III. Field Instruction

a) Course Descriptions & Requirements

BSW & MSW Foundation-Generalist Field Experience

During the community-based Foundation-Generalist field placement and field experience course, students learn to apply generalist engagement, assessment, intervention, and evaluation skills. They develop an understanding of responding to social and human problems within a context of social work values and ethics, social justice, and affirmation of the human rights of diverse groups of people. Client systems may be communities, organizations, groups, families or individuals. Generalist practice is flexible and creative enough to support problem interventions that draw upon strengths, capacities and resources to determine the practice approach.

BSW - SOWK 491 Requirements

The BSW Professional Field Experience occurs during the student’s final year of the undergraduate program and is a 400-hour Foundation-Generalist Placement. The Foundation-Generalist Field Experience for full-time students consists of 17-20 hours per week over approximately 24 weeks, for a total of 400 minimum hours, plus required attendance and participation in SOWK 491 professional field experience course.

In order to begin the Field Practicum (SOWK 491), BSW students must be in good academic standing and have successfully completed all degree requirements with a GPA of at least 2.0. While engaged in the field placement, students are enrolled in SOWK 491, Professional Field Experience. This course is graded Pass/Fail and involves 2 consecutive semesters. Failure of either semester may result in students needing to repeat their entire field experience.

See Appendix E for specific hour and week requirements.

MSW – SOWK 581 Requirements

Regular Standing students are those students whose undergraduate degree is not in Social Work, or whose undergraduate social work degree is more than 8 years old. Regular Standing students are required to complete 18 credit hours of Foundation Courses plus 6 credit hours of Foundation-Generalist Field Experience within the first year of the full-time program. Part-time students complete this field experience in their second year. Advanced standing students are not required to complete generalist courses or the Foundation-Generalist field experience. The Foundation-Generalist Field Experience for full-time students consists of 13-16 hours per week over approximately 24 weeks, for a total of 300 minimum hours, plus required attendance/participation in SOWK 581 professional field experience course. The Foundation-Generalist Field Experience for part-time students consists of 12-16 hours per week over approximately 24 weeks, for a total of 300 minimum hours, plus required attendance/participation in SOWK 581 professional field experience course. The Foundation-Generalist field placement experience is graded Pass/Fail and involves 2 consecutive semesters. Failure of either semester may result in students needing to repeat their entire field experience.

See Appendix E for specific hour and week requirements.

The required courses that make up the Foundation Curriculum are paired with the foundation placement to allow the students to experience and reflect on generalist practice, as well as to articulate concepts and develop practice abilities that reflect our understanding of generalist practice. Students take the following courses either prior to or concurrently with the Foundation-Generalist Field Placement Experience:

• SOWK 530 Professional Identity and Social Justice
• SOWK 520 Human Behavior in the Social Environment (HBSE)
• SOWK 540 Generalist Practice I: Individuals, Families, & Groups
• SOWK 513 Social Work Research Methods
• SOWK 531 Social Welfare Policy and Programs
• SOWK 541 Generalist Practice II: Rural Community and Organizational Practice

MSW Specialized-Advanced Field Experience – SOWK 682

Both Advanced Standing and Regular Standing students are required to complete the community-based Specialized-Advanced field placement and integrative field seminar course. The Specialized-Advanced placement builds on the foundation and advanced courses and the previous Foundation-Generalist field experience, whereby students learn to apply advanced integrated practice skills. They engage with interdisciplinary teams to address social and human problems within a context of social work values and ethics, social justice, and affirmation of the human rights of diverse groups of people. Advanced content in the placement focuses on knowledge and skills that are appropriate to specialized social work practice.

During the Specialized-Advanced placement experience, the student is expected to apply greater autonomy, differentiation, elaboration, and integration with respect to applying theory to practice than was expected in the generalist experience. Students in Specialized-Advanced placement are expected to concentrate more intensively and autonomously in levels of intervention which reflect elements of the advanced integrated curriculum, which includes work at the micro, mezzo, and macro levels of practice. The Specialized-Advanced placement is meant to prepare the student for entry into social work practice employment, and the expectation is that the student has already grasped the generalist concepts, theories and roles, as well as appropriate professional behavior.

MSW – SOWK 682 Requirements

The MSW Specialized-Advanced field experience occurs during MSW students’ final year of the program. The Specialized-Advanced field experience for full-time students consists of approximately 20-22 hours per week over approximately 30 weeks, for a total of 600 minimum hours, plus required attendance/participation in SOWK 682 professional field experience course. The Specialized-Advanced field experience for part-time students consists of approximately 15-18 hours per week over approximately 36 weeks, for a total of 600 minimum hours, plus required attendance/participation in SOWK 682 professional field experience course. In order to enter SOWK 682, students are required to have successfully completed their Foundation-Generalist field experience or have Advanced Standing status. Students enroll in 9 credit hours of SOWK 682 and must complete 600 hours. The Specialized-Advanced field experience is graded Pass/Fail and involves 2 or 3 consecutive semesters (depending on degree plan). Failure of one semester may result in students needing to repeat their entire field experience.

See Appendix E for specific hour and week requirements.

b) Course Competencies (Student Learning Outcomes) & Practice Behaviors

The Council on Social Work Education (CSWE) specifies core competencies and associated measurable practice behaviors that are comprised of knowledge, values, and skills. The Educational Policy and Accreditation Standards (EPAS) of CSWE explains that the curriculum prepares its graduates for generalist and advanced practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a concentration.

BSW & MSW Foundation-Generalist Learning Outcomes

Upon completion of this course, students are able to:

• Identify and demonstrate skills in engaging, assessing, intervening, and evaluating complex practice situations.
• Demonstrate professional use of self and ability to utilize the NASW Code of Ethics when engaging with client or organizational systems.
• Compare micro, mezzo, and macro practice skills across service sectors and within interdisciplinary teams to effectively address social and human problems across a wide range of practice areas, with a particular emphasis on effective models of rural service delivery.
• Discuss relevant evidence-informed theories, methods, and policies with respect to practice intervention.
• Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice.

*The learning outcomes for this course address CSWE EPAS 2022 Generalist Competencies 1, 2, 3, 4, 5, 6, 7, 8, & 9

MSW Specialized-Advanced Integrated Learning Outcomes

Upon completion of this course, students are able to:

• Analyze and synthesize skills in engaging, assessing, intervening, and evaluating complex practice situations.
• Demonstrate professional use of self and ability to utilize the NASW Code of Ethics when engaging with client or organizational systems.
• Integrate micro, mezzo, and macro practice skills across service sectors and within interdisciplinary teams to effectively address social and human problems across a wide range of practice areas, with a particular emphasis on effective models of rural service delivery.
• Incorporate relevant evidence-informed theories methods, and policies with respect to practice intervention
• Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice

*The learning outcomes for this course address CSWE EPAS 2022 specialized Competencies 1, 2, 3, 4, 5, 6, 7, 8, & 9

c) Integration of Field Course & Internship

Foundation-Generalist Field Course

The BSW Field Experience provides the student with opportunities and experiences which demonstrate the multiple and varied roles that social workers perform, as well as day-to-day operations within social, human and health care agencies, programs and organizations. Students engage in professional field experience course (SOWK 491) throughout both fall and spring semesters; course must be taken and passed sequentially, Fall and then Spring. The course is facilitated by the Faculty Field Liaison and focuses on integration of classroom theory with practice experiences. Classroom hours are not included in the 400 required placement hours.

All MSW Foundation-Generalist placement students (both full and part-time) engage in a professional field experience course (SOWK 581) throughout 2 semesters; course must be taken and passed sequentially. Part-time students complete a summer/fall sequence and full-time students complete a fall/spring sequence. The course is facilitated by the Faculty Field Liaison and focuses on integration of classroom theory with practice experiences. These hours are not included in the 300 required placement hours.

The following discussion topics will be integrated into the course: Orientation to Field; Professional Identify as a Social Worker; Safety in the Field; Documentation; Use of Supervision; Roles and Boundaries; Social Work Ethics and Managing Ethical Dilemmas; Anti-Racism, Diversity, Equity, and Inclusion in Practice; Conflict Resolution; Policy Practice; Evaluating Outcomes in Practice; Ending with Clients and Transitioning to Specialized-Advanced field; and Evaluating Professional Growth.

Specialized-Advanced Integrated Field Course

All students in Specialized-Advanced field engage in an advanced level professional field experience course (SOWK 682) during the field placement. Students enroll in SOWK 682 throughout 2 or 3 semesters; course must be taken and passed sequentially. Full-time students complete a fall/spring sequence and part-time students complete a fall/spring/summer sequence. These hours are not included in the 600 required placement hours.

The following discussion topics will be integrated into the course: Orientation to Specialized-Advanced field; Skills Practice; Advanced Integrated Practice at Micro, Mezzo and Macro levels; Role of Social Work in Interprofessional Practice; Advanced Documentation; Licensure; Transitioning to MSW-level Practice; and other Special Topics determined through class discussion.

d) Learning Contract

The Learning Contract is a living document that reflects the evolving learning needs of the student, their placement agency and the social work profession, and gives students direction and guidance during field placements. This individualized plan incorporates contributions from the Field Instructor, student, and Faculty Field Liaison. They are developed by the student, with input and guidance from Field supervisors during the first 3-4 weeks of placement, and set the stage for evaluating student abilities, performance, and progress. The Learning Contract also includes a small number of required activities for all students relating to competencies. Learning Contracts are developed and utilized for both Foundation-Generalist and Specialized-Advanced field experiences.

All Learning Contract activities must include: 1) the student action, and 2) the way in which activity completion will be verified by their field supervisor.

Sample Learning activities can be found in appendix H and can be customized for specific placements. Students and field supervisors may also consider incorporating some remote activities into the learning contract in order to plan for potential times away from the site, a temporary field disruption and/or agency closures.

The example below includes both the action and the verification aspect.

Learning Contract Guidelines

1. Two (2) activity minimums: For each practice behavior listed within a competency, students should include a minimum of two fulsome activities, reflecting both the activity and verification aspect.
   
   
2. Required activities: Students should add to areas that already include a SSW required activity to meet the two-activity minimum
   
   
3. Personalize activities: Students should develop activities using 1st person language and use “I will” action statements.
   
   
4. Tailor to issue/agency: Activities should be tailored to reflect the placement agency, service arena, and strategies in working with the agencies target populations. Sample activities and examples may be used to inspire activities. Generic/vague activities should be tailored by the student to their specific placement, population, and goals.
   
   
5. Verification – Students should include a variety of ways that their completion of learning activities can be verified. Reflecting on the question, “How will my supervisor know that I complete this?” is a good way to think about the verification aspect in each activity. Students must include a 2nd step that closes the loop on the activity for assessment purposes.
   
   Ways to verify activity completion may include:
   
   
   • Discussing activity in supervision.
   • Develop a written document based on conducted research/exploration, such as a report, fact sheet or proposal.
   • Developing a presentation and then sharing the presentation during supervision.
   • Develop and discuss a written reflection that documents your thoughts and observation, such as a process recording, critical case incident, or competency reflection.
   • Attendance and/or participation at a specific event.
     
     
6. Evaluation: Students may consider including a student evaluation activity that expands on their major accomplishments, what worked well during the experience, what could be improved upon, and recommendations for improvements to student and client experiences.

e) Agency Orientation

The SSW encourages each placement site to provide an agency orientation for students completing their field education experiences at the agency. Orientation should include a tour of the agency and a way of providing organizational context, policies, procedures, etc. to help the student gain a greater understanding of the mission, services, and activities for which the agency is responsible. Orientation packets are encouraged to provide students with written documentation, policies, and relevant materials that the student can review and keep as reference materials over the course of the placement.

Appendix G provides resources and suggestions regarding orientation practices.

f) Student Roles and Responsibilities

The student, with the support of the Faculty Field Liaison and Field supervisors, has the main responsibility for their own learning and is expected to actively participate in the formulation and implementation of the field instruction experience. During the field placement, the student is expected to maintain the same ethical standards and practices as professional staff.

Student specific requirements include the following:

• Attend required Field Education Briefing sessions for foundation and advanced placements and follow all field placement instructions in a timely fashion. This includes discussion with advisor of appropriate placement choices.
• Complete HIPAA training and certification annually, and upload HIPAA certificate for verification by field faculty liaison.
• Communicate with Field Instructor about any pertinent information that may affect the student's ability to learn, such as the student’s learning style and any accommodation needs.
• Advocate for self in pursuit of learning. The student is responsible for the discussion with their Field Instructor and the initial drafting of the learning contract, so that it can be finalized for submission to their Faculty Field Liaisons by the specified due date.
• Adhere to the agreed upon items in the learning contract, including required reports, etc. The student is required to participate in conferences with the faculty field liaison during the placement.
• Clarify with the agency any expectations related to transportation of clients and insurance coverage for these purposes.
• Respect client/agency confidentiality and abide by the NASW Code of Ethics.
• Engage in appropriate termination activities with clients and agency at any point placement ends.
• Use of Supervision: The student is expected to prepare for and participate in regular conferences with the Field Instructor, focusing on the student's learning and application of social work concepts. To foster the integration of class and field, the student is expected to share with the Field Instructor course materials and syllabi in addition to appropriate classroom discussions and experiences. The student uses this professional mentoring relationship as a constructive tool in their total educational program.
• The student should take responsibility for a clear understanding between the agency, the student, and the SSW about the student's use of agency material in the classroom.
• The student must take responsibility for becoming a part of the field instruction setting and participate as a responsible member of the staff. The student is expected to be punctual and accountable for their time. A planned weekly time schedule should be developed by the Field Instructor with the student. Students are responsible for completing time reports that document the student's activities and hours in field placements.
• Attendance at meetings and conferences in the agency and community are encouraged. The student should take advantage of appropriate opportunities to broaden the learning experience within the field instruction placement consistent with educational and service obligations.

g) Field Instructor & Site Supervisor Roles and Responsibilities

The SSW is proud and excited to work with many individuals to support students and provide educational instruction as part of their service to the community and profession of social work. The term “Field Supervisors” is used throughout this manual in reference to individuals working to supervise, instruct, mentor, and guide social work students in their field experiences. Field supervisors include:

1. Placement Site Field Instructors with BSW/MSW credentialing and the required years of post-BSW/MSW experience,
   
   
2. External Field Instructors with BSW/MSW credentialing and the required years of post-BSW/MSW experience that are located outside of where the students spends the majority of their time, and
   
   
3. Site Supervisors that are usually onsite and work closely with students throughout their experiences but bring different educational backgrounds and skill sets. Each of these roles are important in providing exceptional field education, are appreciated, and included in student goal setting and evaluation.

Placement Site Field Instructor

The process of field instruction is designed to foster the student's acquisition, application, and development of professional knowledge and skills. The Field Instructor is a teacher and a role model and serves as the representative of the field placement site, regardless of whether the Field Instructor is on site, or off-site but within the same agency. To best support field supervisors, the SSW provides online training that all supervisors are encouraged to participate in, as well as other opportunities for training and support, such as Lunch and Learn presentations and topic-based discussions.

Field Instructors (FI) take on significant professional educational responsibilities that include the following:

• Working with students to develop and implement the learning contract for field instruction.
• Providing appropriate learning experiences to enable the student to develop and integrate theoretical concepts with practice skills.
• Developing a placement schedule with the student and holding them accountable for meeting placement expectations.
• Providing an hour-long supervisory session each week in addition to informal interaction throughout the week.
• Providing initial and continuing assessment of the student's level of knowledge, educational needs and interest, in cooperation with the faculty liaison.

Importantly, Field Instructors complete a mid-term and final evaluation of the student's progress using the field assessment form provided by the SSW and discuss with the Faculty Field Liaison any serious problems that may arise. They assist the SSW in periodic evaluations of the appropriateness of the setting for providing sound educational learning/practice experiences for placement student, while also attending and participating in necessary meetings and training opportunities offered by the SSW.

BSW Field Instructors must have the following experience and credentials: A bachelor’s level social work degree from an accredited Social Work Program and a minimum of 2 years post bachelor’s degree social work-related work experience, or a graduate level social work degree from an accredited Social Work Program and a minimum of 2 years post master’s degree social work-related work experience.

MSW Field Instructors must have the following experience and credentials: A graduate level social work degree from an accredited Social Work Program and a minimum of 2 years post master’s degree social work-related work experience.

Off-site/External Field Instructors

Some placement sites may not employ anyone qualified to serve as the Placement Site Field Instructor. In those instances, the SSW will engage an Off-site/External Field Instructor that meets the standard criteria to serve as a Field Instructor. All parties, including the agency/program administrator, must agree to this arrangement. To best support supervisors, the SSW offers online training that all supervisors are encouraged to participate in, as well as other opportunities for training and support, such as Lunch and Learn presentations and topic-based discussions.

The supervisory requirements and frequency schedule for Off-site/External Field Instructor are the same as for traditional Field Instructors. However, dependent upon the geographic distance and other related issues, weekly supervisory sessions may be conducted virtually (video conference, zoom, etc.). Due to logistical needs, face-to-face supervision sessions may be conducted at an appropriate alternative site, but never in either parties’ home.

*To decrease the potential for dual relationships and/or conflicts of interest as per the NASW Code of Ethics, the Faculty Field Liaison should not also serve as a Field Instructor for the same student within the same placement setting, and/or in the same agency in which s/he is employed (Adjunct Liaisons). The utilization of a Site Supervisor does not nullify this policy.

Site Supervisor

In situations where an appropriate placement agency does not have an individual who meets the requirements to be an approved Field Instructor on site, the SSW allows for an on-site, professional staff person to serve in the role of Site Supervisor and provide additional supervision for the BSW or MSW student placement. The Site Supervisor must be knowledgeable about the agency setting, its programs, policies, intervention strategies and tactics; social work roles and functions; and must be willing to undertake the teaching role.

Dual Relationships in Field Supervision

Placements where a student’s field supervisor is also their academic advisor, Faculty Field Liaison, or a current instructor are generally avoided. If such a dual relationship is considered, the following guidelines apply:

• In accordance with the NASW COE, supervisors must set clear boundaries and discuss potential risks.
• Students should consider whether to accept the placement and consult with the field office about potential risks.
• Strategies to navigate dual relationships may include change of academic advisor, change of faculty field liaison, enrollment in an alternate course section, or ensuring clear roles and boundaries are in place.

h) SSW Field Team and Faculty Roles and Responsibilities

Field Education Director

The Field Education Director (FED) is responsible for the development of a field instruction program that is educationally based on identified curricular objectives and includes both administrative and curricular responsibilities. In fulfilling this role, the FED establishes effective relationships with the SSW Director, MSW and BSW Program Directors, field team, faculty, field supervisors, practitioners, students, and support staff.

In accordance with WVU SSW policies, the FED is responsible for the following items:

• Develops and oversees the implementation of appropriate policies and procedures for all aspects of Field Education.
• Evaluates both potential and existing placement sites and Field Instructors in consultation with Faculty Field Liaisons, other key stakeholders, and using relevant evaluation data.
• Advocates for the quality of the field education experience to all relevant groups and individuals.
• Serves as a resource for solving problems that may interfere with successful completion of field education.
• Maintains on-going ties with field community and develops avenues for communication between field community and academic faculty.

Field Coordinator

The Field Coordinator works directly with students and agencies to facilitate the placement process under the guidance and direction of the Field Education Director. This person may or may not assume other roles such as field liaison once the placement has started. The Field Coordinator role is carried out prior to the field placement beginning.

The Field Coordinator is responsible for the following:

• Coordinating and assisting in the field education placement process for students and agencies.
• Vetting agencies for high quality placements and establishing formal partnerships.
• Developing and fostering relationships with potential field sites in geographic locations aligned with student enrollment.

Faculty Field Liaison

The faculty member who serves as Faculty Field Liaison (FFL) carries the major responsibility for placement agency contact regarding the design, implementation, and evaluation of the student’s field education and field placement. Agency visits, typically initiated by the FFL, include a monitoring and coordinating function designed to assure that social work learning opportunities are made available.

The FFL is expected to make a minimum of one site visit during the placement period. For Specialized-Advanced placements, a second visit may be necessitated if there are any substantial changes to the placement or supervision, any concerns identified during the first site visit, or for students who’s midterm field assessment averages less than 2.5. Additional visits may be made any time a need is identified by any participant. FFL may conduct site visits virtually or in person.

While engaging in this role, the FFL is responsible for developing and maintaining collaborative relationships between agencies and the SSW by engaging in the following:

• Clarifying the educational and administrative expectations of the student, agency and school.
• Maintaining consultative and evaluative communication with the agency and students.
• Facilitating and assisting in the integration of classroom material and practice experience.
• Clarifying and reinforcing the educational role of the Field Instructor.

The FFL also participates with the Field supervisors and student in the evaluation of student performance, awards the final field instruction grade, and serves as the first point of contact in situations where problems occur in field learning.

Both BSW and MSW Faculty Field Liaisons bring the following experience and credentials: A graduate level social work degree from an accredited Social Work Program; A minimum of 2 years post master’s degree social work-related work experience; and experience serving as a School Faculty Member, Field Instructor or Adjunct Instructor.

i) Field Fee

The SSW will assess a flat $160 field fee for each semester a student is registered in a field course (SOWK 491/581/682) to support field education expenses. Field fees are automatically applied to a student’s university account and may not be waived.

Such expenses include, but are not limited to the following activities:

• Field orientation training for field instructors and students.
• Field faculty travel for placement site cultivation and institutional relationship building.
• Field faculty travel for agency-based visits with students and field instructors for evaluation of student performance.
• Educational materials.
• Field instructor cultivation, relationship building and workshop/training sessions.
• Field management technology access and utilization for students, field supervisors, and SSW faculty and staff.
• Field faculty meetings with other field faculty across the region for sharing information, coordinating placements, problem-solving, and maintaining currency with field instruction best practices.
• CSWE accreditation reaffirmation processes, compliance, and data collection.

j) Experiential Learning Cloud (ELC) Field Management System

The ELC online field management system is used by students, field supervisors, and faculty field liaisons for all timekeeping and documentation management in field education. Students are provided lifetime access by ELC and will use this system to search for and secure their placement, develop their Learning Contracts, record their field hours, and complete field assessment processes.

Each user has a specific role and set of privileges, and the system meets all WVU, HIPAA and FERPA data security standards. Students and WVU faculty use their WVU Mix email accounts to access ELC, while field supervisors are set up in the system and associated with their placement agency.

ELC capabilities include the following:

• Students – Identify potential placement sites; enter time; manage all placement-related documents and deliverables; and lifetime access for licensing support and clinical supervision tracking
• Field Instructors/Site Supervisors – Student supervision dashboard; and review/collaborate/approve placement-related documents and deliverables
• Faculty Field Liaisons – Assignment tracking and managing student deliverables, documents, hours, etc.
• Field Office –Agency database, manage field supervisors, and ensure successful student progress.
• SSW faculty – Tracking learning outcomes and assessment data.

Support information and video tutorials for field processes and users can be found in the Support section of the ELC Knowledge Hub. Student, faculty and field supervisor users should submit service tickets to ELC Support should they experience any technical issues or challenges.