jane addams college of social work msw program field instruction manual · 1 . jane addams college...

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JANE ADDAMS COLLEGE OF SOCIAL WORK

MSW PROGRAM

FIELD INSTRUCTION MANUAL

For Students, Field Instructors & Field Liaisons

August 2017

Jane Addams College of Social Work Field Division Office

University of Illinois at Chicago 1040 W. Harrison St. (MC 309) Chicago, Illinois 60607-7134

Phone (312) 996-0037 Fax (312) 413-8555

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This manual and all field forms/assignments are available at the college website: www.uic.edu/jaddams/college/field/field.html

Table of Contents

Section Page Notice to Students ...................................................................................................................... 4 Dean’s Preface .......................................................................................................................... 5 Director of Field Instruction Preface ........................................................................................... 6 Administrative Structure of the Field Program ............................................................................ 7 Jane Addams College of Social Work Field Division .................................................................. 8 Jane Addams College Administration and Faculty ..................................................................... 9 I. Master of Social Work Program: Mission and Goals ...............................................................10

A. College Mission .............................................................................................................10 B. MSW Program Mission ..................................................................................................10 C. MSW Program Goals .....................................................................................................10

1. MSW Program Goal 1: Educating competent social workers .........................................11 a. Foundation Competencies and Practice Behaviors ....................................................11 b. Competencies and Advanced Practice Behaviors for the Child and Family Services Concentration ................................................................................................................12 c. Competencies and Advanced Practice Behaviors for the Community Health and Urban Development Concentration ..........................................................................................14 d. Competencies and Advanced Practice Behaviors for the Mental Health Concentration16 e. Competencies and Advanced Practice Behaviors for the School Social Work Concentration ................................................................................................................17 f. Assessment of Student Competencies .......................................................................19

2. MSW Program Goal 2: Knowledge development for the profession...............................19 3. MSW Program Goal 3: Leadership in the development of policies and services ............19

II. Field Instruction: Goals, Policies, and Procedures ................................................................21 A. Field Instruction Goals ...................................................................................................21 B. Field Division Policies and Procedures ..........................................................................21

1. Policies and Procedures Regarding Discrimination and Sexual Harassment .................21 2. Policies and Procedures Regarding Accommodations for Disabilities ............................23 3. Email Communication and Social Media Guidelines ..................................................24 4. Separate Placement for Each Year ...............................................................................24 5. Minimum Clock Hours Required ....................................................................................25 6. Eligibility for Field Instruction .........................................................................................25 7. Registering for Field Instruction .....................................................................................25 8. Proof of Liability Insurance ............................................................................................26 9. Student Code of Conduct ..............................................................................................27 10. Field Placement in Agency of Employment ..................................................................27 11. Problems in Field Placement .......................................................................................27 12. Holidays ......................................................................................................................27 13. Special Note to Social Work Concentration Students ..................................................28 14. Timely Submission of Forms .......................................................................................28 15. Disability Accommodations ..........................................................................................28 16. International Students ..................................................................................................28 17. Library Privileges for Field Instructors ..........................................................................28 18. Safety ..........................................................................................................................28

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a. Community Safety Strategies ....................................................................................29 c. Safety Strategies While Walking ................................................................................29 d. Home or Building Safety Techniques .........................................................................29 e. Safety Strategies in the Office ...................................................................................29 f. Elevator Safety Strategies ..........................................................................................30

III. Field Placement: Selecting Agencies and Placement ...........................................................30 A. Selecting Field Agencies/Schools .....................................................................................30 B. Selecting Field Instructors .................................................................................................30 C. Placing and Monitoring Students ......................................................................................31

1. Placing and Monitoring Full-time Foundation MSW Students (SocW570 & 571)............32 2. Placing & Monitoring PM-Extended Study Program for Foundation Students (SocW570 & 571) ...................................................................................................................................32 3. Placing and Monitoring MSW Concentration Students (SocW572 & 573) ......................33 4. Placing and monitoring MSW Advanced Standing Students (SocW572 & 573) .............35

D. Maintaining Field Liaison Contacts with Agencies/Schools ...............................................35 IV. Evaluating Field Instruction Placements ..............................................................................36

A. Evaluating Student Learning and Agency/School Effectiveness ........................................36 1. Foundation Field Placements (SocW570 & 571) ...........................................................36 2. Concentration Field Placements (SocW572 & 573) .......................................................37

B. Field Placement Grades ...................................................................................................38 C. Academic Probation Arising from Field Instruction ............................................................38 D. Termination of Student from a Field Placement ................................................................38

V. Field Instruction Assignments ...............................................................................................39 A. Process Recording ...........................................................................................................39 B. Evaluation of Practice .......................................................................................................41

1. Evaluation of Practice Assignment ................................................................................41 2. Report on Evaluation of Practice Experience .................................................................43

a. Single System Designs ..............................................................................................44 b. Group Design ............................................................................................................45 c. Program Outcome Evaluation ....................................................................................46 d. Action-Oriented Research .........................................................................................47 e. Select Practice Evaluation Terms ..............................................................................48

VI. Programs of Study ...............................................................................................................49 A. Full-Time Program ............................................................................................................49 B. PM-Extended Study Program ...........................................................................................50 C. Selection of Advanced Concentration ...............................................................................51 D. Advanced Concentration Requirements ............................................................................52

1. Child and Family Concentration Requirements ..............................................................52 2. Community Health and Urban Development Concentration Requirements ....................53 3. Mental Health Concentration Requirements ..................................................................54 4. School Social Work Concentration Requirements .........................................................55

E. Type 73 Certification (School Social Work) .......................................................................56 F. Certificate in Evidenced-Based Mental Health Practice with Children ...............................58

1. Application Procedure ...................................................................................................58 2. Certificate in Evidence-Based Mental Health Practice with Children Requirements .......59

G. Jane Addams Child Welfare Traineeship Project (JACWTP) ............................................60 1. Application Procedure ...................................................................................................60 2. Jane Addams Child Welfare Traineeship Project Requirements ....................................60

H. MSW Degree Requirements: All Concentrations ..............................................................62

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Notice to Students

This manual provides important information about field instruction. All students should read it carefully. In addition, every student should read the Student Handbook for a full explanation of college policies and procedures. Copies of the Student Handbook are posted on the college website. Students are responsible for knowing and adhering to the policies and procedures in this Field Manual, in the Student Handbook, and the UIC Office of Admissions and Records.

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Dean’s Preface The Jane Addams College of Social Work is an institution of academic distinction and a vital part of a dynamic, public research university. We enjoy the status associated with carrying the name of Jane Addams, the great social reformer and peace activist of the early 1900’s, and are known for excellent academic programs that reflect the realities of living and working in today’s urban environments. Our commitment to social, racial, and economic justice is an important aspect of our legacy and is embraced by our field instruction division. Each year we place hundreds of students in field internships that allow them to grow as generalist practitioners and advance in their selected practice concentrations, including child and family services, community health and urban development, mental health, and school social work. This field instruction manual serves as a common point of reference for the many individuals involved in field instruction at the College. It discusses the purposes of field instruction and the procedures we use to plan, monitor, and evaluate the field instruction experience. Whether you are a student, field instructor, or Field Liaison, the manual will serve as a guide to a successful field experience. Thank you for the many ways you help make the College a great place to study and work and field education a strong, highly valued and rewarding part of the MSW program. Creasie Finney Hairston, PhD Dean and Professor

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Director of Field Instruction Preface

On behalf of the Field Instruction Division of the Jane Addams College of Social Work, I would like to extend a warm welcome and appreciation to everyone participating in the mission and process of social work education. This includes students, faculty, academic and support staff, and current and prospective agency supervisors and their organizations. The faculty and staff of the college believe that field instruction is one of the most important aspects of our graduate curriculum. In this spirit, we have developed the MSW Program Field Instruction Manual for Students, Field Instructors, and Field Liaisons. It describes MSW field education at the college and will provide an understanding of the mission of the college as operationalized in the policies and implementation of the Field Education Program. Social work is a dynamic profession that evolves and changes over time in response to numerous factors in the practice community and society at large. Social work education similarly evolves and has recently adopted a new “competency-based approach” to prepare students to become professional social workers. This new approach was adopted by the Council on Social Work Education in the 2008 Accreditation Standards and focuses on teaching students through course work and field experiences to acquire the competencies and related practice behaviors necessary to work effectively with diverse client systems. In addition, this approach includes a strong emphasis on the assessment of student mastery of the competencies as demonstrated through specific practice behaviors. Beginning in the fall 2010 semester the college adopted the competency-based approach to social work education; consequently, the entire curriculum has been revised. You are about to embark on a challenging course of study that will encourage you to think beyond yourself, to ask complex questions, and to try out your knowledge and skills in the arena of practical experience. Perhaps no part of the Jane Addams College of Social Work curriculum provides as intensive a learning environment as field education. While in your placement, you will begin to develop your professional identity as a social worker and start your journey toward becoming a social work practitioner dedicated to serving at risk individuals, families, groups, communities, and organizations. College faculty, Field Liaisons, and field instructors form a partnership that will support, challenge, and help you become a professional social worker. In closing, field education is the learning laboratory where the knowledge, skills, and values of the social work profession are transmitted. This manual is designed to provide you, the student field instructor, and Field Liaison with a blueprint toward the accomplishment of our mission. The Field Instruction Division welcomes you and encourages feedback throughout your journey. Barbara C. Coats AM, LCSW Director of Field Instruction and Community Programs Director

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Administrative Structure of the Field Program The faculty and staff of the Jane Addams College of Social Work are invested in each student to help her or him succeed in this program. The roles and responsibilities of these individuals as they relate to your experience in the field are outlined below. A. Dean of the College of Social Work The Dean, Creasie Finney Hairston, Ph.D., is the chief administrator for the entire college of social work and provides administrative leadership to all aspects of the program. B. Associate Dean of Academic Affairs & Student Services The Associate Dean of Academic Affairs & Student Services, Faith Johnson Bonecutter, MSW, LCSW, works closely with the Dean, the Director of Field Instruction and Community Programs Director, and the faculty regarding the curricular content of the fieldwork courses. C. Director of Field Instruction and Community Programs Director The Director of Field Instruction and Community Programs Director, Barbara Coats, AM, LCSW, provides administrative leadership and direction for the fieldwork program. The Director reports to the Associate Dean of Academic Affairs & Student Services and supervises the Field Liaisons. In this capacity, the Director of Field Instruction and Community Programs Director manages the day-today operations and oversees and facilitates the smooth running of the fieldwork program. D. Field Liaisons Field Liaisons report to the Director of Field Instruction and Community Programs Director. Field Liaisons serves as the bridge between the college and the field setting. They oversee and facilitate the field application process, the field placement process, and the field evaluation process. Once students are placed, Field Liaisons are students’ primary contact regarding fieldwork. Their primary tasks include: visiting the field setting; contact with the student and the field instructor; monitoring the fit between the student, the field setting, and the classroom; and managing any issues that arise in interactions between the field setting, student, or classroom that are not handled by the parties involved. E. Field Instructors Field Instructors are agency-based professional social workers. They provide supervision and support to students while in the field at their designated placement. The college prides itself on having longstanding relationships with many agencies in the Chicago land area and continually seeking out new placements for students that align with the college’s mission.

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Jane Addams College of Social Work Field Division Barbara C. Coats, AM, LCSW - Director of Field Instruction and Community Programs Director Office: 4131 ETMSW P: 312-355-2386 [email protected] Julie Fisher, MSW, LSW, ACSW - Field Liaison Office: 4042 ETMSW P: 312-996-0033 [email protected] Cassandra Hudson, MSW, LCSW – Field Liaison Office: 4119 P: 312-996-0031 [email protected] Kimberly Jenkins Office: 4127 P: 312-996-8511 [email protected] Catherine Melka, MSW, LCSW – Field Liaison

for Certificate in Evidence-based Mental Health Practice with Children Office: 4545 ETMSW P: 312-996-4629 [email protected] Carol Taylor Office: 4123 P: 312-996-3136 [email protected]

Staff

Maria Carrasco Office: 4137 ETMSW

P: 312-996-0037 [email protected]

mailto:[email protected]




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Overview of the Jane Addams College of Social Work

Administration and Faculty 2017-2018 Creasie Finney Hairston, PhD, ........................................... Dean Faith Johnson Bonecutter, MSW ......................................... Associate Dean Barbara C. Coats, AM ......................................................... Director of Field Instruction Jacquelyn Bonavia, CFRE .................................................. Director of Advancement Martin McDermott, MBA, MPH ............................................ Associate Dean for Administration Chang-ming Hsieh, PhD ..................................................... Doctoral Program Director Edward Potts, MSW ............................................................ Director of Admissions and Financial Aid

Faculty and Staff Faith Johnson Bonecutter, MSW Alice K. Butterfield, PhD Barbara Coats, AM Christina DeNard, PhD Karen D’Angelo, PhD Otima Doyle, PhD Julie Wheeler Fisher, MSW Gina B. Gaston, PhD Jennifer Geiger, PhD Aaron Gottlieb, PhD Creasie Finney Hairston Charles E. Hounmenou, PhD Chang-ming Hsieh, PhD Cassandra Hudson, MSW

Kimberly Jenkins, MSW* Annette Johnson, MSW Sonya J. Leathers, PhD Jack Lu, PhD Henrika McCoy, PhD Branden McLeod, PhD Christopher Mitchell, PhD Edward Potts, MSW Sarah Reed, PhD Lisa Salvadore, MSW James A. Swartz, PhD Carol Taylor, MSW* Amy C. Watson, PhD Robert Wilson, PhD *(Staff)

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Mission of the Jane Addams College of Social Work The Jane Addams College of Social Work (JACSW) is named after the Illinois- born pioneer of American social work who founded the internationally famous settlement house known as Hull House. It became one of the leading centers in the development of the profession of social work. Today Hull House is a museum and national landmark, situated on the UIC Campus at 800 S. Halsted Street. The Jane Addams College of Social Work carries the mission of Jane Addams and the Hull House movement forward, adapting it to the realities of today’s urban settings. The College’s mission is to educate professional social workers, develop knowledge, and provide leadership in the development and implementation of policies and services on behalf of the poor, the oppressed, racial and ethnic minorities, and other at-risk urban populations. The Jane Addams College of Social Work has full accreditation from the Council on Social Work Education for its master’s degree program. Its master’s program is one of the ten largest programs in the U.S. and is the largest social work master’s program in the Big Ten region. The College graduates a large proportion of the new social workers entering the profession in the Chicago area each year and its graduates are found in social work practice throughout the United States and in other countries. Degree and Certificate Programs The Jane Addams College of Social Work offers the Master of Social Work (MSW) degree, a Certificate in Evidence-Based Mental Health Practice with Children, a Master of Social Work/Master of Public Health (MSW/MPH) joint degree, and the Doctor of Philosophy in Social Work (PhD) degree. The MSW program prepares students for advanced social work practice. The Certificate in Evidence-Based Mental Health Practice with Children prepares students with advanced training in evidence-based practice with this targeted population. The MSW/MPH joint degree prepares students to integrate the fields of social work and public health for advanced social work practice. The PhD program is designed for those social workers planning careers in social work education, research, or administration. A separate student handbook is published for PhD students. Master of Social Work Program: Mission and Goals The mission of the MSW program is to educate advanced professional social workers for practice that includes urban, at-risk populations. Through the contributions of its graduates and faculty, the program also has a mission to contribute to the knowledge base of the profession and provide leadership in the development and implementation of policies on behalf of the poor, the oppressed, racial and ethnic minorities and other at-risk urban populations. Through this mission, the program will contribute to the enhancement of human well-being, the prevention and alleviation of oppression, and the promotion of justice. At the present time the MSW program offers the following advanced concentrations: Child and family services, community health and urban development, mental health, and school social work.

MSW Program Goal 1: To educate competent social workers with knowledge, values, and skills to (a) practice in four advanced concentrations (child and family, community health and urban development, mental health, and school social work); (b) practice with and on behalf of the poor, oppressed, racial and ethnic minorities and other at risk urban populations, and (c) practice in manner that will promote human well being and a more just society. MSW Program Goal 2: To develop the knowledge base of the social work profession, particularly as it relates to addressing the needs of urban at- risk populations. MSW Program Goal 3: To provide leadership in the development and implementation of policies and services for urban at-risk populations.

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MSW Program Goal 1: Educating Competent Social Workers Social work is a dynamic profession that evolves and changes over time in response to numerous factors in the practice community and society at large. Social work education similarly evolves and has recently adopted a “competency-based approach” to prepare students to become professional social workers. This new approach was adopted by the Council on Social Work Education in the 2008 Accreditation Standards and focuses on teaching students – through course work and field experiences – to acquire the competencies and related practice behaviors necessary to work effectively with diverse clients. In addition, this approach includes a strong emphasis on the assessment of student mastery of the competencies as demonstrated through specific practice behaviors. In light of the accreditation standards, the MSW program curriculum is competency based and consists of coursework and field placements at the foundation level and at the advanced concentration level. The foundation curriculum prepares students with the core competencies and practice behaviors—the knowledge, values, and skills—of generalist social work practice. The advanced curriculum builds on the foundation and prepares students for advanced practice in one of four concentrations: child and family services, community health and urban development, mental health, and school social work. Advanced practice incorporates all the core competencies of the foundation curriculum augmented by knowledge and practice behaviors specific to the concentration. The competencies and measurable practice behaviors of the foundation and concentrations are listed below: Foundation Competencies and Practice Behaviors

Competency Practice Behaviors 1. Identify as a professional social worker

Practice personal reflection and self-correction to assure continual professional development Attend to professional roles and boundaries Demonstrate professional demeanor in behavior, appearance, and communication Engage in career-long learning Use supervision and consultation

2. Apply social work ethical principles

Recognize and manage personal values in a way that allows professional values to guide practice Make ethical decisions by applying standards of the NASW Code of Ethics and, as applicable, the IFSW/IASSW Ethics in Social Work, Statement of Principles Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions

3. Apply critical thinking Distinguish, appraise, and integrate sources of knowledge, including research-based knowledge, and practice wisdom Analyze models of assessment, prevention, intervention, and evaluation. Communicate effectively, in oral and written form, the analysis of theories for assessment of client systems along critical dimensions of testability, functionality, bias, and practicality

4. Engage diversity and difference Recognize the extent to which a culture’s structures, theories, and values may oppress, marginalize, alienate, or create or enhance privilege and power Gain sufficient self-awareness to critically examine the influence of personal biases and values in working with diverse groups Recognize and communicate their understanding of the importance of difference in shaping life experiences View themselves as learners and engage those with whom they work as informants

5. Advance human rights, social and economic justice

Understand the forms and mechanisms of oppression and discrimination

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Advocate for human rights and social and economic justice Engage in practices that advance social and economic justice

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

Use practice experience to inform scientific inquiry Use research evidence to inform practice

7. Apply knowledge of human behavior in the social environment

Utilize conceptual frameworks to guide the processes of strengths-based assessment, intervention, and evaluation in practice Utilize conceptual frameworks to recognize and assess the range of social systems and environments in which individuals live, including families, groups, organizations, institutions, and urban communities Recognize the impact of social and economic forces on individuals including the impact of racial and ethnic minority status, disability status, urban location, gender, and sexual orientation Critique and apply knowledge to understand person and environment

8. Engage in policy practice Analyze, formulate, and advocate for policies that advance social well-being Collaborate with colleagues and clients for effective policy action

9. Respond to contexts that shape practice

Continuously discover, appraise and attend to changes in locales, populations, scientific developments, and emerging societal trends to provide relevant services Provide leadership in promoting changes in service delivery and practice to improve the quality of services

10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, & communities

--Engagement Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities Use empathy and interpersonal skills Develop a mutually agreed-on focus of work and desired outcomes

--Assessment Collect, organize & interpret client data Assess client strengths and limitations Develop mutually agreed on goals & objectives Select appropriate intervention strategies

--Intervention Initiate actions to achieve organizational goals Implement prevention interventions that enhance client capacities Help clients resolve problems Negotiate, mediate, and advocate for clients Facilitate transitions and endings

--Evaluation Critically analyze, monitor, and evaluate interventions Competencies and Advanced Practice Behaviors for the Child and Family Concentration


Identify opportunities for social work involvement in identifying and responding to the needs of urban children and families


Apply ethical decision-making skills to working with urban children and families

Examine the value and ethics content of actual and proposed policies and services as they relate to urban children and families

3. Apply critical thinking Critically evaluate, select, and implement evidence-informed assessment, intervention, and evaluation tools and techniques with urban children and families

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Communicate effectively, in oral and written form, with diverse clients and with multidisciplinary colleagues. Communicate effectively, in oral and written form, with diverse clients and with multidisciplinary colleagues

4. Engage diversity and difference Accurately identify and assess issues among diverse client populations in the urban environment

Recognize how factors related to diversity may influence client functioning and help-seeking behaviors

Implement assessment, intervention and evaluation tools that are culturally sensitive and appropriate to diverse clients


Advocate for social and economic justice on behalf of at-risk families, adults, and children in urban environments

Advocate and intervene at multiple levels for the reduction of disproportionality and disparities that affect oppressed populations


Identify, evaluate, and implement appropriate evidence-informed assessment, intervention, and evaluation models and tools with urban children and families

Apply foundation research skills to the evaluation of practice models with urban children and families


Apply appropriate theories, models, and research to diverse client systems and circumstances

8. Engage in policy practice Examine the impact policies have on children and families, and to understand and influence the process of policy development and implementation

Identify emerging issues that are likely to impact the needs of children and their families, and new policies and program models that are responsive to these emerging issues


Apply appropriate practice skills to respond proactively to changes in client and service delivery systems

Exercise leadership in promoting sustainable change that is responsive to environmental changes and trends


--Engagement Engage diverse children and families in urban environments --Assessment Evaluate, select and utilize appropriate methods and instruments for

the assessment of urban children and families Conduct assessments of urban children and families that identify problems, risk, and protective factors Relate knowledge of family dynamics, trauma, maltreatment, and diversity to the assessment of urban children and families

--Intervention Identify appropriate evidence-informed interventions for practice with urban children and families Implement evidence-informed interventions appropriate to diverse clients

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Identify and develop community resources on behalf of urban children and families

--Evaluation Apply research skills to the evaluation of practice with urban children and families

Identify and use appropriate evaluation tools with diverse clients

Communicate and disseminate evaluation results appropriate to the intended audience

Competencies and Advanced Practice Behaviors for the Community Health and Urban Development Concentration


Mobilize personal, family and group strengths to support individual and collective health. Practice continuous self-reflection and self-awareness in professional practice. Practice personal reflection and self-correction to assure continual professional development in community health and urban development.


Apply the NASW Code of Ethics and, as applicable, other social work organizational standards or principles for advanced practice and to strengthen community health and empowerment.

3. Apply critical thinking Demonstrate critical thinking skills in practice with individuals, families, and groups within an urban community-building format. Demonstrate effective oral and written communication in working with organizations and communities for health promotion Demonstrate advanced skills in analytic and critical thinking when developing written documents Demonstrate advanced skills in presenting and defending policy change proposals

4. Engage diversity and difference Gain sufficient self-awareness to critically evaluate the influence of personal biases and values in working with diverse groups in community health and urban development practice Apply approaches for engaging cultural resources for practice in urban communities Differentially apply ethno-conscious and inclusive interventive strategies with an awareness of the impact of race, ethnicity, culture, sexual orientation, religion, gender, age, and ability, and the intersections among these, on their practice within an urban community-building framework


Demonstrate how community building and health promotion practice supports social justice and universal human rights within a dynamic of participation and shared power Plan and advocate in campaigns supporting human rights and social and economic justice Identify opportunities for advocacy supporting social justice and human rights Apply policy analysis frameworks to identify human rights and social, racial, and economic dimensions of policies. Identify and implement appropriate evidence-informed assessment, intervention and evaluation processes and tools for diverse

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individuals, families, and groups within a community-building and health promotion context Apply research skills to the evaluation of health promotion strategies with individuals, families, and groups within a community-building and health promotion context Use research evidence to inform practice for health promotion and community-based capacity building Demonstrate advanced skills in apply research when analyzing social problems, formulating policy implementation evaluation plans, and formulating plans for evaluating policy outcomes


Apply appropriate health-related and community-building theories, models, and research to practice Apply appropriate health-related theories and research to diverse client systems and circumstances and community transactions and networks

8. Engage in policy practice Demonstrate advanced skills in formulating policy recommendations that advance social and economic well-being taking into consideration the specifics of the policy environment surrounding the policy issue Demonstrate advanced skills formulating tactics and strategies for policy change that take into account the policy environment affecting a policy issue


Act as a change agent to promote health within a context of community building practice. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services for health promotion and community building

Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services for health promotion and urban development


--Engagement Engage diverse individuals, families, and groups within a community-building and health promotion context, and develop mutually agreed on focus of work and desired outcomes Initiate and maintain a dynamic of shared power in collaborative practice across system levels Engage and facilitate diverse client systems in community building for health promotion and wellness from a shared power and participatory perspective

--Assessment Select, adapt, and use appropriate assessment tools and approaches emphasizing assets for practice with individuals, families and groups within a community-building and health promotion context Collect, organize, and interpret community-level data for advanced practice Assess community assets and challenges Develop mutually agreed-on intervention goals and objectives within a community change process

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--Intervention Apply approaches for practice with individuals, families, and groups that emphasize mobilization of personal strengths and supports, strengths-based care management, strengthening and contributing to networks of social support, case advocacy and health promotion within an urban community-building framework Identify and implement appropriate culturally appropriate, culturally specific, community-based, cross-system, and multidisciplinary health promotion strategies Initiate, provide leadership for, and collaborate in evidence-informed efforts to achieve community-identified goals Implement the steps involved in planning an advocacy campaign, including selecting appropriate tactics and implementing the campaign Initiate and maintain a dynamic of shared power in collaborative community practice across system levels working within care and service systems

--Evaluation Work collaboratively with participants and community to assess intervention appropriateness and effectiveness Collaborate with evaluators/researchers to assess intervention appropriateness and effectiveness

Competencies and Advanced Practice Behaviors for the Mental Health Concentration

Competency Practice Behaviors

1. Identify as a professional social worker

Identify opportunities for social work involvement in identifying and responding to the needs of individuals, families, and communities affected by mental illness in the urban environment Identify and understand one’s own professional strengths, limitations, and challenges


Apply ethical decision-making skills to working with persons with mental illness

3. Apply critical thinking Critically evaluate, select, and implement evidence-informed assessment, intervention, and evaluation tools and techniques with diverse mental health populations Communicate effectively, in oral and written form, with diverse clients and with multidisciplinary colleagues

4. Engage diversity and difference Accurately identify mental health issues among diverse client populations in the urban environment Recognize how factors related to diversity may influence client functioning and help-seeking behaviors Implement assessment, intervention and evaluation tools that are appropriate to diverse clients


Use knowledge of the effects of oppression, discrimination, and historical trauma on urban client populations to guide treatment planning and intervention Advocate and intervene at multiple levels for health promotion, for reduction of health disparities, stigma, and discrimination among diverse groups affected by mental illness


Identify and implement appropriate evidence-informed assessment, intervention, and evaluation models and tools for diverse clients Apply foundation research skills to the evaluation of mental health practice with diverse clients Collaborate as appropriate with evaluators/researchers to assess intervention efficacy and effectiveness

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Apply appropriate mental health related theories, models, and research to diverse client systems and circumstances Use biopsychosocial theories and multiaxial diagnostic classification system as part of comprehensive assessments

8. Engage in policy practice Apply policy practice skills for mental health programs and services as well as for individuals, groups & communities affected by mental illness


Apply appropriate practice skills at all levels—micro, mezzo, and macro—as required to respond proactively to changes in client and service delivery systems in the urban environment


--Engagement Engage diverse client groups in mental health practice Attend to interpersonal dynamics and contextual factors that strengthen and/or threaten the therapeutic alliance Establish a relationally-based process that encourages clients to be equal participants in the establishment of intervention goals and expected outcomes

--Assessment Conduct mental health related needs assessments with diverse client Identify and assess client strengths and effective coping strategies Assess clients’ readiness for change Evaluate, select and utilize appropriate assessment methods and instruments for use with diverse populations

--Intervention Identify appropriate mental health related interventions. Implement evidence-informed interventions appropriate to urban at-risk populations

--Evaluation Apply research skills to the evaluation of mental health practice Identify and use appropriate evaluation tools with diverse clients Communicate and disseminate evaluation results as appropriate Collaborate as appropriate with evaluators/researchers to assess intervention efficacy and effectiveness

Competencies and Advanced Practice Behaviors for the School Social Work Concentration


Promote effective utilization of school social work services Coordinate multiple services to students with complex needs Demonstrate the ability to provide consultation and training to teachers, administrators, parents, and community agencies Demonstrate the ability to collaborate with parents, other professionals, and community partners in developing school-linked or school based services Carry out multiple school social work roles in an urban school setting Maintain current knowledge of and abides by federal and state laws and regulations with emphasis on persons with disabilities, child welfare, mental health, confidentiality, and child/ adolescent rights


Apply ethical principles in resolving dilemmas in an urban school setting Apply ethical principles in data collection and use of research skills in schools Model and promote ethical practices for confidential communication Demonstrate commitment to ethical responsibilities to clients, colleagues, the social work profession, and society at large

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3. Apply critical thinking Apply critical thinking and analytical skills to complex situations in school settings

4. Engage diversity and difference Demonstrate awareness of diversity, oppression, culture, and poverty in assessing and intervening with students, families, schools, and communities Facilitate learning environment in which differences are respected Utilize students’ diversity to enrich the educational experiences of all students Gain sufficient self-awareness to critically evaluate/examine the influence of personal biases and values in working with diverse groups Demonstrate awareness of personal biases that may influence school social work practice Develop awareness of culture and diversity in assessment, intervention, and research with students, families, schools, and communities Use non discriminatory formal and informal assessment techniques in order to identify student learning needs, and modify and design interventions Work with diverse children, families, and schools, especially urban, poor, oppression racial and ethnic minorities and gay and lesbian persons Facilitate a learning environment in which differences are respected


Work to empower children, their families, educators, and others to gain access to and effectively use school and community resources Use effective advocacy strategies and skills for vulnerable children individuals, families, and school systems Advocate for student with other members of the educational community to enhance student functioning in the learning environment Demonstrate understanding of the role of school personnel as mandated reporters and the function of the state child welfare agency Demonstrate understanding of the parent/guardian and student rights regarding assessment and evaluation


Use evidence informed research and professional literature to guide assessment, interventions, and evaluation models Apply theoretical foundations to evidence informed assessment and intervention strategies in school settings and in the use of critical thinking in school social work practice Develop competence in integration and use of technology for assessments, interventions and information management Develop competence in maintaining relevant data to assist in planning, management and evaluation of school social work Develop competence in collecting, analyzing and interpreting data to evaluate and modify interventions Develop competence in using a variety of non-discriminatory formal and informal tools and techniques to help determine the efficacy of intervention and programs Understand valid and reliable assessment tools appropriate for use in schools


Gather and interpret appropriate information to document and assess environmental, emotional, cultural, socioeconomic, educational, biological, medical, psychosocial and legal factors that affect students’ learning

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8. Engage in policy practice Identify climate/environmental and contextual factors when planning interventions, policies, and programs for urban schools Develop strategies to encourage the development of a learning community where students assume responsibility, participate in decision making and work independently, as well as collaboratively in learning activities Participate in collaborative decision making and problem solving in a school setting


Identify historical, political, cultural, legal, legislative, judicial, administrative, environmental and contextual factors when planning, interventions, policies, and programs related to urban school settings Demonstrate knowledge of current policies relevant to school social work practice


--Engagement Use empathy and active listening, and attunement in interpersonal relationships to engage students and families

--Assessment Conduct accurate diagnostic assessments to plan for the educational, and social and emotional needs of students

--Intervention Implement appropriate evidence-informed interventions with students and their families Demonstrate skill in advocacy, case management, consultation, and community linkage and partnerships on behalf of students and families in urban school settings Demonstrate skills in developing and implementing classroom based or school wide interventions that are appropriate to the student’s culture, gender, sexual orientation, developmental stage, learning style, strengths and needs Select and apply the most appropriate methods of interventions (e.g. crisis intervention, conflict resolution) to enhance students’ education experiences

--Evaluation Document assessment and evaluation results Collect, analyze and interpret data to evaluate and modify interventions when necessary Analyze educational environments and works effectively to create/enhance a supportive learning climate

Assessment of Student Competencies Assessment of student outcomes is an integral component of competency-based education. Various mechanisms are incorporated into the curriculum to assess how well students have mastered the foundation and advanced competencies and practice behaviors listed above. The multiple assessment measures will include an evaluation of student performance by the field instructor, a student self-assessment, as well as classroom based measures. MSW Program Goal 2: Knowledge Development for the Profession In addition to teaching, faculty engage in a variety of research related projects to address practice and policy issues relevant to urban, at-risk populations. Many of these projects are externally funded by federal, state, and local governments and foundations. Faculty use their research to inform classroom instruction and disseminate the results of their research through publications, conference presentations, and community dialogues. MSW Program Goal 3: Leadership in the Development of Policies and Services Faculty provide consultation and serve on local, regional, state, national and international boards and advisory bodies that promote the development of and implementation of policies and services on behalf

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of urban, at-risk populations. Faculty similarly serve as training resources for individuals, groups and organizations that develop and implement policies and services for urban, at-risk populations. Certificate in Evidence-Based Mental Health Practice with Children The Certificate in Evidence-Based Mental Health Practice with Children is approved by the Illinois Board of Higher Education (IBHE). Only students admitted to the MSW program and enrolled in the mental health concentration are eligible to apply for admission to this certificate program (See Application Procedure, p. 30). Taken in the concentration year, the certificate program offers students who have a career interest in working with children with mental health issues advanced training in evidence-based practice with this target population. Joint Degree Master of Social Work and Master of Public Health (MSW/MPH) Recognizing the need for professionals trained in both social work and public health the Jane Addams College of Social Work and the School of Public Health now offer a joint Master of Social Work/ Master of Public Health (MSW/MPH) program that provides students with concurrent formal study towards the two degrees. The MSW provides the graduate with broad training in the field of social work and includes coursework and field placements to prepare students with the competencies and practice behaviors for advanced professional practice in one of four concentrations: Child and Family, Community Health and Urban Development, Mental Health, and School Social Work. The MPH is a professional degree that ensures that the graduate has a general understanding of the field of public health, specific competence in a particular area (Community Health Sciences, Epidemiology, Environmental and Occupational Health, or Health Policy and Administration), and concrete skills and experience in public health settings. The joint program integrates the fields of social work and public health; it combines the theoretical approaches and competencies of social work in understanding and responding to individual and community influences on patterns of health and illness, with the tools and applicability of public health approaches to real world health problems. Through the joint degree full-time students may complete the programs in three to three and one-half years rather than the four years or more it would take to earn both degrees separately. PhD in Social Work Program The interdisciplinary PhD program emphasizes research in a substantive area of the student’s own choosing. See the separately published Doctoral Student Handbook for more information.

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II. Field Instruction: Goals, Policies, and Procedures A. Field Instruction Goals The MSW program is fully accredited by the Council on Social Work Education (CSWE). CSWE establishes minimum standards for curriculum and publishes them in a document entitled the Educational Policy and Accreditation Standards (EPAS). A full listing and discussion of the CSWE EPAS are available on the CSWE website here: http://www.cswe.org/Accreditation/Handbook.aspx Field instruction is a class that takes the form of a closely supervised educational internship in a social work agency that provides a unique opportunity to integrate conceptual and theoretical material learned in the classroom with hands-on, real life service delivery experiences. The Field Instruction Division of the college is responsible for all field instruction. The MSW curriculum is designed to provide students with the knowledge, values, and skills for professional social work practice. Integral to this is practice with diverse groups, particularly the urban, at-risk populations central to the college’s mission. The goals of field instruction are:

1. To educate professional social workers for practice with urban, at-risk populations. 2. To provide opportunities for students to acquire and demonstrate the competencies and

practice behaviors of the foundation curriculum and the advanced concentrations. 3. To provide opportunities for assessment of student performance in the field.

B. Field Division Policies and Procedures 1. Policies and Procedures Regarding Discrimination and Sexual Harassment

The commitment of the Jane Addams College of Social Work to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from invidious discrimination in all its forms. The policy of the Jane Addams College of Social Work is to comply fully with all federal and state nondiscrimination and equal opportunity laws, orders, and regulations. The college will not discriminate against any person because of race, color, sex, religion, national origin, ancestry, age, marital status, disability, sexual orientation, including gender identity, unfavorable discharge from the military or status as a disabled veteran or a veteran of the Vietnam era. This nondiscrimination policy applies to admissions, employment, access to and treatment in the University programs and activities. Sexual harassment of students or employees will not be tolerated and actions will be taken to provide remedies when such harassment is discovered. The college environment must be free of sexual harassment in work and study. Sexual harassment is defined by law and includes any unwanted sexual gesture, physical contact, or statement that is offensive, humiliating, or an interference with required tasks or career opportunity at the University. This includes inappropriateness involving sexual orientation and/or gender identity.

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2. Title IX Mandated Reporting

Jane Addams College of Social Work cares greatly about the health and well-being of our students. Federal law, specifically Title IX, and university policy require that all faculty members serve as mandated reporters of incidents involving sexual violence/harassment.

If you inform a faculty member about experiencing sexual or gender harassment, sexual assault, rape, dating violence, domestic violence and/or stalking on or off campus, they have to bring it to the attention of the Title IX Coordinator. Student participation in any process is always voluntary.

The Title IX Coordinator can be contacted directly at [email protected] or (312) 996-8670. The Title IX Coordinator conducts investigations and assists with interim safety measures, academic accommodations and other remedies. In certain circumstances, the Title IX Coordinator can take anonymous or confidential reports as long as there are no safety risks to the student or community.

If you want a confidential place to disclose, please contact the Campus Advocacy Network at (312) 413-8206 or [email protected] for options, technical assistance and advocacy or the Counseling Center (312) 996-3490 for support. For more information about reporting options and resources, see the http://oae.uic.edu/docs/CampusSaVEResourceHandoutADACompliant.pdf. The Interim Sexual Misconduct Policy can be found at http://sexualmisconduct.uic.edu/

For additional information or to file a complaint regarding discrimination, equal opportunity, affirmative action or sexual harassment, contact: Caryn Bills, Director Office of Access and Equity 809 South Marshfield Ave., Room 717MB Chicago, IL 60612-7207 Phone: (312) 996-8670 Email: [email protected] Further, if you want to discuss a problem before taking action or need supportive counseling, consult one or more of the following: UIC Counseling Service Student Services Building 1200 West Harrison Street, Room 2010 Chicago, Illinois 60607 Phone: (312) 996-3490 William Rodriguez, Associate Dean of Students / Ombudsperson Office of the Vice Chancellor for Student Affairs Office of Dean of Students Student Services Building 1200 West Harrison Street, Room 2080 Chicago, Illinois Phone: (312) 996-4857 Email: [email protected]


tel:%28312%29%20996-8670

tel:%28312%29%20413-8206


tel:%28312%29%20996-3490

http://oae.uic.edu/docs/CampusSaVEResourceHandoutADACompliant.pdf

http://sexualmisconduct.uic.edu/



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Employee Assistance Services Campus Health Services 914 South Wood Street, Room 214 Chicago, Illinois Telephone (312) 996-3588 In addition to the above, additional information can be obtained, problems can be discussed and complaints about discrimination or harassment can be filed with: Creasie Finney Hairston, Dean Jane Addams College of Social Work 1040 West Harrison Street, Room 4010 Chicago, Illinois 60607 Phone: (312) 996-3219 Email: [email protected] 2. Policies and Procedures Regarding Accommodations for Disabilities

EQUAL ACCESS AND ACCOMMODATIONS

UIC is committed to equal access for student with disabilities. Your experience in class is very important to fulfill this commitment and to create an accessible learning environment for all students. The UIC Disability Resource Center (DRC) provides accommodations and accessibility services to undergraduate and graduate students with disabilities, including temporary disabilities. DRC also offers programs to promote disability art and culture on campus. If you have already joined the DRC, please communicate your approved accommodations to your instructor as soon as possible to ensure access to the coursework. If you are seeking accommodations for the first time, please visit the DRC, or call them at 312.413.2183 to schedule a meeting. The DRC is located on 1200 W. Harrison Street, Suite 1190 in the Student Services Building. For additional information visit the DRC website at: www.drc.uic.edu For further information regarding Jane Addams College of Social Work and disability accommodations, you may contact: Faith Johnson Bonecutter, Associate Dean for Academic Affairs & Student Services Jane Addams College of Social Work 1040 West Harrison Street, Room 4329 Chicago, IL 60607 Phone: (312) 996-3034 Email: [email protected] The University of Illinois at Chicago is committed to maintaining a barrier-free environment so that individuals with disabilities can fully access programs, services, and all activities at UIC. If you encounter any problems accessing any programs, services, or activities at UIC please contact:


tel:(312)%20413-2183

https://maps.google.com/?q=1200+W.+Harrison+Street,+Suite+1190&entry=gmail&source=g

https://maps.google.com/?q=1200+W.+Harrison+Street,+Suite+1190&entry=gmail&source=g

http://www.drc.uic.edu/

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Associate Chancellor for Access and Equity Office of Access and Equity 809 South Marshfield Ave., Room 717MB Chicago, IL 60612-7207 Phone: (312) 996-8670 Regarding issues related to disabilities, you may contact: UIC Disability Resource Center Student Services Building 1200 West Harrison Street, Room 1190 Chicago, Illinois 60607 Phone: (312) 413-2183 Video Phone: (312) 957-4822 Video Relay Service hearing persons can call: (317) 957-4822 3. Email Communication and Social Media Guidelines All Jane Addams College students are required to activate their UIC student computer account and to check their UIC email account regularly for communications from the field division. Email is an essential communication device for all students. The Field Division maintains a Blackboard site for all students registered for field instruction. Students are required to check regularly for reminders and information relevant to field instruction. For technical assistance with student computer accounts or Blackboard please access the Academic Computing and Communication Center (ACCC) website at: http://www.uic.edu/depts/accc/index.html/

• Guidelines for the Use of Social Media Students are expected to adhere to social work values, ethics and engage in professional conduct as outlined in the NASW Code of Ethics when using social media tools, whether using a personal or agency site. Please refer to: Social Media & Social Work Ethics: Determining Best Practices in an Ambiguous Reality http://tinyurl.com/n2vmdc7 It can also be found at the Jane Addams College website under Field Resources: http://tinyurl.com/onopql2 4. Separate Placement for Each Year Each student will have a foundation, or first year field placement and a concentration, or second year field placement. The second year placement must be in an agency different from the first year placement. This will maximize students’ opportunities to experience a range of agency organizational and community environments, supervisory styles, and client populations.

http://tinyurl.com/n2vmdc7

http://tinyurl.com/onopql2

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5. Minimum Clock Hours Required MSW Field Placements

Minimum Clock Hours Required

Courses

Foundation 450 hours typically completed in a pattern of 15 hours per week for two 15-week semesters

SocW570, Field I (5credits) SocW571, Field II (5 credits)

Concentration 630 hours typically completed in a pattern of 21 hours per week for two 15-week semesters. Students in school social work concentration may have to complete additional hours. See note below.

SocW572, Field III (8 credits) SocW573, Field IV (8 credits)

Students should not rapidly accumulate and “bank” field hours expecting to leave field placement early. Students should expect to be in field placement for the full semester each semester. Students in the school social work concentration may be required to complete more than 630 hours. Many school districts explain at the point a placement is made that the social work student is expected to remain for school district’s entire school year. This means some social work students will still be in such placements after the end of the UIC semester. Students who have these placements must meet these expectations in order to receive Type 73 certification. Note: Concentration field students must register for the particular section of SocW572 and 573 that corresponds to their concentration: this is explained in the registration packet. 6. Eligibility for Field Instruction Only students admitted to the MSW program can receive a field instruction placement. MSW students take all courses, including field instruction, according to the published plans of study (see section VI of this manual for additional information on plans of study). Occasionally, modified plans of study may be approved (by way of a petition to the Associate Dean) that allow for departures from the published plans. However, in no case can a student take foundation field placement (SocW570, 571) until foundation practice courses (SocW430, 431) have been completed or are being taken concurrently with field. Students cannot begin concentration field placement (SocW572, 573) until all foundation courses have been completed and concentration advanced practice courses are being taken concurrently with field or have been completed. 7. Registering for Field Instruction Students register for field instruction courses. If a student attempts to do field placement without being registered for it each semester, the student will be removed from the placement site. Field instruction in the MSW program consists of four separate courses; students must register for

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each in the proper semester. MSW foundation placement (sometimes referred to as the first field placement) consists of two courses: SocW570, Field I and SocW571, Field II. Typically, both courses are taken in the same agency in a placement that lasts one academic year. Full-time students register for SocW570 in the fall and SocW571 in the spring. PM-Extended Study Program students have three options for completion of foundation year field beginning in the second year of the program:

1. Register for SocW570 in the fall and SocW571 in the spring (fall placement); 2. Register for SocW 570 in the spring and SocW571 in the summer (spring placement); or 3. Register for both SocW570 and 571 in the summer term of their second year (summer

placement). These alternatives are discussed in detail later.

MSW advanced concentration placement consists of two courses: SocW572, Field III and SocW573, Field IV. Even though the placement takes place in the same agency (different from the agency in which the foundation placement occurred) across a given academic year, it is still necessary to register each semester: SocW572 in the fall and SocW573 in the spring. Concentration students register for the particular section of SocW572 and 573 that corresponds to their concentration (this is explained in the registration packets provided to you each semester). 8. Proof of Liability Insurance If the agency in which you are placed requires proof of liability insurance coverage provided you by the university, the liability insurance form can be downloaded from the college website here: http://www.uic.edu/jaddams/college/field/files/Liability%20Insurance%20Form_2011.pdf Fill out the form completely; do not omit any information as this will only delay processing proof of your liability insurance coverage. Submit the form to your Field Liaison or to the Field Instruction Office. Do not try to contact the UIC Office of Risk Management yourself. Field Division faculty must initiate the request. Guidelines for UIC Full Liability Insurance Coverage UIC social work candidates are extended liability coverage under UIC’s self-insured plan contingent on the following conditions:

• The social work candidate is officially registered at UIC for any course

In which the field experience hours occur.

• The social work candidate reports to a school or agency for during the officially scheduled time for the field work experience.

• The social work candidate is engaged in required field work (internship) completed for a course required for graduation

• The social work candidate is acting within the scope of duties required for the field work

• The social work candidate does not cause intentional or willful harm to another

• The limits of the coverage are no less than $1 million per occurrence

http://www.uic.edu/jaddams/college/field/files/Liability%20Insurance%20Form_2011.pdf

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The University of Illinois Liability Self-Insurance Plan document has terms, conditions, limits, and exclusions that should be consulted to have a thorough understanding of candidate’s liability coverage: http://www.obfs.uillinois.edu/common/pages/DisplayFile.aspx?itemId=917543 9. Student Code of Conduct All Jane Addams College students are held accountable to the Jane Addams College of Social Work Student Code of Conduct as published in the MSW Student Handbook. The Code incorporates within it the Code of Ethics of NASW as well as other matters. The Handbook is posted on the Jane Addams College website here: http://www.uic.edu/jaddams/college/programs/msw/forms_and_handbook.html 10. Field Placement in Agency of Employment Only students admitted into the PM-Extended Study Program are eligible for employment-related placements and they can have either their foundation field placement or their concentration placement in such a site, but not both. Since the PM-Extended Study Program was designed to facilitate the entry of working students (many of whom are already working in social service settings) to the master’s program, one employment-related placement is permitted. Other MSW students may not have employment-related placements. Placements are restricted to agencies that are assessed by field division faculty as meeting the program’s criteria for field agencies and field instructors (see section III of this manual). Interested students should submit a request for an employment-related placement to the director of field instruction. The director assesses: that the student’s proposed field activities and assignments are different from usual work activities; that the student’s field instructor is a different person than the current work supervisor; and that the field instructor and agency meet the college’s field placement criteria (see section III of this manual). 11. Problems in Field Placement A student experiencing a problem in field placement should immediately discuss it with their field instructor. If additional assistance is needed, the college Field Liaison assigned to the student should be consulted. Beyond that, the Director of Field Instruction and the student’s college advisor are available. When appropriate, the Director of Field Instruction may call a conference of relevant persons to discuss problem situations. Students are expected to remain in the same agency placement for an entire academic year (Note: As explained later in the Manual, placement plan for PM-Extended Study Program students follows a different pattern for the foundation year.) Students may not simply walk away from a field placement when problems are encountered. Acceptance of a field placement carries important obligations to agencies and clients and abandonment of a placement can result in a failing grade or dismissal from the program under terms of the Student Code of Conduct (see MSW Student Handbook). However, on occasion, a student may need to change their field placement. A change of field placement is not to be entered into lightly and must involve the Field Liaison, the student, the field instructor, and may involve the Director of Field Instruction. It is important that all parties involved use a problem-solving process to arrive at the decision to change placement; one that allows not only clear identification of the inadequacies of the placement for that particular student, but also allows clear identification of necessary characteristics of any new placement to ensure the continuity and integrity of the field educational experience for the student. 12. Holidays Students in field placements assume important responsibilities to agencies and clients. Students must request in advance and carefully plan for any absences from the field placement. Simply

http://www.obfs.uillinois.edu/common/pages/DisplayFile.aspx?itemId=917543

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because a given day is a UIC holiday does not mean the student can fail to appear for field without prior discussion and approval. Discuss requests for absences with the field instructor and Field Liaison as needed. 13. Special Note to Social Work Concentration Students Some school districts require that our field instruction students remain with them for their entire school year, which may last longer than the UIC academic year. Acceptance of a given field placement means acceptance of this requirement. Students who do not complete this requirement will not be endorsed by the Jane Addams College for a Type 73 certificate. If you have any questions about this, discuss them prior to the beginning of a placement. 14. Timely Submission of Forms All field instruction students are responsible for submitting in a timely fashion all assignments and forms required by the college field instruction office. End of semester evaluations must be received by the published deadlines in order to receive a grade for the semester. Failure to do so may result in the student’s receiving a grade of “Incomplete”, which may disrupt the student’s academic progress. 15. Disability Accommodations Students needing accommodations for disabilities are to:

1. Go to the UIC Disability Resource Center, Student Services Building, Room 1190, to obtain confidential verification of the disability and to obtain a letter from the staff of that office describing the recommended accommodation.

2. Show the accommodation letter prepared by the Disability Services staff to the instructor of each classroom course for which accommodation is requested. If accommodation is requested for field instruction, the accommodation letter is to be shown either to the Jane Addams College Director of Field Instruction or the college liaison faculty assigned to the student.

3. The accommodation letter should be shown prior to the start of the semester in which accommodations are desired and, in the case of field instruction, should be shown during the period in which field placements are being planned.

16. International Students The Office of International Services (OIS) provides comprehensive support for international students, including advising on both immigration and related government and university policies. International students must attend an OIS Employment Options for F-1 student workshop or review the Curricular Practical Training Power Point and must receive authorization from OIS before beginning their field placements (Curricular Practical Training or CPT). Information on eligibility for CPT, workshop dates and times, application materials, and procedures are available on the OIS webpage here: http://www.ois.uic.edu/ Please note that requests for approval for internships (CPT) can take up to 10 business days to process. It is the student’s responsibility to schedule and plan accordingly. 17. Library Privileges for Field Instructors All field instructors have the opportunity to use University library facilities by requesting a Visitor Card. These cards cost $10 and JACSW will cover this expense. For security reasons, the Visitor Form is not available on the university website. Please contact the Field Office at (312) 996-0037 for instructions on how to apply for this card. 18. Safety Each year hundreds of Jane Addams College of Social Work students participate in field

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placement. In any field placement there may be some degree of uncertainty and potential risk. Therefore, there is concern on the part of faculty and staff regarding student safety. It is the policy of the Jane Addams College of Social Work to encourage attention to safety in field placement situations. Field Instructors are responsible for providing students with safety policies and/or guidelines of the agency in which the student is placed. Students are responsible for understanding and following safety policies and/or guidelines in the agencies in which they are placed. If you have any questions, please see your Field Liaison or the Director of Field Instruction. The following are a list of safety strategies in various settings. Please review and contact the field office with any questions. a. Community Safety Strategies

• Walk with your head up, be aware of surroundings and the individuals who are present, and, always travel with some form of identification.

• Check bus routes or driving routes before going into the field. Consult with your supervisor or other staff who are familiar with the area in which your field visits will occur.

• In most instances, field visits should be planned during morning or afternoon hours. Evening and nighttime visits should be avoided.

• Be aware that there may be situations that you should not handle. In these instances, call the police.

• If contacted by the police, do what they tell you to do. Remember that the officer needs to assess the situation and in some cases sort out who is the victim and the perpetrator.

• It is advisable to leave the premises when you see any situation that is threatening. c. Safety Strategies While Walking

• Avoid walking near shrubbery, alleys, dark or unlit areas, doorways, back of buildings, unlit parking lots, or other places of concealment.

• Wear clothing that is not restrictive in the event you may need to run. High heels and tight fitting clothing limit mobility.

• Try to keep hands free. It is best not to be overburdened with items. • If you sense you may be in danger, run to a well-lighted place nearest you. Shout or yell

while you are running. • If you feel you are in imminent danger, break a window in whatever place is closest in

order to draw attention to you. d. Home or Building Safety Techniques

• Always trust your instincts and don’t enter if the situation looks unsafe. Be aware of the people entering/exiting.

• Once you enter a home be aware of surroundings. Know various “exit” routes other than the door that you entered. Know where the telephone is situated. If you have a portable phone for your use, always have it readily available.

• If you are uncertain about your safety once you have entered a home/apartment, remain near an exit (door).

• In buildings, avoid hallways that are not lit. • Avoid construction sites or entering vacant buildings.

e. Safety Strategies in the Office

• When working after normal business hours, always keep your office door closed and locked. (Students are not encouraged to be at office premises after hours unless approval is received from their field supervisor.)

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• Close and lock all doors when leaving the office. • Always check to insure that outside or entrance doors are secured.

f. Elevator Safety Strategies

• If you sense impending trouble with a person on an elevator, push the button for the next floor and get off.

III. Field Placement: Selecting Agencies and Placement A. Selecting Field Agencies/Schools The college has a long-standing relationship with high-quality urban agencies and schools in the Chicago metropolitan area serving urban, at-risk populations. Agencies and schools are chosen on the basis of their consistency with the MSW program mission, goals and objectives (see section I of this manual) and the level of their professional standards, the variety of their programs, and their commitment to ethnic and racially diverse populations and other urban oppressed or at-risk clients. Another criteria include their ability to provide generalist social work practice field education experiences in the foundation curriculum and supportive learning experiences in the advanced concentration curriculum. To be considered for a field placement, an agency must be able to provide field instructors who meet the requirements of the Jane Addams College of Social Work discussed below. In addition, agencies must be able to:

• Provide a minimum of one hour per student per week of direct student supervision. • Give release time for Field Instructors to attend field instruction workshops and other

meetings at the college. • Offer adequate office space, telephone, and secretarial services to support the student’s

practice in the agency. • Include students in appropriate staff meetings and in-service staff development

programs. • Provide timely evaluations of students to the college. • Assist students in evaluating their own practice. • Assign clients who are culturally and racially diverse, as well as the poor and populations

otherwise at-risk to the student’s caseload to meet MSW field education learning objectives.

• Reimburse students for expenses incurred in behalf of clients.

No agency is accepted as a field education site until the Field Division Office conducts a formal assessment and determines acceptability. Once a student is placed, a full-time college faculty member is assigned as a Field Liaison. Liaisons continually monitor the adequacy of sites they are assigned and submit reports of all their visits. MSW students complete evaluations of field agencies and field instructors at the end of each semester. B. Selecting Field Instructors To be eligible for selection as a field instructor, a social worker must have a CSWE-accredited MSW degree with two years of post-MSW practice and with evidence of increasing levels of competence and responsibility. Either the Director of Field Instruction or a Field Liaison interviews candidates. Candidates submit an application and are assessed in terms of their practice skills, ability to conceptualize theory for practice, understanding of mission, goals, and objectives, and capacity for teaching. On rare occasions, an agency-based task supervisor may be selected who has special qualifications for the role of supervisor in the field, but does not have a social work degree or sufficient post-degree practice. In those instances, the first choice is for the agency to assign a qualified social worker from within the organization to work with the task supervisor for the student. Secondarily, the Jane Addams College Field Liaison may collaborate with the agency-based task supervisor to provide the professional social work

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perspective. Occasionally it has happened that a qualified social worker at another agency that is affiliated with the field agency has agreed to provide field instruction supervision and to work jointly with the assigned agency-based task supervisor. In the rare times this arrangement has been used, it has been formalized in writing. Field Instructors are selected on the basis of their ability to carry out the following responsibilities to:

• Teach content in areas of curriculum as specified in the Field Instruction Manual. • Plan a diversified range of learning experiences to enable the student to achieve the

field instruction objectives as defined by the college. • Provide opportunities for the student to acquire and demonstrate competencies and

practice behaviors of the foundation curriculum or of the concentration curriculum. • Teach student the value and use of process recording. • Provide and document regularly scheduled weekly individual and/or group sessions to

assure continuity in the teaching of content and the administrative review of performance.

• Assess each student’s performance, capacity, learning patterns, needs and progress to facilitate the individualization of planned learning experiences.

• Assess and evaluate student performance of the competencies and practice behaviors • Consult with the assigned Field Liaison regarding educational planning and

assignments, student progress, and any problems that result. • Provide a basis for the faculty field liaison to assign the student’s grade. • Assist the students in critical evaluation of their own practice in each placement.

New Field Instructors are offered an introductory workshop on the field instruction role in our MSW program, and are encouraged to attend relevant college meetings to discuss curriculum development, including CSWE accreditation requirements. All Field Instructors are provided opportunities to participate in workshops throughout the academic year. C. Placing and Monitoring Students Students actively engage in the planning, implementation, and evaluation of the field practicum experience. While students do not find their own placements (they work with an assigned Field Liaison to do this), students are expected to participate in the selection of field placements. Every effort is made to provide placements that meet student’s career plans. Students are responsible for exemplifying professional behavior in the practicum, including prompt and regular attendance on all days while in the field, conforming with the conventions of dress and other norms of their field agency, and submitting all administrative materials promptly in accordance with agency needs and requirements. In addition, students are expected to use field time for field practice and to complete field responsibilities during field time. Students are expected to demonstrate commitment to their own educational program by participating in identification of their learning needs, preparing for supervisory conferences (including preparing and reviewing agendas and submitting appropriate material prior to conference). Students are expected to make use of supervision to identify client needs and determine appropriate intervention techniques. They are to seek opportunities for a broad-based practice experience that includes services to urban diverse, populations at risk. Students are taught to evaluate their own practice and to learn to use process recording. Students are expected to use agency materials according to ethical standards and, specifically, to protect confidentiality by obtaining permission from the Field Instructor or other agency personnel before using agency records, cases, or reports in classroom exercises. Questions about this policy should be discussed with the Field Liaison. In addition to the monitoring of learning methods described below, the field division holds

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periodic field forums open to any student. Students may raise questions or issues about any aspect of the field experience. Many questions and informational items are resolved on the spot, and others are flagged for follow-up work.

1. Placing and Monitoring Full-time Foundation MSW Students (SocW570 & 571) Prior to the start of the fall term, incoming students complete a Field Placement Questionnaire. The completed forms are submitted to the Field Division Office where Field Liaisons review them. They will then contact each student and meet with the student to discuss field placement and provide the student with the names of potential placement agencies and contact persons. Note: Students should be aware that in determining the “goodness-of-fit” of an agency for a particular student to be referred to for placement, the assigned Field Liaison working with that student for placement may need to share relevant information obtained from conversation with the student, or from the student’s placement questionnaire with a potential field instructor. It is the student’s responsibility to make contact with the prospective agency and set up the interview. Students are instructed to take a resume to the interview. Be advised that some agencies will require background checks, health screenings and possibly fingerprinting. Students and Field Liaisons remain in contact throughout the interviewing process and additional referrals are made if the initial contacts do not produce a placement agreement. Once a placement interview has secured a placement agreement, students submit a Field Instruction Confirmation Form to the Field Instruction Office. Note: It is the student’s responsibility to complete a Field Instruction Confirmation Form and submit this form to the Field Instruction Office, not Field Instructors. In addition all information on the Field Instruction Confirmation Form is required in order to proceed with field placement. A letter from the Director of Field instruction confirming the placement is then sent to the student and field instructor. Once a placement is confirmed and prior to the starting, students are encouraged to take the initiative in learning background information about the agency and the community to which they are going (please see safety suggestions in section II of this manual prior to exploring the community). In addition, once a placement is confirmed a full-time Field Liaison is assigned to the student. Field Liaisons make a minimum of one visit to the agency (more as needed) per year and maintain regular contact with the student and Field Instructor by email and telephone. Monitoring of the student by the Field Instructor and monitoring of the total internship is structured by a series of planning and assessment instruments, which are discussed section IV of this manual. 2. Placing & Monitoring PM-Extended Study Program for Foundation Students (SocW570 & 571) Students in the PM-Extended Study Program take foundation classroom courses on a part-time basis, in the evening. Students are given three options for their foundation field placement. They may enter their field placement in August (fall) or January (spring) of their second year or May (summer block placement) after their second year.

• Fall placement begins in September and students are expected to acquire 450 clock hours in the field, working two days a week in an agency, until the first week of May.

• Spring placement begins in January and you are expected to acquire 450 clock hours in the field, working two days a week in an agency, until the first week of August.

• Summer block placement begins in mid-May and you are expected to acquire 450 clock hours in an agency, working 40 hours per week for a 12 week period, until the first week

33

of August. As part-time students, PM-Extended Study Program students have the option to perform one of their field placements at their place of employment. Field placement duties must be social work related, supervised by a social worker, and approved by the field office. If you elect to do this for either your first or second field placement, there is an application form that you will need to complete, outlining your job duties, and identifying what you propose to do for your field placement that is different from your job. The form can be found on the college website here: http://www.uic.edu/jaddams/college/field/files/POE_Educational_Agreement_Form_09.pdf

In the fall semester of the first year, a field planning meeting is held with PM-Extended Study Program students. They will be given an informational packet (including the eligibility criteria for employment-related placements; see below). Students then complete a PM-Extended Study Program Foundation Year Field Instruction Questionnaire. The student submits the questionnaire to the Field Instruction Office and a Field Liaison is assigned to work with the student through the placement process. Students meet with their assigned Field Liaison to discuss the placement process. Note: Students should be aware that in determining the “goodness-of-fit” of an agency for a particular student to be referred to for placement, the assigned Field Liaison working with that student for placement may need to share relevant information obtained from conversation with the student, or from the student’s placement questionnaire with a potential field instructor. It is the student’s responsibility to make contact with the prospective agency and set up the interview. Students are instructed to take a resume to the interview. Be advised that some agencies will require background checks, health screenings and possibly fingerprinting. Students and Field Liaisons remain in contact throughout the interviewing process and additional referrals are made if the initial contacts do not produce a placement agreement. Once a placement interview has secured a placement agreement, students submit a Field Instruction Confirmation Form to the Field Instruction Office. Note: It is the student’s responsibility to complete a Field Instruction Confirmation Form and submit this form to the Field Instruction Office, not Field Instructors. In addition all information on the Field Instruction Confirmation Form is required in order to proceed with field placement. A letter from the Director of Field instruction confirming the placement is then sent to the student and field instructor. Once a placement is confirmed and prior to the starting, students are encouraged to take the initiative in learning background information about the agency and the community to which they are going (please see safety suggestions in section II of this manual prior to exploring the community). In addition, once a placement is confirmed a full-time Field Liaison is assigned to the student. Field Liaisons make a minimum of one visit to the agency (more as needed) per year and maintain regular contact with the student and Field Instructor by email and telephone. Monitoring of the student by the Field Instructor and monitoring of the total internship is structured by a series of planning and assessment instruments, which are discussed section IV of this manual. 3. Placing and Monitoring MSW Concentration Students (SocW572 & 573) At the beginning of the second semester of the first year, MSW foundation students select an advanced concentration (i.e., child and family services, community health and urban development, mental health, and school social work) for the next year and begin the field placement planning process. Around this time concentration information packets are posted on

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the college website. The information will direct students where to find descriptions of field placement agencies on the Internet. Note: This is not an exhaustive list. The packet also contains descriptions of each concentration. Students will have already been provided descriptions of the four concentrations in the MSW Student Handbook and through other informational sources.

In the spring semester, advanced concentration information meetings are held. A schedule is published on the college website and around the college showing times and locations where faculty from the various concentrations and field will be available to make presentations and answer questions about concentrations. Students are encouraged to discuss their advanced concentration choice with their advisor and with concentration faculty as needed. Field Liaisons are also present at these informational meetings to discuss the process of planning a concentration placement. Students enrolled in the mental health concentration and selected for the Evidenced-Based Mental Health Practice Certificate Program work with the Coordinator of the Certificate Program (see Jane Addams College of Social Work Field Division listing in this manual for contact information) to select their field placement in one of several specialty agencies committed to using evidence-based practice. After considering this information, students submit a Concentration Field Placement Choice Form by the published deadline. The form is posted during the spring semester on the college website, under the current students tab. On this form students indicate the concentration they want to enter and identify preferences for agency field sites. Field Liaisons review all the Concentration Field Placement Choice Forms and meet with students individually to give them the names of agencies and contact persons for setting up placement interviews. Note: Students should be aware that in determining the “goodness-of-fit” of an agency for a particular student to be referred to for placement, the assigned Field Liaison working with that student for placement may need to share relevant information obtained from conversation with the student, or from the student’s placement questionnaire with a potential field instructor. It is the student’s responsibility to make contact with the prospective agency and set up the interview. Students are instructed to take a resume to the interview. Be advised that some agencies will require background checks, health screenings and possibly fingerprinting. Students and Field Liaisons remain in contact throughout the interviewing process and additional referrals are made if the initial contacts do not produce a placement agreement. Once a placement interview has secured a placement agreement, students submit a Field Instruction Confirmation Form to the Field Instruction Office. Note: It is the student’s responsibility to complete a Field Instruction Confirmation Form and submit this form to the Field Instruction Office, not Field Instructors. In addition all information on the Field Instruction Confirmation Form is required in order to proceed with field placement. A letter from the Director of Field instruction confirming the placement is then sent to the student and field instructor. Once a placement is confirmed and prior to the starting, students are encouraged to take the initiative in learning background information about the agency and the community to which they are going (please see safety suggestions in section II of this manual prior to exploring the community). In addition, once a placement is confirmed a full-time Field Liaison is assigned to the student. Field Liaisons make a minimum of one visit to the agency (more as needed) per year and maintain regular contact with the student and Field Instructor by email and telephone. Monitoring of the student by the Field Instructor and monitoring of the total

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internship is structured by a series of planning and assessment instruments, which are discussed section IV of this manual. 4. Placing and monitoring MSW Advanced Standing Students (SocW572 & 573) Advanced standing students enter directly into an advanced concentration. In the spring and summer before the fall of the advanced concentration year, students are contacted by the Field Division and directed to the college website for descriptions of field agencies by concentration. Note: This is not an exhaustive list. They then complete a Concentration Field Placement Choice Form with the explanation that they are limited to the concentration specified in their admission letter. The form is posted during the spring semester on the college website, under the current students tab. Field Liaisons review all the Concentration Field Placement Choice Forms and meet with students individually to give them the names of agencies and contact persons for setting up placement interviews. Note: Students should be aware that in determining the “goodness-of-fit” of an agency for a particular student to be referred to for placement, the assigned Field Liaison working with that student for placement may need to share relevant information obtained from conversation with the student, or from the student’s placement questionnaire with a potential field instructor. It is the student’s responsibility to make contact with the prospective agency and set up the interview. Students are instructed to take a resume to the interview. Be advised that some agencies will require background checks, health screenings and possibly fingerprinting. Students and Field Liaisons remain in contact throughout the interviewing process and additional referrals are made if the initial contacts do not produce a placement agreement. Once a placement interview has secured a placement agreement, students submit a Field Instruction Confirmation Form to the Field Instruction Office. Note: It is the student’s responsibility to complete a Field Instruction Confirmation Form and submit this form to the Field Instruction Office, not Field Instructors. In addition all information on the Field Instruction Confirmation Form is required in order to proceed with field placement. A letter from the Director of Field instruction confirming the placement is then sent to the student and field instructor. Once a placement is confirmed and prior to the starting, students are encouraged to take the initiative in learning background information about the agency and the community to which they are going (please see safety suggestions in section II of this manual prior to exploring the community). In addition, once a placement is confirmed a full-time Field Liaison is assigned to the student. Field Liaisons make a minimum of one visit to the agency (more as needed) per year and maintain regular contact with the student and Field Instructor by email and telephone. Monitoring of the student by the Field Instructor and monitoring of the total internship is structured by a series of planning and assessment instruments, which are discussed section IV of this manual. D. Maintaining Field Liaison Contacts with Agencies/Schools Field Liaisons are central to the planning, implementation, monitoring, and evaluation of the social work field instruction placements. Field Liaisons are full-time college faculty who hold clinical appointments and whose principal assignment is to the Field Division. Field Liaisons hold CSWE-accredited master’s degree in social work and have more than three years of post-MSW social work practice. In addition, they have served as field instructors prior to joining the college faculty. Their principal duties are to develop and coordinate field agency resources and maintain communication between the MSW program, MSW students, Field Instructors, and field

36

agencies/schools. In addition, Field Liaisons have contact with each Field Instructor, assist students in selection of field placements, deal with any special issues that develop, and provide students with their final grade. The following is a more exhaustive list of Field Liaisons duties and responsibilities:

• Select agencies for field instruction in light of program criteria; • Develop educational agreements with agencies for field instruction; • Evaluate agency as field placement site following completion of placement; • Consult with agencies for improvement/expansion of field learning opportunities; • Assess how agency opportunities relate to MSW program’s diversity, social justice, and

urban, at-risk goals, and objectives; • Assess agency’s ability to promote learning that meets concentration practice behaviors; • Participate in field instruction workshops for all new field instructors; • Help field instructors to: (1) identify with the overall educational program, goals, and

objectives of the Jane Addams College of Social Work MSW program, (2) understand college curriculum and expectations for field instruction, (3) participate in development of classroom curriculum content, (4) facilitate an expansion of knowledge in social work, and (5) place students in field settings.

• Place students in field settings which involves: (1) interviewing students to determine experience and educational needs, (2) referring students for interviews at potential agencies, and (3) receiving completed confirmation forms from students once placement is secured.

• Review individual student field instruction plans regarding planned assignments and assessment procedures and consult with field instructors regarding problem areas with students.

IV. Evaluating Field Instruction Placements A. Evaluating Student Learning and Agency/School Effectiveness Evaluation of student learning is frequent, regular, and structured. Evaluation of learning is based on demonstration of competencies which are guided by program mission, goals, and objectives, and which are clarified in written individualized learning plans jointly developed by Field Instructors and students, with the assistance of Field Liaisons as needed, in the first few weeks of the field placement. In addition to the monitoring methods described below, the Field Division holds periodic informal field forums open to any student. Students may raise questions or issues about any aspect of the field experience. Many questions and informational items are resolved on the spot, and others are flagged for follow-up work. 1. Foundation Field Placements (SocW570 & 571) Foundation field placements are monitored and student learning is evaluated in the following manner. Note: All forms referred to below and a calendar of assignment dues dates are posted on the college website here: http://www.uic.edu/jaddams/college/field/forms.html

1. The Learning Plan, which includes an internship schedule, is established at the start of the placement. The Learning Plan is effective once it is signed by student, Field Instructor, Field Liaison, and submitted to the Field Division.

2. Foundation field students are required to complete one Evaluation of Practice Assignment. Instructions for completing this assignment are provided in the Field Instruction Assignments section of this manual. The form documenting the successful

37

completion of this assignment is signed by the student and Field Instructor and submitted to the Field Liaison.

3. Foundation field students are required to write Self-Assessments, which are student driven reflections and appraisals of his/her field placement experience. Students complete two Self-Assessments, one at the end of the first semester and one at the end of the second semester.

4. In addition to the Self-Assessment listed above, at the end of each semester the student completes a Student Self-Efficacy Scale to assess his/her ability to demonstrate the foundation practice behaviors. This form is submitted to the Field Liaison.

5. An end-of-fall Semester Grade Evaluation is completed which assesses student competencies in practice behaviors. It is completed by the Field Instructor, discussed with the student and signed by both, with the student attaching additional written comments if desired. The form is submitted to the Field Liaison and serves as a basis for the Liaison’s submission of a field grade for the semester.

6. An end-of-spring Semester Grade Evaluation is completed which assesses student competencies in practice behaviors. It is completed by the Field Instructor, discussed with the student and signed by both, with the student attaching additional written comments if desired. The form is submitted to the Field Liaison and serves as a basis for the Liaison’s submission of a field grade for the semester.

7. At the end of each semester, students complete a Student Evaluation of Field Liaison Form. This form is submitted to the Field Instruction Office.

8. At the end of the field placement, the students complete a Student Evaluation of Agency/Field Placement Form. This form is submitted to the Field Liaison.

9. At the end of each semester Field Instructors complete a Field Instructor Evaluation of Field Liaison Services Form. This form is submitted to the Field Instruction Office.

2. Concentration Field Placements (SocW572 & 573) Concentration field placements are monitored and student learning is evaluated in the same manner as described above for foundation placement. Note: All forms referred to below and a calendar of assignment dues dates are posted on the college website here: http://www.uic.edu/jaddams/college/field/forms.html

1. The Learning Plan, which includes an internship schedule, is established at the start of the placement. The Learning Plan is effective once it is signed by student, Field Instructor, Field Liaison, and submitted to the Field Division.

2. Concentration field students are required to complete one Evaluation of Practice Assignment. Instructions for completing this assignment are provided in the Field Instruction Assignments section of this manual. The form documenting the successful completion of this assignment is signed by the student and field instructor and submitted to the Faculty Field Liaison.

3. Concentration field students are required to write Self-Assessments, which are student driven reflections and appraisals of his/her field placement experience. Students complete two Self-Assessments, one at the end of the first semester and one at the end of the second semester.

4. In addition to the Self-Assessment listed above, at the end of each semester the student completes a Student Self-Efficacy Scale to assess his/her ability to demonstrate the foundation practice behaviors. This form is submitted to the Field Liaison.

5. An end-of-fall Semester Grade Evaluation is completed which assesses student competencies in practice behaviors. It is completed by the Field Instructor, discussed with the student and signed by both, with the student attaching additional written comments if desired. The form is submitted to the Field Liaison and serves as a basis for the Liaison’s submission of a field grade for the semester.

6. An end-of-spring Semester Grade Evaluation is completed which assesses student competencies in practice behaviors. It is completed by the Field Instructor, discussed

38

with the student and signed by both, with the student attaching additional written comments if desired. The form is submitted to the Field Liaison and serves as a basis for the Liaison’s submission of a field grade for the semester.

7. At the end of each semester, students complete a Student Evaluation of Faculty Field Liaison Form. This form is submitted to the Field Instruction Office.

8. At the end of the field placement, the students complete a Student Evaluation of Agency/Field Placement Form. This form is submitted to the Field Liaison.

9. At the end of each semester Field Instructors complete a Field Instructor Evaluation of Field Liaison Services Form. This form is submitted to the Field Instruction Office.

B. Field Placement Grades Field placements are graded by the Field Liaison in consultation with the Field Instructor. When a student has problems in meeting minimum standards in the field placement, the following steps are taken:

• The Field Instructor meets with the student to attempt to identify whatever may be impeding the educational process.

• If the issue is not solved, the Field Liaison meets with student and the Field Instructor. If appropriate, the Field Liaison requests assistance from the college Faculty Advisor and from the Director of Field Instruction.

• If further meetings are necessary, the Associate Dean is consulted.

Field instruction is graded as “Satisfactory” or “Unsatisfactory,” or the student may be given a “Deferred” grade. A “Satisfactory” grade is not calculated in the grade point average, but is a passing grade. An “Unsatisfactory” grade in Field Instruction is not calculated in the grade point average, but is a failing grade. Students who fail a field instruction course are placed on academic probation. When there is an insufficient amount of information upon which to base a grade, field instruction is graded as “Deferred” until sufficient information is obtained. A “Deferred” grade may be used in cases where the student has changed placements at some point during the academic year, had a delayed start of placement, or the pace of learning has been interrupted for some reason. C. Academic Probation Arising from Field Instruction Academic probation arising from field instruction is handled in the following manner. This policy is effective independently of academic probation policy and procedures based on grade point average. A student earning a grade of “Unsatisfactory” in a field instruction course has failed that course and the student is placed on academic probation. The student has the next term of enrollment in field instruction to retake the failed course and achieve a grade of “Satisfactory.” If that grade of “Satisfactory” is not earned by then, the student will be dismissed from the program. If the “Satisfactory” is earned by then, the student is removed from probation. D. Termination of Student from a Field Placement Termination of student from a field placement for performance problems is a serious matter. When an agency/school refuses to let a student continue in a placement due to performance problems, the Director of Field Instruction will assess the situation and make one of the following determinations:

1. The student’s behavior was such that a replacement in another field site is justified and student learning is such that a course grade of “Unsatisfactory” is not warranted based solely on the issues related to termination.

Or

2. The student’s behavior was such that the termination is justified, and the Director of

Field Instruction and/or Field Liaison may file a complaint under the Jane Addams

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College “Student Code of Conduct” of the Jane Addams College of Social Work MSW Student Handbook questioning the student’s continuation in the program on the basis of unsuitability for the profession of social work due to incompetence or unethical behavior. A grade of “Unsatisfactory” places the student on academic probation as described above.

V. Field Instruction Assignments The following assignments are described on the following pages:

1. Process recording (recommended for foundation placements, as appropriate in advanced concentration placements).

2. Evaluation of practice exercise. One such exercise is required in foundation placement and one in concentration placement.

A. Process Recording Process recording involves writing a transcript of the student-client interaction using a format that includes: (1) interview content (student-client dialogue); (2) student initial reactions; (3) student subsequent logical analysis; and (4) field instructor comments. It also involves the following skills and processes:

1. Recall. Process recording as an activity requires students to recall to the best of their ability, the specifics of the interaction. This detailed recall involves a cognitive process that actively integrates all aspects of the interview into a single document -- The Process Record.

2. Writing. This second stage relies on student’s ability to refine thoughts and feelings into an orderly and coherent discussion, which also aids development of the student’s writing and documentation skills.

3. Reflection. The acts of recall and writing should lead students to review and reflect upon the encounter.

For the Agency Field Instructor, Process Recordings provide an insight into the student’s interactions with client systems. The process record will also help structure the supervisory conference and provide a view of the student’s personal growth as a professional, reflected primarily in the student’s increasing capacity for self awareness and conscious use of self in working with client systems. Students can use the process recording to gain self-awareness but it should be done using all four parts of the process. Students often seem most comfortable working with the dialogue portion of the interview and consistently report the most difficulty and discomfort in identifying and discussing their own feelings when completing the process record. It is not always necessary to require that the full interview be process recorded. Process Recording, in summary, is a powerful tool for helping students mature and develop into professionals. To safeguard confidentiality, recordings should be destroyed after use. Suggested Format for Process Recording Chart Content Dialogue of Interaction

Initial Reaction Feelings/Responses

Student Analyses Assessment

Field Instructors Comments

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B. Evaluation of Practice 1. Evaluation of Practice Assignment Evaluation of practice exercises described here are educational assignments and are not research projects; the data collected in an evaluation of practice exercise is educational and is not being gathered for publication or any public dissemination purposes. This is a very important point. Any project that gathers data about human subjects with the intent of publicizing the results of data analysis (through publication or other forms of public presentation, including presentation at conferences) constitutes a research project. No such research can be conducted without obtaining prior approval from the UIC human subjects review process (i. e., UIC IRB).

THE EVALUATION OF PRACTICE EXERCISES REQUIRED IN FIELD ARE NOT RESEARCH PROJECTS; THEY ARE LEARNING EXERCISES TO TEACH STUDENTS THE BASIC ELEMENTS OF DOING RESEARCH. NO DATA GATHERED THROUGH THESE EXERCISES CAN BE USED FOR ANY PURPOSES OTHER THAN STUDENT

LEARNING.

MSW FIELD EVALUATION OF PRACTICE: One evaluation assignment is required in foundation placement and

one in concentration placement. 1. All students in placement should have experience evaluating their social work

practice. Practice evaluations may focus on agency clients or consumers (individuals, families, or groups), on agency programs, or on other units of attention such as staff, communities, or population sub-groups. The target of practice evaluation may be a client problem (e.g. increase the number of days a student attends school), a client strength (e.g. maintain high level of school attendance), a program goal (e.g. 80% of agency clients will follow through with referrals), or some other measurable aspect of practice deemed important by the student and the Field Instructor. Most students will elect to evaluate their practice with an individual client or client system (e.g. family) using single system design, but students are encouraged to consider evaluating other units, such as programs.

2. Students should conduct at least one practice evaluation sometime during their

placement, and submit one written evaluation using the attached cover sheet and appropriate outline. Students may duplicate or replicate the forms as needed. Field Instructors are responsible for explaining and helping students meet this requirement.

3. Research procedures to support practice evaluations will be introduced in the

foundation research course (SOCW 460). Data collection may include one or more: standardized questionnaires (e.g. the Parent-Child Relationship Index); self-report tools such as self-anchored scales and logs; field notes or other ways of recording activity and impression in action research; behavioral observations using in-session, parent, or teacher rating scales, audiotape, or videotape; and, archival data such as probation reports, employment records, school reports, or

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medical records. The choice of which goals or problems to measure in a given evaluation and how to measure them are the joint responsibility of the Field Instructor and student. JACSW faculty are available to consult with students on their designs and measures.

4. For each practice evaluation other than action research, the student must

arrange for repeated measures (particularly when using a single system design). The minimum number of measures is two. These may be pre-post (for either group designs or single system designs) or between groups (for group designs). Retrospective data are acceptable for "pre" measures. For group designs, at least one measure is recommended prior to the intervention and at least one measure after the interventions. For program outcome evaluation, the timing of measures will vary. For action research, detailed narrative may replace measures. Variations on these designs will be provided in the research class.

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2. Report on Evaluation of Practice Experience Each student is to submit to the JACSW Field Liaison a form, completed in collaboration with the Field Instructor, which describes the nature of the evaluation of practice learning experience. Typically, the practice evaluation will include a face sheet and a four-item report as described below. The face sheet includes the following items: Agency Field Instructor Student Date Completed Client/consumer initials (or code name) or program name Field Liaison Attached to the face sheet is a 1-2 page report, which is typed, single spaced, and spell-checked. Use one of the following outlines for your report: For practice evaluation with single systems or clients 1. Describe the subject. 2. What was the client/consumer problem or goal you measured in this case? 3. How did you measure the goal (procedures used, operational definition, frequency)? 4. Intervention(s) you used and when used (be specific). 5. Findings (chart is appropriate) and implications. For practice evaluation with clients or consumers considered using a group design 1. Describe the sample. 2. What was the outcome indicator you measured in this case? 3. How did you measure it (procedures used, operational definition, frequency)? 4. Intervention(s) you used and when used (provide details of the intervention) 5. Findings (chart or table is appropriate) and implications. For practice evaluation with programs (outcome evaluation): 1. Describe the program. 2. What was the program goal or objective measured? 3. How did you measure it (procedures used, operational definition, frequency)? 4. Program description (how the program is supposed to impact the goal)? 5. Findings (chart or table are appropriate) and implications. For practice evaluation with participatory groups (action-oriented evaluation): 1. Describe the group. 2. What problem or situation became the focus of intervention? 3. What indicators of problem resolution emerged from the interaction with consumers,

participants, or community members? 4. What actions were taken? 5. What happened (narrative, chart, or table are appropriate) and what are the implications? Note: Examples of each type of practice evaluation follow.

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a. Single System Designs 1. Client. Bill is a 15-year-old called in because of missing classes. He is an

average student, single parent family, no previous disciplinary problems. 2. Problem. He denied this was a problem, but grudgingly consented to see me. It

became apparent that my first goal had to be that he should come in to see me more regularly and stay the whole time (since he was doing neither). So I decided to measure how he was doing on this goal.

3. Measurement. I counted the number of kept appointments, how many minutes he was late and how long he stayed for each weekly appointment. I put all of these on charts. A "kept" appointment was operationally defined as his either coming as scheduled, or asking beforehand to reschedule and keeping the new appointment.

4. Intervention. For a while I just tried being supportive. Finally, on 2-15-97, I intervened by confronting him that he hadn't been spending much time here. I asked empathically whether he had anything that he wished was different about his life. I also said it was hard to have people pushing you to come in when you're not sure you want to.

5. Results. The chart of time Bill spent in sessions (below) dramatically showed his response to my intervention of 2-15. The implications were, first, that Bill is responsive to appropriate confrontation, and second, we could now focus on his problems.

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b. Group Design 1. Description. 31 men and women in a substance abuse treatment program

(average age 32; 18 African American, 10 white, 3 Latino; 24 men, 7 women). 2. Outcome indicator. Participants received a novel outdoor adventure program.

Participants in the experimental (outdoor adventure) program are compared to participants in the agency's usual program before and after the experimental program. The outcome measured was drinking-related locus of control.

3. Measurement. Locus of control refers to the extent an individual believes

external factors (e.g. chance, situations, or other people) control whether they drink or use drugs. An internal locus of control has been found to be associated with better outcomes over a number of studies. Locus of control is measured with the Drinking Related Locus of Control scale (Donovan & O'Leary, 1983). Participants in both the experimental and comparison groups completed the DRLOC scale prior to the outdoor adventure program, and then again 3 weeks after the program.

4. Intervention. The intervention is a 3-day outdoor therapeutic recreation and

adventure therapy program integrated with a traditional relapse prevention program and "twelve step" addiction recovery activities. Participants in the comparison group receive the traditional relapse prevention program and "twelve step" addiction recovery activities. In the experimental group, principles of addiction recovery and relapse prevention are integrated with wellness, relaxation, and a stress-challenge team course. Specific elements of the intervention included community meetings, journaling, a dream catcher project, wellness/relaxation workshop, and a team course.

5. Findings. As can be seen in the chart below, external locus of control was

reduced in both experimental and comparison groups during the course of the program. This suggests the intervention is not particularly effective at changing locus of control. The intervention may have an effect on other variables which were not measured.

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c. Program Outcome Evaluation 1. Program Goal. As a student at Cook County Court Services, I evaluated the

effectiveness of a victim information program (VIP) designed to increase domestic violence victims' access to information and the courts. While this program has a number of goals, I collected information to evaluate whether victims who attended the VIP were more likely to return in 3 weeks to extend their order of protection.

2. Measurement. Attendance at the VIP is measured by official records from my

unit at Cook County Department of Social Services. The outcome variable, extension of the 21-day protective order, is measured using official court records.

3. Program and Projected Impact. The VIP is a voluntary, one hour informational

program offered to domestic violence victims receiving Orders of Protection in District 3 Unified Family Court. The VIP is designed to provide the victim with information about the court process and the use of an OP, the cycle of violence, the predictability of violence recurrence, and the impact of violence on household members, especially children.

4. Findings. From October 1, 1997 to Dec 1, 1997, judges signed 63 ex-parte

orders of protection. Of those 63 OPs, 60 were for women and 3 were for men. Of the 60 women receiving orders, 41 (68%) attended a court-based VIP and 19 did not attend a VIP. Of the VIP-attendees, 29 (71%) extended their orders. Of the VIP non-attendees 8 (42%) extended their orders. The differences (71% v. 42%) are large enough to be statistically significant. This suggests the victim information program successfully increases the proportion of petitioners extending their orders of protection.

0

5

10

15

20

25

30

35

40

45

Attended VIP No VIP

No Extension

Extended Order

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d. Action-Oriented Research 1. Group. Homeowners in the XYZ neighborhood. Census data report 81%

minority residents in XYZ, 22% of whom (including 30% of the children) live below the poverty level.

2. Problem. Gentrification in the XYZ neighborhood is forcing many homeowners

out of their community, and those remaining are experiencing tremendous rent increases. In particular, community residents felt they had no input or control of these conditions, but were, in the words of one activist, the "victims of city hall politics and big business". A community group, the XYZ Residents Coalition was formed. The XYZRC decided that residents needed to empower themselves and have some say in the development of their community.

3. Indicators. XYZRC decided that if residents were empowered, there would be

increasing attendance at XYZRC meetings, and residents would vocalize a belief that they could have some impact on development in XYZ

4. Action. A series of monthly meetings were organized. Our agency had the task

of publicizing the meetings. The XYZRC decided to form a subgroup to (in the words of one of the participants) "Mau-Mauing the Flak Catchers" (which is the title of a Tom Wolfe novel). In this case, the "flak catchers" are Chicago political appointees and elected officials, construction firms with government contracts, and newspapers. A total of 8 "flak catcher" meetings were held, and three publicized meetings were held prior to my leaving the field placement.

5. Results. Meeting attendance is documented in the chart below. Over the course

of a month, attendance doubled, and there is every reason to believe this trend will continue. The most visible outcome is the vocalization of residents like Michael M. who says, "I don't know if this is going to work, but it feels better to be trying to deal with the contractors than to just let them have their way. Lots of people, even people who don't come to the meetings think so."

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e. Select Practice Evaluation Terms Action Evaluation Typically used in community practice, action evaluation employs

participants in all phases of the evaluation, including development of the problem to be researched, indicators of success, intervention, outcome, and interpretation. The emphasis in AE is on detailed description and community participation

Data Collection Applying observation, interview, discussion, testing, or existing

records to evaluation Goal A target for an intervention. A goal may be long term,

intermediate, or short term; process-oriented (formative) or outcome-oriented

Group Design A research design focusing on a group or community of

individuals. The groups may be actual conjoint groups (e.g. a counseling group), or they may be people linked only by agency membership or linked by a common characteristic, but they are represented by a common descriptor (e.g. TANF recipients who have been enrolled for more than 12 months)

Practice Evaluation Application of quantitative or qualitative research methods to

answering questions about social work practice Program Evaluation Application of quantitative or qualitative research methods to

answering questions about program effectiveness or program process

Target The focus of social work intervention, usually stated as a goal,

problem, or outcome. Repeated Measures Taking measures of a target two or more times (preferably more). Retrospective A measure derived from existing records or from asking clients to Measure think retrospectively. Self-anchored Scale A scale with 5 to 11 ordered categories co-constructed with a

social worker and clients/consumers and linked to a goal, problem, or outcome. The SAS often uses the client/consumer's own words as "anchors" for the 5 to 11 categories. When SAS are standardized and used in program evaluation, it is often called goal attainment scaling (GAS).

Single System A research design focusing on an individual or on a larger number Design of people being viewed as a single unit (e.g. a couple, family,

group, or community). SSD uses repeated measures and graphic representation to monitor change.

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VI. Programs of Study

A. Full-Time Program Full-Time Program

Required Plan of Study First Year

(Foundation Curriculum) (Students must register for each of these courses and must also register for the particular course sections into which they are tracked by the college. Students must successfully complete the entire foundation curriculum before beginning studies in an advanced concentration) Fall Semester Take four courses (14 credits) as follows:

1. SocW410, Human Behavior & the Social Environment 3 2. SocW430, Practice I: Generalist Practice with Individuals,

Organizations 3 3. SocW460, Research I: Social Work Research 3 4. SocW570, Field Instruction I 5 14 credits

Spring Semester Take four courses (14 credits) as follows:

1. SocW411, Critical Social Work in a Multicultural Society 3 2. SocW420, Policy I: Social Welfare Policy & Services 3 3. SocW431, Practice II: Generalist Practice with

Families, Groups, and Communities 3 4. SocW571, Field Instruction II 5

14 credits

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B. PM-Extended Study Program PM-Extended Study Program Required Plan of Study

First Two Years (Foundation Curriculum)

(Only students accepted into the PM program may register for courses on a part-time basis. PM students are required to attend full-time in their third (concentration) year. Students must register for each course listed below and must also register for the particular course sections into which they are tracked by the college. Students must successfully complete the entire foundation curriculum before beginning studies in an advanced concentration.) First Year, Fall Semester Take two courses (6 credits) as follows:

1. SocW410, Human Behavior & the Social Environment 3 2. SocW420, Policy I: Social Welfare Policy & Services 3

6 credits First Year, Spring Semester Take two courses (6 credits) as follows:

1. SocW411, Social Work in a Multicultural Society 3 2. SocW460, Research I: Social Work Research 3 6 credits

Second Year, Fall Semester Take two courses (6 credits) as follows:

1. SocW430, Practice I: Generalist Practice with Individuals, Families, and Groups 3 2. Elective (Open) 3 3. Field (Option1) ** 6 credits

Second Year, Spring Semester Take two courses (6 credits) as follows:

1. SocW431, Practice II: Generalist Practice with Task Groups, Organizations, and Communities 3 2. Elective (Open) 3 3. Field (Option2) ** 6 credits

Second Year, Summer Semester Block Placement (Option 3) ** Take a minimum of two courses as follows: 1. SocW570, Field Instruction I** 5 2. SocW571, Field Instruction II** 5

10 credits **Students have the options of: (1) beginning SocW570 in the fall of the second year (in addition to their other courses) and SocW571 in the spring (in addition to their other courses), or (2) beginning SocW570 in the spring (in addition to their other courses) and completing it and SocW571 in the summer term. Such students must register for 570 in the spring and 571 in the summer (see note below), or (3) registering for both 570 and 571 in the summer. Students must receive approval of their option from the director of field instruction. Note: PM Extended Study Program students needing additional credits to qualify for federal financial aid may take electives for which they have prerequisites. See your advisor.

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C. Selection of Advanced Concentration Only those persons whose letter of admission to the MSW program explicitly states they are admitted with a place in the school social work concentration can count on entering that concentration. Continuing students have freedom of choice regarding the other concentrations – provided all deadlines for selecting a concentration are met and the proper forms are used to do so. Students who are admitted with advanced standing are admitted into a particular concentration that is designated at the point an offer of admission is made. To help continuing students make an informed choice of advanced concentration, the college will hold informational sessions early in the spring semester of the first year for full-time students and second year for PM Extended Study Program students during which advanced concentrations are discussed. Written materials will be distributed and students are encouraged to discuss their choice with advisors. Forms will be distributed early in the same semester explaining how to record the choice of concentration and the deadline for doing so. Students may not change concentrations once the deadline is passed. Students who do not select a concentration, using the proper paperwork, by the announced deadline cannot count on receiving their first choice of concentration. Students who were admitted to the MSW program with the promise of a place in the school social work concentration may subsequently change their mind and enter another concentration – provided this is done by the deadline that will be announced each academic year. Any openings thus created will be distributed by a lottery for interested students. Late in the fall semester of each year notice will be made via JaneMail about whether there will be a lottery and, if so, the procedures for entering it.

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D. Advanced Concentration Requirements 1. Child and Family Concentration Requirements

Fall (17 credits)

SocW582 Practice III: Children and Family Services 3 credits SocW552 Policy II: Children and Family Services 3 credits Elective* (If not taken prior) 3 credits SocW572, Field Instruction in concentration 8 credits

Spring (17 credits) SocW583, Practice IV: Children and Family Services 3 credits

Research II: 3 credits

For Research II, take one from the list below. Not all in the list will be offered every year though there will be sufficient sections so all students can meet degree requirements. All 565 classes listed below are open to students in Child & Family, Community Health and Urban Development, and Mental Health concentration, but not the School concentration. In each 565 class, a student’s principal assignments will focus on one’s concentration.)

SocW565, Children and Families** SocW565, Single System Design SocW565, Action Research SocW565, Qualitative Research SocW563, Program Evaluation

(As an alternative to the above research courses, the requirement for Research II can be met with SocW567,Research Project, a substantial, year-long project that requires a planning and approval process starting in the spring prior to the concentration. See 567course description in “Course Descriptions” material, attached.)

Elective*(If not taken prior) 3 credits SocW573, Field Instruction in concentration 8 credits

*A minimum of six credits of electives is required; students are free to take more with advisor approval. In addition to regularly scheduled classroom courses, students may, with advisor approval, count toward the MSW elective credit taken in the form of independent studies and non-social work courses at UIC (provided they are graduate level and approved by advisor as relevant to social work). **Don’t be misled by the name; this research course is open to students in any concentration except school social work. Students will address child and/or family issues from the point of view of one’s own given concentration: for example, community health issues that affect children and families; mental health issues of children and/or families; and, of course, child and family practice issues per se.

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2. Community Health and Urban Development Concentration Requirements

Fall (17 credits) SocW519 Practice III: Community Health and Urban Development 3 SocW531 Policy II: Community Health and Urban Development 3 Elective*(If not taken prior) 3 SocW572, Field Instruction in concentration 8

Spring (17 credits)

SocW520, Practice IV: Community Health and Urban Development 3 Research II: 3

(For Research II, take one from the list below. Not all in the list will be offered every year though there will be sufficient sections so all students can meet degree requirements. All 565 classes listed below are open to students in Child & Family, Community Health and Urban Development, and Mental Health concentrations but not the School concentration. In each 565 class, a student’s principal assignments will focus on one’s concentration.)


(As an alternative to the above research courses, the requirement for Research II can be met with SocW567, Research Project, a substantial, year-long project that requires a planning and approval process starting in the spring prior to the concentration. See 567 course description in “Course Descriptions” attached.)

Elective* (If not taken prior) 3 SocW573, Field Instruction in concentration 8

*A minimum of six credits of electives is required; students are free to take more with advisor approval. Students may also—with advisor approval—take independent studies and non-social work courses at UIC (provided they are graduate level and approved by advisor as relevant to social work). Such classes may also count toward MSW elective credit. **Don’t be misled by the name; this research course is open to students in any concentration except school social work. Students will address child and/or family issues from the point of view of one’s own given concentration. For example: community health issues that affect children and families; mental health issues of children and/or families; and, of course, child and family practice issues per se.

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3. Mental Health Concentration Requirements Fall (17 credits)

SocW586 Practice III: Mental Health 3 credits SocW554 Policy II: Mental Health 3 credits Elective* (if not taken prior) 3 credits

SocW572, Field Instruction in concentration 8 credits

Spring (17 credits) SocW587, Practice IV: Mental Health 3 credits Research II: (3 credits)

(For research II, take one from the list below. Not all in the list will be offered every year though there will be sufficient sections so all students can meet degree requirements. All 565 classes listed below are open to students in Child & Family, Community Health and Urban Development, and Mental Health concentrations but not the School concentration. In each 565 class, a student’s principal assignments will focus on one’s concentration.)


(As an alternative to the above research courses, the requirement for Research II can be met with SocW567,Research Project, a substantial, year-long project that requires a planning and approval process starting in the spring prior to the concentration. See 567 course description in “Course Descriptions” material, attached.)

Elective*(If not taken prior) 3 credits SocW573, Field Instruction in concentration 8 credits

*A minimum of six credits of electives is required; students are free to take more. Electives must be approved by advisors. In addition to regularly scheduled classroom courses, students may, with advisor approval, count toward the MSW elective credit taken in the form of independent studies and non-social work courses at UIC (provided they are graduate level and approved by advisor as relevant to social work). **Don’t be misled by the name; this research course is open to students in any concentration except school social work. Students will address child and/or family issues from the point of view of one’s own given concentration: for example, community health issues that affect children and families; mental health issues of children and/or families; and, of course, child and family practice issues per se.

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4. School Social Work Concentration Requirements

Fall (17 credits) SocW588 Practice III: School Social Work 3 credits SocW551 Policy II: School Social Work 3 credits SPED410, ... Exceptional Children* 3 credits SocW572, Field Instruction in concentration 8 credits

Spring (17 credits)

SocW589, Practice IV: School Social Work 3 credits Research II: 3 credits

(All school social work concentration students are required to take SocW565, School Social Work Research.)

Elective**(If not taken prior) 3 credits SocW573, Field Instruction in concentration 8 credits

*This is a College of Education course; this content is required by the Illinois State Board of Education for the Type 73 certificate. Students accepted into this concentration can take this course in any term prior to fall if it is offered by the College of Education. **A minimum of 3 elective credits is required. Students are free to take more, in the summer prior to the concentration year or in the fall or spring terms of the concentration year, if the advisor approves. With advisor approval, students may also count as elective credit independent studies and non-social work UIC courses that are graduate level and, in the assessment of the advisor, are relevant to social work.

See next page for additional information about the school social work concentration.

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E. Type 73 Certification (School Social Work) School Social Work: Professional Educator License-School Social Worker Endorsement

In accordance with Illinois state law, the ILTS Test of Academic Proficiency (TAP) must be passed before a student can be admitted to the MSW program with a place reserved in the school social work concentration. Illinois state law was amended July 2002 to require this. Applicants may substitute ACT Plus Writing test (taken within the last 10 years) with composite score of at least 22 and a minimum writing score of 19 for the TAP. Individuals who cannot provide proof to the College of having passed all subtests of the TAP (or the requisite ACT Plus Writing score) by the deadline published each year by the Jane Addams College of Social Work Office of Admissions will have to select a different concentration (in the case of continuing students) or may have their admission into the School Social Work concentration cancelled (in the case of advanced standing or transfer students). The Office of Admissions will publish schedules of deadlines for providing the College proof of passing the test, as well as information about procedures for taking the test each academic year.

Prior to placement in a school setting, students in the school social work concentration must pass a criminal background check. Information regarding procedures for completing the criminal background check is provided at an orientation for school social work students conducted prior to the fall semester placement. Contact the Field Instruction Office for additional information.

While the TAP (or the requisite ACT Plus Writing score) must be passed prior to beginning school social work concentration studies, applicants for the PEL School Social Worker Endorsement will also have to pass the appropriate school social worker content area test. This state administered test must be taken and passed before the final term of field placement. Additional information will be provided by the School Social Work concentration faculty.

In order to work as a school social worker in the state of Illinois, those who have received an MSW in the School Social Work concentration must submit an online application for their state license. The process is done on the Illinois State Board of Education website. Each year the Jane Addams College School Social Work licensure officer will visit the school social work practice classes to explain the process.

MSW Degree Requirements: All Concentrations

The minimum degree requirements for an MSW are as follows:

(1) Sixty-two semester hours at the graduate level that are applicable toward the MSW, as defined in the “Required Plans of Study” sections of this handbook;

(2) Completion of the required courses as described in the ‘Foundation Curriculum’, as well as completion of one of the four required advanced concentrations, as out outlined in the ‘Concentration Requirements sections above;

(3) Two consecutive semesters of full-time enrollment in the MSW program;

(4) A minimum 3.00 cumulative grade point average for courses applicable to the MSW degree;

(5) A minimum grade of ‘C’ in all required courses, and a grade of ‘Satisfactory’ in field instruction courses;

(1) Required courses in which a grade lower than “C” (or ‘Unsatisfactory’ in the case of field instruction) has been earned will not apply toward the degree and must be repeated;

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(2) Elective courses in which a grade lower than “C” has been earned will not apply toward the degree; in such cases the student has the option of repeating the course or taking another elective. (6) UIC elective credits earned outside the Jane Addams College can be applied toward the degree only if they are graduate level and the student, prior to registering for the course, has received advisor approval of the course as being relevant to the student’s concentration.

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F. Certificate in Evidenced-Based Mental Health Practice with Children 1. Application Procedure Applicants are selected for the certificate program during the advanced concentration choice period in the spring semester before beginning their concentration year. Only students admitted into the mental health concentration are eligible to apply for the certificate program. Interested students must complete a separate application to be considered for the program. Selection is based on a written statement included in the application for the certificate program, the extent to which their personal statement for admission to Jane Addams reflects an interest in working with children or adolescents, their first semester foundation year field evaluation (usually fall semester for full-time students), grades from their foundation year coursework (usually fall semester for full-time students, and the first year and a half for PM program students), and a brief in-person interview. Applicants are rated in each of these areas and decisions about admission are based on these areas and the fit of the applicant with available field placements in child mental health. Specialized Field Placement: In addition to the Mental Health concentration coursework, students in the certificate program have a field placement in one of several specially selected mental health agencies committed to using evidence-based practice to treat children with mental health issues. Along with their agency-based field supervisors these students also participate in a series of specialized integrative seminars. For further information on how to apply for this program, see the Director of Field Instruction or contact Tonya Strand by email at [email protected]

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2. Certificate in Evidence-Based Mental Health Practice with Children Requirements

Students admitted into the certificate program complete the following coursework required in the Mental Health concentration with additional requirements described below:

Fall (17 credits) SocW586 Practice III: Mental Health 3 credits SocW554 Policy II: Mental Health 3 credits SocW539 Mental Health Issues with Children and Adolescents (Certificate specific elective)* 3 credits SocW572, Field Instruction in concentration** 8 credits Integrative Seminar*** Spring (17 credits) SocW587, Practice IV: Mental Health 3 credits Research II: 3 credits Elective*(If not taken prior) 3 credits SocW573, Field Instruction in concentration** 8 credits Integrative Seminar***

* A minimum of six credits of electives is required; students are free to take more with advisor approval. SocW539 fulfills one of the required elective courses and is required for students in the certificate program. Students may also—with advisor approval—take independent studies and non-social work courses at UIC (provided they are graduate level and approved by advisor as relevant to social work). Such classes may also count toward MSW elective credit.

** Students in the certificate program have a field placement in one of several specially selected mental health agencies committed to using evidence-based practice to treat children with mental health issues. *** Students in the certificate program participate in a workshop on evidence-based practice prior to beginning their field placement, and along with their agency-based field supervisors these students also participate in a series of specialized integrative seminars.

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G. Jane Addams Child Welfare Traineeship Project (JACWTP) The Jane Addams Child Welfare Traineeship Project is a program initiated by the National Child Welfare Workforce Institute of the U.S. Department of Health and Human Services for select students in the final year of the Master of Social Work program who are committed to a career in child welfare. A number of students will be selected each year to participate in an educational program that increases their knowledge and skills in core child welfare competencies and prepares them for effective practice in child welfare settings. The educational program includes a focus on four priority areas of the Illinois Department of Children and Family Services (DCFS): systems of care, trauma-informed practice, building protective factors, and addressing the overrepresentation of children of color. 1. Application Procedure Traineeships are available only to Jane Addams College of Social Work students enrolled in the Child and Family Concentration who have a long-standing interest in a career in child welfare, and have an academic status in good standing. First year full-time, second year part-time MSW students and entering advanced standing students can apply during the advanced concentration choice period in the spring semester before beginning their concentration year. Interested students complete a separate application to be considered for the traineeship, and will be selected based on a written statement included in the application, an interview, two required references, and a review of their transcripts. Specialized Field Placement: Students will complete placements in one of three specially developed field units that will provide intensive training that reinforces the curriculum and provides opportunities for students to develop and practice their skills. Field units are in DCFS and two affiliated private child welfare agencies: ChildServ and Jane Addams Hull House Association. All field requirements will remain the same in these settings. For further information on how to apply for this program, see the Director of Field Instruction. For additional information of the project please see the college website here: http://www.uic.edu/jaddams/college/programs/msw/msw_programs/cwtp/cwtp.html

2. Jane Addams Child Welfare Traineeship Project Requirements

The JACWTP is an educational program option within the Child and Family Concentration for select students in the final year of the MSWprogram who are committed to a career in child welfare. It includes a focus on four priority areas of the Illinois Department of Children and Family Services (DCFS): systems of care, trauma-informed practice, building protective factors, and addressing the over-representation of children of color.

Students who apply and are admitted into the traineeship project complete the following course work required in the Child and Family concentration with additional requirements described below:

Fall (17 credits)

SocW582 Practice III: Children and Family Services 3 credits

SocW552 Policy II: Children and Family Services 3 credits

SocW 527 Elective: Advanced ChildWelfare Practice 3 credits

SocW572 Field Instruction in Concentration (Child welfare specific) 8 credits

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17 credits

Spring (17 credits)

SocW583 Practice IV: Children and Family Services 3 credits

SocW 565 Research II: Research with Children and Families 3 credits

SocW Elective - Choose one: 3 credits

• Practice with Family Violence, Abuse, and Neglect

• Practice with Children

• Mental Health Issues with Children & Adolescents

• Drug and Alcohol Abuse and SocialWork

• Kinship Care: A ComprehensiveOverview

SocW573 Field Instruction in concentration 8 credits

(Child welfare specific) 17 credits

Notes:

1. Students will complete placements in one of several specially developed field units that will provide intensive training that reinforces the curriculum and provides opportunities for students to develop and practice their skills. Field units are in DCFS and select affiliated private child welfare agencies. All field requirements will remain the same in these settings.

2. SocW 565 Research II Children and Families: Required for students in the Child Welfare Traineeship, but open to students in any concentration except School SocialWork. Students will address child and/or family issues from the point of view of one’s own given concentration, such as, for example, community health issues that affect children and families; mental health issues of children and/or families; and, of course, child and family practice issues per se.

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H. MSW Degree Requirements: All Concentrations The minimum degree requirements for an MSW are:

1. Sixty-two semester hours at the graduate level that are applicable toward the MSW as defined in the Required Plans of Study sections of this handbook.

2. Completion of required courses as described in the “Foundation” and one of the four “Advanced Concentration” curriculum descriptions contained in the “Curriculum and Required Courses” section above.

3. Two consecutive semesters of full-time enrollment in the MSW program. 4. A minimum 3.00 cumulative grade point average for courses applicable to the MSW

degree. 5. A minimum grade of “C” in all required courses other than field instruction courses and a

grade of “Satisfactory” in field instruction courses. 6. Required courses in which a grade lower than “C” (or in the case of field instruction a

grade of “Unsatisfactory”) has been earned will not apply toward the degree and must be repeated.

7. Elective courses in which a grade lower than “C” has been earned will not apply toward the degree; in such cases the student has the option of repeating the course or taking another elective.

8. UIC elective credits earned outside the Jane Addams College can be applied toward the degree only if they are graduate level and the student, prior to registering for the course, has received advisor approval of the course as being relevant to the student’s concentration.

jane addams college of social work msw program field instruction manual · 1 . jane addams college...

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