MSW Field Education Model:Opportunities and Benefits for 301’s

Melissa Reitmeier, PhD, LMSW, MSW

Candice Morgan, MSW, PhD CandidateCollege of Social Work

University of South Carolina

Objectives

• To understand a MSW Educational Framework

• To understand the value of a Field Education Model at your 301

• To share benefits of this model and ways it can help you accomplish service delivery goals

Social Work Education• 60 hour MSW Program• Two levels of Learning: Foundation Advanced• Built on foundation of Generalist Practice

Understand perspectives and evidence-informed approaches to substance abuse

Assessment skill with individuals, families, and communities, grounded in developmental models

Ability to interpret and use data to guide services Skill in evidence-based interventions

US Field Education• The Council on Social Work

Education (CSWE ) identifies field education as the signature pedagogy of social work education.

• A signature pedagogy is the method by which a student learns their profession; for social work, that is in field education.

• Field education provides students the opportunity to integrate the knowledge, skills, and values learned in the classroom setting with actual professional social work practice situations.

Field instruction is often the first step in the socializing of the social work student into the profession. Field instructors play an important role in the professional development of the student.

School Social Work: Advanced Field Education Models

SWStudent

301Agency

Field Instructor

Site Preceptor

Field Liaison

College of Social Work

Like County Alcohol and Drug Abuse Agencies:

Students engage in tasks associated with work with recovery, prevention, education, and clinical intervention:

• Interventions based• Mental Health Services• Substance Abuse

Services• Integrated Care Clinics

• Case Management

Foundation Level and Specialized Field Seminar

Expanded Field Education Models

• Training for Transitions: Preparedness for Behavioral Health Social Workers (TFT)

• PI, Dr. Reitmeier; Co-PI, Dr. Iachini; Evaluator, Dr. Browne, Seminar Instructor and Community Liaison, Ms. Morgan

TFT MODEL• TFT provides for a total of 67, $10,000.00

stipend to MSW Students• Participate in a preapproved TFT site that

serves school aged youth, adolescents, emerging adults and their families/caregiving systems at risk for mental illness, substance abuse and/or engaging in harmful, or potentially violent behaviors.

5 Overarching Goals• (1) Recruit, place, and retain 67 qualified advanced year MSW students who have demonstrated

a commitment to pursuing a clinical concentration in behavioral health careers that promote early identification, integrated systems of care & patient navigation for at-risk children, adolescents, and transitional-age youth at-risk for developing or who have developed a recognized behavioral health disorder and their families;

• (2) Develop 36 new high quality behavioral health field placements focused on at-risk children, adolescents, and transitional-age youth at-risk for developing or who have developed a recognized behavioral health disorder and their families;

 • (3) Develop and implement a) evidence-based didactic training (field seminar) and b) experiential

training opportunities within each field placement that both prepare and offer opportunities for participation on evidence based interventions, effective inter-professional and integrated teams (including professional, paraprofessional and peer support workers);

• (4) Develop and implement a comprehensive evaluation plan to assess the effectiveness of the training program in improving the MSW students’ competence to provide effective behavioral healthcare services to at-risk children, adolescents, and transitional-age youth and their families; and

• (5) Build a collaborative TFT Advisory Council to sustain and continue TFT support for field placements, stipend support and seminar after the grant ends.

Goal 3• Develop and implement a) evidence-based didactic training

(field seminar) and b) experiential training opportunities within each field placement that both prepare and offer opportunities for participation on evidence based interventions, effective inter-professional and integrated teams (including professional, paraprofessional and peer support workers);

Focus on Interprofessional and Integrated Care Setting (Levels of Collaboration and Partnership)

Comprehensive Assessments SBIRT Motivational interviewing Suicide and Depression Screening IMPACT

TFT Partnership Results• LRADAC Partnership• Gamecock Recovery• Dialectical Behavior Therapy Training• SAPE and the STIR Program

How a Field Partnership May Benefit You

• Consider A Partnership with U of SC C of SW

• Accomplish goals in a mutually beneficial learning partnership with students training to become behavioral health practitioners

• Train potential “future” employees• Give back to the helping profession

Questions

Melissa C. Reitmeier, PhD, LMSW, MSWClinical Assistant ProfessorDirector of Field Educationmcreitme@mailbox.sc.edu803.777.5293