Published October 2015
by Lisa Richardson, MSS
St. Catherine University and University of St. Thomas
Editor’s Note: In July 2015 Jo Ann McFall completed her term as Chair of the Council on Social Work Education’s Council on Field Education and simultaneously retired from 23 years at the School of Social Work at Michigan State University. Jo Ann is the 2015 recipient of NANFED’s Dean Schneck Memorial Award for Distinction in Social Work Field Education. Field Educator invited Lisa Richardson to pay tribute to Jo Ann’s contributions as a leader in field education.
I still remember the first time I was in a meeting with Jo Ann McFall. It was in Philadelphia, at the 2008 Council on Social Work Education (CSWE) Annual Program Meeting, when I was just slightly over a year into my position as MSW Field Director. Like many social work field directors, I came from direct practice into the role. Probably also like many, I spent most of the first year discovering what I didn’t know about field education. The early morning meeting was for Consortium Chairs of the North American Network of Field Educators and Directors (NANFED). Like so many other occasions in that first year, it was accelerating my sense of what I did not know. But I was struck by Jo Ann’s contributions: insightful, direct, pragmatic, and credible. I was relieved to identify someone who I could reach out to as a mentor.
Read more »
Published October 2015
by Kim Kelly Harriman, MSW
Editor
People with mental illness are blamed for misuse of guns and mass shootings; people of color are targeted in countless and violent ways; and those who are poor face overwhelming inequities and lack of access at all turns. Sadly and outrageously, oppression and injustice surround us.
Read more »
Published October 2015
by Jane Farrell, MSW Candidate
Simmons College
Nicole Fordey, MSW
Simmons College
Staying current with scholarship enriches the work of field educators: it teaches us innovative ways to solve perennial field problems, suggests new readings for field seminars, keeps us abreast of current debates in social work education, and even inspires us in our own writing on theory and research. “What We’re Reading” presents our brief summaries of the findings of recent publications in field education. Our emphasis is on implications for practice. Readers are encouraged to suggest articles or books for future review.
Read more »
Published April 2015
by Justin Marotta, MSW Candidate
Simmons School of Social Work
- January 24, 2004. Timothy Stansbury, 24. Brooklyn, New York. Unarmed.
- November 25, 2006. Sean Bell, 23. Queens, NY. Unarmed.
- January 1, 2009. Oscar Grant, 22. Oakland, California. Unarmed.
- March 20, 2010. Steve Eugene Washington, 27. Los Angeles, California. Unarmed.
- February 2, 2012. Ramarley Graham, 18. Bronx, New York. Unarmed.
Read more »
Published April 2015
by Kathleen F. Armenta, MSW
The University of Texas at Austin
Tamera B. Linseisen, MSW
The University of Texas at Austin
An examination of the social work literature on the topic of the liaison role in field education reveals some discussion with regard to role, function and impact (Bennett & Coe, 1992; Ligon & Ward, 2005; Liley, 2006; Raskin, Wayne, & Bogo, 2008; Wayne, Bogo, & Raskin, 2010). The Council on Social Work Education (CSWE) first designated the term ‘liaison’ in their documents (CSWE, 1967), indicating that programs should assign particular faculty members with explicit field responsibilities to “provide liaison between agency supervisors and faculty and have ultimate responsibility for evaluating and grading the students’ learning experiences” (p. 15).
Read more »
Published April 2015
by Noelle Dimitri, MSW
Beth Israel Deaconess Medical Center
Nancy Blumberg, MSW
Simmons School of Social Work
Ellen Goodman, MSW
Boston Children's Hospital
Carolyn Masshardt, MSW
Bridgewater State University
Academic teaching hospitals provide some of the most competitive, challenging and also rewarding internships for MSW students. Patient acuity, increased caseloads and hospital fiscal pressures all shape a demanding work environment where social workers play a pivotal role. Interns are given an opportunity to work with vulnerable, medically complex, and culturally diverse patients in both inpatient and outpatient settings representing different medical and surgical specialty areas. Some interns may work exclusively with veterans while others work with clients receiving psychiatric and domestic violence services within the medical setting. Social work interns are expected to provide a strong clinical presence and to fully participate in patient care and interdisciplinary team collaboration.
Read more »
Published April 2015
by Jennifer Harrison, MSW
Western Michigan University
Social workers have struggled to eliminate the 20-year science-to-service gap. Western Michigan University has employed a four-step method for getting started on research in field, which has helped students with efficiently researching best practice in their field placement. The proposed method includes: the “I wonder” question, the keyword find, the one-hour literature review, and the final research question. This method can get field stakeholders, students and agencies started in implementing and publicizing research on best practices.
Read more »
Published April 2015
by Kim Kelly Harriman, MSW
Editor
Hunter, C., Moen, J., & Raskin, M. (Eds.). (2015). Social work field directors. Chicago, IL: Lyceum Books.
I approached Social Work Field Directors with some trepidation. A collection of distinguished field educators compiled a book devoted entirely to the function of the complex role of field director. Still relatively new to the field director role myself, I feared that the book might overwhelm me as much as the job sometimes does. In fact, it did. But once I stepped back, I realized the immense value of having such rich information compiled in one place. Read more »
Published April 2015
by Eileen McKee, MSW
University of Toronto
This speech was delivered by Eileen McKee, Assistant Dean Field Education, Factor-Inwentash Faculty of Social Work, University of Toronto at the 2014 CSWE APM in Tampa, Florida. In it, Ms. McKee honors Illana Perlman, MSW, field instructor, director of education and trauma social worker at the Sunnybrook Health Sciences Center in Toronto. Ms. Perlman is the recipient of NANFED’S 2014 Heart of Social Work Award. – Editor’s Note
As the signature pedagogy of social work education, the Heart of Social Work Award is a meaningful way to recognize, not just the passion and experience that social workers share with their students, but also those field instructors who go beyond, who exemplify a theoretical basis and structure to their teaching, and who are capable of articulating their strategies while also meaningfully advocating for field education. The Heart of Social Work Award is an excellent forum to recognize these qualities, and I am delighted to speak about the 2014 recipient, Illana Perlman.
Read more »
Published April 2015
by Suzanne Sankar, MSW
Editor
Last September, as a new semester of classes and field placement commenced, the ugly realities of structural racism were front and center for all of us as social work educators, and especially for the faculty, students and social workers professionals in the St. Louis area. This issue’s Conversation features an interview of Cynthia Williams, Assistant Dean for Field Education and Community Partnerships at the Washington University’s Brown School in St Louis, by Gary Bailey, Professor of Practice at the Simmons School of Social Work about the immediate aftermath of the events in Ferguson. With Field Education’s singular focus on hands-on practice, field educators possess unique opportunities to engage with students and local communities to address the persistence of institutional racism and injustice. —Editor’s Note Read more »
Published April 2015
by Lisa Richardson
President and Treasurer, NANFED
Social work field education has been in the national spotlight in recent months. The Field Summit at the 2014 CSWE Annual Program Meeting brought together 100 field directors and deans in an event designed to explore current issues in field education.
Read more »
Published April 2015
by
A list of current job openings in Field Education around the country.
Read more »
Published April 2015
by Sandra Rago, MSW Candidate
Simmons College
Staying current with scholarship enriches the work of field educators: it teaches us innovative ways to solve perennial field problems, suggests new readings for field seminars, keeps us abreast of current debates in social work education, and even inspires us in our own writing on theory and research. “What We’re Reading” presents our brief summaries of the findings of recent publications in field education. Our emphasis is on implications for practice. Readers are encouraged to suggest articles or books for future review.
Read more »
Published April 2015
by Peter Ducharme, MSW
Children's Hospital Boston
Ashley Rober, BS
Children's Hospital Boston
Elizabeth Wharff, PhD
Children's Hospital Boston
Abstract: This paper seeks to evaluate the effects of an evidence-based practice (EBP) seminar for MSW interns in building confidence in their application of clinical skills. Interns participated in an EBP seminar during their field placements and completed a therapeutic skills self-assessment form pre-post seminar, and a post-seminar impressions survey upon completion. Results indicate that following the seminar interns felt more confident in their ability to evaluate research supporting specific treatments and in using specific therapeutic techniques. Providing MSW interns with an EBP seminar during field placement is a feasible and effective way for interns to build self-confidence and learn practice-based therapeutic techniques.
Read more »
Published April 2015
by Brian Christenson, PhD
Capella University
Tobi Delong-Hamilton, PhD
University of Utah
Patrick Panos, PhD
University of Utah
Kathryn Krase, PhD
Long Island University, Brooklyn
Victoria Buchan, PhD
Colorado State University
Dorothy Farrel, PhD
Colorado State University
Tameca Harris-Jackson, PhD
Texas A&M University
Ruth Gerritsen-McKane, PhD
University of Utah
Roy Rodenhiser, EdD
Boise State University
Abstract: This manuscript reports on the development, piloting and validation of the Field Placement/Practicum Assessment Instrument (FPPAI). The FPPAI is a measure of student attainment in social work field practicum/placement under the 2008 Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education. The tool is designed for use by field instructors in undergraduate and foundation year graduate social work programs. Competency of 457 students from 19 undergraduate social work programs, across 18 states, was measured over three years. Analysis supports the reliability, validity, and utility of the FPPAI as an outcome measure of the 2008 EPAS competencies, and related practice behaviors.
Read more »
Published April 2015
by Kim Kelly Harriman, MSW
Editor
Another unarmed Black man murdered by police. Shot eight times in the back. His name was Walter Scott. Sickened by this news, I sat down to write. But the words didn’t come. Instead, it was that feeling of sickness that prevailed, along with the haunting question, “Who am I to address this?” I posed the question directly to my colleague, Professor Gary Bailey. His response was simply, “If not you, then who?”
Read more »
Published April 2015
by Sandra Rago, MSW Candidate
Simmons School of Social Work
It was a Thursday in mid-August, yet the air had the slightly crisp quality of a cool autumn morning. After spending the summer outside as a camp counselor wearing flip-flops and shorts, it felt strange to be heading toward an air-conditioned conference room dressed in business casual attire. As I found my seat at the Healthcare Orientation for Social Work Students, I came to two realizations. My first thought was that the famous “last summer off ever” between the two years of graduate school was quickly winding down. My second realization was how excited I was to begin my next field placement in a hospital.
Read more »
Published April 2015
by Michele Lubowsky, MSW Candidate
Simmons School of Social Work
It is all right to be vulnerable. What’s necessary is to realize our vulnerabilities and be rowdy and fearless anyway. If we recognize that as humans we’re connected by vulnerability, we stay present and honor the mission of social work: to improve the well-being of others.
Read more »
Published October 2014
by Kim Kelly Harriman, MSW
Editor
I recently sat at a table with colleagues: fellow field directors, training directors, and healthcare administrators – all social workers – reflecting on a project we shared over the period of a year. When we began, some of us knew one another a little, some were quite connected, and others virtual strangers. One year later, we reflected on the connected and collaborative group we had become. We shared a common focus, brought our ideas, watched them evolve, and managed to produce something together that excited us, inspired us, and united us. I always marvel at the power of creative conversation born of a common language and a shared worldview; and of the learning that occurs (as we will eternally teach our students) in relationship with one another.
Read more »
Published October 2014
by Nicole Frankel, MSW
Simmons School of Social Work
The Simmons School of Social Work and the Field Educator sponsor an annual award to promote excellence in field education scholarship. A $1,000 prize is awarded for an outstanding paper on social work field education. We are pleased to announce this year’s winners are Paul P. Freddolino, Sheryl Groden, Julie Navarre, Jo Ann McFall, Amanda T. Woodward, and Alison Jahr from Michigan State University School of Social Work.
Read more »
Published October 2014
by Laurel Iverson Hitchcock, PhD
University of Alabama at Birmingham
Abstract: The author, an assistant professor at the University of Alabama at Birmingham’s Department of Social Work, shares her experience of assigning social media projects to her social work students, including the use of micro-blogging site Twitter. She shares resources and stories of Twitter in her classroom and seeks to continue the conversation about Twitter in social work through the social media platform.
Read more »
Published October 2014
by Rachel Slaymaker, LMSW
Abilene Christian University
Abstract: In recent years, there has been much confusion over whether or not internships violate the Fair Labor Standards Act (FLSA). This article discusses the catalyst leading to the media coverage of internships as a “hot button issue” in higher education. The author distinguishes between traditional internships and the nature of the social work field practicum. The article also outlines the importance of field education programs remaining structured, organized, and well-staffed to provide the significant oversight needed to ensure educational opportunities are afforded to students and to protect students, staff, faculty, and universities from potential litigation.
Read more »
Published October 2014
by Cynthia H. Dickman, MSW
University of Washington
Abstract: The excitement social work graduates experience in finding initial employment or paid practice speaks to their confidence in applying social work knowledge, values, and skills toward social justice. However, an area of expertise that may cause anxiety and temper that confidence is graduates’ vague comprehension of legal mandates to report suspected abuse or neglect. It is imperative that schools and colleges of social work assume responsibility for preparing students for this aspect of social service. Students may attempt to fill the gaps in their knowledge with their own biases, in terms of their subjective experiences and culture. Evidence of over-reporting or under-reporting of some ethnic or social groups exposes the slant of professionals’ perceptions and perspectives in reporting. Social work field instruction in this area of practice could contribute to mitigating the impact of bias and privilege in the social work profession, while increasing graduates’ confidence to address a disclosure or observation of abuse or neglect. In order to achieve these goals, the University of Washington School of Social Work included in its introductory course on field education specific instruction on mandated reporting of neglect and abuse.
Read more »
Published October 2014
by Paul Freddolino, PhD
Michigan State University School of Social Work
Sheryl Groden, LCSW
Michigan State University School of Social Work
Julie Navarre, LMSW
Michigan State University School of Social Work
Jo Ann McFall, LMSW
Michigan State University School of Social Work
Amanda Toler Woodward, PhD
Michigan State University School of Social Work
Alisson Jahr, BASW
Michigan State University School of Social Work
Abstract: Although many programs utilize field education outcomes in their overall assessment plan, there are few models for how to use these data for continuous quality improvement, especially when benchmarks have been met. This article presents a model for developing a field-based intervention to improve the incorporation of policy-related content in field. It is grounded in one school’s experience with the 2008 EPAS policy competency, which outcome data showed to be among the lowest competencies over several years in this school’s BASW and MSW programs. Implications for enhancing curriculum content and improving the connection between classroom and field are considered.
Read more »
Published October 2014
by Mark Irwin
Southern Health & Social Care Trust
Abstract: This article is based on a piece of research completed with final-year social work students and practice teachers (educators/assessors) within Northern Ireland. The work was concerned with the assessment of students via direct observations of “live” practice, and captured the views, perceptions, and experiences of students and practice teachers.
The findings highlighted the complexity of the direct observation process and the need for effective skills in preparation, assessment, planning, communication, evaluation, and intervention/participation. The outcome challenges current thinking, as there was a high level of support for the use of professional discretion to intervene by practice teachers during an observation.
Read more »
Published October 2014
by Suzanne Sankar, MSW
Editor
The Affordable Care Act is changing the nature of social work practice in healthcare. One exciting area of innovation is the integration of primary care and behavioral healthcare. Schools of social work should anticipate developing more placements in integrated care settings, such as medical homes, community health centers, and health clinics co-located with mental health clinics. This issue’s Conversation addresses the skills and knowledge base necessary for integrated care practice. Do students need a new skillset or are the skills similar to traditional social work practice? Sandra Bailly, M.S.W., Associate Professor of Practice and Assistant Director of the Simmons School of Social Work Field Department interviews Alexander Blount, Ed.D., Professor of Family Medicine and Psychiatry and Director of The Center for Integrated Primary Care at the University of Massachusetts Medical School. —Editor’s Note
Read more »
Published October 2014
by Eleni Papouli, PhD
Technological Educational Institute (TEI) of Athens
Abstract: Field learning plays a leading role in social work education, and as such, social work educators and field instructors need to know how their students learn and develop during the field education experience; by being aware of the ways in which students learn and develop in social work agencies, educators and instructors can better understand students’ educational needs and find ways to best support them through the learning process in practice. In this spirit, the article examines field learning in social work education in relation to the two dominant learning approaches for students as adult learners [individual approaches (adult learning theory) and sociocultural learning approaches] and looks at their application in field placement settings. The article highlights the multifaceted nature of field learning while suggesting that sociocultural approaches are closely associated with the nature of learning in field settings, and as such, they are particularly important for understanding the process of students’ learning in social work field education.
Read more »
Published October 2014
by Angela Curl, PhD
University of Missouri
Suzanne Cary, MSW
University of Missouri
Abstract: This study investigates issues related to block versus concurrent formats for the advanced MSW field placement. Quantitative and qualitative survey data were collected from current MSW students (N = 103) and field instructors (N = 84). Each group identified the advantages of both block and concurrent formats for field education. Educational outcomes, the needs and preferences of students and field placement sites, and institutional perspectives should be taken into account when developing field curriculum and policies. Offering both types of practicum formats may be one way to maximize student choice and field placement options.
Read more »
Published October 2014
by Julie Tennille, PhD
West Chester University
Phyllis Solomon, PhD
University of Pennsylvania
Joretha Bourjolly, PhD
University of Pennsylvania
Andrea Doyle, PhD
University of Pennsylvania
Abstract: Field Instructors Extending EBP Learning in Dyads (FIELD) has been crafted in consideration of the social work profession’s need for innovative and collaborative models with field education that further evidence-based practice (EBP) implementation efforts. FIELD is driven by the continuing education interests of field instructors and the availability of local expertise, and it embraces the complementary strengths of students and field instructors. Herein, we provide the background for the development of such a curricula model and delineate model components. FIELD may offer a viable curricula option for synchronizing academic and field efforts toward sustainable social work workforce improvements.
Read more »
Published October 2014
by Nicole Frankel, MSW
Simmons School of Social Work
Fierce. Compassionate. Inspiring. Welcoming. Artful. Imaginative. Encouraging. Supportive. Joyful. A true visionary with the scholarship and sensitivity to back it up.
These are just a few of the words used to describe Emeline Homonoff, or Emmie as she is affectionately known, by her students, colleagues, and counterparts in field education throughout the country and beyond.
Read more »
Published October 2014
by Lisa Richardson
President and Treasurer, NANFED
The North American Network of Field Educators and Directors (NANFED) is pleased to announce several events at the 2014 CSWE Annual Program Meeting (APM), in Tampa, FL. All are welcome as we consider best practices in field education and celebrate exemplars of the signature pedagogy of social work education.
Read more »
Published October 2014
by Nicole Frankel, MSW
Production and Editorial Assistant
Staying current with scholarship enriches the work of field educators: it teaches us innovative ways to solve perennial field problems, suggests new readings for field seminars, keeps us abreast of current debates in social work education, and even inspires us in our own writing on theory and research. “What We’re Reading” presents our brief summaries of the findings of recent publications in field education. Our emphasis is on implications for practice. Readers are encouraged to suggest articles or books for future review.
Read more »
Published October 2014
by Natasha Naim, MSW
Simmons School of Social Work
The author is a newly graduated student of the Simmons School of Social work. In this article, she touches upon the lessons she has learned from working in the field with older adults and discusses the greater cultural and societal factors that she has observed that have impacted the older adult population.
Read more »
Published October 2014
by
inSocialWork®, the podcast series of the University at Buffalo School of Social Work, is hosting a Self-Care Photo Contest on Facebook.
Entering is easy! Just follow these three easy steps:
Read more »
Published October 2014
by
A list of current job openings in Field Education around the country.
Read more »
Published October 2014
by Marcie Fisher-Borne, PhD
North Carolina State University
Jodi K. Hall, PhD
North Carolina State University
Willa Casstevens, PhD
North Carolina State University
Abstract: This article presents initial results of an Institutional Review Board (IRB)-approved case study exploring ways students may benefit from completing a capstone project within field practicum and research course sequences. The capstone project consists of an evaluation research project developed and completed during the final two semesters of a student’s MSW program. To assess perceived benefits, the authors surveyed graduating students (N = 59) at the end of their year-long project (n = 39 respondents; response rate 66%). In addition, qualitative data was obtained from written self-assessment exercises (n = 14). Lessons learned can contribute to improving pedagogy and enriching students’ field experiences.
Read more »
Published April 2014
by Deborah L. Winters, LCSW
USC School of Social Work
This speech was delivered by Deborah Winters of the University of Southern California, at the 2013 CSWE Annual Program Meeting in Dallas, Texas. In it, Ms. Winters honors her colleague, Nancy Jefferson Mance, recipient of NANFED’s 2013 Heart of Social Work Award. –Editor’s Note
Read more »
Published April 2014
by Emeline Homonoff, PhD
Editor
Welcome to the Spring 2014 issue of the Field Educator! This will be our fifth issue since the journal’s inception in 2011. We are pleased to report that we now have 1316 active subscribers, and the journal’s webpage had almost 25,000 visits last year. Furthermore, we’re broadening the reach of the journal by spreading it in new formats; in response to popular demand for multiple ways to access Field Educator articles, we have created PDFs of all of our Field Educator articles in order to make it easier for you to share individual articles with students and colleagues. Thank you to the Field Educator community of scholars, educators, field instructors, and students.
Read more »
Published April 2014
by Emeline Homonoff, PhD
Editor
Armed with their mission—the teaching of social work—
Into this new world go field educators.
Update your syllabus: EPAS[1] are still with us;
Develop more internships—now and not later!
Read more »
Published April 2014
by
The Simmons School of Social Work and the Field Educator sponsor an annual award to promote excellence in field education scholarship. A $1,000 prize will be awarded for an outstanding paper on social work field education. The winning paper will be announced at the 2014 Annual Program Meeting (APM) of the Council on Social Work Education (CSWE) and will be published in the Fall or Spring issue of the Field Educator. All entries must meet the submission guidelines for the Field Scholar section of the Field Educator.
Read more »
Published April 2014
by Nicole Frankel
Student Editorial Assistant
Emeline Homonoff, PhD
Editor
Staying current with scholarship enriches the work of field educators: it teaches us innovative ways to solve perennial field problems, suggests new readings for field seminars, keeps us abreast of current debates in social work education, and even inspires us in our own writing on theory and research. “What We’re Reading” presents our brief summaries of the findings of recent publications in field education. Our emphasis is on implications for practice. Readers are encouraged to suggest articles or books for future review. Whenever possible, we have provided links to freely available full-text articles.
Read more »
Published April 2014
by Jo Ann McFall, Chair
Council on Field Education
First, many thanks to Emmie Homonoff, Editor of the Field Educator, for inviting me to share information regarding the CSWE Council on Field Education (COFE) through this important electronic venue! My goal is to help inform readers of Field Council and related CSWE activities.
Read more »
Published April 2014
by Suzanne Sankar, MSW
Editor
CSWE’s Commission on Educational Policy (COEP) and Commission on Accreditation (COA) has released the second draft of the 2015 Educational Policy and Accreditation Standards (EPAS) for public review, comment, and feedback. Feedback on Draft 2 opens on March 14, 2014 and will close on May 16, 2014.
Read more »
Published April 2014
by Suzanne Sankar, MSW
Editor
In this issue’s Conversation, we turn our attention to interprofessional education and explore the implications of this framework for social work education. The goal of interprofessional education is to promote collaborative team-based practice with the aim of improving patient care and health outcomes, while also reducing health care costs. Betsy Voshel, Director of Field Education at the University of Michigan, interviews Shelley Cohen Conrad, Director of the University of New England’s Center for Interprofessional Education in Biddeford Maine (http://www.une.edu/ceipe/). The center promotes educational programming and collaborative practice across health professions, including social work, nursing, and pharmacy. —Editor’s Note
Read more »
Published April 2014
by Nicole Frankel, MSW Candidate
Simmons College
I was an English major for my undergraduate studies at a large private college in the Boston area. I had two internships in different sections of the publishing industry. After graduating with a BA in English in 2009, I was hired for my first “real world” job as an editorial assistant for a nationally recognized medical journal. I stayed at this job for three years and fine-tuned my proofreading, editing, project management, and organizational skills. However, I felt trapped by the gray walls of my cubicle and an endless barrage of emails being my only contact with the outside world. I craved face-to-face connection. I dreamed of using my dedication, determination, and studiousness to create real change in our society. I was a psychology minor during undergrad but never thought it would go anywhere because I only enjoyed the “people side” of psychology and not the “science side” of the inner workings of the brain and pathologizing diagnoses. I mentioned to my therapist at the time that I was considering a career change. She suggested that I look into the social work field.
Read more »
Published April 2014
by Miranda Smith, MSW Candidate
University of Nevada, Reno
In my first year of field placement as a master’s of social work student, I interned at a local hospital. In the second semester, I stayed specifically in the trauma ICU, and to some extent, the ER, places of high emotional stress for social workers and nurses due to the near-constant exposure to the effects of trauma and death (Adams & Riggs, 2008; Badger et al., 2008; Bride, Jones, & Macmaster, 2007; Dane & Chachkes, 2003; Dominguez-Gomez & Ruteledge, 2009). I was concerned that I would be negatively affected by this experience, so I started researching the negative effects of working in a helping capacity with traumatized individuals for one of my classes. This is when I first discovered the concept of compassion fatigue, which is related to burnout and to secondary traumatic stress as well as vicarious trauma (Dane & Chachkes, 2003; Figley, 1999; Noushadd, 2008; Stamm, 2010). According to Stamm (2010), compassion fatigue consists of both burnout and secondary traumatic stress, and thus has symptoms of exhaustion, frustration, anger, and depression, as well as negative feelings driven by fear and work‐related trauma. Signs of compassion fatigue can include insomnia, physical/emotional exhaustion, a diminished sense of enjoyment, irritability, and avoidance (Figley, 1995).
Read more »
Published April 2014
by Naomi Rush Olson, MSW Candidate
Simmons School of Social Work
Abstract: This essay argues that social work field curricula should encourage students to view their placement settings as sites of culture and should adapt tools and insights from anthropology to improve the educational value of the field experience. Students in the field occupy an insider-outsider role in their placement sites that fosters a distinctive and valuable point of view. Unfortunately, many resulting experiences and insights are not adequately processed in assigned reflective writing and supervision contexts. Anthropologists record their field impressions in ethnographic field notes, which subsequently become data for reflective and analytic processing, a method that can be usefully adapted to social work education.
Read more »
Published April 2014
by Dianna Cooper-Bolinskey, MSW
Indiana State University
Angela M. Napier, PhD
Indiana State University
Abstract: Field education is recognized as the signature pedagogy in social work education. In this article, we acknowledge the inherent support for using the competencies and practice behaviors set forth by the 2008 Educational Policy and Accreditation Standards (EPAS) for evaluating student performance as well as social work curriculum. However, we propose challenges to adopting field education ratings from field instructors as one of two means for evaluating the social work curriculum at both the individual and programmatic levels. With the 2015 EPAS currently in draft stages toward adoption in June 2015, this article underscores points of consideration.
Read more »
Published April 2014
by Emeline Homonoff, PhD
Simmons College
Process recording is a time-honored vehicle for reflection in schools of social work, especially in the United States (Urdang, 1975). Process recording calls upon interns’ capacity for observation and recall, requiring verbatim reporting of an interview with a client or clients. It also encourages analysis: it begins with a description of the purpose and goals of the intervention, as well as the setting and participants; it allows for a description of the rationale for intervention and the skills utilized; and it ends with impressions, plans for the future, and questions for the student’s supervisors. Most importantly for reflection, the process recording has space for interns to record their thoughts and feelings in a column or columns parallel to the dialogue of the transcript (Fox & Gutheil, 2000; Graybeal & Ruff, 1995; Neuman & Friedman, 1997; Urdang, 1979).
Read more »
Published April 2014
by Naomi White, MSW
University of Akron
Sandra Morales, MSW Candidate
University of Akron
Daniel Wright, III, MSW Candidate
University of Akron
Starting in 2011, the University of Akron School of Social Work has developed internships for social work students within various departments of the University. Ensuring that these internships meet the expectations set forth by the Council on Social Work is challenging in itself. This year, additional complications arose when a student with physical disabilities was placed at the School of Social Work. This paper will describe how the field department and the student collaborated to overcome obstacles and make the internship a success. Narratives are included from the student and from a fellow social work student, who helped him and was helped by him in turn.
Read more »
Published April 2014
by Katherine Selber, PhD
Texas State University, San Marcos
Nancy Chavkin, PhD
Texas State University, San Marcos
Abstract: This article reports on the development and implementation of a campus-based, faculty-supervised field unit used to train Bachelor’s and Master’s-level social work students to work with military personnel, veterans, and their families. The model starts with working inside the campus environment by using services to student veterans to both respond to needs of the student veteran population and to teach competencies for serving the veteran population outside of the campus in community veteran service organizations. It discusses the lessons learned from student outcomes and program outcomes over the past three years and implications.
Read more »
Published April 2014
by Kim Kelly Harriman, MSW, LICSW
Simmons College
Carlin Blount, MSW Candidate
Simmons College
The implementation of the Affordable Care Act of 2010 (ACA) is a critical milestone in healthcare reform, though our country still struggles towards healthcare equality. It follows the Mental Health Parity and Addiction Equity Act (MHPAEA) of 2008, which requires that health insurance benefits for mental health conditions are no more restrictive than benefits for medical conditions (“Mental Health Parity,” 2014). This legislation laid a foundation for mental health awareness and parity that is fundamental in the Affordable Care Act. This article describes one school’s exploration of the effects of the ACA – especially “medical homes” – on social work field education.
Read more »
Published April 2014
by
Field educators Cindy Hunter, Julia Moen and Miriam Raskin are coeditors of Social Work Field Directors: Foundations for Excellence, published by Lyceum Books.
Read more »
Published April 2014
by
A list of upcoming Field Education conferences/symposia and calls for papers around the country.
Read more »
Published April 2014
by
A list of current job openings in Field Education around the country.
Read more »
Published October 2013
by Emeline Homonoff, PhD
Editor
Welcome to the Fall 2013 issue of the Field Educator! We are entering our third year with a growing list of readers and subscribers. With the launch of this new issue, we are pleased to announce the winner of the 2013 Excellence in Field Scholarship Award: Robin Ringstad of California State University, Stanislaus. Dr. Ringstad’s article, “Competency level versus level of competency: The field evaluation dilemma,” opens the Field Scholar section.
Read more »
Published October 2013
by
The leadership of the North American Network of Field Educators and Directors (NANFED) is pleased to announce the group’s 2013 reincorporation. Having been originally founded in 1987 to promote the interests of social work field education, NANFED continues pursuing this mission through a range of activities that promote the interests of field education. With renewed focus and dedication, and in collaboration with a nationwide network of consortia and field educators, NANFED will continue its critical work representing an independent voice on behalf of field educators, supporting best practices through field education scholarship, and promoting and celebrating quality field education. A 24/7 resource, the newly-launched NANFED Web site provides up-to-date information and networking opportunities for current and prospective members.
Read more »
Published October 2013
by Robin L. Ringstad, PhD
California State University, Stanislaus
Abstract: This study examines the use of a competency-based scoring rubric to measure students’ field practicum performance and competency development. Rubrics were used to complete mid-year and final evaluations for 56 MSW students in their foundation field practicum. Results indicate that students scored higher than expected on competency development measures, appearing to provide evidence of good overall program outcomes in terms of competency levels achieved by students. Results also appear to provide evidence of grade inflation by field instructors, however, calling into question whether students have actually gained adequate skills to engage in competent social work practice.
Read more »
Published October 2013
by Bronwyn Cross-Denny, PhD
Sacred Heart University
Janna C. Heyman, PhD
Fordham University
Yvette M. Sealy, PhD, MPH
Fordham University
Dana B. Marlowe, PhD
Fordham University
Jill Cretella, MSW
Fordham University
Abstract: In both the classroom setting and field practicum, social work students begin to develop competence in practice with diverse populations. Field instructors play a critical role in educating students on diversity issues and preparing students to practice without bias. A cross-sectional study was conducted to better understand social attitudes of field instructors participating in a Seminar in Field Instructor (SIFI) training (N=88). The field instructors had generally positive attitudes. Results indicated that field instructors’ comfort level and demographic variables were predictors of social attitudes. Implications for social work field instruction are discussed.
Read more »
Published October 2013
by
The Simmons School of Social Work and the Field Educator sponsor an annual award to promote excellence in field education scholarship. A $1,000 prize will be awarded for an outstanding paper on social work field education. The winning paper will be announced at the 2014 Annual Program Meeting (APM) of the Council on Social Work Education (CSWE) and will be published in the Fall or Spring issue of the Field Educator. All entries must meet the submission guidelines for the Field Scholar section of the Field Educator.
Read more »
Published October 2013
by Kirsten Havig, PhD
University of Oklahoma - Tulsa
Abstract: This qualitative study examines field instructors’ perceptions of social work practice that promotes social justice. The author conducted 17 in-depth interviews with qualified field instructors using grounded theory methods to elicit perceptions of the meaning of social justice among field instructors and pedagogical strategies related to empowering students in the promotion of social justice. Findings reflect field instruction goals and tasks based on the lived experiences of social work practitioners providing the practicum experience. This study offers a framework for social work field instruction that employs exposure to diverse clients and manifestations of injustice, focused discussion, and role modeling as educational strategies. It also provides a theoretical frame, rooted in empowerment, for field instruction that centers on student values socialization, validation through experience, building critical thinking skills, and emphasis on the reflexive action.
Read more »
Published October 2013
by Susan Elswick, EdD, MSSW
University of Memphis
Abstract: The author describes the use of a behavior change project implemented in a social work field seminar at the University of Memphis. Students select one of their own behaviors to change and implement an empirical study of their progress in changing the behavior. The project provides the students with an opportunity to put themselves in the client’s place in a way that also assists them with understanding direct practice and evaluating clinical outcomes.
Read more »
Published October 2013
by Emeline Homonoff, PhD
Editor
The Field Scholar is the section of the Field Educator devoted to the publication of formal, scholarly articles on theory and research in field education. Field Scholar is issuing a call for theory and research papers on a variety of subjects. These subjects include best practices in field instruction, measures of competencies in field, school-agency collaborations and innovative approaches to challenges in field education. These articles will be reviewed for rigor and relevance by members of a panel of noted field educators from the US and abroad; the list of consulting editors can be found in About Us.
Read more »
Published October 2013
by
A list of current job openings in Field Education around the country.
Read more »
Published October 2013
by Nicole Frankel
Student Editorial Assistant
Emeline Homonoff, PhD
Editor
Staying current with scholarship enriches the work of field educators: it teaches us innovative ways to solve perennial field problems, suggests new readings for field seminars, keeps us abreast of current debates in social work education, and even inspires us in our own writing on theory and research. “What We’re Reading” presents our brief summaries of the findings of recent publications in field education. Our emphasis is on implications for practice. Readers are encouraged to suggest articles or books for future review. Whenever possible, we have provided links to freely available fulltext articles.
Read more »
Published October 2013
by Nickia Miller, MSW Candidate
Springfield College School of Social Work
Abstract: The author examines the role of clinical supervision, specifically supervision through Cognitive-Analytic Therapy (CAT), for social workers in understanding and managing countertransference and transference in their work with groups and individuals. By relating her own experience as a group work facilitator without CAT supervision and then under CAT supervision, the author concludes that CAT supervision benefits clinicians and facilitators by allowing them to identify their own countertransference and transference as well as that of their clients, helping them to avoid burnout and be more effective in their roles as clinicians.
Read more »
Published October 2013
by Anne Marie Montijo, MSW
Adelphi University
The Heart of Social Work Award, presented annually by the North American Network of Field Educators and Directors, is the ultimate award that can be given to a field instructor for excellence in field education. There is no one more deserving of this award than Michael Herskovitz. Mike, as he is affectionately called, is a dedicated educator who has committed a good portion of his professional career to educating future social workers, serving as a field instructor for over 30 years for Adelphi University social work students.
Read more »
Published October 2013
by Suzanne Sankar, MSW
Editor
Participants:
Marion Bogo, MSW
University of Toronto
Trudy Zimmerman, MSW
Boston University School of Social Work
In this issue’s Conversation, Trudy Zimmerman, Assistant Dean of Field Education at the Boston University School of Social Work, talks with Marion Bogo about the current state of field education. Marion Bogo is a Professor of Social Work in the University of Toronto’s Factor-Inwentash Faculty of Social Work. She is also the Associate Editor of Social Work Education: The International Journal and the author of several books, book chapters and journal articles on social work education. In 2013, the Council on Social Work Education (CSWE) presented her with their Lifetime Achievement in Social Work Education Award. —Editor’s Note
Read more »
Published October 2013
by Nai Ming Tsang, PhD
The Hong Kong Polytechnic University
The following is an address that was delivered by Dr. Nai Ming Tsang, a leading Chinese field educator, to a group of approximately 45 social work field instructors at the Department of Applied Social Sciences (APSS) at Hong Kong Polytechnic University. —Editor’s note.
Read more »
Published October 2013
by Wendy Emory, MSW
Simmons College
Emeline Homonoff, PhD
Simmons College
Abstract: Simmons School of Social Work inaugurated a remote field review during the spring of 2012 to replace one traditional face-to-face (F2F) field visit. The field education department surveyed its field instructors and liaisons and some students to ascertain their response to this change; this article reports the findings of these surveys.
Read more »
Published October 2013
by Jodi K. Hall, PhD
North Carolina State University
W.J. Casstevens, PhD
North Carolina State University
Marcie Fisher-Borne, PhD
North Carolina State University
Abstract: This paper describes collaboration between advanced-year MSW students and field agencies of the North Carolina State University Department of Social Work. In an evaluation research course, students work with field instructors to design an evaluation research proposal. During a second course, the students conduct the evaluation and present a final report. This article describes the project, including guidelines for design and implementation of the proposal, protection of client rights through the Institutional Review Board, and facing challenges.
Read more »
Published October 2013
by Steven Granich, DSW
Lock Haven University
Abstract: Over a million Guatemalans have immigrated to the United States; they are the sixth largest Hispanic group in the country (Motel & Patten, 2012). This article seeks to provide a background for social work students so that they can be culturally competent in engaging with Guatemalan clients. The author examines the violence and poverty that drive Guatemalans to emigrate, as well as the pressures and trauma of immigration into the U.S.A. and the unique strengths of Guatemalan culture, including their traditions and religious beliefs.
Read more »
Published October 2013
by Janice Berry Edwards, PhD
Howard University School of Social Work
Janice M. Davis, MSW
Howard University School of Social Work
Cynthia E. Harris, DHA, MBPA
Howard University School of Social Work
Abstract: The authors examine the potential uses of Relational Cultural Theory for strengthening the many relationships inherent in field education, pointing to three main elements of Relational Cultural Theory: mutual engagement, mutual empathy, and mutual empowerment. The authors give examples of field education situations in which each of these elements plays a role.
Read more »
Published April 2013
by Nicole Frankel
Student Editorial Assistant
Emeline Homonoff, PhD
Editor
Staying current with scholarship enriches the work of field educators: it teaches us innovative ways to solve perennial field problems, suggests new readings for field seminars, keeps us abreast of current debates in social work education, and even inspires us in our own writing on theory and research. “What We’re Reading” presents our brief summaries of the findings of recent publications in field education. Our emphasis is on implications for practice. Readers are encouraged to suggest articles or books for future review. Whenever possible, we have provided links to freely available fulltext articles.
Read more »
Published April 2013
by Sandra G. Posada, LCSW.
Army-Fayetteville State University
Field directors come and go. Although CSWE does not keep statistics on the average tenure of field directors, many of us suspect it is five years or less. Then we have Virginia Cooke “Ginger” Robbins, who was a field director for 36 years, the last 27 of which were spent at at University of Houston Graduate College of Social Work (UH GCSW). Ginger retired on January 31, 2013, with the academic rank of clinical professor.
Read more »
Published April 2013
by
The field education community mourns the loss of Patty Gibbs Wahlberg who died March 2013. Most recently Dr. Gibbs Wahlberg directed the BSW program at East Tennessee State University. She was known nationally for her publications and presentations on social work education including research on gatekeeping and on professional values and ethics.
Published April 2013
by
In February 2013 the Commonwealth of Massachusetts enacted legislation that creates guidelines to promote social work safety in the workplace. Massachusetts field educators and field directors played a key role on the statewide task force convened by NASW MA that worked on the legislation.
Read more »
Published April 2013
by
A list of upcoming Field Education conferences/symposia and calls for papers around the country.
Read more »
Published April 2013
by
A list of current job openings in Field Education around the country.
Read more »
Published April 2013
by Eileen McKee, MSW
University of Toronto
At the Factor-Inwentash Faculty of Social Work (FIFSW), University of Toronto, we have had the good fortune to witness breakthroughs — innovations that occur when experience combines with passion. It has been my pleasure to work with a field instructor who demonstrates this combination. Illana Perlman holds the critical role of Educational Coordinator at Sunnybrook Health Sciences Centre, a bustling teaching hospital in Toronto. Illana collaborated with FIFSW in developing a rotational practicum model, and has made impressive contributions to field education scholarship.
Read more »
Published April 2013
by Erica Lamb, MSW Candidate
Aurora University
As a social work student, I am frequently conflicted about the use of self in a therapeutic relationship with a client. For me, there seems to be a delicate balance between establishing a trusting, congruent therapeutic alliance with the client and the possibility of sharing too much personal information, which could unintentionally impede the healing process. I have always been wired this way, and even as a toddler, I would crawl under the public restroom stalls and tell strangers my life story. For many years I facilitated women’s group Bible studies, which operated in a way similar to a support group. The topics typically would incorporate many self-help techniques, which were grounded in a biblical foundation. To provide a safe environment, encourage conversation, and reduce any power differential that the women may have been feeling, I would often be the first one to self-disclose something. Based on my personality and the habits I had formed from leading Bible studies, I knew the area of self-disclosure would be challenging for me.
Read more »
Published April 2013
by Cindy Rinaldi, MSW Candidate
Aurora University
I came to my social work program with plenty of life experience caring for older adults. When I was young, I cared for my grandmother, and volunteered in nursing homes and for the Meals on Wheels program. Later, I cared for my elderly parents for more than ten years. Placing my mother in a nursing home was a difficult decision, but it gave her and me the opportunity to socialize with other seniors. So it was natural for me to ask for an internship working with seniors.
Read more »
Published April 2013
by Suzanne Sankar, MSW
Editor
Moderator:
Judith Perlstein, MSW
Associate Director of Field Education, Boston University
Currently, the most common model for field instruction in MSW programs is supervision provided by an MSW supervisor employed at the field placement agency. However, the Council on Social Work Education (CSWE) makes allowances for practicum sites that cannot provide on-site social work supervision. Standard 2.1.6 states, “for cases in which a field instructor does not hold a CSWE accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished.”
An off-site MSW supervision arrangement has often been used for macro social work placements and for placements in under-resourced agencies in rural areas. The use of off-site supervision for urban, micro or clinical practice field settings has been less common until recently; schools have started to adopt these arrangements to accommodate growing enrollments at a time when agency resources are increasingly depleted and underfunded.
This issue’s Conversation explores how one urban school has developed an off-site supervision program for some of its MSW students.
Read more »
Published April 2013
by Fran S. Danis, Ph.D.
The University of Texas at Arlington
Debra Woody, Ph.D.
The University of Texas at Arlington
Beverly M. Black, Ph.D.
The University of Texas at Arlington
In both the classroom and in field education, the technological revolution has impacted social work education. While electronic resources have expanded opportunities for students, they have also created new challenges for faculty and field instructors with respect to developing effective and efficient ways of conducting the basic tasks of field education. This article reports on the efforts of the School of Social Work at the University of Texas at Arlington to compare traditional face-to face (F2F) to nontraditional electronic-based field liaison contacts.
Read more »
Published April 2013
by Naomi White, MSW
The University of Akron
Historically, social workers and other helping professionals, such as visiting nurses, have intervened on behalf of individuals, families, and communities. Often, these interventions take place in a client’s home. Wasik and Bryant describe home visiting as “the process by which a professional or paraprofessional provides help to a family in their own home. This help focuses on social, emotional, cognitive, educational, and/or health needs & often takes place over an extended period of time” (2001, p. 1). Traditionally, home visits focused on three overarching areas: poverty, infant and child care, and illness (Wasik & Bryant, 2001, p. 1). In the last decade, home visiting has also become a central feature of services such as home-based behavioral health and family wrap-around programs. Home visitors seek to provide child care information, health care, knowledge of community resources, and emotional support. Many social work internships include home visits, but interns are often confused and worried about what this means. Read more »
Published April 2013
by Rebecca Mirick, PhD
Simmons School of Social Work
Ruth Dean, PhD
Simmons School of Social Work
Work with unaccompanied homeless youth is an increasing focus of social work practice. It is estimated that there are between 204,000 and 406,000 unaccompanied homeless youth (ages 12 to 24) in the United States (Abel, 2010; Homeless Research Institute, 2012). These youth have high rates of substance abuse, suicide (Barczyk & Thompson, 2008), and trauma, both in their homes of origin (Kurtz, Kurtz, & Jarvis, 1991; Rew, 2001; Slesnick, Kang, & Aukward, 2008), and on the streets (Fisher, Florsheim, & Sheetz, 2005). With the recent economic recession, their numbers have increased and their needs have become more urgent than ever (Kidd & Scrimenti, 2004; Levenson, 2011). Work with this population is extremely challenging due to the risks of life on the streets, the transiency and unpredictability of being homeless, and the dangerous behaviors in which youth engage. What do social work interns need as they are trained to work with unaccompanied homeless youth? A recent qualitative study of workers serving homeless youth (Mirick & Dean, 2010) indicates several areas where field educators can support interns in work with these clients.
Read more »
Published April 2013
by Betty Surbeck, PhD
West Chester University
The professional socialization of social workers involves the process of acquiring knowledge and skills, values, attitudes, and professional identity (Miller, 2010). As a field liaison for graduate social work students, one of my responsibilities was to link field placement experiences with classroom work. I accomplished this with seminars, site visits, and review of written agreements, reflections, and evaluations. Barretti (2004) notes that virtually everything faculty and field instructors do and say profoundly influences their students. Professional competencies that lead to professional socialization involve a process where students begin to utilize professional language in their construction of events, and to implement actions to address ethical issues and dilemmas (Dolgoff, Lowenberg, & Harrington, 2009; Holosko & Skinner, 2009; Horner & Kelly, 2007; Manning, 1997). In this paper, I describe an ethical dilemma with respect to research at a field placement. I then analyze the dilemma, and finally discuss how an intern can work toward promoting client self-determination and social justice with respect to a complex dilemma.
Read more »
Published April 2013
by Lori Messinger, PhD
University of North Carolina at Wilmington
Abstract: Over the last twenty years, social work literature on practice with lesbian, gay, bisexual, and transgender (LGBT) populations has grown, and research has begun to emerge about challenges faced by LGBT social work students and practitioners in the field. Using the author’s reflection on her own field experiences as a lesbian social work student almost twenty years ago, this article reviews the ways in which social work education and practice have changed to support these students’ unique concerns, and it details the places where educators and field instructors fail to meet LGBT students’ needs. The author also provides suggestions about ways that the profession can move forward to maximize students’ learning experiences.
Read more »
Published April 2013
by Patty Hunter, LCSW
California State University, Chico
Caitlin Hollis, MSW
University of Southern Mississippi
Abstract: This study discusses the results of a survey completed by 228 accredited social work programs describing their international field placement opportunities. Responses were aggregated to identify the number and frequency of international placements, the countries where placements occurred, the model used to develop international placements, and the supervision and monitoring of international placements. The benefits and challenges to offering international social work placements are identified, and sustainable resources for promoting the development of international placements are discussed. The information is intended to aid in the future development of international field placements and to encourage collaborative efforts to increase access to such placements.
Read more »
Published April 2013
by Alex Colvin, PhD
Prairie View A&M University
Abstract: Using the Campinha-Bacote model of cultural competence, this paper examines the integration of measures for enhancing internship students’ knowledge, values, and skills for work with culturally diverse groups. The paper focuses on four constructs (cultural awareness, cultural knowledge, cultural encounter, and cultural desire) within the model to help field educators move students beyond cultural recognition toward the formation of culturally competent identities. The paper further identifies skill-based interventions, which are aligned with the Educational Policy and Accreditation Standards (EPAS) competencies and practice behaviors to aid the internship student in preparing for professional social work practice.
Read more »
Published April 2013
by Emeline Homonoff, PhD
Editor
Welcome to the Spring 2013 issue of the Field Educator! We are pleased to be publishing our fourth issue. The three articles in the Field Scholar section address various aspects of diversity in field education. The lead article, by Lori Messinger, Director of Field Education at UNC Wilmington, offers reflections on LGBT issues in social work field education. Patty Hunter and Caitlin Hollis of CSU Chico School of Social Work explore international internships. Alex Colvin of Prairie View A & M in Texas describes the application to field education of the Campinha-Bacote healthcare model of cultural competence.
Read more »
Published April 2013
by
The Simmons School of Social Work and the Field Educator sponsor an annual award to promote excellence in field education scholarship. A $1,000 prize will be awarded for an outstanding paper on social work field education. The winning paper will be announced at the 2013 Annual Program Meeting (APM) of the Council on Social Work Education (CSWE) and will be published in the Fall issue of the Field Educator. All entries must meet the submission guidelines for the Field Scholar section of the Field Educator.
Read more »
Published April 2013
by Gianna Gifford, MA, MSLIS
Managing Editor
The “Field Scholar” is the section of the Field Educator devoted to the publication of formal, scholarly articles on theory and research in field education. “Field Scholar” is issuing a call for theory and research papers on a variety of subjects. These subjects include best practices in field instruction, measures of competencies in field, school-agency collaborations and innovative approaches to challenges in field education. These articles will be reviewed for rigor and relevance by members of a panel of noted field educators from the US and abroad; the list of consulting editors can be found in About Us.
Read more »
Published October 2012
by
Loretta Vitale Saks has retired from her position as Director of Field Education at the National Catholic School of Social Service, located at The Catholic University of America in Washington D.C. Ms. Vitale Saks held this position since January 1999. She oversaw the field education program, including developing policies, procedures and guidelines; implementing and monitoring the placement process; and supporting and training field liaisons and field instructors. She also developed an internet-based field database and web-based search engine as part of her oversight of information management.
Read more »
Published October 2012
by Betty Garcia, PhD
California State University, Fresno
Yuhwa Eva Lu, Ph.D.
Associate Professor, New York University, Silver School of Social Work
Katherine Maurer, PhD candidate
New York University, Silver School of Social Work
The Council on Social Work Education (CSWE) designates field education as the signature pedagogy of social work education in its Educational Policy and Accreditation Standards (EPAS, 2008). The EPAS present a competency-based approach to social work education with measurable outcomes to evaluate the integration of knowledge and practice skills. Across many professions, the Objective Structured Clinical Examination (OSCE) has been used for several decades in a variety of settings as an assessment tool for educators to assess gaps between clinical instruction, to gather data for curriculum changes, and to identify the effectiveness of teachers and trainers (Ali et al., 1999; Anderson et al., 1991; Eliot et al., 1994; Regehr, Freeman, Hodges, & Russell, 1999; Reznick et al., 1998; Sloan et al., 1997; Warf, Donnelly, Schwartz, & Sloan, 1999). In addition, the OSCE can help to improve student confidence and to predict educational outcomes (Ytterbert et al., 1998).
In response to the lack of reliable measures of observed practice, several researchers (Bogo, 2010; Lu, Miller, & Chen, 2002) have adapted the Objective Structured Clinical Observation (OSCE) for application to social work in establishing reliable and concrete criteria for evaluating students’ actual practice performance and implementation of core skills (Bogo, Regehr, Logie, Katz, Mylopoulos, & Regehr, 2011)
Read more »
Published October 2012
by Elaine S. Mittell, MSW
Simmons School of Social Work
For the past fourteen years, Simmons School of Social Work students have had the opportunity to build leadership skills through participation in the Urban Leadership Certificate Program (ULP). The ULP is a unique initiative that aims to empower social workers as leaders who can promote change on a broader level while they are intervening to assist individuals, families, and groups. One major component of ULP instruction is the Urban Leadership Project, an assignment that requires students to develop and carry out a plan to address a service delivery obstacle in their Advanced Year clinical internship. The Urban Leadership Project provides students with a challenging and rich learning experience. Their leadership learning both parallels and enhances the development of more traditional clinical practice skills. This article will provide an overview of the ULP, describe the Project assignment, and discuss field educators’ potential impact on students’ leadership learning.
Read more »
Published October 2012
by Jerry Jo M. Gilham, PhD
Associate Professor, Franciscan University of Steubenville
The primacy of field education in social work education is well established (Kissman & Van Tran, 1990; Knight, 1996; Savaya, Neta, Dorit, & Geron, 2003; Strom, K., 1991). This is clearly evidenced by the recent naming of field education as the “signature pedagogy” by the Council on Social Work Education (CSWE). Since CSWE began accrediting social work programs, evidence indicates that students report field practicum as the most important course in the curriculum (Briggs, 1977; Roberts, 1973; Savaya, Neta, Dorit, & Geron, 2003; Skolnik, 1988).
Read more »
Published October 2012
by Monit Cheung, PhD
Professor, Graduate College of Social Work, University of Houston
Kim Alzate
Graduate College of Social Work, University of Houston
Peter Viet Nguyen, PhD
Associate Professor, School of Social Work, Virginia Commonwealth University
Psychodrama is a psychotherapeutic technique that aims to guide patients in expressing their life experiences through dramatic enactments. It is a clinical technique that can also enhance clinical skill learning. According to Avrahami (2003), psychodrama focuses on a “protagonist,” or drama character, to explore life issues, conflicts, unfinished business, and maladaptive behaviors in front of a group of learners or patients. Psychodrama has been shown to be successful because it is action-oriented (Dayton & Nicholas, 2009) and offers discussions of each session between the therapist and the protagonist (played by a client) (Avrahami, 2003; Drakulic, 2010). Jenkyns (2008) suggests that psychodrama can be used as a supervisory tool, as it is a “projective work” approach that encourages professionals to act or observe the enactment of life situations relevant to clients (p. 99). Hinkle (2008) calls this a “parallel learning” process in that a counseling professional learns through the enactment group and appreciates learning from the client’s perspective (p. 401). This article illustrates the experiential use of psychodrama techniques to provide internship orientation and its educational impact on an MSW intern [1]. We analyzed the intern’s notes and the supervisor’s responses for evidence that using psychodrama could provide interns the means to conduct self-reflective learning to prepare them for placement.
Read more »
Published October 2012
by Lisa L. Moore, MSW
Clinical Assistant Professor, Boston University
Over the past few years, Generation Y, also called “Millennials,” has been of great interest to individuals and organizations. Many social work students come from this generation. In the United States, Canada, and many other countries, Millennials are considered to be those who were born between 1980 and 1996 (Howe & Strauss, 2000). The dramatic changes in technology, education, and forms of connection, combined with the distinct world events particular to this generation, have left preceding generations of social work educators striving to understand what this may mean in the context of social work education. I have often heard the following comments when I ask colleagues to describe how they experience young adults: “They are entitled; they want to be given leadership positions without earning them; they can’t get off their cell phones and computers; and they are disconnected, sheltered, and checked out.” Social work literature focused on shaping a profile of the “Millennial experience” can help social work educators further our thinking
Read more »
Published October 2012
by
A list of current job openings in Field Education around the country.
Read more »