UFV SCHOOL OF SOCIAL WORK AND HUMAN

SERVICES

Field Instructor Training: Everything You Need to Know

Objectives Participants will increase their knowledge of The UFV Social

Work Field Education Program

Participants will develop an understanding of the stages and roles inherent in the field instruction experience

Participants will gain insight into the process and skills involved in the Student/Field Instructor relationship

Participants will become familiar with the basic requirements and expectations of educational supervision

Overview School of Social Work and Human Services

Diploma Program Bachelor of Social Work Program Master of Social Work Program

Differences in Field Placements between Programs

Diploma : shorter time frame May be more observation based Background of field supervisor may vary

Bachelor of Social Work 3 – 4 days per week over 15 weeks Professional program Expectation for students to be engaged in direct practice Supervisor to have a Social Work background 1-1.5 hours of direct supervision per week Engaged in a variety of activities Higher level course work, integration of theory and practice

Glossary of terms

Field Education Coordinator

Field Instructor

Faculty Liaison

Social Work Consultant

Bachelor of Social Work Fully accredited program Accept approximately 40-50 students per

year Two field placements –

one in 3rd year, one in 4th year Diverse population of students Admit students from across Lower Mainland Students must meet strict criteria to pursue

field placement

BSW Field Education ObjectivesUpon successful completion of the field education practicum, students will be able to:•Identify with social work as a regulated profession •Critically assess social work practice experiences through reflection, peer review, constructive feedback and consultation •Examine, through critical reflection and discussion, the various applications of theory to practice and the suitability of various practice methods •Identify, apply, and reflect on their social work knowledge, values, and skills in developing their social work practice •Understand and articulate the various contexts of social work practice e.g. community, organizational, social, political and ideological• Develop and practice effective assessment, planning, intervention, termination and evaluation skills

BSW Field Education Objectives•Develop an understanding of social justice as it relates to social work practice •Develop an understanding of the relationship between social policy and social work practice, and the impact of social change •Develop an awareness of and demonstrate respect for human diversity in all its forms •Develop and practice effective communication skills (verbal, non-verbal, written) •Develop knowledge of and demonstrate effective use of self •Work collaboratively as part of an inter-disciplinary team •Actively participate in class discussions and supervision as an adult learning opportunity •Understand and apply the Social Work Code of Ethics and Standards of Practice• Demonstrate an ability to work collaboratively and collectively with other students and agency staff in furthering learning and professional development •Continue the process of integrating social work theory into practice

Characteristics of placement Block placements for winter and fall

terms

3rd year: 315 hours 4th year: 420 hours.

Try to incorporate all three levels of practice

Generalist Practice Definition:

Characterized by a variety of roles and different levels of practice:

Micro Mezzo Macro

Levels of Practice Micro : individuals, Families and Small

groups

Mezzo: Organizations and Formal Groups

Macro: Communities and Societies

Social Work Profession: Social Work Professional

Associations

Reflection What has drawn you to the Field

Instructor Role?

Make a note of three characteristics of supervision that you valued and three things that concerned you as a student in your own field placement.

Do you think you can offer the first three and avoid the second three?

Factors to consider before supervising a student Are you ready to have a supervise a student?

Does your agency support having a student, what sort of work is available for the student

How will you determine the right ‘fit’ between you, the student and the agency?

What would you expect of a supervisor if you were a student?

What characteristics of supervision do you think are important?

What do you know about teaching?

Preparing for Supervision

What is the structure of the relationship?

What are the process dynamics of the relationship?

How do you make sure the relationship follows ethical guidelines?

Changing Roles Think about your changing roles: Supervisee – supervisor – educator Doer to explainer Service provider to service critic and analyst Conveyer and interpreter of theory to practice Employee to advocate to have a secure

learning environment in your organization Consumer of professional education to

educator, collaborator with other social work educators

Some suggestions Keep a field instruction journal

Reflective in nature Great modeling Listen and convey a nonjudgmental attitude Accept criticism Discuss diversity openly Be clear about expectations Demonstrate consistency and structure Manage the power differentials

Field Education Important part of professional education

Opportunity for the student to apply what has been learned in the classroom to actual situations

Experience the role of a social worker

Field Placement Content Placement process

Initial interview Timesheet Learning contract Mid-term evaluation Final evaluation Journals for Faculty Liaison Feedback forms

Agency Expectations Planned and structured learning experience

Clear statement of your learning and performance expectations

Orientation to the agency, staff and programs

Consistent professional and educational supervision throughout the placement

Opportunity for individual and group learning experiences

Respectful and ethical treatment by field instructors and faculty

A evaluation process that provides the student with both positive feedback and constructive criticism

Expectations of students Practice professional habits

Be proactive

View the field placement as a process

Seek opportunities to go beyond expectations

Manage your time effectively

Abide by expectations for professional behaviour

Actively pursue your learning goals

Leave a legacy for the agency

Getting Ready How do you get ready for a student?

Find a space, collect paperwork for computer access,

Prepare the agency What supports are available for field

supervisors? Secure supervision time Engage agency staff in task supervision Think about your supervisory style

Preparation Be realistic about our limitations Identify with what it is like to be supervised Identify what makes you anxious Respect the student’s desire to learn Be prepared to listen carefully Recognize and handle resistance Build a trusting relationship Develop a frame of reference for critical thinking Explore learning opportunities in agency Open ourselves to other ways of knowing and learning

Apply your clinical skills to your role as teachers, not counsellors

Points to consider Field instruction is very rewarding yet demanding and time

consuming Barriers or blocks to effectiveness will surface Be conscious of tendencies to overprotect students or

overestimate their abilities Expect to work with a diverse group of students Rapport building with students happens over time Openly discuss the fit of personal style and professional style Conflicts between educational expectations and agency based

practice might emerge Consider the time it takes to secure possible assignments within

the organization Openly discuss power and authority

Points to consider cont’d

Expect questions that challenge protocols

Know that mistakes will be made, this is a natural part of the learning process

Linking theory to practice Can you describe the knowledge, skills

and values that underpin your approach to practice? Can you answer these questions?

Why something occurred How were ideas put into practice What matters to them as social workers

Phases of the Field Placement Beginning Phase:

Individual Supervisory Level Discuss the supervisory relationship

Agency level Agency structures, policies, confidentiality, safety,

Community level Resources, services , how is it defined, social

policies

Learning Contract

To be developed by student and field instructor is to provide input regarding learning opportunities and evaluation

Steps to developing the learning plan

Review the Social Work program expectations Identify the differences between goals, objectives and outcomes

Goals: broad, general statements about what you intend to learn

Objectives: specific steps that lead to the accomplishments of goals

Outcomes: the end results that are produced by your accomplishments that can be measured or observed

A Goal Should be specific, performance-oriented, identifies your involvement in accomplishing the goal, is realistic and can be accomplished during the practicum and

observable and can be measured

Range of student assignments Micro Mezzo Macro

4 key components within these realms: Diversity Timing and pacing Environments Settings

Orientation to Agency and the community

What are some ways that you can orient the student to the agency and the community ?

What are some factors to consider?

Social Justice in the Field Placement

What is Social Justice?

Social Action activities include lobbying Face to face contact Letter writing E-mail Telephone contact Demonstrations Testifying before committees Media work Civil disobedience actions

Social Justice

Social justice activities can begin with client experiences

Try to raise clients’ awareness

Explore your direct involvement with committees, groups or coalitions of which your agency is a member

Consider social action activities of affiliated agencies or advocacy efforts that you would interest you.

Be sure to be realistic about your role within the time frame of your field placement

Professionalism

The Field placement is a key avenue for students to learn how professionalism is translated into practice.

How can you as the field instructor teach students about professionalism?

evaluations Evaluations at mid-term and end of term

To be completed jointly by student and field instructor

Comments are very important in the evaluations

Ethics in the Field Placement

Know the Code of Ethics

Confidentiality

Client right to self-determination

Boundaries/Dual Relationships

Professionalism

Issues in the field Professional suitability

Process for addressing concerns first speak directly with the student inform the Faculty Liaison may require a meeting with the student and

the faculty liaison and field instructor document

Disability accommodation It is important to have this discussion

with the student. Physical disabilities Learning disabilities Health/mental health issues

What else might I do to support every aspect of your learning?

SWHS Field Placement Policies Student Professional Behaviour Policy Students Experiencing Difficulty in the Field Harassment and Discrimination Labour Disputes and Strike Procedures Witnessing Client Documents Confidentiality Use of Personal Vehicle During Field Placement Personal Safety and Security in the Field Placement Liability and Insurance Extension of Field Placement Workplace Field Placements Volunteering After Completion of the Field Placement Receiving Salary for the Field Placement Accommodation for Disability During Field Placement

Potential risks in placement

The field placement is a time for personal andprofessional growth, for taking risks, learning limits andsetting boundaries. Challenge is to know which risk totake and which to avoid.

Personal safety Professional liability Automobile liability Client office visits Home visits Unpredictable behaviours in institutions After hours meetings

Vicarious/Secondary Trauma

The normal reaction to the stressful and sometimes traumatizing work with victims (Grobman, p. 102)

Field Instructors should educate students in this area and make themselves aware of the symptoms

Discuss secondary trauma with the student early in the field placement to ensure there is an awareness of its existence, symptoms, prevention, and treatment

It is helpful to have a therapist/counsellor to talk to while in their field placement

References Grobman, Linda May, 2002, The Field Placement Survival Guide:

What You Need To Know To Get the Most From Your Social Work Practicum, Harrisburg, Pennsylvania, White Hat Communications

O’Hare, Thomas, 2009, Essential Skills of Social Work Practice: Assessment, Intervention, and Evaluation, Chicago, Illinois, Lyceum Books Inc.