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Written from the perspective of long-standing field director Urania E. Glassman, this practical guide helps BSW and first and second year MSW students successfully navigate field work. Vignettes, examples from field programs, and over 75 case illustrations further an applied understanding of every step in the field work process, highlighting student accomplishments, obstacles, and common dilemmas. Unique in its experiential approach, this applied text reinforces true learning in the field.

Tabla de contenidos provista por Syndetics

• Foreword(p. xix)
• Preface(p. xxi)
• Acknowledgments(p. xxiii)
• About the Author(p. xxvii)
• Part I Understanding Where You are Heading(p. 1)
• Chapter 1 Introduction to Field Work: Experiential Education(p. 3)
• Introduction(p. 3)
• Developing Competency in Field Work(p. 4)
• The Feedback Loop(p. 4)
• The Field Instructor as "Coach"(p. 4)
• Stages of Experiential Learning(p. 5)
• The Johari Window(p. 5)
• How to Maximize Experiential Learning in the Field(p. 7)
• Know Thyself(p. 7)
• Embrace Being a Learner(p. 7)
• Start Where the Client Is(p. 8)
• Accept the Ambiguity and Feelings of Uncertainty of Social Work Practice(p. 8)
• Do Not Skip Over Preparatory Empathy(p. 8)
• Integrate Social Work Theory and Values Into Your Work With Clients(p. 8)
• Embrace Artistry as Your Individuality in Professional Use of Self(p. 8)
• Framework of This Text(p. 10)
• Summary(p. 11)
• Chapter 2 Student Qualities and the Transformational Process(p. 13)
• Introduction(p. 13)
• Elements That Students Bring to Field Work(p. 13)
• New Students-Foundation First-Year MSW Students and Senior-Year BSW Students(p. 13)
• More Experienced Students-Second-Year MSW Students(p. 17)
• Transformation in Field Work(p. 19)
• The Personal Element That Brought the Student to the Program(p. 19)
• Potential Difficulties in the Transformational Process(p. 20)
• Potential Barriers and Catalysts to Learning and Developing Skills(p. 20)
• Five Elements of Field Work(p. 20)
• Agency Mission(p. 21)
• Student's Assignment(p. 21)
• Field Instruction(p. 22)
• Embracing the Role of Student(p. 23)
• Time Frame Requirement(p. 23)
• Summary(p. 24)
• Chapter 3 Securing Agency Acceptance(p. 25)
• Introduction(p. 25)
• Agency Endorsement of Student as Worker With Clients(p. 26)
• Preparing for Initial Agency Meeting(p. 26)
• Résumé(p. 26)
• Field Placement Form(p. 27)
• Introductory Communications(p. 29)
• Social Media Review(p. 30)
• Scheduling the Agency Meeting(p. 30)
• Attire, Appearance, Presentation(p. 31)
• The Initial Agency Meeting(p. 32)
• First-Year MSW and BSW Students(p. 32)
• Second-Year MSW Students(p. 33)
• Qualities That Agencies Are Looking For(p. 35)
• Trustworthiness(p. 35)
• Humility(p. 36)
• Reliability(p. 37)
• Barriers to Acceptance By the Agency(p. 39)
• Being Self-Absorbed(p. 39)
• Being Unfocused, Disorganized, Missing Deadlines(p. 40)
• Allowing Life to Get in the Way(p. 40)
• Trying to Renegotiate the Terms of Your Field Placement(p. 41)
• Dealing with Required Background Checks and Medical Documentation(p. 43)
• Summary(p. 44)
• Chapter 4 Developing Social Work Competencies(p. 45)
• Introduction(p. 45)
• Getting Started on the Right Foot at Field Placement(p. 45)
• Field Education as the "Signature Pedagogy" of Social Work(p. 46)
• Performing(p. 47)
• Knowledge for Practice(p. 47)
• Professional Values for Practice(p. 48)
• Social Work Competencies and Practice Behaviors(p. 48)
• Social Work Competencies and Your School's Curriculum: Foundation Field Work(p. 52)
• Social Work Competencies and Your School's Curriculum: Second-Year Field Work(p. 54)
• Summary(p. 55)
• Part II The Design and Structure of Field Work(p. 57)
• Chapter 5 The Relationship Between Field Instructor and Student(p. 59)
• Introduction(p. 59)
• Roles of Field Instructors(p. 60)
• Cultivating Communication and Assessing Progress(p. 60)
• Structuring Field Instruction(p. 61)
• Evaluating and Developing Student Skills(p. 61)
• Keeping the Student the Center of Attention(p. 62)
• Assessing Competency Development and Learning Style(p. 63)
• Serving as Role Model and Mentor(p. 64)
• Roles of Students(p. 65)
• Dealing With Practice Challenges in the Context of Your Inexperience(p. 66)
• Openly Contributing to the Coaching and Critiquing Process(p. 67)
• Understanding the Nature of the Coaching Process(p. 67)
• Using Process Recordings to Deepen Feedback(p. 69)
• Curbing Your Unenthusiastic Approach to Criticism(p. 73)
• Getting on Board With the Procedures and Systems at Field Placement(p. 73)
• Scheduling Regular Appointments for Field Instruction(p. 73)
• Recognizing and Accepting the Challenges of the Evaluation Process(p. 73)
• Summary(p. 75)
• Chapter 6 Process Recording and Other Educational Tools(p. 77)
• Introduction(p. 77)
• Purpose of Process Recording(p. 77)
• Outline for Narrative Process Recording(p. 78)
• Part I Pre-Engagement(p. 78)
• Part II Narrative(p. 79)
• Part III Impressions(p. 80)
• Part IV Plans for Future Action(p. 80)
• Part V Questions(p. 80)
• Additional Formats for Process Recording(p. 89)
• Further Educational Tools(p. 90)
• Summary(p. 91)
• Chapter 7 The Relationship Between Faculty Field Advisor and Student(p. 93)
• Introduction(p. 93)
• Faculty Field Advisor's Roles(p. 93)
• Conferring and Meeting With the Field Instructor(p. 94)
• Evaluating the Student's Learning Experience(p. 94)
• Mediating the Relationship Between Student and Field Instructor Acting as a Sounding Board for Students(p. 95)
• Assigning Field Work Grades(p. 95)
• Consulting With Field Instructor on Educational Issues(p. 95)
• Representing School to Agency(p. 96)
• Roles of Students(p. 96)
• Utilizing the Faculty Field Advisor's Resources(p. 96)
• Benefiting From the Faculty Field Advisor's Agency Visit(p. 97)
• Accurately Reporting Events to the Faculty Field Advisor(p. 100)
• Using the Faculty Field Advisor as a Sounding Board(p. 102)
• Summary(p. 103)
• Part III Transforming the Desire to Help into Professional Competence-From Caring to Learning How to Do(p. 105)
• Chapter 8 Timelines for Student Development(p. 107)
• Introduction(p. 107)
• BSW Program Field Work Timeline(p. 107)
• Beginning Phase of Field Work: Junior-Year and Senior-Year Student in the First Semester(p. 107)
• Middle and Ending Phases of Field Work: Senior-Year Student in the Second Semester(p. 108)
• MSW Program Timeline for Field Work(p. 109)
• Beginning Phase of Field Work: First-Year Student in the First Half(p. 109)
• Middle Phase of Field Work: First-Year Student in the Second Half(p. 109)
• Middle Phase of Field Work: Second-Year Specialization(p. 110)
• Challenges for All Students(p. 112)
• Progression of Learning(p. 113)
• Developing Higher-Order Understanding and Skills(p. 113)
• Continuing to Develop Competencies(p. 116)
• Block Placement Designs(p. 118)
• Summary(p. 118)
• Chapter 9 Developing Social Work Competencies in the Foundation Year(p. 119)
• Introduction(p. 119)
• Review of the Social Work Practice Competencies(p. 119)
• First-Year Competency Development Exemplars(p. 121)
• Case Illustration 9.1 Preparation for Field Instruction(p. 122)
• Maria's Field Instruction Meeting(p. 125)
• Case Illustration 9.2 Preparation for Field Instruction(p. 127)
• Lauren's Field Instruction Meeting(p. 129)
• Moving Forward With Foundation Competencies(p. 130)
• Social Work Code of Ethics as Foundation for Competent Practice(p. 131)
• Summary(p. 133)
• Chapter 10 Advanced Competencies in the Second Year(p. 135)
• Introduction(p. 135)
• Getting Started(p. 135)
• Start With Your School's Specialization Curriculum(p. 135)
• Understand Your Specialization Area(p. 136)
• Second-Year Specialization Exemplars(p. 136)
• Case Illustration W.I Preparation for Field Instruction(p. 138)
• Lucas's Field Instruction Meeting(p. 140)
• Case Illustration 10.2 Preparation for Field Instruction(p. 143)
• Kendra's Field Instruction Meeting(p. 147)
• Social Work Code of Ethics as Foundation for Competent Practice(p. 148)
• Summary(p. 151)
• Chapter 11 Employment and Field Placement at the Same Site(p. 153)
• Introduction(p. 153)
• Guidelines for Developing a Field Placement Within Your Agency of Employment(p. 153)
• Plan Early for Field Work at Your Employing Agency(p. 154)
• Developing a Field Placement That Meets School Standards(p. 156)
• Common Problems and Pitfalls(p. 158)
• Unlearning Prior Non-Social Work Roles(p. 158)
• Supervision With Field Instructor(p. 159)
• Time Pressures(p. 160)
• Your Work Supervisor Wants to See Your Field Evaluation or Process Recordings(p. 160)
• Withholding Information and Avoiding Issues(p. 160)
• Summary(p. 162)
• Part IV I Feel Like Spaghetti-All Strung Out(p. 163)
• Chapter 12 Managing Stressful Relationships and Demands(p. 165)
• Introduction(p. 165)
• Managing Stressful Relationships With Clients(p. 165)
• Being New to the Student Role(p. 166)
• Clients' Stories(p. 166)
• Unfinished Business(p. 167)
• Difficult Clients(p. 168)
• Managing Stressful Relationships With Your Field Instructor(p. 170)
• Field Instructor's Authority(p. 171)
• Parallel Process(p. 171)
• Negative Parallel Process(p. 172)
• Experiencing Practice Issues(p. 173)
• Other Relationship Issues(p. 173)
• Managing Issues at the Agency(p. 174)
• Compliance Issues(p. 174)
• Unexpected Issues(p. 176)
• Agency Issues(p. 177)
• Managing Demands of Family and Friends(p. 177)
• Relationships and Activities(p. 177)
• Summary(p. 180)
• Chapter 13 Utilizing Self-Awareness in Social Work Practice(p. 181)
• Introduction(p. 181)
• Using Your History and Issues to Enhance Your Work(p. 182)
• Step 1 Identify Your Personal Interest in Social Work(p. 182)
• Step 2 Use the Johari Window-Quadrants I and II(p. 183)
• Step 3 Continue the Johari Window-Quadrant III(p. 184)
• When Your Personal Issues Get in the Way(p. 185)
• Step 4 Identify Your Self-Awareness Issues(p. 186)
• Step 5 Consider the Extent to Which Your Self-Awareness Issues Are Resolved(p. 188)
• Step 6 Revisiting the Johari Window-Quadrant III(p. 189)
• Managing the Countertransference and Transference (Hepworth, Rooney, Rooney, Strom-Gottfried, & Larson, 2010)(p. 190)
• Using Your History to Help Others(p. 191)
• Reflective Exercise(p. 192)
• Summary(p. 193)
• Chapter 14 Looking Toward the Future(p. 195)
• Introduction(p. 195)
• Ending First-Year or Senior-Year Field Work(p. 195)
• Transition from First- to Second-Year Field Work(p. 196)
• Picking a Specialization and Seeking Advice(p. 196)
• Repeating the Entry Process Into Second-Year Field Placement But With New Abilities(p. 196)
• Transition from BSW to Career or to MSW Program(p. 197)
• Applying for Employment(p. 197)
• Applying to an MSW Program(p. 198)
• Transition From MSW to Career(p. 198)
• Licensing Exam Preparation(p. 198)
• Résumé Preparation(p. 199)
• Employment Reference From School(p. 199)
• Utilizing Your Networks(p. 201)
• Summary(p. 204)
• Epilogue(p. 205)
• Notes and References(p. 207)
• Appendix A (p. 211)
• Appendix B (p. 215)
• Appendix C (p. 217)
• Index(p. 219)

Notas de autor provistas por Syndetics

Urania Ernest Glassman, MA, MSW, DSW, LCSW

Dr. Glassman's role as director of field instruction spans 30 years. Her social work specializations are field education, group work, and clinical practice. She is currently Principal Investigator of a $1.4 million grant from the U.S. Department of Health and Human Services - HRSA for Wurzweiler School of Social Work Yeshiva University to train 2ndyear students in clinical field placements with high risk adolescents and transitional age youth. Her recent volume with Sage, Group Work: A Humanistic and Skills Building Approach 2ndEd ., provides underpinning for the training design. Dr. Glassman maintains a long-standing clinical practice with individuals, families, and groups.

She has written and presented papers on field education processes and experiential learning, training field educators, group work, and clinical practice. Dr. Glassman served on the Council on Social Work Education Commission on Educational Policy during the time when social work competencies were defined and field education as social work's signature pedagogy was branded. She was instrumental in the development of CSWE's field education symposium - now the field education track, co-founder of NANFED - North American Network of Field Educators and Directors, and of the NYC Red Apple Chapter of the International Association of Social Work with Groups, and has served as chair of these initiatives.