Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - SOW6539
Tracking Number - 2658
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Current Status:
Approved by SCNS - 2012-06-14
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12; Appd eff 6/1/12. Sub as 6537; Appd as 6539
Detail Information
- Date & Time Submitted: 2011-11-04
- Department: Social Work
- College: BC
- Budget Account Number: 0-1261-000
- Contact Person: Lisa Rapp-Paglicci
- Phone: 8139741809
- Email: lrapp@usf.edu
- Prefix: SOW
- Number: 6539
- Full Title: Field Instruction IV
- Credit Hours: 4
- Section Type: I -
Internships (Including Practicum)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum):
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites: SOW 6534, SOW 6535, SOW 6536
- Corequisites:
- Course Description: The last field seminar course is designed to offer a structured environment in which to integrate academic course work with the field placement. Students learn advanced clinical skills in preparation for professional clinical social work practice.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? It is a required course for MSW students. It is not open to non-majors.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) An MSW degree plus two years of practice experience.
- Objectives: The course and corresponding field placement will assist students in developing professional relationships with clients, complete thorough assessments, select and implement appropriate interventions, and terminate with clients.
- Learning Outcomes: Upon completion of this course, a student should have achieved the following objectives as measured by the specified evaluation methods.
1. Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance (Practice Behavior 10.2)
Measurement:
Use of Self Assignment and in-class activity
Ethics Presentation
In-Class Participation regarding Legal Matters and Values
Mid-term evaluation
Final evaluation
2. Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes (Practice Behavior 10.3)
Measurement:
Use of Self Assignment and in-class activity
Final Phase of Treatment Paper
Mid-term evaluation
Final evaluation
3. Select and modify appropriate intervention strategies based on continuous clinical assessment and assessing clients readiness for change (Practice Behavior 10.5 & 10.7)
Measurement:
Use of Self Assignment and in-class activity
Final Phase of Treatment Paper
Mid-term evaluation
Final evaluation
4. Use differential and multiaxial diagnoses (Practice Behavior 10.8)
Measurement:
Mid-term evaluation
Final evaluation
5. Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment including crisis intervention strategies as needed (Practice Behavior 10.10)
Measurement:
Use of Self Assignment and in-class activity
Mid-term evaluation
Final evaluation
6. Understand and identify professional strengths, limitations and challenges (Practice Behavior 2.3)
Measurement:
Use of Self Assignment and in-class activity
Final Phase of Treatment Paper
Mid-term evaluation
Final evaluation
7. Develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and strengths perspectives (Practice Behavior 2.4)
Measurement:
Use of Self Assignment and in-class activity
Final Phase of Treatment Paper
Process Recording
Mid-term evaluation
Final evaluation
4.
- Major Topics: Supervised field education
Preparation for Licensure
Advanced Clinical Practice
- Textbooks: MSW Field Manual, online edition, School of Social Work: University of South Florida.
Reamer, F.G. (2009). Social Work Ethics Casebook. Silver Spring, MD: NASW Publications.
- Course Readings, Online Resources, and Other Purchases: A field placement fee is attached to this course.
- Student Expectations/Requirements and Grading Policy: Professional and Behavioral Accountability in the Classroom
It is important that students learn to manage the multiple demands of field and seminar. Chronic tardiness in the field placement is considered unprofessional and can result in an unsatisfactory performance evaluation when tardiness affects the student’s ability to take advantage of field learning opportunities. Additionally, students are expected to contact their field instructor and/or professor as soon as possible to notify of impending lateness or an unscheduled absence from class or field. Providing notice to the instructor when assignments will be turned in late is a professional courtesy.
Professional behavior is expected of all students both in field and in the classroom. Professional behavior in the classroom includes but not limited to the following:
1) Maintaining Confidentiality
Information shared in class about agencies and clients is considered to be covered by the NASW Code of Ethics regarding the sharing of information for supervisory purposes. Agencies are aware that information is shared in class for this purpose. However, discussions outside of class with individuals outside of the seminar or with other members of the seminar regarding information shared in class about clients, supervisors, or agencies is considered a breach of confidentiality. Breach of confidentiality is grounds for removal from field.
2) Following Proper Channels for Communication and Conflict Resolution
One of the most important aspects of becoming a professional is the understanding of the use of supervision. The use of supervision includes, among other things, identifying areas for growth and the understanding of the process for communication regarding concerns. Students are expected to use identified channels for resolving concerns both within field and the seminar. In field this includes going directly to the field instructor and the faculty liaison. More about problem solving in field can be found in the Field Manual. In field seminar the student is expected to bring the concern first directly to the seminar instructor on an individual basis. Students should be prepared to discuss the concern and offer possible solutions.
3) Safety
As part of professional social work education, students will have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should also notify professors regarding any safety concerns.
4) Respect for Colleagues
Part of professional accountability includes treating others with respect and courtesy. Within the field seminar this entails listening to the opinions and concerns of others with openness, offering suggestions and ideas in a positive and respectful manner, and willingness to promote group cohesiveness in the learning environment.
5) Use of Computers, Cell Phones/texting in the Classroom
Field Seminar is a practice course, and class participation is essential. Generally, it will not be necessary to take detailed computer notes on material in this course, and only occasionally will the use of a laptop computer be warranted. When laptops are being used in the classroom, it is considered unprofessional and disrespectful to use the computer for anything other than note-taking or relevant data search that will benefit the entire class. Internet surfing, texting, instant messaging, working on material outside of the BSW Seminar, etc. is not permitted and will result in lowered professional accountability grades and possible disciplinary action. Additionally, cell phones should be turned off when class begins and remain off throughout the duration of the class.
6) Time Management
It is important that students learn to manage the multiple demands of field and seminar. Chronic tardiness in the field placement is considered unprofessional and can result in an unsatisfactory performance evaluation when tardiness affects the student’s ability to take advantage of field learning opportunities. Additionally, students are expected to contact their field instructor and/or professor as soon as possible to notify of impending lateness or an unscheduled absence from class or field. Providing notice to the instructor when assignments will be turned in late is also expected. This should be done as a professional courtesy, not to prevent the point deduction for late assignments.
1. Field Learning Plan- Mandatory 10 points
2. Field Hours- 80 hours- minimum Mandatory
3. Professional Documentation Skill Building Mandatory 20 points
4. Practice Setting Analysis- Mandatory 40 points
5. Field Evaluation - Mandatory
6. 4 Workbook Assignments (5 pts each) Mandatory 20 points
7. Participation in class- Mandatory 10 points
- Assignments, Exams and Tests: Course Calendar:
Week 1 Review syllabus and course requirements Sign up for Ethics topic
Field Learning Plan/Review ipt data base
Week 2 Holiday- NO CLASS
Week 3 Integration of Field Issues Due: ipt student detail screen completed
Week 4 Guest Speaker/Legal Issues Joint Class Due: Field learning plan
Week 5 Ethics presentation - Group 1
Week 6 Ethics presentation - Group 2
Week 7 Ethics presentation - Group 3
Week 8 Ethics presentation – Group 4
Week 9 Integration of Field Issues
Week 10 SPRING BREAK
Week 11 Use of Self experiential exercise Due: Final Phase Reaction
Week 12 Integration of field issues
Week 13 Joint Session- Professionalism, Resume-Writing, Interviewing, Guest Speaker
location TBA Due: Field Evaluation Electronic Survey
Week 14 On-line class interactive assignment via Blackboard
Week 15 Joint session- Licensure & The State of the Profession, Guest Speaker
location TBA
Week 16 Final Class Due: MSW Field Performance
Evaluations and Termination Evaluation- Sequence IV and Hours log
- Attendance Policy: ATTENDANCE POLICY
Students are expected to be on time and prepared to participate when class begins as well as be present throughout the entire class meeting. Classroom exercises, discussions, role-plays, guest speakers and other in-class experiential exercises are essential for a student’s professional learning and continued development of self-awareness. This form of learning cannot be “made up” once missed. Accordingly, Attendance is required at all class meetings. Excused absences are limited to the following instances: documented illness, deaths in the immediate family, and other documented crises, military duty, jury duty, religious holidays (consistent with University policy, 10-045), court-imposed legal obligations other than jury duty, and special requirements of other courses (must be documented by the faculty member of record). A student is considered absent if he/she arrives more than 30 minutes late to class, leaves 30 minutes or more early, or does not come to class. Students are allowed to miss two classes (for classes that meet twice weekly; or one class for classes that meet only once per week) without penalty. After that 5% off of the total grade may be deducted for each missed class, at the faculty member’s discretion.
Students who experience an unforeseen circumstance such as a serious medical problem which interferes with their attendance or course assignments should notify the instructor immediately. Students and instructors should familiarize themselves with the USF Incomplete policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: ACADEMIC DISHONESTY POLICY
Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. All papers will be submitted through SelfAssign. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. The School of Social Work Procedures for Alleged Academic Dishonesty or Disruption can be found at: http://www.ugs.usf.edu/catalogs/0608/adadap.htm and at http://socialwork.usf.edu/. Student Academic Grievance Procedures can be found at http://www.ugs.usf.edu/catalogs/0608/arcsagp.htm
- Program This Course Supports: MSW
- Course Concurrence Information: None
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.