When Did No Fault Insurance Start in Michigan

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Field Instructor Orientation

    Revised By Sandra Murphy, Ph.D., LMSW
                   July 2007
Field Instruction Purposes
          Opportunities for students:

             Engagement with clients,
              agency staff, the
             Gaining knowledge of
              professional roles and
             Being exposed to ethical
              issues and learning how to
              struggle with these in a
              practice setting with
             Field Education As A Process:
                           The Student
   Students research agencies        The agency interview gives
    on field education website.        students a chance to
                                       practice in a professional
   Students prepare their             arena.
    application and refine their
    resume.                           If a „fit‟ between the
                                       student and agency does
   Field office assigns student       not occur within the
    to an agency for an                interview, a second agency
    interview, typically an            will be identified.
    agency that the student
    requested on his/her field        Agency interview process
    application.                       mimics the job search
                   Field Preparation
   Undergraduate, 1st year           Students must take
    MSW, and 2nd Year                  responsibility for
    Extended Study Students            meeting all of the
    prepare for their field            requirements:
    placement via orientation in
    the field education labs.           – Attendance/Time
   Field instructors and               – Seminars
    students should review the          – Assignments, etc.
    Field Education Manual. It
    contains all policies,
    procedures, and forms that
    will be needed for the field
             SEE WEB SITE
                  The Typical Student
   Incredible mix.               Some are seeking a
   Young but mature.              degree and nothing
   Some are very intense.         else.
   Some are seeking a 2nd        Some are reluctant to
    career.                        “stretch”.
   Many are experienced.         Most are “product”
                                   oriented and not
   Some are demanding.            “process” focused.
   Some are inexperienced        Some have very high
    and untested.                  but unrealistic
   Most are “now” oriented.       expectations.

                               Courtesy of Dr. Ken Reid, School of Social Work
                The Work-Study Student
   Per C.S.W.E., credit cannot be granted for past or
    current work experience.

   Students who are employed by an agency where they want
    to complete one of their field placements must submit a
    Work-Study Proposal form.

   The proposal must detail how their field placement will be
    significantly different than their employment; i.e.,
    different assignment and different field instructor
    (cannot be present supervisor).

   These are approved during the placement process.

   Arrangements for wages received by the student are
    strictly between the agency and the student.
         Affiliation & Hold Harmless Agreements

   W.M.U. will send these to agencies and they usually
    take 4-6 weeks to process.

   If the agency has their own agreement, it must be
    reviewed by General Counsel and the Business Office.

   If a student‟s placement will be extended beyond the
    academic calendar, a memo must be submitted on
    agency letter head signed by the field instructor
    requesting an extension of the student‟s liability
                    Liability Issues
   Review the student agreement in the field
    education application. Students pay a University
    fee for professional liability insurance.
   Students are NOT covered by workman‟s
   Medical expenses are the responsibility of the
    student. If immunizations are required, inform
    the student right away. These are the
    responsibility of the student unless the agency is
    willing to cover them.
   Student‟s receive basic information about safety
    issues in the field labs prior to the start of
    placement. Each agency is required to provide an
    in-depth orientation to the agency‟s safety
    philosophy, procedures, and protocols.
                   Student Vehicle Issues
   It is the agency‟s responsibility to insure that the
    student has met all legal requirements for use of their
    vehicle for if the student will be expected to use their
    car for agency business.
   If students drive their personal vehicle for agency
    business, they MUST have a valid driver‟s license and
    carry the State of Michigan state mandated insurance.
    If the student is from out of state, make sure they
    are covered as Michigan is a no-fault state.
   Student‟s personal vehicle insurance is the first level
    for a claim. W.M.U. is the second only if conditions of
    the contract are met. Physical damage coverage is not
   You MUST make sure the student understands all the
    expectations regarding the use of their vehicle during
    their field placement.
           Time & Attendance: Philosophy
   Attendance is the benchmark of the developing professional
    social worker.

   Agency expectations should be followed.

   Absences should be rare and only for legitimate reasons. All
    hours MUST be made up.

   If a student is more than 10 hours short at the end of the
    semester, they will get a grade of Incomplete and a plan needs
    to be made that meets the approval of the field instructor and
    the faculty liaison.

   A sample time log is in the Appendix of the Field Education
Time & Attendance: Required Hours
 The Council on Social Work Education (C.S.W.E.)
 drives our policies much like J.A.C.H.O. and C.A.R.F. do
 in an agency setting. The following placement hours
 that are required by C.S.W.E. are as follows:
  B.S.W. Students: 400 hours. The number of hours per
    week depends on the semester/session:
        Fall/Spring = 16 hours per week.
        Spring/Summer I = 16 hrs. in Spring/29 hrs. in Summer I.
    M.S.W. Students:
        1st Year = 428 total hours Fall/Spring.
        2nd Year = 472 total hours Fall/Spring.
        Advanced standing = 596 total hours for Summer I, Fall,
               and Spring.
        School Social Work Candidates = 500 total hours
               (State of Michigan requirement).
             University Break Periods
   Students are not required to be in placement
    during official University holiday periods. These
    are: Thanksgiving, winter break, spirit day, spring
    break and other legal holidays. However, this does
    not reduce the number of hours required.

   If the agency is closed additional days due to
    weather for example, the student is granted these
    days as well, but the hours are not reduced.

   M.S.W. students in school placements are required
    to log 500 hours (State of Michigan rule) so may
    have to work the University spring break due to
    the public school calendar.
                     Agency Orientation
   The agency needs to ensure that every student receives
    an agency-based orientation during the first few weeks
    of placement.

   Orientation should consist of the following:
    * Acquainting the student with agency‟s services.
    * Focus on the scope of possible assignments.
    * Becoming familiar with policies and procedures.
    * Agency safety training, release of information
     and confidentiality provisions.

   Each student should begin their learning contract during
    this phase of the placement.

   We encourage agencies to provide students with similar
    benefits regarding reimbursement for expenses, i.e.,
    mileage for agency business, telephone, etc.
                  Agency Policies:
             Making a Determined Effort
                                      Review child/elder abuse
   Review of Client Eligibility       reporting policies and
    for Services                       procedures.

   Review Informed Consent           Continually review the
                                       N.A.S.W. Code of Ethics.
   Review Confidentiality
    Policies and Issues               Teach the student how to
                                       establish professional
   Review Duty to Warn
                                       boundaries with clients and
    Policies/Procedures                staff.

   Review Termination                Incorporate diversity and
    Policies/Procedures                advocacy.
      Getting Started: Agency “Shoulds”
   Include as much              The safety check list
    variety as possible.          must be reviewed and
                                  completed within the
   Include activities such       first month of
    as observation,               placement.
    reading, attending
    meetings and
    community visits.            Emphasis should be
                                  placed on preparing
   Include opportunities         the student early on
    to shadow and be              for eventual direct
    mentored.                     client service .
Faculty Liaison Responsibilities
   Ongoing communication with
    coordinator regarding areas
    of concern or problems.

   Maintains a positive
    relationship with the agency
    and is available for problem
    solving with students and
    field instructors.

   Meetings with students to
    process their field
    experiences during required
    seminars and/or individually.
              Faculty Liaison & Student
   Each student is assigned a faculty liaison who is
    responsible for the following:

    * Reviewing, approving, and signing the student‟s
      learning contract.

    * Monitoring student progress by meeting with the
      field instructor and student during agency visits,
      telephone contacts and/or e-mail contacts.

    * Determining the grade in conjunction with the field
      instructor. Grades are credit or no-credit.

            Field Seminars & Faculty Visits
   Field seminars offer students and faculty an opportunity to
    “process” the field placement, to share experiences and
    initiate problem solving.
   B.S.W. students participate in a field seminar every other week
   M.S.W. 1st year and 2nd year extended study students
    participate in 8 seminars at the beginning of the academic year
    and 3 additional seminars during the Fall and Spring semesters.
   M.S.W. 2nd year students participate in 3 seminars during the
    Fall and Spring Semesters
   The overall goal is frequent communication between the faculty
    liaison and the field instructor via telephone and/or e-mail.
   VISITS: There should be a minimum of three (3) face-to-face
    visits between the faculty liaison, the student, and the field
    instructor during the field placement held at the agency during
    the year. Additional visits may be needed if there are issues to
                   The Learning Contract
   Each student is required to develop a learning contract in
    conjunction with their field instructor that is the placement
    “road map”.

   Each contract should include the learning objectives,
    activities, and an outcome statement that address each
    learning objective. All contracts must contain a section on
    safety, ethics, diversity, advocacy for social and economic
    justice, and professional and personal development.

   Review the field education syllabi (in the Field Education
    Manual) and use evaluation tools as a guide.

   Each contract needs to be signed by:
    * The student                * The faculty liaison
    * The field instructor(s); both primary and secondary
      if appropriate.
    The Student: Your Role

   Make an initial assessment of your student.

   Do they DO what they SAY, and SAY what they

   How capable are they in making “connections”?

   How can you tell they are ready to go “solo”?

   How can you keep them “process” focused?
                 Building Awareness
   Knowledge of agency mission, services,
    structure and staff roles and responsibilities.

   Learning about inter-agency and community

   Initiation of introspection and awareness of

   Learning how to apply the profession‟s values
    and understanding ethical obligations based on
    the N.A.S.W. Code of Ethics.

              Learning Styles & Values
   Explore your learning style and that of your student.
    What kind of teacher are you? Remember, you are
    working with adult learners whose style may be
    different than yours.

   Strive for experiences that will allow your student to
    gain proficiency and competency.

   Provide multiple opportunities for your student to
    practice critical thinking (role playing, case studies

   Utilize your “knowing-in-action” and “reflection-in-
    action” skills. Above all else, be flexible, challenging,
    enthusiastic, conscientious and accessible.
                 Student Supervision
   Jump on “teachable”
   Let your style shine
   Utilize multiple
    – Formal conference
    – Group supervision
    – Demonstration
    – Shadowing
    – Mentoring
    – Coaching
           Supervision: The Commitment
   Design a pattern of        Identify and establish
    instruction that is         professional
    consistent and              boundaries early.
    includes a minimum
    amount of contact
    time = usually one         Teach the difference
    hour/week---usually         between a social and a
    more in the beginning       professional
    of the placement.           relationship.

   Supervision should
    have a direct
    relationship to the
    student‟s learning
               Supervision: The Imprint
   Students should be an active participant in the
    supervision process.

   Students should prepare an agenda that includes
    questions for discussion and copies of completed

   Supervision should help the student to be
    introspective and focus on issues of self-

   Supervision is NOT therapy.
              The Ultimate Question
   What do you think you did well?

   What was easy for you?

   What was difficult for you?

   What do you wish you had done differently?

   What else could you have done?

   And, what else could you have done?
The Evaluation: No Surprises!
   Evaluation is an ongoing process and occurs during every
    interchange. Consider developing an agency evaluation
    mechanism so that your student can give you feedback as

   Problems should be brought to the immediate attention of
    the student and the faculty liaison. DON‟T WAIT UNTIL

   Broken placements are rare as we have spent time “matching”
    and interviewing. Bring problems up RIGHT AWAY!

   Your responsibility regarding “gate-keeping” for the
    profession is a serious one and heightens the significance
    of the evaluation process.
                   Evaluation Requirements
   Field Instructors are required to complete two written
    evaluations during the course of the placement. You will be
    asked to download these forms from the website. Student
    signature is required! You will also be asked to complete a
    computer generated evaluation on the field education program
    at the end of the academic year.

   The evaluation should address events outlined in the learning
    contract and reflect progress and areas that need
    improvement. Evaluation is a two-way street. Have the student
    fill out the form and then sit down together and compare them.

   If there is a secondary field instructor involved, that person
    should also sign the evaluation.

   The faculty liaison will review and sign the evaluation and issue
    the grade.
                   Problem Solving
   Communication is the key! Alert faculty liaisons
    immediately if there are problems. Suggest developing
    a learning plan for problems. The longer a problem
    goes on, the longer it will take to resolve.

   Provide regular and frequent supervision.

   Insure that the learning contract reflects
    expectations. Students are to abide by the N.A.S.W.
    Code of Ethics.

   Broken placements are rare and not encouraged.
            The Field Advisory Committee
   This committee functions in an advisory role to
    the coordinator of field education and is active in
    the operation of field education activities.

   Members meet quarterly and are appointed to
    two-year terms by the Director of the School.

   Members are from diverse practice areas with
    various levels of experience and expertise.
Field work is a crucial, required element of social work education
and it is where the student spends the largest number of hours

Field education is a learning experience that takes on a work-like
appearance at times. Students should not be expected to
function as regular agency staff. WORK-STUDY STUDENTS

The notion of EDUCATION allows that appropriate risk taking,
constructive criticism, and an open arena to grow as a
professional is highly encouraged. It is developed in a safe and
trusting environment that encourages two-way communication.
   You all work in enormously accelerated, changing,
    and highly stressful environments.

   You have     workload and      pressure to do more
    with less.

   We want you to hopefully see your student as a
    rewarding relief!

   Look forward to their time with you and have fun
    educating them.

          THANK YOU !

  We want to thank you for your willingness to
serve as a field instructor thus becoming a highly
visible, important, and integral component of the
overall educational experience with our students.


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