THE FIELD LEARNING PLAN MSW Program School Of Social

the field learning plan msw program school of social work - university of pittsburgh concentration field placement direct pr

THE FIELD LEARNING PLAN
MSW Program
School of Social Work - University of Pittsburgh
CONCENTRATION FIELD PLACEMENT
Direct Practice with Individuals, Families, and Small Groups
Term: Spring Year: 2010
Student's Name:
JOANNA SMITH
Field Liaison:
==============
Beth Mulvaney
=============
Name of Agency/Organization:
LTC Incorporated
Agency/Organization Department:
Social Services
Site Address:
123 Main Street
Field Instructor Name:
Mark Jones
Field Instructor Phone:
123-123-1234
Field Instructor Email:
[email protected]
Task Supervisor Name:
(If applicable)
 
Task Supervisor Phone:
 
Task Supervisor Email:
 
Student's Weekly Field Schedule:
Mon (Hours) 8-4Tues (Hours) 8-4 Wed (Hours) 8-4Thurs (Hours)   Fri
(Hours)  
FULL TIME STUDENTS ARE EXPECTED TO ENGAGE IN FIELD PLACEMENT
ACTIVITIES FOR 16 HOURS EACH WEEK FOR 9 WEEKS (144 HOURS) FOR THE FALL
TERM AND 16 HOURS PER WEEK FOR APPROXIMATELY 15 WEEKS (216 HOURS) FOR
THE SPRING TERM. PART TIME STUDENTS MAY FORMALLY REQUEST TO DO NO LESS
THAN 12-16 HOURS PER WEEK. PART TIME STUDENTS ARE EXPECTED TO ENGAGE
IN FIELD PLACEMENT FOR 16 HOURS PER WEEK FOR THE SUMMER TERM AND 16
HOURS PER WEEK FOR THE SECOND FALL TERM. ANY DEVIATION NEEDS TO BE
APPROVED BY THE STUDENT’S ADVISOR/LIAISON AND THE OFFICE OF FIELD
EDUCATION PRIOR TO THE ACTUAL START OF FIELD PLACEMENT.
Field Instruction Weekly Supervision Schedule:
Day of the Week:
Mondays
Time:
1:30 PM
ALL STUDENTS MUST ENGAGE IN A MINIMUM OF ONE HOUR PER WEEK FORMAL
SUPERVISION.
Date Field Placement Commences:
January 2010
Ends:
August 2010
Field Evaluation Due Date:
April 15, 2010
Student Signature:
Date:
 
Field Instructor Signature:
Date:
 
Field Liaison Signature:
Date:
 
Online: http://socialwork.pitt.edu/academic-programs/field-education/
Guidelines for the Field Learning Plan
1.
The Field Learning Plan is the educational plan for the term of
field placement; each term is graded separately. The competencies
for the Field Learning Plan are developed to reflect the standards
of the Curriculum Policy Statement of the Council on Social Work
Education as well as the curriculum of the Master's Degree Program
of the School of Social Work, University of Pittsburgh. 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 foundation field and term of field placement. The
Student submits the plan by the appropriate due date.
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 Faculty Advisor / Liaison reviews and approves 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 Faculty Advisor /
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 Faculty Advisor/
Liaison.
6.
A copy of the Field Learning Plan is placed in the Student's
academic folder.
Guidelines for Development of Field Practice and Learning Tasks
In developing practice and learning tasks, the goal is to demonstrate
the integration and application of the competencies in practice with
individuals, families, groups, organizations, and communities. While
creating the practice and learning tasks, consider what behaviors you
expect to see from your student relative to the corresponding
competency. Where does each behavior fit within the four outlined
educational goals? (Some may appear under more than one goal.) What
specific assignments within your agency should the student complete in
order to demonstrate fulfillment of competencies? How will you know
that the student has completed the field practice and learning tasks
that you have assigned?
In short, a well written practice and learning task will be able to
answer all of the following questions:
Who will do what, by when, and how it is measured.
Examples of Practice and Learning Tasks
Educational Goal #1: KNOWLEDGE EXAMPLE Competencies
Practice and Learning Task Assignments:
2.1.3
2.1.6
2.1.8
2.1.9
Student will review agency policies and procedures manual within first
month of placement and will discuss 1-3 policies with field instructor
to clarify understanding.
By the end of placement, student will identify and discuss at least
one legal and/or social policy issue as it relates to the agency’s
development of service delivery.
By the end of the field placement Student will visit 1-2 collaborating
agencies or referral sources.
By the end of placement student will participate in activities toward
program and service delivery development and enhancement of agency
specific needs assessment survey, grant writing, program outcome
measurement, or proposal development as evidenced by the completed
written assignment.
Educational Goal #2: SKILLS EXAMPLE Competencies
Practice and Learning Task Assignments:
2.1.1
2.1.3
2.1.7
2.1.10
Given a case or a client, student will be able to effectively
communicate in working with families, groups, organizations, and
communities within the agency’s structure, by the end of the semester.
a
b
c
d
Given a case, student will be able to implement, assess and evaluate
strategies based on a comprehensive assessment and goal plan with
individuals, families, groups, organizations or communities as
evidenced by written documentation and field instructor sign-off.
(Ongoing)
a
b
c
d
Student will complete an assessment on their own in the presence of
agency staff to meet regulations and/or policies by end of placement.
a
b
c
d
Educational Goal #3: VALUES AND ETHICS EXAMPLE Competencies
Practice and Learning Task Assignments:
2.1.1
2.1.2
2.1.4
2.1.5
Student will select a minimum of two field related areas in the NASW
code of ethics and be able to apply them to their specific experience
through discussion with supervisor and/or staff, by end of placement.
Using a journal, student will note personal biases and values and
discuss in supervision as they relate to the population/client’s
situation. (Ongoing)
Given a situation, student will be able to identify and resolve any
ethical issues involved in providing services and be able to explain
rational for their suggested resolution to field instructor. (Ongoing)
By end of placement, student will be able to identify and make
attempts to remove barriers on behalf of diverse and at risk
populations as evidenced by 2 or 3 examples from a social work
perspective
Educational Goal #4: PROFESSIONAL SELF EXAMPLE Competencies
Practice and Learning Task Assignments:
2.1.1
During supervision meeting student will come prepared, participate and
use supervision appropriately as evidenced by agenda and supervision
notes.
Throughout placement student will participate in professional
education as evidenced by attending agency trainings and/or
professional workshops.
Field Learning Plan
MSW Program
Direct Practice with Individuals, Families, and Groups
The focus of the concentration field placement (second year and
advanced standing MSW students) is to provide students with an
experience to engage in structured learning objectives and
competencies that specifically relate to their chosen concentration
Educational Goal #1:
Application of Concentration Social Work Knowledge in the Field
Placement
Competencies:
2.1.3 Apply critical thinking to inform and communicate professional
judgments
2.1.6 Engage in research-informed practice and practice-informed
research
2.1.7 Apply knowledge of human behavior and the social environment
2.1.8 Engage in policy practice to advance social and economic well
being and to deliver
effective social work services
2.1.9 Respond to contexts that shape practice
In order to accomplish these competencies, a student will:
a.
use multiple sources of information (e.g. courses, research based
knowledge, agency or organization, cultural, agency or
organizational programs, legal and social policy issues that apply
to the agency, organization and community, etc) in order to raise
and articulate problems that impact the agency, organization,
community and the target population or system to clearly inform
practice. (2.1.3) (2.1.6) (2.1.8)
b.
adapt to the specific differences in the agency or organization’s
population and characteristics to provide relevant services.
(2.1.9)
c.
evaluate policies that impact the service delivery to clients that
advance the social well-being of individuals, families and groups.
(2.1.8)
d.
collaborate with colleagues and clients as appropriate to deliver
effective social work services. (2.1.8)
e.
appraise the changing locales, populations, scientific and
technological developments, and emerging societal trends to
provide relevant services and feedback for the improvement of
services. (2.1.9)
e.
provide leadership in promoting sustainable changes in service
delivery and practice for the improvement of services commensurate
with the evolving client/community needs. (2.1.9)
e.
advocate for the dissemination of evidence-based practices for
individuals, families and groups. (2.1.6)
e.
evaluate client situations with regard to risk and protective
factors relevant to direct practice interventions with
individuals, families and groups. (2.1.7)
e.
compare and contrast practice theories of client situations within
the context of their environment across the populations that
direct practice social workers serve as related to this field
site. (2.1.3) (2.1.7)
e.
explain the rationale behind actions in providing service
delivery. (2.1.3)
Practice and Learning Task Assignments:
Competencies Met
Complete rotations in ____ during _______ and in __________ during
_______ to understand the service delivery system and social work's
role. Compare to knoweldge acquired in foundation field placement.
Discuss observations about service delivery and policy during
supervision. (HPPAE Competencies III 6; IV 2, 6, 9)
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
Read books, articles or theory as assigned for field site and watch
assigned videos or movies. Articulate use of information for services
and population during supervision. Primarily in October and November
but ongoing throughout the placement. (HPPAE Competencies I 7; IV 7)
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
Student will ask about and discuss program or agency budget during
field supervision, possibly reading or reviewing it or the
organization's annual report. Complete by March. (HPPAE Competencies
IV 5)
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
While enrolled in advanced research class, select, design and carry
out research project which meets class guidelines and benefits field
agency. Share results with field supervisor by [add date]. (HPPAE
Competencies IV 6, 7)
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
Choose one: (a) Attend a public hearing about services for older
adults. (b) Provide public testimony on an issue related to older
adults (c) Write a letter to the editor about an issue of concern to
older adults or service providers. (d) With HPPAE seminar, attend
legislative day in Harrisburg. Prior to visit prepare information to
advocate on behalf or older adults. Share experience during field
supervision. (HPPAE competencies IV 8)
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
Join with other HPPAE fellows to complete a project relevant to
providing services to older adults. September through March. Present
the project to HPPAE community partners, including field instructor
and agency administrators, in April. (HPPAE competencies IV 2, 3)
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
 
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
 
2.1.3 2.1.6
2.1.7 2.1.8
2.1.9
Educational Goal #2:
Application of Concentration Practice Skills in the Field Placement
Competencies:
2.1.1 Identify as a professional social worker and conduct oneself
accordingly
2.1.3 Apply critical thinking to inform and communicate professional
judgments
2.1.6 Engage in research-informed practice and practice-informed
research
2.1.7 Apply knowledge of human behavior and the social environment
2.1.8 Engage in policy practice to advance social well-being and to
deliver effective direct
practice social work services
2.1.10 a) Engage with individuals, families, groups
2.1.10 b) Assess individuals, families, groups
2.1.10 c) Intervene with individuals, families, groups
2.1.10 d) Evaluate with individuals, families, groups
Direct Practice Concentration Skills
1.
In order to apply knowledge of human behavior and the social
environment the student will:
a.
participate in program and service delivery involving clients or
systems while exploring theoretical frameworks pertinent to direct
practice. (2.1.7)
b.
apply knowledge to understand person and environment in achieving
health and well being across the lifespan. (2.1.7)
c.
apply practice theories of client situations within the context of
their environment across the populations that direct practice
social workers serve as appropriate to this field site. (2.1.7)
2.
In order to conduct oneself as a professional social worker and
apply critical thinking to inform professional judgments the
student will:
a.
demonstrate effective oral and written communication in working
with a wide range of individuals, families, groups, organizations
and communities and systems in direct practice within the agency’s
structure. (2.1.1) (2.1.3)
b.
evaluate multiple sources of knowledge, including research-based
knowledge and practice wisdom to guide interventions with
individuals, families and groups. (2.1.3)
c.
compare, contrast, and apply models of prevention, assessment,
intervention and evaluation. (2.1.3)
3.
In order to engage in policy practice the student will:
a.
advocate for, promote and implement policies that affect the
social welfare and advance the social well being of individuals,
families and groups in direct practice settings. (2.1.8)
Engagement
The student will engage with individuals, families, groups,
organizations and /or communities by:
a.
preparing for action with individuals, families and groups
(2.1.10a)
b.
utilizing mutually agreed upon focus of work and desired outcomes
(2.1.10a)
c.
utilizing empathy, validation and compassion in developing
positive relationships with the client/system (2.1.10a)
d.
providing services through collaboration to disseminate
information and link client systems and staff in compliance with
agency protocol and based upon client need. (2.1.10a)
Assessment
Given a case or client, the student will:
a.
define and prioritize a problem(2.1.10b)
b.
collect, organize and interpret data to assess the strengths and
limitations of the client/system (2.1.10b)
c.
based upon the findings, develop mutually agreed upon intervention
goals and objectives (2.1.10b)
d.
identify and select appropriate intervention strategies based upon
informed consent of the client (2.1.10b)
Intervention
Given a case or client, the student will:
a.
collaborate with the client in selecting and implementing
effective evidence based intervention strategies (2.1.6)
b.
build upon the clients’ strengths of the client/system and help
resolve identified client/system problems. (2.1.10c)
c.
initiate actions to achieve client directed goals (2.1.10c)
d.
implement prevention interventions that enhance client capacities,
(2.1.10c)
e.
empower clients in negotiating and advocating for
themselves(2.1.10c)
f.
advocate for clients rights in collaborative service planning
(2.1.1)
g.
facilitate transitions and endings (to include termination with
the client/system). (2.1.10c)
h.
intervene in a manner focused upon achieving organizational goals
and best client/system outcomes while implementing effective
policies in direct practice settings. (2.1.1) (2.1.6) (2.1.8)
(2.1.10.c)
Evaluation
Throughout the intervention process, the student will:
a.
evaluate the effectiveness of evidence based intervention
strategies(2.1.6)
b.
integrate supervisory/consultative feedback as needed.(2.1.10d)
c.
examine outcome information and critically evaluate program and
practice interventions once an intervention is completed for a
client or program. (2.1.10.d)
d.
apply research skills to the evaluation of interventions (2.1.6)
e.
relates theories, models, and research for understanding client
problems within contextual client systems and circumstances
(2.1.6)
Practice and Learning Task Assignments:
Competencies Met
Meet with agency/program supervisors, administrators and/or staff to
conduct interviews about their roles and functions, the agency, and
issues facing the population. Discuss impressions in journal or
supervision. Complete during October and November. (HPPAE Competencies
I 10)
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Accompany or shadow care managers / social workers on visits, observe
assessments, and observe delivery of services September. Discuss
observations during supervision.
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Review case records of agency clients to understand types of problems
clients face, types of information collected through assessment, types
of interventions used, how interventions are evlauted, when
termination occurs and how information is documented. Review with task
and field superisors in September. 
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Pick up small caseload of own--engaging, assessing, planning,
intervening and terminating with clients appropriately and within the
context of policy practice. Begin in _____ and continue through
________. (HPPAE Competencies I 5, 6, 7, 8; II all, III 1, 2, 4, 5, 6,
7, 8, 9, 10; IV 1)
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Observe (add time frame ____) and then participate ( add time frame)
in interdisciplinary care conferences or coordinate with outside
agencies to develop and implement intervention for consumers. Become
aware of social work role in such interactions and discuss during
supervision. (HPPAE Competencies I 10; II 9)
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Demonstrate understanding of and application of strengths perspective
and roles for informal supports through planning and intervention with
consumers and discussed during supervision. Begin _____ through end of
field placement. (HPPAE Competencies I 6, 7, 8)
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Utilize and practice the advanced direct practice techniques from
[insert your chosen ADP or skills elective here] in the context of
providing services to older adult clients and their family members.
(HPPAE Competencies III 2)
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
During assessment practice using the MMSE, depression inventories, and
social support network assessment tools. (HPPAE Competencies II 8)
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Utilize therapeutic and/or support groups to promote well being and
improve coping. Begin by shadowing in [insert date] and lead a group
session by [insert date]. (HPPAE Competencies III 3)
2.1.1 2.1.3
2.1.6 2.1.7
2.1.8
2.1.10 a
2.1.10 b
2.1.10 c
2.1.10 d
Educational Goal #3:
Application of Concentration Values and Ethics in the Field Placement
Competencies:
2.1.1 Identify as a professional social worker and conduct oneself
accordingly
2.1.2 Apply social work ethical principles to guide professional
practice
2.1.4 Engage diversity and difference in practice
2.1.5 Advance human rights and social and economic justice
1.
Throughout the placement, in order to apply social work ethical
principles, the student will:
a.
make ethical decisions by applying the NASW code of ethics, the
standards of the profession, and relevant laws and policies
(2.1.2)
b.
synthesize, manage and use professional values to guide
professional practice
c.
apply strategies of ethical reasoning to arrive at principled
decisions (2.1.2)
d.
recognize and accept the role of ambiguity in resolving ethical
conflicts and dilemmas (2.1.4) (2.1.2)
2.
In order to engage a diverse population in which difference shapes
life experiences the student will:
a.
describe the forms, mechanisms and implications and assess the
impact of discrimination and oppression as they relate to direct
practice with the client/system(2.1.5)
b.
communicate an understanding of the importance of difference in
shaping life experiences(2.1.4)
c.
demonstrate to the field instructor the ability to identify and
manage the influence of personal biases and values as they reflect
or conflict with the values of the profession(2.1.4)
d.
demonstrate respect and protects the confidentiality of
individuals, families, and groups, organizations in which the
field placement occurs. (2.1.4)
3.
In order to advance human rights and social and economic justice
the student will:
a.
articulate and demonstrate an ability to engage, work with and
learn from at-risk populations who are experiencing discrimination
or the cultural structures of privilege and power (2.1.4)
b.
advocate on behalf of diverse and at-risk populations toward human
rights, social and economic justice while providing services to
vulnerable clients/systems as appropriate to the stated mission of
this field site (2.1.5)
c.
acknowledge and integrate an understanding of the clinical
implications of the student’s own cultural background, family
structure, family functioning and life experiences (2.1.1) (2.1.5)
d.
engage in practices that advance social and economic justice for
individuals, families and groups. (2.1.5)
Practice and Learning Task Assignments:
Competencies Met
Review NASW Code of Ethics, in particular standards about
self-determination, informed consent, and competence, and discuss its
application to field site and older adults during supervision by end
of November and throughout the field placement. (HPPAE Competencies
1,2,3 III 10)
2.1.1 2.1.2
2.1.4 2.1.5
Attend an ethics committee meeting by end of field placement. Discuss
in supervision.
2.1.1 2.1.2
2.1.4 2.1.5
Observe as client completes advanced directives at least once by end
of the field placement. (HPPAE Competencies I 2, 3)
2.1.1 2.1.2
2.1.4 2.1.5
Interact with staff and clients who are diverse in culture, faith,
gender and ethnicity. Discuss observations with supervisor by end of
January. (HPPAE Competencies I 4)
2.1.1 2.1.2
2.1.4 2.1.5
Once per month during supervision, student will discuss issues of
injustice, oppression, or ethics. Assist in resolving or addressing
such issues as appropriate to student role. (HPPAE Competencies I 2,
4; IV 10)
2.1.1 2.1.2
2.1.4 2.1.5
Review and sign applicable confidentiality and/or HIPAA policies,
protective service policies and laws, guardianship procedures, adult
protective services regulations, and powers of attorney and discuss
application for older adults with supervisor by end of December.
(HPPAE Competencies I 2, 3; III 10).
2.1.1 2.1.2
2.1.4 2.1.5
Educational Goal #4
Socialization into the Profession and the Development of an
Enlightened Professional Self
Competencies:
2.1.1 Identify as a professional social worker and conduct oneself
accordingly
2.1.3 Apply critical thinking to inform and communicate professional
judgments
Personal Issues, Conflicts Differences, Limits, Boundaries, Objectives
(2.1.1)
1.
In order to identify as a professional social worker and conduct
oneself accordingly, the student will through the supervisory
process:
a.
Resolve conflicts when personal beliefs, biases and issues are
inconsistent with the values and ethics of the profession.
b.
Demonstrate adherence to ethical professional social work roles as
appropriate to the field site.
c.
Demonstrate adherence to appropriate professional boundaries.
d.
Demonstrate personal reflection and self correction to assure
continual professional development.
e.
Seek learning activities to improve practice and functioning,
given any professional limitations, strengths, and stress
management needs.
f.
Seek appropriate assistance for people whose lifestyles,
background, and attributes are different from the student. This
will include differences of race, ethnicity, socioeconomic status,
religion, gender, sexual orientation, immigration status, or
veteran status.
Practice and Learning Task Assignments:
Competencies Met
During interactions with clients, explain role as student social
worker, establish boundaries with clients, and explain confidentiality
to consumer within the context of mandatory reporter status. Discuss
client responses to boundary setting during field supervision. Ongoing
during work with consumers. (HPPAE Competencies I 2, 3)
2.1.1
Reflect upon and examine personal beliefs, own culture, and biases, as
well as values to see where they may differ from or impact view of
clients and note thoughts in a journal. Pay particular attention to
ageism. Once a month during supervision, raise discuss these
reflections. (HPPAE Competencies I 1)
2.1.1
 
2.1.1
Supervision and Continuing Education Objectives (2.1.1)
2.
During supervision and as part of the supervisory process, the
student will:
a.
Be prepared for, participate in, and use supervision
appropriately. This includes creating an agenda for meetings and
seeking constructive feedback and criticism.
b.
Actively engage with field instructor and/or faculty advisor and
field liaison by following the established problem solving process
if difficulties arise.
c.
Seek out and effectively use additional training and/or
supervision when needed or recommended.
d.
Participate in the continuing nature of professional education
through involvement in professional organizations, use of
professional literature, awareness and discussion of local,
regional, national, and international current events, especially
those with social implications thereby demonstrating an interest
and recognizing the importance of engaging in career long
learning.
Practice and Learning Task Assignments:
Competencies Met
Prepare an agenda and attend weekly supervision meetings. Agenda will
demonstrate that the student seeks knowledge and feedback and the
practice of self-reflection about assigned tasks. Throughout entire
placement.
2.1.1
Seek assistance from field supervisor or task supervisor outside
supervisory meetings for issues which are complex or unfamiliar and
require response before scheduled supervisory meeting. Throughout
entire field placement.
2.1.1
Attend at least one professional training program per semester and
share relevance for practice during supervision. Attend HPPAE seminars
monthly, and read at least one article from a professional journal per
semester relevant to agency services. Share with supervisor and other
designated staff. (HPPAE Competencies IV 6, 7)
2.1.1
Work Management Objectives
2.
Student will consistently prepare to deliver and advocate for
client access to services by: (2.1.1)
a.
Organizing tasks appropriately
b.
Appropriately using time
c.
Planning task steps
d.
Meeting deadlines
e.
Building needed professional relationships,
f.
Attending to assignment details.
2.
In developing the professional social worker, the student will:
a.
Demonstrate the ability to function within an agency setting
according to appropriate internal policies (2.1.1)
b.
Demonstrate professional demeanor in behavior, appearance, and
communication. (2.1.1)
c.
Document activities in a manner consistent with assigned tasks in
accordance to agency protocol. (2.1.3)
Practice and Learning Task Assignments:
Competencies Met
Organize and complete assigned tasks in a timely manner througout the
entire field placement.
2.1.1
2.1.3
Conduct self in a professional manner at all times, observing agency
dress codes and practices, adhering to agreed upon schedule, and
communicating need for changes in a timely and professional manner
should they arise.
2.1.1
2.1.3
During supervision in September, identify three rationales for
documentation. Learn agency's documentation system including database
or on-line applications. By November, document in client records
appropriately and correspond both within and outside the agency
representing the agency appropriately. Continue through remainder of
the field placement.
2.1.1
2.1.3
Prioritize work flow based upon consumer need. Discuss challenges of
doing this during supervision once per month.
2.1.1
2.1.3

Field Education
School of Social Work
University of Pittsburgh
http://www.socialwork.pitt.edu/academic-programs/field-education/
FIELD PLACEMENT TIME SHEET
Student Intern:
 
Field Placement Site:
 
Placement (Check one):
BASW
MSW
Field Instructor:
 
Field Liaison:
 
Semester (Check one):
Fall
Spring
Summer
Year
200
 
Week #
Dates
Mon
Tues
Wed
Thurs
Fri
Sa/Su
Weekly Total
Field Instructor Initials
HOURS WORKED
EXAMPLE
Sept 7-11
8-1
9-5
----
9-5
8-1
----
24 hours
1
 
 
 
 
 
 
 
 
2
 
 
 
 
 
 
 
 
3
 
 
 
 
 
 
 
 
4
 
 
 
 
 
 
 
 
5
 
 
 
 
 
 
 
 
6
 
 
 
 
 
 
 
 
7
 
 
 
 
 
 
 
 
8
 
 
 
 
 
 
 
 
9
 
 
 
 
 
 
 
 
10
 
 
 
 
 
 
 
 
11
 
 
 
 
 
 
 
 
12
 
 
 
 
 
 
 
 
13
 
 
 
 
 
 
 
 
14
 
 
 
 
 
 
 
 
15
 
 
 
 
 
 
 
 
TOTAL
 
Minimum Hours Required: (BSW – 300) (MSW 1st Year --144 fall term --
216 spring term) (MSW 2nd Year or Adv Standing – 360)
STUDENT SIGNATURE
DATE:
 
FIELD INSTRUCTOR’S SIGNATURE:
DATE:
 
*Students are required to submit a completed time sheet at the end of
the term. The signature of the field instructor and the student
reflects that the student has met the required hours for the term. If
the student needs to clock more hours after the end of the term to
achieve the minimum hours required, please note this in the below
comments section.
Comments
 
 
16
Revised 12/5/2009