MSSW PROGRAM

FIELD EDUCATION

HANDBOOK

2015 – 2016

Department of Social Work Office of Field Education

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Table of Contents

GREETINGS! ................................................................................................................................................. 3

MSSW FIELD EDUCATION PROGRAM ......................................................................................................... 4

INTRODUCTION ....................................................................................................................................... 4

Generalist Social Work Practice .............................................................................................................. 4

Curriculum ............................................................................................................................................... 5

The MSSW Program Foundation Curricula ............................................................................................. 5

MSSW Advance Concentration Curriculum ............................................................................................ 6

FIELD PRACTICUM GUIDELINES ................................................................................................................ 10

Eligibility for field placement ................................................................................................................ 10

Curriculum related to field Education ...................................................................................................... 10

Foundation Field Practicum – SOCW 6370 and SOCW 6371 ................................................................ 10

Advance Micro Field Practicum – SOCW 6376 and SOCW 6377 .......................................................... 11

Advance Macro Field Practicum – SOCW – 6378 and SOCW – 6379 ................................................... 12

Process for Field Placement ...................................................................................................................... 13

Partners in Field Roles and Responsibilities .......................................................................................... 16

EDUCATIONAL AGREEMENT & STUDENT EVALUATIONS...................................................................... 20

ADMINISTRATION OF THE FIELD PRACTICUM ...................................................................................... 23

Affiliated Agencies .................................................................................................................................... 23

Field Instructor’s Selection Criteria ....................................................................................................... 24

Liability Insurance ................................................................................................................................. 25

OTHER POLICIES AND PROCEDURES ..................................................................................................... 26

List of Appendices ..................................................................................................................................... 32

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GREETINGS!

The long anticipated time has arrived for you to begin your field practicum. You are about to

initiate a new exciting phase of your social work education! This is a time which can be the most nerve

wracking, but also the most exciting. This might be true even if you are about to start practicing

foundation or advance skills, or even if you have previous social work experience.

The field practicum is reported by most, if not all, social work students as being their most

exciting and significant educational experience. The field practicum is the time when you, as an intern,

put into practice all the knowledge and values learned through the social work educational curriculum.

Just as other professional practitioners, such as those in the medical and educational fields of study

have an opportunity to practice their skills before graduating from their respective schools, the social

work profession also requires this of all social work students. This expectation is especially true for all

CSWE accredited social work programs.

The social work program at the University of Texas-Pan American is accredited by the Council of

Social Work Education (CSWE). Thus, certain requirements and standards, as outlined by CSWE

indicating the type of educational development required of professional social workers, are found

throughout the social work program curriculum. This includes professional behavior that reflects the

values and ethics of the social work profession. This process sets in place a professional level of

standard that lets the public in general, and client systems specifically, know of the caliber of

professional education and training you have completed.

So again, Student Interns, congratulations and enjoy your field practicum!

Director of Field Education

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MSSW FIELD EDUCATION PROGRAM INTRODUCTION

Field practicum is an essential element of the social work education curriculum. While

experienced in an agency, field practicum is considered a course on its own; it is the doing and the

reflection upon that doing which is the learning process. The purpose of the practicum is to provide the

interns with supervised social work experiences in order to practice the knowledge, skills, and

professional values and principles gained from either Foundation or Advance coursework. The social

work internship helps students obtain a “hands on” experience and to expand their professional

socialization and specialization; also known as the Signature Pedagogy. This is done through

supervised social work practice within an agency or organization that is affiliated with our social work

department and that provides a form of social work service.

This handbook has been developed to help partners in field navigate through this important phase

of the Master of Science in Social Work (MSSW) education, especially the student interns. It does not

preclude your need to be familiar with the policies as found in the MSSW Program Student Handbook,

and the University of Texas-Pan American Graduate Catalogue; however, it is hoped that this handbook

will help you feel more confident as you prepare and begin your field practicum.

Generalist Social Work Practice

The Generalist Social Work Practice attempts to help diverse populations-at-risk who have

experienced historic or current social and economic injustice. This includes individuals, families,

groups, communities and organizations who are having problems in social functioning and in daily

living. This model is supported by the Ecological Perspective which identifies problems as coming from

a variety of sources as the person interacts with his/her environment. Thus, interventions may require

concurrent work with multiple systems and subsystems. The basic principle of generalist social work

practice is the use of a problem-solving process and to assess and intervene at the micro (individual),

mezzo (family and small groups), and macro levels (community and organizations).

Generalist social workers are skilled to practice in a variety of settings including, but not limiting

to: health systems, education, child welfare, housing, substance abuse, migration, and corrections.

Generalist social work practitioners are capable of fulfilling many roles which include, but certainly are

not limited to: advocate, teacher, mediator, enabler, and broker. Generalist social work interns are

expected to demonstrate their ability to apply the seven steps of the GIM: engagement, assessment,

planning, implementation, evaluation, termination, and follow up with individuals and families. They

can practice a variety of skills in assisting clients including: case management, resource referral and

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development, group facilitation, and working with organizations and communities. Clients are seen as

partners during the process of working towards mutually agreed upon goals rooted in ethical social

work practice, and the Strengths Perspective.

While the foundation placement at the MSSW level provides opportunities for generalist social

work practice experience, the advanced MSSW placement offers opportunities to apply a wide range

of skills in clinical assessment, intervention, and evaluation. Building on the professional generalist

foundation, field education in the MSSW concentration is firmly anchored in the program’s goal of

preparing students as advanced practitioners who apply the knowledge and skills of advanced family

focused practice with Latino individuals and families (micro concentration), or in administration and

community practice (macro concentration)

As foundation MSSW interns, students will learn how and when to utilize field supervision from

more experienced social work staff. They are expected to practice in an ethical manner within the

agency and in the community. They should also demonstrate the same respect for diversity among

colleagues as they do with clients. They are committed to serving oppressed populations-at- risk as

they seek to influence systems toward a more just and humane responsive manner. The generalist

model will provide interns with the needed foundation for further advancement opportunities in the

MSSW graduate program.

The advanced social work interns, on the other hand, are expected to analyze, intervene, and

evaluate in ways that are highly differentiated, discriminating, and self-critical. Graduates synthesize

and apply a broad range of knowledge and skills with a high degree of autonomy and proficiency. They

refine and advance the quality of their practice and that of the larger social work profession.

Curriculum

The MSSW handbook should be reviewed for further details regarding the specific degree plan and

courses required of MSSW students, as you also determine your interest and focus of your

concentration graduate education. What is important to note is that the curriculum will reflect

knowledge related to social work, the profession’s values and ethics, social and economic justice,

diversity, and populations-at-risk which is integrated throughout all of the coursework.

The MSSW Program Foundation Curricula

The MSSW Program Foundation Curricula are organized into five discrete content areas and

sequences: 1) Practice, 2) Human Behavior and the Social Environment (HBSE), 3) Research, 4) Policy,

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and 5) Field Education (Refer to the courses as listed in the table below). The foundation area requires

a minimum of 400 hundred hours minimum of field internship which focuses on the generalist

intervention practice. After completion of the Foundation Curriculum, students in the 60-hour MSSW

degree program are academically ready and experientially equipped to proceed into the concentration

of their choice; either focus on micro or macro social work practice.

MSSW PROGRAM FOUNDATION CURRICULA

Content Area

MSSW Foundation Program

Social Work Profession

SOCW 6311 Social Work as a Profession

Human Behavior and the Social Environment

SOCW 6300 HBSE I SOCW 6301 HBSE II

Social Work Practice SOCW 6321 Generalist SW Practice I SOCW 6322 Generalist SW Practice II SOCW 6323 Generalist SW Practice III

Research SOCW 6381 Research Designs and Applications

Welfare Policy and Services SOCW 6302 Social Welfare Policy

Field Education SOCW 6370 and 6371 Field Practicum I (400 hours) OR SOCW 6370 Field Practicum (200 hours) SOCW 6371 Field Practicum (200 hours)

MSSW Advance Concentration Curriculum

The MSSW Program’s concentration curriculum prepares advanced practitioners for family

focused practice with Latino individuals, families and groups, and for work with administration and

community practice. The concentration curriculum consists of theory and methods courses, one

elective course, and a 500-hour field internship which focuses on the delivery of psychotherapeutic

services to Latinos and other populations-at-risk or in macro practice. Students enter the concentration

as either MSSW graduate students who have completed the MSSW foundation curriculum or as

individuals with a BSW degree who are admitted to the MSSW program as advanced standing students.

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The tables below lists the course numbers, titles, and descriptions for all concentration courses except

the electives.

CONCENTRATION CURRICULUM FOR MICRO PRACTICE

Course Number and Name

Catalog Course Description

SOCW 6330 Advanced Family Practice I

This course is the first of two family practice courses, focuses on theories and evidenced-based practice models for working with populations at-risk. Family practice models are critiqued with respect to their efficacy for work with Latinos. The course builds on a generalist foundation which includes a theoretical framework for working with families.

SOCW 6331 Advanced Family Practice II

This course is taken concurrently with the concentration internship and focuses on the application of evidence-based family practice models with populations at-risk. This entails formulating family assessments, developing treatment plans, establishing therapeutic relationships, applying intervention strategies, and evaluating outcomes using relevant family therapy approaches that can also be adapted for work with couples and individual clients.

SOCW 6332 Social Work Practice with Latinos

The course will analyze distinctive practice in engagement, communication, and service with Latino clients, differential modalities and helping processes for clinical and macro practice with this population.

SOCW 6335 Advanced Clinical Assessment

This course examines diverse ways to assess mental health functioning with an emphasis on understanding, analyzing, and assessing mental disorders and formulating treatment plans according to the empirically-based Diagnostic and statistical manual of mental disorders (DSM-5). Attention is given to the significance of gender, race and ethnicity, age, sexual orientation, and culture in assessing mental health and mental disorders. Assessment models are analyzed in terms of their consideration of biological, psychological, social, cultural and spiritual aspects of human behavior. Coping strategies, adaptation, and resiliency are addressed in the assessment process and a strengths based perspective is used in formulating treatment plans. Attention is also given to the role of psychopharmacology in treatment. Criticisms and debates regarding the DSM – 5 are addressed. Prerequisites: Completion of foundation curriculum or admission into advanced standing program.

SOCW 6342 Advanced Policy Analysis and Development

This course provides advanced skills in policy formulation, analysis, evaluation, advocacy, social marketing, lobbying, international development policy, and social action mobilization.

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CONCENTRATION CURRICULUM FOR MICRO PRACTICE

Course Number and Name

Catalog Course Description

Prerequisite: Completion of foundation curriculum or admission into advanced standing.

SOCW 6350 Advanced Social Work Practice with Individuals

This course focuses on knowledge and skills needed for advanced clinical social work practice with individual clients. Emphasis is given to the therapeutic process, empowerment and strengths perspectives, and clinical strategies for change. A variety of therapeutic models are examined with attention given to their efficacy for work with Latinos and vulnerable and at-risk populations. Prerequisite: completion of foundation curriculum or admission into advanced standing.

SOCW 6351 Advanced Social Work Practice with Groups

This course provides emphasis on the use of group dynamics and techniques to treat mental, emotional, and behavioral disorders, conditions and addictions.

CONCENTRATION CURRICULUM FOR MACRO PRACTICE

Course number and name

Catalog Course Description

SOCW 6315 Social Work with Diverse Populations

This course prepares students for effective professional

intervention in a diverse world, and provides an understanding

of how discrimination and oppression operate to limit the life

opportunities of members of minority, vulnerable, at risk, and

disenfranchised groups. A conceptual framework for

understanding diversity, discrimination, and oppression is

presented and used to understand discrimination based on

factors such as race, ethnicity, social class, gender, and sexual

orientation. Selected theoretical perspectives are used to

critically analyze the manifestations of discrimination and

oppression and their impact on affected populations. Social

work’s responses to discrimination and inequality, including

strategies for intervention, are also examined.

SOCW 6332-SW Practice with Latinos

The course will analyze distinctive practice in engagement, communication, and service with Latino clients, differential modalities and helping processes for clinical and macro practice

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CONCENTRATION CURRICULUM FOR MACRO PRACTICE

Course number and name

Catalog Course Description

with this population.

SOCW 6336- Advanced Macro Assessment

This course focuses on methods to assess communities and organizations within the context of social work values and ethics. The methods used in needs assessment research, including focus groups, community forums, surveys, and unobtrusive measures, are explored. Emphasis is given to the application of participatory action research in assessing organizations and communities.

SOCW 6340 Advanced Social Work Practice with Organizations

Following a major disaster, responding volunteers who provide fire and medical services will not be able to meet the demand for these services. Factors as number of victims, communication failures, and road blockages will prevent people from accessing emergency services they have come to expect at a moment's notice through 911. People will have to rely on each other for help in order to meet life sustaining and emotional well-being needs. This course prepares social and human services professionals to respond during disasters.

SOCW 6341-Advanced Social Work Practice with Communities

Students gain advanced skills in community organizing and social advocacy. Community assessment, volunteer management, fund raising, campaign management, networking and project management are addressed. Students will continue to explore their “use of self” as they further develop the leadership skills necessary to strengthen at-risk Latino community groups in the Border Region of South Texas and beyond.

SOCW 6342 Advanced Policy Analysis and Development

This course provides advanced skills in policy formulation, analysis, evaluation, advocacy, social marketing, lobbying, international development policy, and social action mobilization. Prerequisite: Completion of foundation curriculum or admission into advanced standing.

SOCW 6380 Accountability and Evaluation in Macro Practice

This second graduate research course focuses on the knowledge and skills emphasizing and rationale for practice and program evaluation, the application of skills in data collection and design methods, the use of single systems designs and other research procedures to evaluate practice and programs, and dissemination and presentation of findings.

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FIELD PRACTICUM GUIDELINES

Eligibility for field placement

Students are eligible to register the field practicum courses after been admitted to the Masters

Social Work Program and completion of the following requirements: 1) have a degree plan on file with

the Department of Social Work, 2) an overall GPA of 3.0 or above, and 3) NO incomplete grades.

For Foundation Field Practicum approval students must have completed 15 hours of social work

core courses. SOCW 6323, Generalist Social Work Practice III, must be taken concurrently with the

Foundation Field Practicum course. If completing a split placement, this course is taken during the

second part of the practicum.

Approval for Advance Micro Field Practicum (SOCW 6376-6377) will be granted after

completion of all course work (18 hours) except for SOCW 6331, Advanced Family Practice II, which is

taken concurrently with practicum. If completing a split placement, this course is taken during the

second part of the practicum.

Advance Macro Field Practicum (SOCW 6378-6379) approval, on the other hand, requires

completion of all course work (18 hours) except for SOCW 6380, Accountability and Evaluation in

Macro Practice, which is taken concurrently with practicum. If completing a split placement, this

course is taken during the second part of the practicum.

Curriculum related to field Education

Foundation Field Practicum – SOCW 6370 and SOCW 6371

Field education in the MSSW Foundation is firmly anchored in the program's mission and goals

focusing on preparing competent generalist social work professionals who are committed to the

purposes of the profession and apply social work values and ethics in practice. A 400 hour field

internship is required and may not be waived. Graduate students completing the foundation field

practicum have the option of either completing a block placement which is completing the 400 hours

in one semester or having a split placement or completing 200 hours per semester. The syllabus for

SOCW 6370 and 6371 – Foundation Field Practicum should be reviewed for further understanding of

expectations of this field course (Refer to Appendix A – SOCW 6370 and 6371). Table A describes the

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course numbers, titles, and descriptions for the two Foundation Field education courses.

Table A

FOUNDATION FIELD EDUCATION COURSES. Course number and Titles Description SOCW 6370 and 6371 Foundation Field Practicum

The Foundation Field Practicum course requires completion of 400 clock hours in an approved field setting which prepares students for generalist social work practice. Prerequisites: Approval by the Office of Field Education and

completion of SOCW 6321, 6300, 6301, 6302, 6381, 6311, and

6322. SOCW 6323 must be taken concurrently with this course.

SOCW 6370 Field Practicum

This course, which is the first of a split foundation internship, requires completion of 200 clock hours in an approved field setting which prepares students for generalist social work practice. Prerequisites: Approval by the Office of Field Education and completion of SOCW 6321, 6300, & 6311.

SOCW 6371 Field Practicum

This course is a continuation of the split internship experience. It requires completion of the remaining 200 clock hours in the same field setting in which the student completed SOCW 6370. This course is taken concurrently with SOCW 6323. Prerequisites: Completion of SOCW 6321, 6300, 6301, 6302, 6381, 6311, and 6322.

Advance Micro Field Practicum – SOCW 6376 and SOCW 6377

This course reinforces the program objective of preparing advanced practitioners to work with

Latino individuals, families, and groups. Through the integration of empirical and practice-based

knowledge from their coursework, students are required to use empirically-based assessment tools

and evaluation instruments with families they serve during their internship. During their concentration

internship, students are also required to demonstrate an understanding of how the cultural context of

the Texas-Mexico border region, including the dynamics of immigration, the international political

economy, and high rates of poverty, affects the delivery of family practice services. A 500 hour field

internship is required and may not be waived. The syllabus for SOCW 6376 and SOCW 6377 Advance

Micro Field Practicum should be reviewed for further understanding of expectations of the field course

(Refer to Appendix B – SOCW 6376 and 6377).

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Advanced level students must complete a 500-hour field practicum. The practicum can be

completed either as a block placement (SOCW 6376 & 6377) or as a split placement over two

consecutive semesters with each placement requiring completion of 250 hours. Students who select

the split placement complete their placement in the same field setting. When enrolled in either SOCW

6377 or SOCW 6376 & 6377, students must be enrolled concurrently in SOCW 6331 Advanced Family II.

This course is scheduled concurrently with field courses to provide the opportunity for students to

integrate the knowledge gained through the course with the skills developed in their field practicum.

Table B describes the course numbers, titles, and descriptions for the advance level courses.

Table B

ADVANCE MICRO FIELD EDUCATION COURSES

Course number and Titles

Description

SOCW 6376 and 6377 Advance Micro Field Practicum

This concentration internship course requires completion of 500 clock hours in an approved field setting which prepares students for family focused practice with Latino individuals and families. Course is taken currently with SOCW 6331. Prerequisites: Approval by the Office of Field Education; completion of SOCW 6330, 6332 and 6335. As this course serves as the last course prior to graduation, any outstanding courses must be taken concurrently with this course.

Advance Macro Field Practicum – SOCW – 6378 and SOCW – 6379

This course reinforces the program objective of preparing advanced practitioners to focus their

work in administration and community practice. Through the integration of empirical and practice-

based knowledge from their coursework, students are required to apply the knowledge and skills in

their assessment and interventions with organizations and communities. A 500 hour field internship is

required and may not be waived. The syllabus for SOCW 6378 and SOCW 6379 Advance Macro Field

Practicum should be reviewed for further understanding of expectations of the field course (Refer to

Appendix C – SOCW 6378 and 6379). Students enrolled in either SOCW 6378 or SOCW 6378 & 6379,

must be concurrently enrolled in SOCW 6380, Accountability and Evaluation in Macro Practice

Table C describes the course numbers, titles, and descriptions for the advance level courses.

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Table C

ADVANCE MACRO FIELD EDUCATION COURSES

Course number and Titles

Description

SOCW 6378 and 6379 Advance Macro Field Practicum

This concentration internship course requires completion of 500 clock hours in an approved field setting which prepares students for administration and community practice. Course is taken currently with SOCW 6380. Prerequisites: Approval by the Office of Field Education; completion of SOCW 6315, 6332, 6336, and 6340, 6341, and 6342. As this course serves as the last course prior to graduation, any outstanding courses must be taken concurrently with this course.

Process for Field Placement

The semester before students are expecting to complete their field placement, students are

expected to follow the process outlined in the Field Placement Process Flowchart (See Appendix

D - Field Placement Process Flowchart). The first step of the process is to attend a Mandatory

Preparation Meeting. Students should register for the meeting they want to attend once the

registration period starts. Flyers announcing these meetings and the registration period will be posted

on the Field Education Bulletin Board few weeks prior to the meetings as well as on the Field Education

Web Site. Important dates for Field Education are also available in the Field Education Academic Year

Calendar posted on the Field Education Web Site. A hard copy of this calendar is also posted on the

Field Education Bulletin Board. Deadlines will be enforced.

Preparation Meetings

Preparation Meetings serve as pre-orientation where the students meet the Field Education

Director and review the field placement process and other details including but not limiting to:

admission criteria and expectations. Students are also informed of the different roles of the partners

in field, including Field Instructor, Faculty Liaison, Seminar Instructor, and their own. They also get the

opportunity to ask questions about field placement. It is at this meeting that students are provided

with the MSSW Student Application for Field Placement (See Appendix E - MSSW Student Application

for Field Placement), the Faculty Advising Form for Field Placement MSSW (See Appendix F - Faculty

Advising Form for Field Placement MSSW), and would start completing the Notes on Individual

Meeting for Field Placement form (See Appendix G - Notes on Individual Meeting for Field Placement).

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Faculty Advising

In preparation for field placement, a preliminary academic assessment of the student’s

readiness for field education is completed by the faculty member assigned as the student’s advisor.

Students are responsible to set up a meeting with their advisors and to bring with them the Faculty

Advising form provided at the Preparation Meeting as well as their Field Application already

completed. The Faculty Advisor is expected to review the student’s degree plan to ensure that their

course work is completed or will be completed before the student begins their practicum; also, they

verify that the student meets the minimum GPA required for field education. In case the student is

missing some of the requirements for field, the student (with assistance from the Faculty Advisor)

would come with a plan to accomplish completion of the MSSW program in a timely manner.

Field Education Fair

A Field Education Fair is held during each semester to facilitate the process of determining

students’ field placement selections. The fairs have proven to be a good way to inform students of

available placement settings and introduce them to prospective field instructors, coordinators and/or

current student interns. Although a small group of these agencies are able to attend the fair, students

have expressed their excitement about the endless possibilities of opportunities available to them.

Usually, they also feel more comfortable in the process of arranging individual interviews with

prospective field instructors in the agency settings. On their way out from the Field Education Fair,

students will have the schedules available to set up their individual meetings with the Director of Field.

Individual Meeting

Besides serving to confirm that the student is ready for placement, the individual meeting

allows the Director of Field Education to address the student’s field interests and special needs. At this

meeting, students select three agencies/organizations where they may wish to do their internship. The

Director of Field Education reviews the availability of those agencies or may refer student to other

agencies based on their interests and need. Contact information for the prospective field instructors

or coordinator for each one of the selected agencies is given to the student. Students then complete

the Notes on Individual Meeting form and both student and Director of Field sign and date the form. A

copy of the Notes on Individual Meeting goes in the student’s field education file and the student

keeps the original. Students get the Understanding of Field Placement Agreement form at this point

(See Appendix H – Understanding of Field Placement Agreement).

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Face to Face Interviews with Prospective Field Instructors

At this stage students are responsible for contacting the prospective field instructors or field

practicum coordinators in order to schedule face to face interviews with them. A completed

Application for Field Placement, signed by the student and the Director of Field Education should be

brought to the affiliated agency at the moment of their interview. The signed application serves as

evidence of student’s readiness for field.

Understanding of Field Placement Agreement

The selection of placement is finalized when students find their best fit, and the prospective

Field Instructor or Agency’s Representative completes and signs the Understanding of Field Placement

Agreement form. Some agencies, however, may ask for additional requirements such as:

immunization, TB test, criminal background check, drug testing, hepatitis immunization, site

orientation or other before the placement agreement is finalized. In such cases, students must comply

with requirements, but students won’t be considered as having a placement site until the signed

Understanding of Field Placement Agreement form is returned to the Office of Field Education. After

completion of this process, the student will receive an e-mail with the appropriate CRN number for

registration.

Field Education Orientation

The week before the semester starts, students and field instructors are required to attend a

Field Education Orientation delivered by the Office of Field Education (see Field Education Calendar for

schedule). At this meeting, interns will assemble with other Student Interns and Field Instructors,

which serves as a good opportunity for professional networking. It is at this meeting that students get

copies of their Field Education Syllabus, Educational Agreement and Evaluation forms (See Appendix I

& J – SOCW 6370 & 6371 – Educational Agreement and Evaluation, Appendix K & L – SOCW 6376 &

6377 – Educational Agreement and Evaluation, and Appendix M & N – SOCW 6378 & 6379 –

Educational Agreement and Evaluation), Hours and Activities Log (See Appendix O – Weekly Hours and

Activities Log) and other pertinent documents for field education. Roles and expectations of Partners

in Field, use of technology in social work field, among other topics are reviewed at this meeting.

The second component of the Field Education Orientation consists of the initial meeting with

Student, Field Instructor and Field Liaison where they’ll establish their personal agreements and

schedules. Students are responsible for informing the prospective field instructor about this meeting

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ahead of time so they can schedule it on their calendars. The time spent in this orientation will count

as the first hours accumulated towards field placement.

Partners in Field Roles and Responsibilities

Students/Interns

Student interns are those who meet the requisites established by the MSSW Program for field

education enrollment. Students must have completed the process for field placement, provided a

signed Understanding of Field Placement Agreement, and registered at the appropriate session. Some

of the responsibilities of the student interns include but are not limited to:

Follow the Social Work Department’s guidelines and process for placement.

Behavior in placement and in the community should be in accordance with the social work

profession's standards of ethical performance (See Appendix P – NASW Code of Ethics)

Close observance of and adherence to agency policies and procedures, including but not limited

to dress code and notification of absences. Therefore, interns should become familiar with

agency policies and procedures as soon as possible.

Maintain agency standards and practice guidelines, including respect for client’s confidentiality,

follow up, and reporting laws.

Be pro-active in their role as learner: identify learning needs and seek to meet them; ask

questions and seek answers.

Complete all assignments on time.

Be open to constructive feedback.

Share concerns/issues/questions promptly with the field instructor, task supervisors, and/or

faculty field liaison.

If asked, complete and submit process recordings or journals on time.

Be self-reflective; take time to process feelings, thoughts, and actions.

Attend and actively participate in Integrative Field Placement Seminar.

Attendance and participation is a major requirement of the field education course. Students

must complete the minimum of clock hours for on a weekly basis as stated in the Educational

Agreement.

o Although each agency may have their own attendance log and procedures, students are

required to complete the official log of hours and activities that will be provided at the

Field Education Orientation. Copies of these logs would be handed to the field liaison at

mid-term and final evaluation.

o Be on time for placement, field instruction orientations, and field seminars.

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Field Instructors

The Field Instructor is a community person who meets the selection criteria discussed further

below in this handbook. The field instructors voluntarily serve as teachers, role models, evaluators,

mentors and supervisors for students in field. The field instructor may elicit the assistance of other

professional staff within the agency, known as Task Supervisors, to help students learn specific tasks,

e.g., intake, staffing, recording, procedures, etc.; however, the field instructor has the overall

responsibility for planning, monitoring, and evaluating the student’s learning. Some of the

responsibilities of the Field Instructors are as follow:

Provide work space, equipment, and materials to interns.

Introduce interns to the agency and staff.

Provide or make arrangements for orientation regarding agency’s policies and procedures

within the first two weeks of field placement. They should also provide orientation regarding

the organizational structure, functions of the agency and the student’s unit, client referral and

funding sources

o An Orientation Checklist (See Appendix Q - Orientation Checklist), will be provided at

Field Placement Orientation which should be completed and signed within the first two

weeks of placement, and attached to the first two pages of the educational agreement

that will be provided to the field liaison.

Work with students on developing an educational agreement that includes planning and

evaluation of activities throughout field placement.

Be available to evaluate the student’s accomplishment of tasks, and provide constructive

feedback on a regular basis.

Deliver a minimum of one hour per week of private one-on-one professional feedback and

direction to the student regarding performance in order to enhance the student’s learning

experience.

o The following are seen as key elements for effective supervision:

Reciprocity

Honest feedback

Respect for the level of awareness that the student brings

Openness to conflict

Safety (emotional and physical)

Willingness to collaborate with the student

Attend required field orientations and training sessions, and when possible, participation in

workshops, seminars and symposia on field instruction and other social work practice –related

subjects.

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Offer accessibility to students, including interim or contingency plans for providing such

accessibility when not available, and enforce safety procedures.

Assist students with linking theory to practice by assuring sufficient number and variety of

cases/assignments to student at the micro, mezzo, and macro level as possible within the

agency context.

Assign learning experiences in accordance with the course syllabus, students’ Educational

Agreement, and Competencies. This may include but is not limited to:

o Reading/researching about the agency, relevant social policies, client populations, and

needs.

o Reviewing records and other recordings

o Assigning primary responsibility for a caseload, group and/or community intervention.

o Participation with other professionals.

o Making referrals and home visits

o Visiting/contacting other social service agencies.

o Keeping a professional journal.

o Developing and discussing Process Recordings.

o Following-up on student’s questions/concerns in a timely fashion.

Maintain and promote an environment in which students are treated with respect throughout

interactions in the office and the community.

Complete mid-term and final written evaluations, and meet with field liaison to provide

feedback regarding student´s performance.

Be punctual in meeting with students for regularly scheduled field instruction, and in meeting

with the Faculty Field Liaison.

Task Supervisors (also referred to as Preceptor or Ancillary Field Supervisors)

At times field instructors use other agency personnel to supervise social work interns. The type

and quality of this ancillary supervision varies by sites. Under direction of the field instructor, the

ancillary field supervisors may take part in the following tasks:

Provision of an additional practitioner role model/work relationship.

Teaching a specific expertise, skill, and function.

Meeting with student regularly for on-the-job assistance.

On-site task focused supervision.

Feedback to student and field instructor regarding assignment and work progress.

Teaching interns how to conduct intakes.

Delivering basic social services (information & referral).

Teaching interns how to perform case documentation.

Teaching the agency’s policies and procedures.

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Field Liaisons

The Faculty Field Liaison is a member of the social work faculty who coordinates, monitors, and

evaluates the field education experience to ensure that conditions are present to encourage optimal

learning and professional development. The faculty field liaison will visit with the field instructor and

the student two to-three times during the semester. The first visit usually takes place during the Field

Education Orientation, or is otherwise scheduled early in the semester. The purpose of the initial visit

is to clarify expectations of the agency, the students, and the school, to identify areas for personal and

professional growth, and set goals for future placement experiences. A different faculty field liaison

may be assigned to the student for each semester when they select to do the split placement.

The Faculty Field Liaison is responsible for assigning and recording the final Pass or Fail grade.

Some other responsibilities of the Faculty Field Liaisons are as follow:

Assist with the development of a Field Educational Agreement in order to structure the internship to address objectives, competencies, practice behaviors, and student’s educational goals.

Interpret field curriculum competencies to Field Instructors, and clarify expectations regarding internship competencies and appropriate field experiences to students and Field Instructors.

Monitor the level of supervision/instruction provided to students and appropriateness of assignments.

Monitor the internship through liaison visits, student and field instructor feedback and faculty consultation.

Ensure completion of Educational Agreements, Mid-Term and Final Evaluation, and bring the signed appropriate forms to the Office of Field Education in a timely fashion.

Mediate between student and field instructor to address issues of concern that may impact the learning process and to facilitate problem solving.

Mediate when there’s conflict in the field practicum/agency and request the intervention of the Director of Field Education when a solution cannot be achieved at that level.

Monitor students’ progress in the field internships and provide alternatives for improvement in field.

Depending upon student and Field Instructor needs, the Faculty Field Liaison may assist Field Instructors in the identification of student’s learning style and planning learning experiences to fit this style.

Assist Field Instructors in the development of supervisory and teaching skills. Evaluate field placement agencies and provide feedback to the Director of Field Education.

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Director of Field Education The Director of Field Education carries full responsibility for the administration of the Field

Education Office at the UTRGV Dept. of Social Work. Some of the responsibilities of the Director of

Field Education are as follow:

Coordinates and evaluates every aspect of field education including but not limited to

Preparation Meetings, Individual Meetings with students, Field Education Fairs, and Field

Placement Orientations.

Responsible for securing field placement for students and for referring students to appropriate

field placements based on their program of study. Student’s preferences and special needs will

be accommodated contingent to availability.

Intervene as last resource if an issue in field placement cannot be resolved by student/field

instructor/field liaison involvement.

Decide, in consultation with faculty and Field Education Committee, which agencies will be used

for field instruction in the different programs and to negotiate affiliation and program

agreements with them.

Maintains continuing evaluation of the agencies and field instructors

Provides a training seminar for all Field Instructors designed to acquaint, instruct and provide

learning opportunities for Field Instruction and student learning.

Provides Field Instructors and agencies educational material that delineate time schedules,

University and Social Work policies and educational responsibilities.

Identify specific educational objectives and competencies which the student must meet during

their placement process.

Design and implement an evaluation to ensure that field instruction objectives and

competencies are being met.

Maintains open communication and support with Field Liaisons.

EDUCATIONAL AGREEMENT & STUDENT EVALUATIONS

Educational Agreement

The Educational Agreement is a tool that the partners in field use to establish a set of practice

behaviors that will evidence the proficiency of the competency to be met by the intern. The

educational agreement is to be completed primarily by the field instructor in conjunction with the

student, and then presented to the faculty field liaison for feedback and approval. The process of

completing the agreement provides an opportunity for the field instructor to delineate tasks that are

expected of the student. Likewise, in order to make appropriate selection of learning experiences, the

field instructor needs to establish his/her own assessment of the student's educational needs,

experiences, interests and degree of motivation to learn. The student's acceptance of the agreement

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signals his/her willingness to carry out those detailed practice behaviors. The agreement becomes the

tool from which the mid-term and final evaluation will be prepared. Changes may be made to the

educational agreement during the course of the semester if it becomes clear that a different

assignment would better fulfill the learning needs and goals of the student and agency; however, it

must be approved and signed by the student, field instructor and field liaison.

In order to maximize the student's learning, the Educational Agreement needs to be completed

within the first two weeks of placement. A fully signed copy of the Educational Agreement is given to

the field instructor and the faculty field liaison; the student keeps the original until completion of the

practicum. Faculty Field Liaisons will provide the signed copy of the first two pages of the Educational

Agreement to the Office of Field Education within the first three weeks of the semester. This copy will

be placed in the student´s field education file. Interns are not allowed to continue accumulating

internship hours in absence of the completed and signed Educational Agreement. Field Instructors who

utilize other agency staff members to assist students in completing major learning tasks need to

include these learning strategies in the completed and signed educational agreement.

Educational Opportunity Expectations

The MSSW student might be initially quite dependent upon the field instructor as s/he begins to

learn about the agency, the clients, and his or her own professional role expectations. The successful

field placement is one where learning experiences are structured to take into account both this initial

dependency and the student’s desire and growing ability to function as a competent and independent

professional. The pace at which new experiences and independent assignments are introduced must

be geared to the needs of the individual student. Field instructors should consult with the faculty field

liaison if for any reason this pacing seems difficult or problematic. By the end of the placement, the

foundation student is expected to be able to function as independently as is expected of an entry-level

social work employee in any agency setting.

Foundation students are expected to have the opportunity to observe interviews, and then

develop relationship skills through ongoing contact with client systems for which the student has

primary care responsibility. Students are expected to begin to have supervised/observed client

contact by the end of the first month of placement, and unless there are extenuating circumstances,

directly interview clients. Home visits, when part of the agency procedures, are encouraged as well.

Students are expected to practice problem-solving techniques to agree upon problem areas

and set appropriate goals with the client systems. Interns should have the opportunity to complete

written summaries of regular case recording, and to complete process and summarized recording of

interviews, with the field instructor’s feedback. They should also demonstrate ethical practice based

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on social work values including respect for the clients’ right to confidentiality, self-determination,

understanding of and respect for diversity, and understanding of the need for social and economic

justice for the at-risk populations which constitute their client systems.

An effort should be made to have contact with micro, mezzo, and macro client systems, i.e.,

individuals, family, groups, organization, and community. Students should spend a minimum of fifty

percent of their field placement time in direct contact with client systems. This may include short

term or crisis intervention contact, as well as community or organizational contact with the

community or other organizations. Students should only complete agency work that contributes

directly to their learning experience and in providing client services.

Advance standing students must demonstrate improvement on previously developed skills

and professional behavior. They should be able to practice therapy interventions or administrative

duties, depending on their advance level concentration. They should be able to manage more

complex responsibilities and caseload than their counterparts.

Student Evaluations

Field instructors will complete two written evaluations of the student, one at mid-term and the

second at the end of the semester. These evaluations are performed using the educational agreement

previously signed by the partners in field. Students must have some assignments/tasks under each

competency in the educational agreement. From the list provided for each competency, field

instructors will select the practice behaviors that the student is expected to perform in order to

demonstrate meeting the competency. Field instructors may add any relevant behavior that may not

be listed in the form. Each one of the initially selected practice behaviors for all ten competencies will

be rated on a five point scale that is part of the Educational Agreement. Overall ratings for each

competency should be calculated and recorded on each page. The overall passing rate is 3 or above.

The mid-term evaluation provides an opportunity for the student and field instructor to assess

the degree to which the student is maintaining integrity with the terms of the educational agreement.

It will be completed by the seventh week in field, and is completed by both the field instructor and the

student. The evaluation will be eventually discussed with the faculty field liaison during his/her mid-

term visit to the agency. The purpose of the mid-term evaluation is to provide the students with

feedback of their progress in field and of any concerns regarding their functioning or professional

behavior.

When needed, a written performance improvement or enhancement plan will be developed at

this meeting and documented in the area provided for comments in the evaluation form. A signed

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copy of the evaluation including the improvement plan will be placed in the student’s file. A copy will

be provided to the faculty liaison, original to the student and a copy to field instructor. Weekly

conferences held with student should also address the performance plan.

The final evaluation, on the other hand, provides an opportunity for the student and field

instructor to assess continuation of integrity with the terms of the educational agreement, as well as of

any performance improvement from the mid-term evaluation. It also serves as a tool to measure the

degree to which the agency has provided a supportive experience for learning.

The final field placement evaluation consists of a Pass or Fail grade. Although the faculty field

liaison is responsible for assigning and recording the grade, it is based on the evaluation performed by

the field instructor. At the end of the semester, the original educational agreement and evaluations

will be placed in the student’s file kept by the Office of Field Education. The social work licensing

bodies sometimes request copies of these evaluations, however they will only be forward if previous

consent by students is received.

ADMINISTRATION OF THE FIELD PRACTICUM The Social Work Program and the Office of Field Education recognizes that field education

represents a partnership between the University, the Field Instruction Agency, and the Student. This

partnership entails specific procedures for administration of the field education that are shown below.

Affiliated Agencies

The Office of Field Education currently has over three hundred affiliations with

agencies/institutions in the Texas-Mexico Border including but not limited to the Rio Grande Valley,

Brownsville, and Laredo. We also have some available agencies in San Antonio, and Corpus Christi (See

the agency list on the Field Education Web Page). Nevertheless, the availability for placement at those

agencies may change each semester, so placement within those agencies is not guaranteed by the

Office of Field.

Agency Affiliation Process

Agencies serving as field placement for the Department of Social Work must have a current

affiliation with the UTRGV College of Health Affairs (COHA). Agency affiliation can be initiated in

several ways. An agency who desires to have social work interns can contact the office of Field

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Education or the Department of Social Work to make the request. A package with Field Instructor

Criteria and the Agency Affiliation forms will be forwarded for completion (See Appendix R – 1, 2, and 3

– Agency Affiliation forms [Affiliation Agreement Contact Form, Agency / Organization Data Form,

BSW/MSSW Field Instructor Data Sheet]). These forms can also be accessed through the Field

Education Web Page. Once the completed forms are received by the Office of Field Education the

affiliation process begins. A formal letter is addressed to the agency from the Chair of the Department

of Social Work acknowledging their interest and request.

Duplicate originals of the Educational Experience Affiliation Agreement (See Appendix S), and

the College of Health Sciences and Human Services Program Agreement (See Appendix T), are attached

to that letter. The Director of Field Education schedules a meeting with the prospective Field

instructor(s) and the Program Representative to discuss the specifics of the agreement, evaluate the

facilities and services provided, and to bring documents for the needed signatures. Signed originals of

the agreements are returned to the University of Texas-Rio Grande Valley, Department of Social Work

which will forward them for approval to the University of Texas System. Once this process is

completed, social work students can be placed as interns in the newly affiliated agency.

This process can also be initiated by the University of Texas-Rio Grande Valley, Department of

Social Work. Usually the process is initiated at the request of a student who wishes to have their

placement at the agency, or by a faculty member who has made the recommendation to the Director

of Field Education. In those cases where an agency already has an affiliation with another program

within the UTRGV-COHA, the Department of Social Work can grant that affiliation. However, the Office

of Field Education will meet with the contact person in the social services department to discuss the

criteria for social work Field Instructors and to establish the Program Agreement.

Field Instructor’s Selection Criteria

The selection criteria for field instructors are addressed in Section 2.1.4 of the 2008 Educational

Policy and Accreditation Standards (EPAS) of the Council of Social Work Education (CSWE). In keeping

with these standards, the UTPA Department of Social Work requires that the Field Instructors for an

MSSW intern will meet the following criteria:

Holds a MSSW of MSW degree from a CSWE accredited program with a minimum of 2 years

post-graduate experience.

Embraces views and philosophies compatible with the UTRGV Social Work Department’s

mission, goals and objectives.

Have a generalist training and experience in direct practice with individuals, families, small

groups, organizations and/or communities.

Have experience in the area of advance concentration of the student intern.

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In the event that an agency who wants to participate in our Field Education Program does not

have a staff member who meets the criteria for field instructor, the Office of Field Education will

consider assuming responsibility for reinforcing a social work perspective, as permitted by Section

2.1.4 of the EPAS. Specifically, faculty members or other qualified instructors may assume field

instructor responsibilities in such field placements, while a task supervisor is assigned for the daily

supervision. This may be done for the purpose of developing placements in key areas of social work

practice and to support the educational interests of social work students. However, the agency must

commit to hiring social workers that can assume field instructor responsibilities within a reasonable

time frame agreed upon by the Office of Field Education and the agency. This practice will promote

the profession of social work by assisting in the agency’s development in acquiring a social work

perspective

Liability Insurance

All students enrolled in the Field Education courses are automatically signed-up for professional

liability insurance in the amount of $1,000,000 and up to $3,000,000 aggregate through a student

blanket liability insurance policy provided by the College of Health Sciences and Human Services

(COHA) (See Appendix U – Liability Insurance). This amount may change depending on changes in

liability coverage and insurance carrier policy changes This policy goes into effect when the semester

starts; therefore, students can attend any field placement related training, in-service or orientation

prior to the beginning of the semester, but cannot have any direct contact with clients before the

semester begins.

Field Education Committees

Two committees work together in the process of field education: the Advisory Faculty Field

Education Committee, and the Community Field Education Committee. The Advisory Faculty Field

Education Committee is composed of five Social Work faculty members, including the Director of the

Office of Field Education; these are also members of the Community Field Education Committee. The

Advisory Faculty Field Education Committee meets at least twice during the semester to discuss issues

affecting the office of field or students in practicum.

The Community Field Education Committee is composed of ten to fifteen community members

including agency based field instructors and social work students. This committee is instrumental in

developing aspects of the social work field education program. The Community Field Education

Committee makes recommendations for the development of educational agreements, placement

process, evaluation of students, student problem solving process, and of community needs. This

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committee is particularly instrumental for competency 2.1.9: Respond to contexts that shape practice

as it serves as a link between our program and the evolving organizational, community, and societal

context. Community members, especially field instructors, are invited to join the committee by the

Director of the Office of Field Education or any other faculty member. Community members can also

request to be part of the Committee.

OTHER POLICIES AND PROCEDURES

Confidentiality

Students are expected to become familiar with state and federal laws regarding confidentiality

and disclosure of information during the orientation process that takes place during the first two

weeks of field placement. It is incumbent upon the student to seek clarification from the field

instructor whenever there is ambiguity or conflict with respect to any agency policy or procedures

regarding confidentiality or disclosure. Special attention should be given to protecting confidentiality

while completing assignments for the Integrative Field Seminar. Breaches of confidentiality may

subject the student to legal action and removal from field placement as it is a violation of the NASW

Code of Ethics.

Student’s Professional Conduct in Field

Social work interns are expected to conduct themselves in a professional and ethical manner

towards clients, peers, staff, supervisors, and faculty members. The field instructor should promptly

alert the field liaison of any concerns about the quality of the student’s performance, attendance, or

lack of readiness for the placement. The student or faculty field liaison may also initiate such a

meeting at any time there is a concern about the nature or quality of the field placement. The faculty

field liaison should be readily available to meet with the student and field instructor to discuss the

issue. At this point, the placement may be maintained with necessary changes on the part of the

student and/or field agency. It is expected that these problems will be resolved, and the student will

successfully complete the placement.

Request for Removal of Placement

If concerns about student performance or professional conduct cannot be resolved at the level

of the student, field instructor, and field liaison, the Director of Field Education is to be contacted by

any of the partners in field. The Director of Field Education will discuss the situation with the student,

field instructor, field liaison and MSSW Program Director before any decision is made.

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The student may be terminated with cause from the field placement and moved to another

field agency, if one is available and accepting. In case of absence of an available and accepting agency

student will received an in progress and placement will start the following semester. If the student is

accepted for transfer by the Office of Field Education to another agency, the student will receive credit

for the clock hours that were successfully completed in the original placement, conditioned to the new

field instructor´s agreement. In case of termination with cause from the field agency, an automatic

performance review of the student will be initiated by the faculty field liaison and the field instructor

and must be complete within five working days after the decision is made. The Request for

Termination / Removal of Placement form must be completed and signed by the Student, Field

Instructor, Field Liaison, MSSW Program Director, and Director of Field Education.

Request for Termination of Placement or the MSSW Program

Issues of student’s inappropriate personal conduct or conflict with professional ethics in field

should be immediately addressed by the Field Instructor following the chain of command

aforementioned. Evidence of the intern’s lack of professional preparedness and/or acts that constitute

unethical practice, professional misconduct, or violations of the law may be grounds for disciplinary

action including and up to dismissal of such from the Field Education Program and/or the MSSW

Program.

A Field Disciplinary Committee composed by a member of the Advisory Faculty Field Education

Committee, the partners in field immediately involved in the situation, including the Director of Field

Education and the MSSW Program Director will review the situation to determine the next step for the

student. The person/s reporting should provide documentation of the behavior that is inconsistent

with the Code of Ethics of the National Association of Social Workers along with the performance or

conduct issue. Documentation about behavior or performance which raises questions about the

student’s suitability for professional social work should be provided.

The Field Disciplinary Committee will review oral and written reports of the student’s

inappropriate and/or unethical behavior. The student will be given the opportunity to address the

committee. The committee will deliberate and decide whether or not to recommend dismissal of the

student. If a decision is made to recommend dismissal, the student will be given a letter explaining the

rationale behind the decision. The Department of Social Work will then follow University Student´s

Manual policies and procedures for dismissal.

Students who wish to appeal a recommendation of dismissal must write a letter of appeal to

the Chair of the Social Work Department. The student must follow the grievance procedures outlined

in University´s Student Manual

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Policy Regarding Employment in the Field Placement Agency

It is not recommended that students complete their field experience in the same agency in

which they are employed. However, the Director of Field Education has been authorized by the faculty

to make exceptions under special circumstances. Exceptions require an absence of viable alternatives

and will be made under educationally sound conditions.

The intention of this policy is to provide the student completing the field experience in an

employing agency an educationally focused education of the same quality as that available to other

students. To ensure that this occurs, the following stipulations must be met.

In order for an agency in which the student is employed to serve as the agency site for the

student's Professional Field Experience, the agency must agree to assume all of the

responsibilities required of any other Field Agency

The agency must agree to provide the student an educational experience, which is new to the

student and separate from regularly scheduled employment duties.

Supervision time with a professional social worker, which is required for the field placement,

must be held separately from, and in addition to, any supervision time which may be required

for employment. It is preferable that there be a different supervisor for the field experience, if

agency staffing patterns allow.

The agency must agree to provide an environment in which the student is not constrained by

the requirements of employment, but is free to reveal insecure feelings or other concerns, and

to explore new personal growth as well as professional learning.

The Proposed Contract for Field Placement at Place of Employment must be completed by the

student and immediate supervisor with a copy of the proposed work and field schedule. This

must be approved by the Office of Field Education before placement will be approved (See

Appendix V – Contract for Field Placement at Place of Employment).

The Paid Field Placement

The Paid Field Placement is not considered to be employment, but a regularly structured,

educationally focused Field Experience, which provides some remuneration to the student. Such

positions may be funded through agency money such as stipends. Paid field opportunities may be

used by agencies to attract highly qualified students, or to ensure that there will be continued student

interest in placement with the agency. Expectations and opportunities for the student are expected to

conform to the standards as those required of any other field placement.

Communication

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The Vaqueros e-mail account available for UTRGV students is the official contact used for all

Office of Field Education correspondence. Therefore, students are encouraged to check this e-mail

address frequently. It is expected that students update their phone numbers or other contact

information by informing The Office of Field Education of any changes.

Holidays

Students are entitled to observe agency holidays along with holidays listed on the UTRGV

calendar even when this falls on field practice days. However, agencies’ and patients’ needs should be

taken into consideration; therefore, scheduling should be discussed with the Field Instructor in

advance. It is acceptable for students to choose to attend field placement instead of adhering to the

university’s holiday calendar. If students decide to observe the university holiday calendar, they are

responsible for making up the hours needed to complete the minimum hour requirements or tasks at

some other time.

Transportation

Interns are responsible for their own transportation to and from the agency. Interns who drive

to and from field placement must have and maintain their current automobile liability insurance, as

they are not covered for this activity under the university’s insurance.

Disability Services

As with any other course, students with disabilities are encouraged to contact the UTRGV

Disability Services Office for a confidential discussion of their individual needs for academic

accommodation. It is the policy of the University of Texas-Rio Grande Valley to provide flexible and

individualized accommodations to students with documented disabilities that may affect their ability to

fully participate in course activities or to meet course requirements. However, accommodations in

community agencies are determined on an individual basis. Therefore, students are encouraged to

inform the Office of Field Education for support on reasonable accommodations.

Field Liaisons and outside employment

There are some social work faculty members who maintain their own private practice, and

these might appear attractive as good placements for field practicum. The UTRGV policies on Outside

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Employment, Conflict of Interest and Conflict of Commitment, and student’s best interests are all taken

into consideration; therefore, interns are not to be placed in those agencies for their field education.

The multiple roles that faculty members might end up playing in relation to a student, i.e., field

instructor, classroom instructor, advisor, etc. may be considered potential for or appearance of conflict

of interest.

Field placement under similar circumstances might be acceptable if the field instructor is an

adjunct instructor since the University would not be that field instructor's primary employer. However,

these situations will be evaluated by the Advisory Faculty Field Education Committee on an individual

basis.

Current MSSW students serving as Field Instructors or Task Supervisors:

Occasionally, some UTRGV students who are currently enrolled in the MSSW program work in

agencies that have affiliation agreements with the UTRGV Social Work Office of Field Education.

Although those students may meet the requirements for Field Instructor or Task Supervisor, current

MSSW students are not to be assigned to any of those roles. The multiple roles that the MSSW student

might end up playing in relation to another student, i.e., classmate, peer, field instructor, task

supervisor, etc. may be considered as a potential for or appearance of conflict of interest. A student

currently enrolled in the MSSW program might be assigned for an incidental task or role modeling, but

not for a systematic teaching role.

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APPENDICES

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List of Appendices

Appendix A SOCW 6370 and 6371 Syllabus

Appendix B SOCW 6376 and 6377 Syllabus

Appendix C SOCW 6378 and 6379 Syllabus Appendix D Field Placement Process Flowchart

Appendix E MSSW Student Application for Field Placement

Appendix F Faculty Advising Form for Field Placement Appendix G Notes on Individual Meeting for Field Placement Appendix H MSSW Understanding of Field Placement Agreement Appendix I SOCW 6370 Educational Agreement and Evaluation Appendix J SOCW 6371 Educational Agreement and Evaluation Appendix K SOCW 6376 Educational Agreement and Evaluation Appendix L SOCW 6377 Educational Agreement and Evaluation Appendix M SOCW 6378 Educational Agreement and Evaluation Appendix N SOCW 6379 Educational Agreement and Evaluation Appendix O Weekly Hours and Activities Log

Appendix P NASW Code of Ethics Appendix Q Orientation Checklist Appendix R1 Affiliation Agreement Contact Form Appendix R2 Agency/Organization Data Sheet Appendix R3 BSW/MSSW Field Instructor Data Sheet Program

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Appendix S Educational Experience Affiliation Agreement (Revised 2014)

Appendix T College of Health and Human Services Program Agreement

Appendix U Certificate of Liability Insurance Appendix V Contract for Field Placement at Place of Employment