 and HUS 425 - Senior Field Placement and HUS 498 - Senior Seminar.

* Contracts for the field placement experience must be filled out and signed by the agency or organization supervisor or representative, by the respective students, and by the University instructor or representative. Placement Requirements:

* Students work in a field placement setting for an average of 22 hours per week for 8 weeks. Students must complete a minimum of 175 hours for HUS 423 in one term and then again 175 hours for HUS 424 in the next term or 350 hours for HUS 425 in one term, in the field placement setting in order to meet one of the requirements of the course.

* Students meet with the University instructor 5 hours per week during the same term in which they are enrolled in either HUS 424 or 425 in order to meet one of the requirements of the course HUS 498 - Senior Seminar.

Students enrolled in HUS 423 will meet with their field placement instructors 3

Times in the classroom during the course of the term. Students and instructors will Meet the first week to discuss the educational contracts, the fourth week to discuss the students’ progress in the field placement, and the eighth week to discuss the learning that has taken place as well as the evaluation. Field Placement instructors will meet in the agencies during the term with the student and agency supervisor to discuss the student’s progress and evaluation.

* Students must prepare and submit for approval a learning contract outlining their field placement experience goals and objectives, and jointly developed and agreed to by the students, the University and the agency supervisor.

* Students must meet at least once or twice during the term in which they are enrolled in HUS 423 and 424 or 425 with both the University instructor and their field placement supervisors at the field placement setting to allow instructor to monitor student progress.

*Students must meet all other course requirements for HUS 423 and 424 or 425 and HUS

498 as outlined by the University instructor in the respective course syllabi.

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HUS 498

Senior Seminar

A concurrent seminar accompanies the field experience of HUS 424 or HUS 425. This weekly seminar assists students in integrating and strengthening their various field experiences. Drawing on the knowledge base which the students have acquired in the classroom and their various field experiences, the seminar focuses on:

1. The student's particular field agency and its functions;

2. Knowledge of community resources;

3. The roles of client, of human services worker and the first-hand experience in the role of the helping person;

4. Developing and sharpening of practice skills and developing an integration of

knowledge, attitude and value base of human services practice; and

5. An in-depth look at agency policy and procedure and a study of the interagency linkage which constitutes the practical functioning of our social welfare system.

Much of the teaching material will be drawn from the students' and agencies' current experiences with focus on the social and psychological problems of clients and the social resources existing, lacking, or being developed to meet the problems of the individual, group, and community. The interaction of the students with each other around this content will broaden the learning opportunities for all. Lectures, discussions, written assignments, readings, and case presentations will furnish the major content for examining the application of ideas and concepts to practice issues. Written assignments will provide the student with a means to test out his understanding and integration of knowledge. The students and faculty will be jointly responsible for planning the seminars and for its success as a learning experience. A syllabus is provided for HUS 498 Senior Seminar. Participants are also expected to become familiar with current literature related to the objectives as well as relating their previous reading to their practice experience. Students will find current policy statements, progress reports, and program evaluations issued by the President, Congress, federal agencies, local, private, and public agencies, and the Council for Standards in Human Service Education useful.

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EVALUATION

Students will be evaluated on a number of criteria which will include their performance on special assignments, their quality of participation, and their level of analysis in their weekly logs. (See syllabus for Senior Seminar.) Mutual Responsibilities The field placement process involves three key people, each carrying out the responsibilities necessary to bring together knowledge, application, and practices as a vital part of providing the student with a worthwhile and valuable experience. Within the three-way process, there are special relationships between the student, field placement supervisor, and faculty instructor. The supervisory relationship that develops between the student and field placement supervisor is crucial to the learning process. This relationship can affect the progress of the student and the fulfillment of mutual responsibilities. An important step in developing productive relationships is in understanding the mutual responsibilities of the student, field placement supervisor, and faculty instructor, as described below. THE STUDENT is responsible for the following:

1. Completing all interviews, orientation and selection procedures in order to obtain a placement;

2. Performing in a responsible, professional manner by keeping commitments to the

placement site, field placement supervisor, and faculty instructor;

3. Taking initiative in seeking advice, consultation or help from the field placement supervisor and faculty instructor;

4. Notifying field placement supervisor of unavoidable absences and tardiness in

advance, as is expected in professional employment;

5. Completing work assigned by the field placement supervisor and being accountable for completing field placement documents within specified deadlines;

6. Conducting self as a professional and abiding by placement site policies and

procedures.

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7. Applying principles learned in the classroom to the field and striving to improve skills through periodic self-evaluation;

8. Preparing all reports as outlined in the course syllabus;

9. Purchasing additional professional liability insurance if required by the agency and/or

the university.

THE FIELD PLACEMENT SUPERVISOR is responsible for the following:

1. Developing a learning climate and environment for the student in the placement site through a workable learning/teaching plan or structure;

2. Conducting an orientation to the placement;

3. Providing suitable space, desk, telephone, etc. where applicable;

4. Meeting regularly in a student-field placement supervisor conference to provide

feedback and act as educator and model;

5. Giving assignments geared to helping promote the student's learning and professional growth;

6. Serving as a role model;

7. Evaluating student's progress toward meeting learning goals on an on-going basis;

8. Preparing mid-term and final evaluations of student's performance; the midterm

evaluation should be shared with the student in week four of the field placement so the student receives feedback on the work they are completing for the agency. If changes are to be made, the student has 4 remaining weeks to make changes. The faculty instructor should be notified immediately if the student is not meeting expectations for the field placement. The final evaluation will be completed, shared with the student and submitted online for review by the faculty instructor who will provide the final grade for the student’s work in the agency for that term.

9. Submitting university forms as needed for evaluation and reporting.

If learning/teaching problems arise, the field placement supervisor should consult with the faculty instructor. The field placement supervisor is thus responsible for:

10. Informing faculty instructor of serious blockages to learning; 11. Notifying faculty instructor in advance if unable to supervise the student for the

entire term of the placement;

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12. Preparing students evaluations to cover the period of supervision completed before termination;

13. Consulting with the faculty instructor regarding the selection of a new field placement supervisor based on student's needs.

THE FACULTY INSTRUCTOR is responsible for serving as a link between the placement setting and Saint Leo University by:

1. Enhancing the teaching contribution of the field placement supervisors by providing university information and consultation;

2. Offering fieldwork placements that meet the program's criteria, executing

agreements between agency and the university as needed, orienting field placement supervisors to the program's curriculum and the background of the individual student;

3. Helping new field placement supervisors to plan for the students in accordance with

the objectives of fieldwork;

4. Holding orientation meetings for students prior to placement;

5. Planning and implementing the selection process so that each student is assigned to a placement;

6. Keeping students' records and evaluation reports;

7. Meeting with the field placement supervisor and the student in a three-way

conference during the placement;

8. Being available as a resource person for the student;

9. Being available as a consultant to the field placement supervisor;

10. Providing a weekly integrative seminar for students during HUS 424 or HUS 425. Three classes will be held in HUS 423 during weeks one, four, and eight. The faculty instructor will visit the agency at least once during the terms the student is completing their field placement. They will maintain active communication with both the student and the agency field placement supervisor during the field placement.

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HUS 423 & HUS 424 or HUS 425

The Field Placement Process

TIME

STUDENT

FACULTY

INSTRUCTOR

FIELD WORK/

AGENCY SUPERVISOR

Prior to field experience

apply for field placement establish goals for field experience and strategies to accomplish them

program goals for field experience clarify responsibilities of each participant

expectations for students policy and rule of the agency

Early in the field experience

reaction to orientation reaction to first days at work establish a contract

outline mechanics of field experience assist in establishing a contract

on-going orientation to include introduction to staff, clients, policies, procedures assist in establishing a contract outline specific responsibilities

Middle

continue with questions to facilitate professional growth integrate knowledge, skills, values with experience

conduct on-going seminars for students assist in trouble-shooting and problem solving

daily, weekly feedback on performance formal mid-term evaluation

End

Termination with clients evaluation of own performance evaluation of placement and supervisor

assess evaluation of student assess evaluation of program express appreciation to student and agency

formal evaluation of student feedback to human service program about field experience

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INTEGRATION OF THEORY AND PRACTICE

The field placement experience offers unique opportunities to help students integrate all of the learning that has occurred in the professional human services curriculum. Abstract ideas learned in the classroom are put into practice. The field placement supervisor helps the student consciously accomplish the task of integrating theory with practice situations. The following suggestions are intended to help the field placement supervisor in this important role:

1. Make a point of asking the student in supervisory conferences what ideas were covered in the classroom that have relevance to the practice experience. Discuss how the student might "try out" some of the ideas in their field placement.

2. When the student is discussing a practice situation, ask what ideas/concepts/theories

from the classroom are being raised in the situation.

3. Refer periodically to the list of Key Concepts students are expected to integrate during field placement. Find ways to bring the concepts into work with the student.

4. When the student is working with an individual, ask him/her to assess the

environmental and societal issues and possible interventions that should be addressed.

5. Read the materials provided in the following pages in preparation for helping the

student integrate theory and practice.

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ORIENTATION OF THE STUDENT TO PLACEMENT

THE IMPORTANCE OF ORIENTATION The first few days of the field placement experience can set the tone for many weeks to come and affect the student's response to subsequent experiences and assignments. It is common for both field placement instructors and students to come into the placement with high anxiety and high expectations. It is important for field placement instructors to recognize this reality and to be aware of their own concerns and anxieties in order to tune in to the student's concerns and anxieties in a helpful way. The student is beginning a new and demanding experience and needs ample time to become familiar with the new setting and with the field placement process. If performance demands are made of the student before an adequate period of familiarization with the setting has occurred, it is likely that the students will have little time or energy left for learning. Although a certain level of student anxiety at the beginning of the placement is natural and inevitable, a formal orientation from the agency and the field placement instructor will help to reduce it. There is a need for a formal, structured, and well-planned orientation in order to reduce (but not eliminate) some of the stress and to give the field placement instructor and student time to get acclimated. ORIENTATION TO THE WORK SETTING When the student first arrives at the agency, it is important to take him/her on a tour of the facilities. Introducing the student to the staff and providing for the student's physical space (desk, phone, etc.) should occur the first day of placement. During the first few days of field placement, students will need ample time with their field placement instructors. Questions, comments and reactions should be encouraged in order to help them become oriented. Discussion about the agency - how it is structured, goals and objectives, philosophy, client demographics, agency community, etc. - are important at the beginning. Discussions about roles and responsibilities are also important. Opportunities for student observation of staff working with clients, staff meetings, groups, conferences, etc., as well as informal "coffee breaks" help the student to assimilate the tone of the agency. It is also important to help the student learn what other staff do. This can be done in formal and informal ways. Having agency staff members explain their individual roles to the student can help immensely.

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BEGINNING THE DEVELOPMENT OF A RELATIONSHIP As the field placement instructor begins to develop a relationship with the student, it is important to communicate empathy about the natural concerns and anxieties that are inherent in the new experience. Many of the concerns that students have about the field placement instructor and the placement will be expressed indirectly. Students will often hint at a concern that they are afraid to express openly. A key question that students often have when they begin a placement is "What kind of field placement instructor will this be?" They may be concerned that they will be judged/evaluated harshly, that they will not measure up, etc. It is important to tune in to the possible meaning of the student's indirect expressions of concern and to respond directly to the indirect cues. Field placement instructors can tune in to a range of possible feelings and concerns on the student's part and prepare to reach for them. Tuning in is tentative, however, and the field placement instructor must be prepared to abandon preconceived ideas about what the student might feel and instead respond to the reality of what the student says in response. (From Shulman, Lawrence (1983), Teaching the Helping Skills: A Field Instructor's Guide) CONTRACTING A crucial factor in beginning to develop a relationship with the students is to contract around what the field placement instructor can provide. This involves thinking through in advance specific ways the student can be helped, and communicating these in a clear way. For example, some clear statements of what can be provided for the student might be:

"I can help you understand the agency and help you deal with problems you encounter in the agency."

"I will meet with you weekly at a prescheduled time to discuss the work you are doing."

"I will provide you with assignments and clients based on your needs and my judgments."

"I will help you develop your learning goals for this placement."

In the beginning contract the field placement instructor and student should negotiate a beginning understanding of the tasks and responsibilities the student will have during the orientation period and in the placement experience. The LEARNING CONTRACT sample form is in the Appendix. It is to be completed at the beginning of the placement online with a date to be provided for completion by the university. This form can be accessed by the field placement agency instructor, student, and university faculty instructor for future use when negotiating the learning contract. The Orientation Checklist beginning on the next page can be used to help in planning student orientation.

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NOTE: The student is required to keep a time sheet as a record of the hours spent in the field agency. The field placement instructor's signature is required on each form. A sample is included in the Appendix.

ORIENTATION CHECKLIST Objectives: To begin to relieve student anxiety about beginning a field placement, to orient the student to the peculiar requirements, policies, working conditions, client needs and internal organization of the agency, and to help students begin to focus on self to increase higher own self-awareness. Action Steps to Achieve Objectives: ______ Develop written orientation schedule.

______ Circulate memo to staff introducing student interns.

______ Introduce student to clerical and receptionist staff.

______ Arrange for key supervisory staff or administrators to meet with student.

______ Tour the agency.

______ Provide may of agency, city and county. (If relevant)

______ Meet the staff.

______ Establish a physical work space for each student.

______ Provide instructions for completing agency statistical reports and sample forms, outlines

for use in recording, dictating equipment.

______ Specify to the student, agency expectations on rules of behavior and appropriate dress.

______ Provide student with current job description detailing the functions of the intern and the

responsibilities of the agency.

______ Make a check list of tasks to be completed during orientation.

______ Focus on exact role of human services student at your agency.

______ Provide student with information on history of agency, organizational structure, funding

sources, policies, programs, etc.

______ Provide organizational charts.

______ Arrange for student to observe each step of process (intake-termination), seeing what

each staff person does and how each relates to the other.

______ Arrange for student to spend time in the field visiting key agencies and people the

student will be working with. (If relevant)

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______ Develop bibliography of suggested readings.______ Develop list of abbreviations,

symbols, and technical terminology peculiar to the setting; library rules and regulations;

list of agency holidays.

______ Arrange for the student to directly observe you in your work with clients and other

human services workers.

______ Set specific learning goals.

______ Discuss the supervision process and schedule weekly supervision times.

______ Discuss the human element of human services practice.

______ Help student to begin to focus on self to increase his/her self-awareness.

______ Help student to identity problems and fears about fulfilling his/her and your

expectations.

______ Review with student his/her field seminar syllabi and assignments.

______ Schedule specific supervision session to evaluate training orientation.

______ Negotiate beginning contract with students and complete form together.

Adapted from "Designing an Effective Orientation Session," SYNERGIST "Job Descriptions, Matching Volunteer Skills with Agency Needs, "SYNERGIST: and An Instructor's Study Guide for Student Perception of off-Campus Learning." FIELD INSTRUCTION, Suzanna J. Wilson, The Free Press, 1981

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HUMAN SERVICES PROGRAM SENIOR FIELD PLACEMENT TIME SHEET/ACTIVITY LOG STUDENT NAME: ______________________________________________________ Page ___ AGENCY: _____________________________________________________________

DATE

NUMBER OF HOURS (round to the closest half hour)

SUMMARY DESCRIPTION OF WORK (e.g. client contacts; supervisory conference; training; meetings; observations; paperwork)

Total hours this page: _________ Note: Critique time usage on back.

1. Include examination of activity with framework of Systems Theory

Total Hours from previous page: _________ 2. Critique your professional self. include strengths, areas of growth, New Total Hours: _________ and where improvement is needed. ______________________________________________________________ Supervisor's signature (required)

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NEGOTIATING THE LEARNING CONTRACT

The student is expected to initiate, with the field placement supervisor, the preparation of the learning contract and is responsible for arranging a three-way learning goals conference with the field placement supervisor, faculty instructor, and the student. The following guide is intended to suggest a process that can facilitate the development of a meaningful contract: 1. Suggest to the student that the first step consist of a conference to discuss, in general terms, what the

student wants to get out of the placement and what the field placement supervisor hopes the student will gain. This conference would also include further clarification of what the field placement supervisor and the agency have to offer.

2. Suggest that the student write a draft of his/her learning goals and strategies to accomplish them

based on the discussion and bring them to the next conference. 3. At the second supervisory conference, the student brings the draft of the learning contract for further

discussion, clarification, additions and revisions. Use the specific instructions in the next section to guide the discussion. Part of the discussion should also include how accomplishment of the goals will be evaluated. This provides an opportunity to discuss the evaluation process with the student. Once the student knows what s/he will be evaluated for and how, anxiety regarding that process often decreases. If the goals specify the degree of skill necessary to be rated satisfactory, unsatisfactory or outstanding, the student may even self-contract regarding the level of competence to strive for.

4. After the second supervisory conference, the student should be ready to complete the written

learning contract in preparation for the three-way conference with the faculty instructor.

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FIELD WORK PLACEMENT CONTRACT

STUDENT INFORMATION STUDENT’S IDENTIFICATION # _______________________ STUDENT’S LAST NAME STUDENT’S FIRST NAME _______________________________ _________________________ ADDRESS ___________________________________________ ST LEO EMAIL _______________________ TELEPHONE # ____ - ____ - ____ PLACEMENT JOB TITLE ____________________________________________ ORGANIZATION/AGENCY INFORMATION ORGANIZATION/AGENCY NAME ADDRESS _______________________________ SUITE/FLR ____________ CITY ______________________________ STATE _____ ZIP CODE ________ TELEPHONE # ____ - ____ - _____ FIELD PLACEMENT SUPERVISOR EMAIL ____________________________ TELEPHONE # ____ - ____ - _____

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DEPARTMENT OF HUMAN SERVICES – FIELD PLACEMENT LEARNING CONTRACT Note: Learning Goals are treated separately in this planning form although it is realized that all the goals are basically related and form a whole. Ask your Field Supervisor for assistance in completing this form.

Agency Learning Goals Tasks or Strategies (State 2-3 ways you plan to achieve each

goal)

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DEPARTMENT OF HUMAN SERVICES – FIELD PLACEMENT LEARNING CONTRACT

Personal Learning Goals Tasks and Strategies (State 2-3 ways you plan to achieve each

goal)

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DEPARTMENT OF HUMAN SERVICES – FIELD PLACEMENT LEARNING CONTRACT

Professional Learning Goals Tasks and Strategies (State 2-3 ways you plan to achieve each

goal)

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DEPARTMENT OF HUMAN SERVICES – FIELD PLACEMENT LEARNING CONTRACT STUDENT’S SIGNATURE _____________________________DATE ___/___/___ FIELD SUPERVISOR’S SIGNATURE _____________________DATE ___/___/___ FACULTY INSTRUCTOR’S SIGNATURE ___________________DATE ___/___/___

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THE LEARNING GOAL CONFERENCE

There are three parts to preparing for the Learning Goal conference:

I. Scheduling the conference

II. Preparing the Learning Contract form

III. Participating in the conference

I. SCHEDULING THE LEARNING GOAL CONFERENCE

The conference usually takes place at the field placement agency. Participants are the field placement supervisor, the student, and the faculty instructor. Allow 3/4 hour for the conference. See faculty instructor for finalizing the date, time and place.

The student is responsible for setting up a date and time that is agreeable to all participants in the conference.

II. PREPARING THE LEARNING CONTRACT FORM

The intention of the form is to set up "learning and doing" objectives for field placement that are individualized for each student, that are feasible in the agency, and are attainable within the semester. The student is responsible for the preparation, and the field placement supervisor is expected to be involved to the extent that is mutually agreeable. The student is expected to initiate working on the preparation with the field placement supervisor. The form should be typed and handed in to the faculty instructor at least three days before the conference time, in triplicate. Each faculty instructor may set a timeline as to when field placement documents are due to them. This includes dates for journals. etc.

The headings of sections labeled Agency, Personal, and Professional are intended to offer a focus for broad coverage. There may be overlapping of goals under these headings, and this is acceptable. The main idea of the divisions is to encourage the student to develop goals in each of these three broad areas, all considered to be important to human services professional training. Please note that within each section, the student is expected to list goals and ways to achieve them. The goal is the individualized objective, and the way of meeting the goal is the task or strategy.

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A. AGENCY LEARNING GOALS pertain to the unique nature of the field placement agency that the student wishes to learn about and/or contribute to. Consideration should be given to the following areas when deciding on your learning goals: Services and programs the agency provides Agency history, philosophy and funding Client population served Organizational structure Agency policies and procedures Agency decision-making procedures

Examples of goals and ways to achieve them:

AGENCY LEARNING GOALS TASKS OR STRATEGIES

1. To learn how the court process works from arrest to disposition of the case.

a. Go to court and observe proceedings. b. Read guidelines for court procedures’ manual. c. Discuss process with court worker.

2. To become familiar with the Bridge’s philosophy, policies and operating agendas.

a. Read Survival Manual several times. b. Observe staff in implementing individual plans for runaway youth. c. Attend weekly supervision session for clarification and feedback.

B. PERSONAL LEARNING GOALS pertain to your own uniqueness as an individual

and changes you want to make within yourself and in your behavior that would help you in your role as a practicing human services student in your agency. This may involve building on your strengths and talents; working on minimizing weaknesses, vulnerabilities, etc.; and expanding sensitivities, self-awareness, etc. Consideration should also be given to the following when deciding on your learning goals:

The differences between personal and professional tasks Personal blocks to effective human services work practice Self-awareness in relation to human diversity (e.g., culture and lifestyle

differences, disadvantaged groups, women’s issues, etc.) Personal values that help or interfere with effective human services

practice

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PERSONAL LEARNING GOALS TASKS AND STRATEGIES

1. To become more assertive a. Speak at least two times in the first group session, four times in the second, and six times in subsequent group sessions. b. Ask for feedback from co-leader of group. c. Report on my progress in weekly supervisory sessions

2. To increase my awareness of the Hispanic population served by my agency and of my own biases and prejudices

a. Read three articles on Hispanic culture b. Discuss the issues raised in the articles and in my contact with clients with the Hispanic human services worker in the agency. c. Attend in-service training on working with Hispanic clients.

C. PROFESSIONAL LEARNING GOALS pertain to theory, methods and skills common to the work of a professional human services worker that you can learn in your agency and that would be applicable in other human services agencies as well. Consideration should be given to the following areas when deciding on your learning goals:

Human Services work values and ethnics Accountability to client systems (e.g., maintaining client confidentiality, keeping

appointments, following through on plans, etc.) Teamwork with other agency staff Identification of client concerns/problems Communication and interviewing skills Problem-solving process Diversity (e.g., cultural, ethnic, racial) Community resources and making referrals General Human Services practice method (establishing relationships, collecting data,

making assessments, interventions, evaluation and termination) Integrating and applying academic knowledge and theory to actual human services

situations

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PROFESSIONAL LEARNING TOOLS TASKS OR STRATEGIES

1. To develop skills in understanding group process and working with groups

a. Observe supervisor’s skills in After-School Adolescent group for two – three sessions b. Co-facilitate the group beginning in January and through May. c. Ask for feedback from supervisor after each session.

2. To learn about national, state, and local resources available to the elderly

a. Contact referral services to the metro area and visit at least two of them b. Obtain and familiarize self with printed materials (e.g., Elderly Resource Directory) c. Attend orientation sessions

I. PARTICIPATING IN THE CONFERENCE The purpose of the conference is to confirm, clarify, expand, or modify goals and ways of meeting them. This is done through sharing, questioning, and feedback. The Learning Contract form is a working paper that is the basis for the conference. Some learning goals may need some revisions as a result of brainstorming during the conference. Some forms will not require any modification. The student, the field placement supervisor, and the faculty instructor are all expected to offer input at the conference. The faculty instructor may use the opportunity to learn more about the specifics of field placement assignments.

The final form signed by student, field placement supervisor and faculty instructor is retained by the instructor, and copies are kept by the student and the field placement supervisor. The Learning Contract becomes part of the framework for training at the agency. The Learning Goals become the basis for future evaluation of the student. Final evaluation of field placement takes place just before completion of required number of hours.

Revision of the Learning Contract Form may be necessary following the Learning Goal conference. If revision is necessary, the student is expected to amend the form and return it to the faculty instructor within three days after the conference.

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ON-GOING SUPERVISORY CONFERENCES

A formal time each week should be scheduled for a field placement supervisor-student conference. The content of these meetings will vary depending on stage of the field experience and an on-going assessment of the student's needs. The following guidelines are provided to assist the supervisor in conducting the weekly supervisory conferences at different stages of the field placement experience: BEGINNING STAGE: At the beginning of the placement, conferences should be structured to deal with orientation of the student. The first couple of conferences should be devoted to discussions of the agency, plans for orienting the student, questions the student has about the agency, discussion of role and responsibilities, etc. It is important at this stage to invite the student to ask questions and for the field placement supervisor to tune in to the anxieties of a new student and to respond directly to indirect cues that the student may provide that indicate concerns. The beginning conferences are a time for the student to learn who the supervisor is in a variety of ways. It is the relationship development stage of building trust. The modeling of empathy and understanding, as well as clarity of role and expectations on the part of the supervisor, are very important at this stage. CONTRACTING STAGE: After the student has become oriented, a couple of conferences should be devoted to clarifying and specifying what it is the student wants to learn and how. A part of this discussion should address the important issue of evaluation and assessment. Refer to "Negotiating the Learning Contract" for further ideas about the use of supervisory conferences for negotiating the learning goals contract. CASE ASSIGNMENTS/CONSULTATIONS: In making case and task assignments to the students, it is important to spend time in the supervisory conference preparing the student to assume the responsibility. As the student works with client systems and takes on other tasks and assignment, the weekly supervisory conference is a time to discuss the specific progress that the student is making and help the student deal with concerns and blocks to progress. The use of role playing, case recordings, and audio-taped recordings of interviews are all useful methods in helping the student learn from practice. At the beginning of the student's work with clients and new tasks, it is important to provide support, empathy and concrete assistance. As the student progresses through the placement experience, the supervisor should become more challenging of student attitudes, values, and beliefs as they affect their work with clients.

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Periodic evaluation of the student's progress should be conducted informally on an ongoing basis. Using the learning goals contract as a guide to the field experience is a helpful way to keep track of what is being accomplished and how well and what is yet to be accomplished. It is also helpful to look at the formal evaluation forms required by the Human Services program and discuss progress on an ongoing basis. Long before formal evaluation forms are due, both parties should be discussing the student's progress in relation to the evaluation criteria. Some additional recommendations for supervisors as they supervise students are: * Communicate the attitude to the students that they are learners and not workers. Invite them to

feel comfortable with this status and to take advantage of all educational opportunities possible. It is important to decrease the pressure to perform and succeed and emphasize learning.

* Be direct and honest in evaluating the students' work. Help them to view criticism as

constructive to their learning. * Be open with sharing your own personal experiences in the field. This helps students realize that

field placement supervisors are not infallible, that they were beginners once, and that they are also still learning.

* Schedule ample time to be available to students, yet indicate to them clearly that although you

may try to be available physically and emotionally, it may not always be possible. EVALUATION CONFERENCES: Halfway through the placement experience, the Human Services program requires that a mid-term formal evaluation be completed. A supervisory conference should be devoted to a mutual evaluation process whereby the form is discussed with the student, plans for the second half of the placement are developed and learning goals are revised as needed. At the end of the placement experience, the Human Services program requires that a final formal evaluation be completed. A supervisory conference should be devoted to a mutual evaluation process whereby the form is discussed with the student, plans for the second half of the placement are developed and learning goals are revised as needed. The formal evaluation conferences should include no surprises to any of the parties. Ongoing evaluation of progress and continuous feedback in regular supervisory conferences throughout the senior field placement experience prepares the student and field placement supervisor for formalizing the evaluations. TERMINATION STAGE: During the last month of the placement, issues of termination and preparing for the ending become a factor in the Supervisory Conferences. Recognition of the dynamics of endings is an important part of conference discussions.

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PERFORMANCE EVALUATIONS Performance evaluation is an ongoing process that starts with the student's first day of field placement and culminates in a final written evaluation at the end of the placement. Ongoing evaluation of the student's progress is a built-in aspect of supervision. Students are also expected to develop the ability to evaluate their own practice throughout the field experience. In the middle of the placement experience and again at the end, the supervisor is asked by the Human Services program to summarize his/her thinking by completing the required Mid-Term and Final Evaluation forms. If there has been continuous sharing throughout the placement, written evaluations should hold no surprises. The student should know what the field placement supervisor is going to say before it is written. Both students and supervisors experience anxiety about evaluations. It is important to recognize this anxiety and deal with it, discussing it together as a normal problem that commonly accompanies the evaluation process. The most effective way to deal with evaluations is to have a frank discussion with the student at the beginning of the field placement in which the supervisor’s approach to performance evaluation is described and expectations specified. By reviewing the evaluation forms at the beginning of the placement, much discussion of how feedback will be given and what the expectations are can take place. An effective tool in supervising students is to keep a special notebook set aside for recording information regarding experiences with the student. The existence and purpose of the notebook should be shared openly with the student and the supervisor should feel free to refer to it during supervisory conferences. In recording the following kinds of information, the notebook can be helpful when completing the evaluation forms: Work assignments and deadlines Things the supervisor needs to do Items for discussion in planned supervisory conferences Day-to-day observations of student performance Student’s response to supervision

The student can be asked to evaluate him/herself in preparation for the two formal evaluations. This process facilitates thinking about assessment and is also a test of the supervisor's effectiveness in communicating evaluation feedback on an ongoing basis. The evaluation conference can be used in part to determine whether the student's self-perceptions are in general agreement with those of the supervisor.

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When the evaluation form has been prepared, the student should be given a copy and should also sign it. The way this sharing process is handled can affect the student's response to the evaluation. Some guidelines for the process are: 1. Hand the evaluation to the student personally and be available to answer questions and deal with

the student's reactions to the evaluation. 2. The evaluation conference should be held in a place where privacy and quiet are assured.

Interruptions should be avoided and the student should feel that s/he has the supervisor's undivided attention.

3. Try to avoid scheduling the conference at the end of the day and allow a full hour or more. 4. Have two copies of the evaluation available so that it can be referred to during the conference.

During the three-way final evaluation conference at the end of the placement, the faculty instructor should also have a copy in advance.

5. Elicit the student's response after s/he has read the evaluation to check understanding,

agreement, disagreement, feelings, etc. Having the supervisory notebook available helps to refer to specific examples as needed.

6. Discuss the implications of the evaluation for the future. 7. Make sure to give the student ample opportunity to express her/himself during the conference. 8. Be open to making changes in the evaluation based on the discussion with the student when

there is mutual agreement to make a change. 9. Part of the final evaluation discussion might be a review of the kind of reference that might be

given for the student if requested.

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TERMINATING WITH THE STUDENT

Students may start to experience increased anxiety 2-3 weeks before the ending of their placement experience. Concerns often begin to be felt about whether they will accomplish everything in the time that is left and awareness of the impending ending date increases. It is important to begin identifying with the student the important ending dates. It is also important to respond directly to indirect cues indicating anxiety or concerns as the termination of the placement becomes more of a reality. The dynamics of the ending of the field placement supervisor-student relationship are quite similar to those of terminating with clients. The parallel nature of these processes provides the supervisor with an opportunity to demonstrate the same skills the student needs to use with clients. Common themes that occur in facing endings are: a denial of the feelings associated with the student's leaving; lack of discussion of the ending event; a reluctance to say goodbye; a sense of urgency about unfinished business. The supervisor should devote careful attention to the student's ending experiences in order to help the student learn the skills needed, to end with clients. Calling attention to the dynamics of the ending as they emerge is important. If apathy is noticed in conferences, for example, a direct question can be used to examine whether it has something to do with the student's ending experiences. It is very important for the supervisor to level with the student about his/her own feelings about the student's departure. Since it is hard to express ending feelings, the supervisor should take the first step doing so. An ending evaluation conference that focuses on the strengths and weaknesses of the relationship between the supervisor and the student is very important. The experience can be used to help the student focus on the specific skills of dealing with client endings as well. By identifying what is happening in the supervisory relationship and discussing the parallel process that occurs with clients, the student is assisted in developing the ability to deal with the often neglected termination phase of practice. (From Shulman, Lawrence (1983). Teaching the Helping Skills: A Field Instructor's Guide)

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APPLICATION FOR FIELD PLACEMENT

HUS – 423 | HUS – 424

Department of Human Services – Application for Field Placement Can you provide transportation to the field placement? Yes ____ No ____ Have you ever had any volunteer experiences in Human Services? Yes ____ No ____ If Yes, please describe your volunteer experience.

DATE ____/____/____ STUDENT’S IDENTIFICATION # _____________ STUDENT’S LAST NAME STUDENT’S FIRST NAME _______________________ ________________________________ MAILING ADDRESS ____________________________ APT/UNIT _________ CITY __________________________ STATE _____ ZIP CODE __________ TELEPHONE # - - EMAIL

CURRENT SCHOOL YEAR ________ EXPECTED GRADUATION DATE ________ INDICATE SEMSTER/YEAR APPYING FOR FIELD PLACEMENT: YEAR ______ SEMESTER ______________ (e.g. Spring II) DO YOU HAVE ANY SPECIAL INTERESTS IN A PARTICULAR AGENCY? YES NO (Circle to indicate) PLEASE LIST TYPE OF AGENCY PREFERRED IN RANK ORDER

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Department of Human Services – Application for Field Placement Do you speak any foreign language? Yes _____ No ____ If yes, please indicate the languages and your level of fluency. Have you ever been convicted of any criminal offense? Yes ____ No ____ Do you have any physical, psychological, or emotional health issue which may interfere with you fulfilling the requirements of the field placement? Yes ____ No ____ Do you require any accommodations under section 504 of the Rehabilitation Act or the Americans with Disabilities Act? Yes ____ No ____ If yes, please explain the accommodations you require.

STUDENT’S SIGNATURE ______________________________________ DATE ____/____/_____

EMERGENCY CONTACT INFORMATION EMERGENCY CONTACT NAME ______________________________________________ EMERGENCY CONTACT ADDRESS __________________________________________ CITY _________________________________ STATE ______ ZIP CODE ___________ TELEPHONE # ____ - ____ - _____

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FIELD PLACEMENT AGREEMENT

HUS – 423 | HUS – 424

SECTION I – STUDENT INFORMATION DATE ____/____/____ STUDENT’S IDENTIFICATION #______________ STUDENT’S LAST NAME STUDENT’S FIRST NAME ___________________________ ____________________________ MAILING ADDRESS ______________________________________ CITY _________________________ STATE _____ ZIP ____________ TELEPHONE # ____ - ____ - _____ ST LEO EMAIL _________________ MAJOR ___________________________________ BEGINNING DATE OF PLACEMENT ____/____/____ ENDING DATE OF PLACEMENT ____/____/____ ADDRESS OF PLACEMENT STUDENT’S PHONE # AT Street Address ____________________ FIELD PLACEMENT City _____________________________ ____ - ____ - _____

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Department of Human Services – Field Placement Agreement

SECTION II – ORGANIZATION OR AGENCY INFORMATION ORGANIZATION/AGENCY NAME _____________________________________________________________ MAILING ADDRESS _________________________SUITE/FLR___________ CITY ____________________________ STATE _____ ZIP CODE _________ TELEPHONE # ____ - ____ - _____ EXTENSION ________ FIELD SUPERVISOR NAME ________________________________________ FIELD SUPERVISOR TITLE ________________________________________

SECTION III – DEPARTMENT OF HUMAN SERVICES FACULTY INSTRUCTOR’S NAME FIELD PLACEMENT AGREEMENT This placement is designed to provide the student professional and practical experience as part of the student’s university education. The objectives, experiences and tasks during the field placement period shall include (but are not limited to) the following:

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Department of Human Services – Field Placement Agreement

It is understood that the field placement is part of the curriculum of the Department

of Human Services at Saint Leo University. A description of the program is available from the faculty instructor.

The student agrees to submit a comprehensive report describing the field placement to the faculty instructor. An outline for the final report is contained in the field placement manual. The student is also responsible for any other report content deemed necessary by the faculty instructor.

The organization/agency will provide a safe working environment for the student.

The student will register for the indicated credit hours for the term of the field placement. Credit Hours ______ The student will work the indicated hours per week at the organization/agency for this field placement. Hours per week _____ HUS 423 is 175 hrs. HUS 424 is 175 hrs.

The Field Supervisor stated within this document will be assigned responsibility for

the student.

The student shall first report for the placement on: Date ____/____/____ Time ___:___ AM/PM The placement terminates on: Date ____/____/____

The faculty instructor will provide the Field Supervisor with an evaluation form

approximately two weeks before it must be submitted to the Human Services Department.

The Field Supervisor’s evaluation should be completed no later than: Date ____/____/_____ It is the student’s responsibility to coordinate this evaluation. The Field Placement Agreement, signed by the Student, Faculty Instructor, and

Field Supervisor is due at Saint Leo University prior to the start of the placement.

Student’s Signature Date ____/____/____ Field Supervisor’s Signature Date____/____/____ Faculty Instructor’s Signature Date____/____/____

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FIELD SUPERVISOR’S

FINAL EVALUATION OF STUDENT’S PERFORMANCE

This form is a tool to allow the student, field supervisor, and faculty instructor to evaluate the student’s performance in the field. Feel free to use it at other times as a tool to evaluate the student’s progress during the remainder of the semester.

Field Experience Context: Field experience such as a practicum or internship occurs in a human services setting. Fieldwork provides an environment and context to integrate the knowledge, theory, skills, and professional behaviors that are concurrently being taught in the classroom. It must be an integral part of the education process. Standard # 21: The program shall require field experience that is integrated with the curriculum.

DATE ___/___/____ ORGANIZATION/AGENCY _________________________________________ FIELD SUPERVISOR’S NAME _______________________________________ STUDENT’S LAST NAME STUDENT’S FIRST NAME _______________________________ _________________________ STUDENT’S IDENTIFICATION # _____________________________________

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Indicate the response that MOST REPRESENTS the student’s performance at the time of the evaluation. Use the Additional Comments area provided to include and information that may help clarify the rating. Take into account the student’s overall behavior in each area. If you have any questions please contact your Saint Leo University representative.

Please check the appropriate evaluation:

HUS 423 – First 8 Week Field Placement

Mid-Term – Week 4

Final – Week 8

HUS 424 – Second 8 Week Field Placement

Mid-Term – Week 4

Final – Week 8

Indicate by means of a brief statement on the following:

1. Client population working with:

2. Major problems of clients and purpose of service:

3. Student assignment or activities:

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4. Describe any meetings and/or conferences:

5. Other significant learning experiences:

FIELD EDUCATION PROGRAM COMPENTENCIES AND PRACTICE BEDHAVIORS

Using the learning contract developed at the beginning of the field internship and updated at the midterm, please assess the student’s progress toward the achievement of the practice behaviors identified by the Council of Standards in Human Services Education (CSHSE) in demonstrating proficiency in generalist human services practice. The rating scale competency is as follows:

N/A – the intern has not had an opportunity to demonstrate.

Needs Improvement – the intern has been unsuccessful in demonstrating this practice behavior.

Fair – the intern is not yet consistently proficient in this area and level is less than expected of beginning human service practice.

Good – the intern is proficient at the level of beginning human services practice, although not yet consistent over time.

Very Good – the intern is consistently proficient at the level of beginning human services practice.

Excellent – the intern is both consistently proficient and excels for beginning human services practice.

Directions: Select the appropriate rating scale from the list box following each Practice Behavior in order to express the degree to which you believe has been achieved.

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Program Competency 1: Identify as a human services professional and conduct oneself accordingly.

Measurable Practice Behavior to demonstrate program competency:

1. Advocate for client access to the service of human services.

Additional Comments:

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


3. Attend to professional roles and boundaries.


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4. Demonstrates professional demeanor in behavior, appearance, and communication.


5. Use supervision and consultation.


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Program Competency 2: Apply human services ethical principles to guide professional practice.

Measurable Practice Behavior to demonstrate program competency:

1. Make ethical decisions according to the Council for Standards in Human Services Education.


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


3. Ability to maintain client confidentiality.


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4. Clarification of personal and professional value.


Program Competency 3: Apply critical thinking to inform and communicate professional judgment.

Measurable Practice Behaviors to demonstrate program competency:

1. Ability to utilize multiple sources of knowledge, including research-based knowledge, and practice wisdom.


2. Analyze models of assessment, prevention, interventions, and evaluation.


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


Program Competency 4: Engage diversity and difference in practice.


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


2. Recognize and communicate their understanding of diversity and difference in practice.


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3. View themselves as learners and engage in collaborative working relationships.


Program Competency 5: Advance human rights, social and economic justice.

Measuring Practice Behaviors to demonstrate program competency:

1. Understand the forms and mechanisms of oppression and discrimination.


2. Understand the range of population served and needs addressed.


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3. Understand the range and characteristics of human services delivery systems.


6. Engage in research-informed practice and practice-informed research.


1. Use research evidence to inform practice.


2. Utilize research finds for community education.


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Program Competency 7: Apply knowledge of human behavior and the social environment.


1. Critique and apply knowledge to understand person and environment.


2. Manage conflict effectively.


3. Maintenance of self-care in current environment.


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Program Competency 8: Respond to contexts that shape practice.


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


2. Knowledge on how to locate and use resource and referrals.


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Program Competency 9: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Measurable Practice Behaviors to demonstrate program competency.

9a: Engage

1. Substantively and affectively prepare to work with individuals, families, groups, organizations, and communities.


2. Use empathy, active listening and interpersonal skills, to facilitate direct services.


3. Knowledge and skill development in intake interviewing.

Additional Comment:

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4. Establish rapport with clients.


5. Clarification of client expectations.


9b: Assess

1. Collect, organize, and interpret and record client data.


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2. Assess client strengths and limitations.


3. Development of goals, design and implementation of plan of action.


9c: Intervene

1. Help clients resolve problems.


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2. Facilitate transition and endings.


3. Knowledge and skill development in case management.


4. Knowledge and skill development in individual counseling.


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5. Knowledge and skill development in group facilitation.


9d: Evaluation

1. Use of technology to create and manage spreadsheets and databases.


2. Use of technology for word processing, sending electronic mail, and locating and evaluating information.


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3. Compile, synthesize and categorize information.


If desired, please include additional comments regarding the student’s human services work and practice skills.

If you controlled the hiring practice of your agency, would you hire this student? (Optional)

Yes

No

Maybe


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Signature Page

Evaluator’s Name _________________________________________________

Evaluator’s Title __________________________________________________

Evaluator’s Signature ___________________________ Date ___/___/___

Student’s Signature _____________________________ Date ___/___/___

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COMPETENCIES – SENIOR SELF ASSESSMENT Having completed the Human Services Program in its entirety, please identify the degree to which you believe you have achieved each of the following competencies. The rating scale for each competency is as follows: 1 – Almost never 2 – Sometimes 3. – Frequently 4 – Usually 5 – Almost always Directions: Place a 1, 2, 3, 4, or 5 on the line preceding each competency in order to express the degree to which you believe each has been achieved. Program competency #1: Ability to communicate clearly and concisely in writing. • Student was able to do case studies.

• Student was able to prepare effective letters, memos, and other

documents as needed. • Student demonstrated use of correct spelling, sentence structure, and

grammar. Program competency #2: Ability to communicate clearly and concisely in speaking. • Student was able to communicate verbally at a satisfactory level.

• Student demonstrated telephone communication skills.

• Student demonstrated effective speaking in staff meetings and with co-

workers. Program competency #3: Ability to review the human services literature relevant to a particular topic. • Student demonstrated ability to review relevant literature by conducting

any or all of the following: library search, internet search, workshops, seminars, and/or training sessions.

Program competency #4: Ability to gather data, according to established methods, such as using existing records, conducting personal interviews, administering questionnaires, and observation methods. • Student demonstrated ability to assess client problems and strengths

through examination of existing records. • Student demonstrated ability to assess client problems and strengths

conducting personal interviews. • Student demonstrated ability to assess client problems and strengths

through administering questionnaires. • Student demonstrated ability to assess client problems and strengths

through observation. Program competency #5: Ability to analyze observations/data, interpret them, and apply them to problems. • Student was able to analyze/interpret the effects of intervention on

problem. • Student was able to use evaluative data to revise client action plan when

needed.

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Program competency #6: Ability to organize and direct action/intervention programs. • Student demonstrated skill in identifying client problem.

• Student demonstrated ability to offer alternative solutions to problems.

• Student demonstrated ability to implement solutions.

• Student demonstrated ability to assess the outcomes of implementation.

Program competency #7: Ability to develop and assess policy options. • Student was able to utilize agency policies to facilitate the provision of

services, resources, and opportunities. • Student was able to contribute to agency planning and policy making

structures Program competency #8: Ability to work effectively within formal organizations and communities with managers, directors, and policy makers. • Student demonstrated leadership skills.

• Student demonstrated organizational ability.

• Student demonstrated self-reliance.

• Student demonstrated self-direction.

• Student demonstrated ability to work with supervisory staff.

• Student demonstrated ability to work with administrative staff.

• Student demonstrated ability to interface with policy makers.

Program competency #9: Ability to work with others in collaborative activities. • Student demonstrated referral abilities.

• Student demonstrated networking skills.

• Student demonstrated ability to work with counselors of other agencies.

_________________________ __________ Field Supervisor’s Signature Date _________________________ __________ Student’s Signature Date

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Final Report: Format and Content

The final report to be submitted to the faculty instructor by the end of the semester should be between 5-10 pages, typed, double-spaced. In the report, students should give attention to the following items: I. PLACEMENT DESCRIPTION:

Briefly describe the agency or organization at which you did your field placement, including its mission, history, and organizational structure.

II. JOB DESCRIPTION:

Describe your work assignments in as much detail as necessary to include all of your jobs, tasks and responsibilities while at your field placement.

III. KNOWLEDGE GAINED:

1. Describe what knowledge you have kills you have acquired; and, what new attitudes you have developed through working in this field placement.

2. Demonstrate the extent to which your experiences in your field placement relate to the

knowledge you have learned in your academic discipline; and the extent to which knowledge acquired in the classroom can be applied to your field experience.

If you cannot see any relationships or connections either way, can you explain why you think that is the case?

Are there any areas in which you feel you were inadequately prepared? What needs to be emphasized in the academic courses you have taken that would enhance your preparation for the field experience?

IV. THE VALUE OF THE FIELD PLACEMENT;

1. To what extent have you achieved the goals and objectives you set for yourself in doing this field placement?

2. How valuable is the field placement experience? What are the positive aspects of it? What

are the negative aspects of it?

3. How can the field placement experience in general be improved? How can the experience at your particular placement be improved?

COUNCIL STANDARDS APPLICABLE TO FIELD EXPERIENCE

A. Minimum Requirements

While there is agreement that field experience is a critical component of any human service training program, there are variations in format, duration, and placement of the field experience.

Field experience is a learning experience in a human service delivery agency. It is a process of experiential learning which integrates the knowledge, skill, and attitudes that are concurrently being taught in the classroom. It should not merely support the classroom curriculum but rather be an integral part of the total education process. The content of the field experience shall be congruent with the curricular content requirements for each of the three program levels. (Council on Standards for Human Services Education, 2011)

SPECIFICATIONS FOR ALL LEVELS:

The program must demonstrate that their supervised field experience component is separate from, but builds on, other experiential learning such as classes in interviewing skills, group process, or introductory agency observations and volunteer work. Please refer to the glossary of terms at the end of this section for clarification. The field experience component shall demonstrate a qualitative standard by meeting the following specifications and by evaluation from students, as well as agency supervisors.

1. Direct exposure to human service agencies and clients (assigned visitation, observation,

assisting staff, etc.) should begin early in the program, be integrated with the classroom learning, and occur prior to the practicum or internship courses.

2. Practicum or internship courses must provide actual supervised work involvement in the

agency, provide an opportunity to apply academically acquired knowledge and skill, and reflect a gradually widening assumption of responsibilities. It may begin with observations and learning of discrete skills, but later it must include the assumption of increasing responsibility.

3. Weekly seminars involving peer contact are recommended to assure that a qualitative

experience involving knowledge, skills, and values are being appropriately integrated by the students. However, biweekly seminars are the minimum requirement.

4. Seminars in which field experiences are discussed are considered part of classroom learning and do not apply to field experience hours.

5. There shall be written agreements with field agencies that specify the student's role, activities, outcomes, supervision, and field instruction.

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6. A field work manual is required that will be given to students in advance of placement and updated on a regular basis.

TECHNICAL SPECIFICATIONS: Field experience shall be no less than 350 clock hours. STANDARD NUMBER 21: The program shall provide each student field experience that is integrated with the curriculum.

BACCALAUREATE SPECIFICATIONS: As evidence of meeting this standard, programs must:

1. Provide a brief description of the overall process and structure of the fieldwork learning

experience. 2. Provide evidence that one academic credit is awarded for no less \than three hours of field

experience per week. 3. Demonstrate that students are exposed to human services agencies and clients (assigned

visitation, observation, assisting staff, etc.) early in the program. 4. Provide a current copy of the manual and guidelines that are given to students advising

them of field placement requirements and policies. 5. Provide documentation of written learning agreements with field agencies that specify the

student’s role, activities, anticipated learning outcomes, supervision, and field instruction. The agreement must be signed by the appropriate agency director, fieldwork supervisor, program instructor, and student.

6. Provide syllabi for required seminars. Seminars must meet no less than every two weeks.

Seminar hours must not be included in the field experience hours. 7. Provide evidence that the required field experience is no less than 350 (may include 250

from associate levels) clock hours of field experience with at least 100 of these clock hours occurring in the junior and senior years.

8. Demonstrate how the field experience provides the student an opportunity to progress from: a. Observation to: b. Directly supervised client contact to: c. Indirectly supervised client contact to: d. An independent caseload or assignment of administrative responsibility

9. Demonstrate that field supervisors have no less than the same degree the program awards It is strongly recommended that field supervisors have no less than one level of degree above the level of degree awarded by the program.

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10. Demonstrate that the program continually monitors the progress of each student and performs no less than one site visit to each field placement site per quarter or semester.

B. Academic Credits

The granting of academic credits for the field training is now widely accepted. It validates the experience as a genuine part of the curriculum and it tends to assure quality instruction. Students receive 6 credits for HUS 423 and 3 credits for HUS 424 for a total of 9 credits for 350 hours of field placement in two terms. Students receive 9 credits for HUS 425 for 350 hours of field placement in one term.

C. Supervision

Maximal learning will occur only when both the field site placement and the university provide quality supervision of students.

ONLINE FORMS Please know the forms are now online. Instructors will contact the Human Services Field Placement Coordinator for login information. Students will contact their field placement instructor for their login information. Here is the link: http://www.runipt.com

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