bloomu.edubloomu.edu/documents/social_work/fieldlearningplan.docx · web viewmid semester end of...

Bloomsburg University Social Work Program

BSW Field Education Learning Agreement

(All information needs to be completed)

Student Name

Address

Agency Name

Agency Address

Agency Field Supervisor (FI) or Task Supervisor (TS)

Title of FI or TS

Phone Number of FI or TS

Email Address of FI or TS

Name of Field Coordinator or Field Liaison

Agency Schedule

Day Monday Tuesday Wednesday Thursday Friday/SaturdayHours

Agency Supervision Schedule

Day of Week____________________________ Time: _______________________________________

Signatures

Student________________________________________________________Date__________________

Field Instructor/Task Supervisor_____________________________________Date_________________

Field Coordinator or Liaison________________________________________Date_________________

Guidelines for the BSW Field Learning Plan

1. The purpose of the Field Education Learning Agreement is to identify the specific learning tasks of the internship as related to the 10 EPAS core competencies and the 41 practice behaviors as well as the curriculum of the Bachelor’s Degree Program of the School of Social Work, Bloomsburg University. To the best of their ability, Field Instructors are expected to teach students the learning tasks and monitor practice behaviors that address these competencies given the limitations of their respective settings or roles. The Field Learning Plan also serves as a guide for field instruction and supervision meetings. It further creates a basis for the evaluation and narrative that occur at the end of the term.

2. Responsibility for the Field Learning Plan is jointly shared by the Student and the Field Instructor. While additional learning tasks may be developed that go beyond the articulated practice behaviors, the Field Learning Plan should reflect the required learning for BSW level and term of field placement. The Student submits the plan by the appropriate due date to the Field Liaison and Field Coordinator. The

learning agreement is expected to reflect collaboration between the student, field instructor/task supervisor and the faculty Liaison/coordinator.

3. Measurement criteria can include, but not limited to the following: cases, journals, written assignments and material of all kind that is reviewed by the field instructor; oral presentations, clinical documentation, proposals, projects, and task group participation. Direct observation (shadowing) of the Student's work is expected. Feedback and evaluative information from other staff involved with the Student's effort should be incorporated into the evaluation criteria.

4. The Student's Field Liaison and Field Coordinator review and approve the Field Learning Plan. It is used as a focus for agency visits as well as for any issues that may require clarification or problem-solving collaboration between the Liaison and the Field Instructor.

5. The Field Learning Plan may be modified during the period of field placement to reflect identified learning needs of the Student as well as changes that may occur. Situations such as student absences beyond three days, irregular attendance, inability to complete the required number of hours, change of field instructor or change of field assignment may need to be brought to the immediate attention of and discussed with the Liaison

6. The tasks identified on this Field Education Learning Agreement will be evaluated by the field instructor/task supervisor both mid-‐semester and at the end of the semester to determine the competency level of the student intern.

7. A copy of the Field Learning Plan is placed in the Student's academic folder

BSW Field Learning Plan

Competency #1: Identify as a professional social worker and conduct oneself accordingly (EPAS Competency 2.1.1)Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth.

Practice Behaviors(demonstration of..)

As evidenced by… (specific tasks) Due Dates

Student advocates for client access to social work services.

1st 4 weeks Mid Semester End of Semester 1st 4 weeks Mid Semester End of Semester

Student practices personal reflection and self-correction to assure continual professional development.

1st 4 weeks Mid Semester End of Semester 1st 4 weeks Mid Semester End of Semester 1st 4 weeks Mid Semester End of Semester

Student attends to professional roles and boundaries.

1st 4 weeks Mid Semester End of Semester



1st 4 weeks Mid Semester

Practice Behaviors(demonstration of..)


End of Semester

Student demonstrates professional demeanor in behavior, appearance, and communication.

1st 4 weeks Mid Semester End of Semester 1st 4 weeks Mid Semester End of Semester 1st 4 weeks Mid Semester End of Semester

Student engages in career-long learning.



Student uses supervision and consultation.


Competency #2: Applies social work ethical principles to guide professional practice (EPAS Competency 2.1.2)Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about

the value base of the profession, its ethical standards, and relevant law.

Practice Behaviors As evidenced by… (specific tasks) Due Dates

Student recognizes and manages personal values to allow professional values to guide practice.



Student makes ethical decisions by applying standards of the NASW Code of Ethics.


Student exhibits the ability to tolerate ambiguity in resolving ethical conflicts.


Student applies strategies of ethical reasoning to arrive at principled decisions.



Competency #3: Apply critical thinking to inform and communicate professional judgments (EPAS Competency 2.1.3)

Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernments. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information.


Student distinguishes, appraises, and integrates among multiple sources of knowledge, including research-based knowledge, and practice wisdom.



Student analyzes models of assessment, prevention intervention and evaluation.




Student demonstrates effective oral and written communication skills in working with individuals, families, groups, organizations, communities, and colleagues.



Competency #4: Engage diversity and difference in practice (EPAS Competency 2.1.4)…………………………………………………….……..Social workers understand how diversity characterizes and shapes the human experience and is critical to the formulation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, poverty, marginalization, and alienation as well as privilege, power and acclaim.

Practice Behaviors As evidenced by… (specific tasks) Due DatesStudent recognizes the extent to which cultural structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.



Student evidences the gaining of self-awareness leading to practice behaviors that reflect ability to eliminate influences of personal biases and values in working withdiverse groups.




Practice Behaviors As evidenced by… (specific tasks) Due DatesStudent articulates an understanding of how the experience of being a member of a minority group influences the experience of privilege/marginalization and can recognize and communicate their understanding of the importance of difference in shaping life experience.



Student engages, collects data, and assesses clients who differ from them in terms of race, ethnicity, national origin, religious/spiritual beliefs, age, ability, sexual orientation, class, and/or gender by using clients as informants and viewing themselves as learners.




Competency #5: Advance human rights and social and economic justice (EPAS Competency 2.1.5) Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions and society to ensure that these basic human rights are distributed equitably and without prejudice.


Student identifies and understands the forms and mechanisms of oppression and discrimination.



Student advocates for human rights and social and economic justice.



Student engages in just practice that advances social and economic justice.



Competency #6: Engage in research informed practice and practice informed research (EPAS Competency 2.1.6) Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.


Student uses placement/practice experience to formulate research proposal and inform scientific inquiry




Student uses current research evidence to inform placement/ practice.




Competency #7: Apply knowledge of human behavior and the social environment (EPAS Competency 2.1.7) Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well- being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development.


Student utilizes conceptual framework to guide the processes of assessment, intervention, and evaluation




Student has ability to critique and apply knowledge to understand person and environment.



Student will demonstrate knowledge about human behavior across the life course



Demonstrate knowledge of the range of social systems in which people live and their impact on achieving health and well-being



Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services (EPAS Competency 2.1.8) Social work practitioners understand that policy affects service delivery, and they engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development.


Student analyzes, formulates, and advocates for policies that advance service delivery and social well-being.




Student collaborates with 1st 4 weeks Mid Semester End of Semester

Practice Behaviors As evidenced by… (specific tasks) Due Datescolleagues and clients for effective policy action.


Student understands how policies affects service delivery



Student demonstrates knowledge of history and current structures of social policies and services


Competency #9: Respond to contexts that shape practice (EPAS Competency 2.1.9) Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic; and use knowledge and skill to respond proactively.


Student continuously discovers, appraises, and attends to the influence of context (locale, population, scientific and technological developments, and emerging societal trends) on service delivery to provide relevant services.



Student provides leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services



Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities (EPAS Competency 2.1.10)

Professional practice involves the dynamic and interactive process of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technology advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating and providing leadership for policies and services; and promoting social and economic justice.

Practice Behaviors:Engagement


Student substantively and affectively prepares for action with individuals, families, groups, organizations and communities.




Student uses empathy and other interpersonal skills to engage clients.




Practice Behaviors:Engagement


Student develops a mutually agreed on focus of work and desired outcomes with clients.



Student collects, organizes, and interprets client data.



Practice Behaviors:Assessment

Tasks Due Dates

Student assesses client strengths and limitations.



Student develops mutually agreed upon intervention goals and


objectives. 1st 4 weeks Mid Semester End of Semester

Student selects appropriate intervention strategies.



Practice Behaviors:Intervention


Student initiates action to achieve organizational goals.


Student implements prevention intervention strategies that enhance client capacities.



Student helps clients resolve problems.


Student negotiates, mediates and advocates for clients.


Student facilitates transitions and endings.



Practice Behaviors:Evaluation


Student critically analyses, monitors, and evaluates interventions.




bloomu.edubloomu.edu/documents/social_work/fieldlearningplan.docx · web viewmid semester end of...

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