Field Education Program

Rationale

Functions of Field Education

The Foundation Practicum

The Advanced Practicum

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Rationale

Social work is a profession that applies a working body of knowledge to the resolution of social problems and the enhancement of social functioning. Field education is an integral part of both the Foundation and Advanced Curricula. While classroom learning focuses on discrete knowledge and theoretical background, the field curriculum exposes students to a wide range of problems and possibilities. It teaches students to assess these situations and to develop, implement, and evaluate social interventions for actual persons, families, groups, organizations, and communities.

In field, students practice social work techniques within a variety of human service settings. There are opportunities for 1) building on and applying principles, concepts, and theories taught in classes and 2) developing discipline and insight into the use of self as a professional person.

Specific assignments are elaborated in the Student Learning Agreement. Students practice in a wide array of agencies, including community development organizations, family and children’s services, legislative and administrative posts, medical and rehabilitative services, mental health services, programs for the aged, and other specialized programs. They work with clients from a variety of backgrounds and learn to consider the impact of age, ethnicity, gender, national origin, race, religion, and other issues of difference.

Functions of Field Education

Because students’ learning is affected by what they bring to the School of Social Work, faculty anticipate differences in preparation, interests, abilities, and capacities. Consequently, faculty work individually with students to create a learning experience that meets student interests and abilities, agency capacities, and academic requirements. This individualization is possible only within the context of the overall rationale and structure of the field curriculum. Although students have differing field experiences, the goal of ensuring competence through the interaction of the academic and field curricula remains constant.

Field education provides opportunities for students to:

The Foundation Practicum

Two courses constitute the Foundation placement: SoWo 520, Social Work Practicum I, and SoWo 521, Social Work Practicum II. During the Foundation field placement, students are in field for approximately 240 clock hours per semester for two semesters. Typically, this amounts to two full days a week for a total of 60 days. Students in the Foundation placement focus on development of basic knowledge and skills that provide the groundwork for the Advanced Curriculum. All students are required to take SoWo 540, Social Work Practice with Individuals & Families, and SoWo 570, Social Work Practice with Organizations & Communities, prior to or concurrent with the Foundation field placement. Foundation Curriculum objectives and Field Practicum goals are listed in this section and in the Field Education Manual.

Specific assignments will vary depending on 1) agency and community resources and opportunities and 2) student interests and career goals. Each student is assigned direct service cases (individuals, families, and small groups). Working with these client units, the student develops the ability to assess, design, and implement social interventions and to evaluate outcomes. In the Foundation field placement, each student is also assigned an organizational or community project or activity to develop skills in macro service assessment, intervention, and evaluation. In developing skills to promote the improved functioning of organizations and communities, students have hands-on responsibilities just as they do in working with direct services clients. Passive observations of organizational or community functioning are not considered adequate to meet this learning goal.

To enhance and strengthen the field experience, students are required to participate in SoWo 523 and SoWo 524, Foundation Field Seminar I and II. The seminar is designed to assist students in the integration of classroom learning with the direct experience of practicum and serves as a professional support group for discussing field issues. The seminar meetings are designed to encourage self-reflection of social work practice and serve as a forum to provide feedback.

The Advanced Practicum

Direct practice is understood to be purposeful intervention designed to enhance client functioning. In field, direct practice students are expected to apply a variety of practice methods appropriate to the client system, the setting, and the presenting issue. Students should have the opportunity to work with different types of client systems, including individuals, families, and groups. Student should also work with clients from a variety of backgrounds representing various dimensions of diversity, including age, ethnicity, gender, race, sexual orientation, and socioeconomic status. Students actively evaluate direct practice outcomes and their own practice.

Management and Community Practice includes purposeful interventions with work units, organizations, communities, and policy-making entities. The goal is to enhance the performance of the systems that provide human services, including agencies at all levels and community groups. Students are expected to assess functioning and apply a range of macro methods appropriate to the setting, the problem or issue, and the desired outcomes. They should also take a responsible role in developing a project to enhance the functioning of the practicum agency or community. Projects should contribute to a more responsive service delivery system or to improved working conditions. Students actively evaluate macro practice outcomes and their own practice.

Three courses constitute the Advanced Practicum: SoWo 522-Pre-Concentration Practicum for Advanced Standing students, SoWo 820-Social Work Practicum III, and SoWo 821-Social Work Practicum IV. During the Summer preceeding the academic year, Advanced Standing students are in the field for approximately 200 clock hours, 40 hours per week, for five weeks. Concentration Students in Advanced placements are in field for approximately 360 clock hours per semester for two semesters. Typically, this amounts to three days a week for a total of 90 days. In the Advanced field curriculum, students develop expanded knowledge and skills in their chosen Concentration and Field of Practice. Concentration Curriculum objectives are found in the Concentrations section online and in the Field Education Manual. In both Foundation and Advanced practica, ethical practice is stressed.

Assignments vary depending on the concentration requirements, level of student skill, placement opportunities, and community resources. Specific assignments must be consistent with the chosen Concentration and field of practice. All placements must enable students to work with disadvantaged, vulnerable, and oppressed populations.

The Organization of the Field Education Program

Field Education Advisory Committee

The Field Advisory Committee is responsible for 1) advising the School on policies and issues related to field instruction; and 2) maintaining effective relationships between the school and the agencies in which students are placed for field education. The Field Advisory Committee is composed of social work practitioners who are appointed by the Dean of the School on the recommendation of the Director of Field Education.

The Field Team

The Field Team is composed of the Director, Associate Director of Field Education, Office Manager, Field Advisors, and other faculty members who have major field instruction responsibilities. The Team is responsible for the following tasks:

The Director of Field Education manages the Field Education Program. Responsibilities include coordinating efforts of the Field Team, managing the Field Education budget, representing the Field Program on appropriate committees and task groups, and assisting the Field Education Advisory Committee in executing its duties.

Program Administration Standards and Guidelines

The Memorandum of Agreement

The Memorandum of Agreement defines School and agency field education roles and responsibilities. The Memorandum must be signed by appropriate parties before students can be placed in the field site. A copy of the Memorandum is found in the "Forms Section" of the Field Education Manual.

The agency administration and board are expected to:

Standards for Field Instructors

The field instructor is expected to:

Student Professional Liability Insurance

Currently, students are covered by a blanket professional liability insurance program provided by the School. The coverage limit is $1,000,000 per claim and $3,000,000 aggregate. This insurance policy is in force only when students are registered for SoWo 522, 520, 521, 820, 821 or 720, Individualized Field Practicum.

The Field Education Process

Recruitment

The School has access to some of the most qualified field instructors available to any school in the Southeast. More than 400 qualified social workers comprise the pool of potential field instructors. Because of geographic location, agency priorities, space restrictions, and the periodic need for a sabbatical, not every field instructor will be available in a given year. In November of each year, the School solicits information about prospective field sites and field instructors.

Information about Field Resources

The Field Team utilizes a database that lists placement sites. The database describes the client population, usual presenting problems, typical social interventions, and customary practice methods at each site. It also lists potential field instructors and their qualifications. Students and their advisors use this database in considering field preferences. Before requesting a specific field site, students may also consult with other faculty and with students who were formerly placed in that agency.

Requests for Field Assignments

Entering full-time and advanced standing students are placed in field sites by the Field team, which reviews their application materials and field planning guides and may conduct personal interviews. Students in part-time programs begin field practica in their second year of study. Faculty in the off-campus part-time programs work with the Field Team in assigning students to sites in the areas served by the part-time program.

Students planning their Advanced placement begin by reviewing available resources, using the field education database prepared by the Field Team. With their advisors and concentration representatives, students clarify their learning needs, styles, and career goals, and they review potential field opportunities. Then they prepare the Advanced Placement Planning Guide, indicating their top three preferences for available field sites. These preferences must be consistent with their choice of concentration and field of study. Working with members of the Concentration faculty, the Field Team matches students and available opportunities and notifies students of their assignments.

After the assignment is made by the Field Team or part-time program faculty, students visit their assigned agency and meet with their proposed field instructor. The placement is not confirmed until the field instructor and the student agree that the match is compatible.

Students are responsible for securing transportation to their field placements regardless of location. Because there is limited public transportation in North Carolina, students must have access to transportation to reach their field placements within a sixty mile radius the School.

Criminal History Checks

Some field placement agencies require criminal history checks of students placed in those agencies. Of these agencies, some conduct the criminal history check themselves and some agencies require that the University conduct the criminal history check. In either case, the Field Education Office will notify the student if a criminal history check will be required.

For those students for whom the University will conduct the criminal history check, the Field Education Office will provide the student with a Notification and Release form which authorizes the University to release all information relative to the background check to the field placement agency. In the event a criminal history is found, the student will be afforded the opportunity to write a letter to the field office/agency explaining the circumstances of the conviction. This letter along with the criminal history check will then be forwarded to the placement agency.

The field office cannot guarantee field placements for a student with a criminal history (depending on severity). In an instance where a field placement cannot be identified, completion of degree requirements is not possible and the student will not receive the MSW.

Orientation to Field Education

The Field Team and faculty design appropriate orientation programs to ensure that students and field instructors understand the expectations of field education. These orientations focus on issues specific to field teaching, such as identifying student learning styles, setting educational objectives, and evaluating student performance. Field advisors remain in close contact with students and field instructors throughout the placement, providing information and support and engaging in creative problem solving as needed.

The Student Learning Agreement

The Student Learning Agreement is a working contract that balances the needs and desires of the student, the capacities of the agency and field instructor, and the standards of the School. It contains a description of the student’s objectives, the tasks that will enable the student to achieve these objectives, and the criteria for evaluation. The purpose of this agreement is to:

The Student Learning Agreement is a working plan that should be modified at any time that the field instructor, field advisor, and student agree that a change will enhance student learning. Guidelines and forms for the Student Learning Agreement are found in the "Forms" section of the Field Education Manual.

Student Evaluations and Grades

Students are formally evaluated by the field instructor and field advisor at the end of each semester. For students in block placements, evaluations occur after the requisite number of days in placement. There are separate evaluation forms for Foundation and Advanced field students. Each form, illustrated in the Field Education Manual, specifies the categories for evaluation and requests specific comments that give evidence of the student’s performance in field. The functions of the evaluation are to provide feedback to students on their performance; to identify directions for further development; to assist the field advisor in determination of the field grade; and to assist the School in administration of the Field Education Program.

The evaluation process starts at the beginning of the field practicum with identification of the expectations of the School, agency, field instructor, and student. Typically the student and field instructor work together to prepare the evaluation form, which is subsequently shared with the field advisor. The field grade, either a P (Pass), L (Low Pass), or F (Fail), is assigned by the field advisor.

Program Evaluations

In the spring, the Field Education Program and field sites are evaluated by both students and field instructors. These evaluations help to a) identify aspects of field education that are most in need of improvement; b) identify program strengths; and c) determine the most appropriate functions for each field instructor and field site. The forms for this evaluation are contained in the Field Education Manual.

Placement Reassignment

When problems arise, students should work closely with their field advisor and field instructor to reach an acceptable resolution. In a small number of cases, it may be necessary to end one placement and reassign the student to another. This requires as much planning as the original placement. The student, field advisor, and field instructor should thoroughly discuss issues and alternatives. Students may not be relieved of their field responsibilities without the approval of the Director of Field Education.

To initiate a reassignment, the student must submit a written request to the Director of Field Education. This request should outline the reasons that the reassignment is necessary or desirable. The request will be reviewed and approved or denied by the Director, in consultation with the field advisor. If the request is approved, the Field Team will coordinate the reassignment.

Holidays and Absences from Field

Unless previously approved by the Director of Field Education or recorded in the Student Learning Agreement, students are expected to perform their field duties on designated field days. All other absences from field must be made up by the student at a time convenient to the agency and field instructor. The field instructor and field advisor must be informed of extended absences from field.

Field Education Fees

A field education fee is charged to students each semester that they are in field. The field fee has been authorized by the Board of Trustees in recognition that maintenance of a strong field education program requires special costs beyond those incurred in a classroom-based program.

The current authorized fee is $300 per semester, payable with tuition in the semester that the practicum course is taken. Students in block placements, who complete two courses—the total requirements for a practicum—in one semester, pay $600, double the one-semester fee. Fees are subject to change without notice.

Field fees are used to meet field education expenses such as a) salaries for members of the Field Team; b) travel reimbursement for field advisor visits to the agency; c) field education programs and activities; and d) equipment and supplies.

Criteria for Exceptions to the Standard Field Placement

Block Placements

Typically, field practice occurs concurrently with classroom courses. A block placement represents an exception rather than an option. It differs from the concurrent arrangement in two major respects: 1) it is concentrated within a shorter time frame, and 2) it is not taken concurrently with related academic course work. A block placement may be taken only after completion of the Foundation or Advanced Curriculum. Students in part-time programs may not engage in Foundation block placements during the summer before their second year of study or in Advanced placements before the third year of study.

The following criteria and guidelines are set forth as means for guiding decisions on proposals for this exception. The criteria are the essential elements that must be satisfied in evaluating requests for exceptions. Additional guidelines accompany each criterion. These guidelines offer further direction but are not mandatory. Each request will require an individual judgement.

Requests for block placements are approved by the Director of Field Education. Requests are not automatically rejected on the basis of one guideline. Similarly, requests are not automatically approved on the basis of having technically met a certain guideline.

Approval of block field placements is based on the following criteria and guidelines:

Two Field Placements in the Same Agency

Achieving professional breadth is an important component of the mission of the School. Field education is not an apprenticeship. Students must be able to transfer knowledge and skills from one practice setting to another. Breadth is promoted through opportunities to practice within different organizations, with different population groups, and through provision of different types of services. Consequently, students are normally assigned to different organizations for the Foundation and Advanced practica.

Students may request an exception to this policy if they have compelling reasons to engage in both field placements in the same agency or organization. In deciding whether to approve the exception, the Director of Field Education will consider the following points:

Requests for a second placement in the same agency are approved by the Director of Field Education. Appeal of placement decisions may be made to the Associate Dean for Academic Affairs. For more information about the appeal process, consult Chapter 2 of this Manual.

Placement in an Employing Agency

Students are not usually employees of the agency in which they are placed. Placement in a student’s employing agency is the exception rather than a standard option, though the School recognizes that, properly structured, such placements allow students to complete part of their education while remaining employed in their home communities. When successful, new knowledge and skills are achieved in the student’s workplace, with the support of the student, School, agency, and field instructor.

Arrangement and approval of a placement in an employing agency requires the involvement of the student/employee, job supervisor, agency executive, potential field instructor, field advisor, and Field Education Office. This extra attention is necessary to assure that the planned placement meets all School requirements and learning objectives. The placement must not involve current job tasks and responsibilities. To receive academic credit for work in an employing agency, the student must attempt new and different tasks and duties. This is most clearly achieved when the student is placed in a different unit, working with a different population, using a different method, and supervised by a different person.

Placements in employing agencies must be approved by the Director of Field Education in consultation with the Chair of the Foundation of Concentration. Appeal of placement decisions may be made to the Associate Dean for Academic Affairs.