Adrian College

Department of Social Work

SOCW 496 Social Work Practicum II

Jody DiMarco, MSW, LMSW Social Work 496

Office: Valade Hall 225, ext. 3964 Spring 2024
Cell: 517-605-1480 Seminar: Mon. 9-10:15
E-Mail: jdimarco@[Link] Valade 233

Office Hours: Mondays 10:30-12, Tuesdays 10:30-1,Wednesdays 11-1 most weeks,

Thursday 10:30-12. Site visits will be held during your hours in practicum. Additional
hours available by appointment.

Purpose of Field Education

Field education is an essential and integrated component of the curriculum Social Work
Program at Adrian College. Its purpose is to prepare student for competent generalist
social work practice consistent with the values, principles and practices of the social work
profession. Through practicum experiences under the supervision of a credentialed social
work field instructor, students have the opportunity to integrate empirical and practical
knowledge and solidify identification with the profession of social work. The practicum
experience is educational in nature, with the student, field instructor and field liaison
acting in partnership to aid the student’s achievement of practicum objectives.
Objectives of the Practicum courses are designed to support achievement of the Adrian
College Social Work Program goals and objectives. Through completion of field
education assignments with individuals, families, groups, and/or community
organizations, students have the opportunity to apply theoretical learning with practical
experience. Through the development of the student learning contract and weekly
supervision with the field instructor and attendance and participation in the field
practicum weekly seminar with the field liaison, students should more fully develop and
integrate the values, knowledge and skills necessary for beginning competence as
generalist social workers.

Adrian College Social Work Program Mission Statement (Revised May 2019)
Our mission is to educate and empower students with the knowledge, skills and values to make a
difference in the lives of others through diversity, human relationships and social justice which
reinforces the intrinsic worth of all individuals and communities.

Adrian College Social Work Program Goals (Revised April 2019)

 Social Work at Adrian College will utilize the classroom to equip student with the skills
necessary for generalist practice in the field of social work, with emphasis on integrity,

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professional competence and best-practice models relevant to a complex and ever-changing
society.
 Social Work at Adrian College will provide an opportunity for students to demonstrate
knowledge and application of skills, within the classroom and field placement, that embrace
diversity, inclusion and advocacy to advance human rights and social, economic and
environmental justice.
 Social Work at Adrian College will equip students to engage in critical thinking, leadership and
life-long learning that fosters positive change and further advances the profession.

Relevance to CSWE Standards and CSWE Curriculum Standards

The Council on Social Work Education requires students graduating from social work programs
seeking or maintaining accreditation to display competence in the core areas below. CSWE-
identified practice behaviors that indicate mastery of the competencies are also listed and are used
in our practicum evaluations, assignments and annual program assessment.

Building on content studied in Foundations, HBSE, Social Welfare Policy, Diversity: Inequality,
Privilege and Oppression, Social Research Methods, Professional Documentation, and Generalist
Social Work Methods courses I and II, students will practice in agencies completing and
demonstrating their mastery of the core competencies required by CSWE. During the 400 agency
hours required by SOCW 495 and 496, the program’s Senior Social Work Practicum courses,
students will use the theories and skills that prepared them for field education and competent
social work practice, displaying their beginning competence in the 9 core areas.

The following is from the Council on Social Work Education’s 2015 Educational Policy and
Accreditation Standards, retrieved from:

[Link]
EPAS/2015EPAS_Web_FINAL.[Link]

Core Competencies & Practice Behaviors

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as
relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels.
Social workers understand frameworks of ethical decision-making and how to apply principles of
critical thinking to those frameworks in practice, research, and policy arenas. Social workers
recognize personal values and the distinction between personal and professional values. They also
understand how their personal experiences and affective reactions influence their professional
judgment and behavior. Social workers understand the profession’s history, its mission, and the
roles and responsibilities of the profession. Social Workers also understand the role of other
professions when engaged in inter-professional teams. Social workers recognize the importance
of life-long learning and are committed to continually updating their skills to ensure they are
relevant and effective. Social workers also understand emerging forms of technology and the
ethical use of technology in social work practice. Social workers:
• make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws
and regulations, models for ethical decision-making, ethical conduct of research, and additional
codes of ethics as appropriate to context;

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• use reflection and self-regulation to manage personal values and maintain professionalism in
practice situations;
• demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication;
• use technology ethically and appropriately to facilitate practice outcomes; and
• use supervision and consultation to guide professional judgment and behavior

Competency 2: Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human
experience and are critical to the formation of identity. The dimensions of diversity are
understood as the intersectionality of multiple factors including but not limited to age, class,
color, culture, disability and ability, ethnicity, gender, gender identity and expression,
immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual
orientation, and tribal sovereign status. Social workers understand that, as a consequence of
difference, a person’s life experiences may include oppression, poverty, marginalization, and
alienation as well as privilege, power, and acclaim. Social workers also understand the forms and
mechanisms of oppression and discrimination and recognize the extent to which a culture’s
structures and values, including social, economic, political, and cultural exclusions, may oppress,
marginalize, alienate, or create privilege and power. Social workers:
• apply and communicate understanding of the importance of diversity and difference in shaping
life experiences in practice at the micro, mezzo, and macro levels;
• present themselves as learners and engage clients and constituencies as experts of their own
experiences; and
• apply self-awareness and self-regulation to manage the influence of personal biases and values
in working with diverse clients and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental
human rights such as freedom, safety, privacy, an adequate standard of living, health care, and
education. Social workers understand the global interconnections of oppression and human rights
violations, and are knowledgeable about theories of human need and social justice and strategies
to promote social and economic justice and human rights. Social workers understand strategies
designed to eliminate oppressive structural barriers to ensure that social goods, rights, and
responsibilities are distributed equitably and that civil, political, environmental, economic, social,
and cultural human rights are protected. Social workers:
• apply their understanding of social, economic, and environmental justice to advocate for human
rights at the individual and system levels; and
• engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles
in advancing a science of social work and in evaluating their practice. Social workers know the
principles of logic, scientific inquiry, and culturally informed and ethical approaches to building
knowledge. Social workers understand that evidence that informs practice derives from multi-
disciplinary sources and multiple ways of knowing. They also understand the processes for
translating research findings into effective practice. Social workers:
• use practice experience and theory to inform scientific inquiry and research;
• apply critical thinking to engage in analysis of quantitative and qualitative research methods and
research findings; and
• use and translate research evidence to inform and improve practice, policy, and service delivery

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Competency 5: Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and
services, are mediated by policy and its implementation at the federal, state, and local levels.
Social workers understand the history and current structures of social policies and services, the
role of policy in service delivery, and the role of practice in policy development. Social workers
understand their role in policy development and implementation within their practice settings at
the micro, mezzo, and macro levels and they actively engage in policy practice to effect change
within those settings. Social workers recognize and understand the historical, social, cultural,
economic, organizational, environmental, and global influences that affect social policy. They are
also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social
workers:
• Identify social policy at the local, state, and federal level that impacts well-being, service
delivery, and access to social services;
• assess how social welfare and economic policies impact the delivery of and access to social
services;
• apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and

Communities

Social workers understand that engagement is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations, and communities. Social workers value the importance of human
relationships. Social workers understand theories of human behavior and the social environment,
and critically evaluate and apply this knowledge to facilitate engagement with clients and
constituencies, including individuals, families, groups, organizations, and communities. Social
workers understand strategies to engage diverse clients and constituencies to advance practice
effectiveness. Social workers understand how their personal experiences and affective reactions
may impact their ability to effectively engage with diverse clients and constituencies. Social
workers value principles of relationship-building and inter-professional collaboration to facilitate
engagement with clients, constituencies, and other professionals as appropriate. Social workers:
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
• use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations, and communities. Social workers understand theories of human behavior
and the social environment, and critically evaluate and apply this knowledge in the assessment of
diverse clients and constituencies, including individuals, families, groups, organizations, and
communities. Social workers understand methods of assessment with diverse clients and
constituencies to advance practice effectiveness. Social workers recognize the implications of the
larger practice context in the assessment process and value the importance of inter-professional
collaboration in this process. Social workers understand how their personal experiences and
affective reactions may affect their assessment and decision-making. Social workers:

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• collect and organize data, and apply critical thinking to interpret information from clients and
constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and
constituencies;
• develop mutually agreed-on intervention goals and objectives based on the critical assessment
of strengths, needs, and challenges within clients and constituencies; and
• select appropriate intervention strategies based on the assessment, research knowledge, and
values and preferences of clients and constituencies.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and
Communities
Social workers understand that intervention is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations, and communities. Social workers are knowledgeable about evidence-
informed interventions to achieve the goals of clients and constituencies, including individuals,
families, groups, organizations, and communities. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge to
effectively intervene with clients and constituencies. Social workers understand methods of
identifying, analyzing and implementing evidence-informed interventions to achieve client and
constituency goals. Social workers value the importance of inter-professional teamwork and
communication in interventions, recognizing that beneficial outcomes may require
interdisciplinary, inter-professional, and inter-organizational collaboration. Social workers:
• critically choose and implement interventions to achieve practice goals and enhance capacities
of clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
• facilitate effective transitions and endings that advance mutually agreed-on goals.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities
Social workers understand that evaluation is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations and communities. Social workers recognize the importance of evaluating
processes and outcomes to advance practice, policy, and service delivery effectiveness. Social
workers understand theories of human behavior and the social environment, and critically
evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative
and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:
• select and use appropriate methods for evaluation of outcomes;
• apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in the evaluation of outcomes;
• critically analyze, monitor, and evaluate intervention and program processes and outcomes; and

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• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro
levels

Course Objectives:

Students will design their learning contract with their field instructor and in consultation with the
field liaison. Second semester tasks to achieve the following objectives should be designed to
deepen the students understanding and application of the information and skills learned in the first
semester of the practicum, as well as learning through assignment of new tasks. Students should
be familiar with their field education setting and working with a caseload of individuals, families,
groups or community assignments. The student should be aware that the some assignments in
agency or community settings could present some risks. Students are required to adhere to the
agency’s policies and practices related to agency and community safety. They are to discuss the
NASW’s Safety Guidelines and “Managing Clients Who Present with Anger” with field
instructors. Students are required to notify the field instruc5or and liaison of any safety concerns.

Additional objectives identified by the student or field instructor may be included in the learning
contract, dependent on the student’s abilities and experiences and the availability of learning
opportunities at the practicum site. By the end of the two semesters of field experience, students
will have achieved the following outcomes:

*All 9 Competencies are covered in SWK 496 course which are identified in the Learning
Contract. Students must identify and show competence in all 9 areas in order to graduate.

Course Outcomes Program Ribbons of Assessment(s)

Objectives Excellence
(CSWE Core Goals
Competencies)
Students will have a reality based social Competency 1-9 Caring for Practicum
work experience consisting of 400 clock humanity and Learning Contract
hours in an agency setting in which they will the world, Practicum Evaluation
learn to demonstrate and function as a Developing
generalist social worker. Creativity

Students will effectively apply the Generalist Competency 1-9 Thinking Practicum
critically, Learning Contract
model of practice with individuals, families,
Caring for Competency Essays
groups, and communities in an agency based
humanity and
setting, achieving competence in the 9 core the world,
areas identified by CSWE.
Students will acquire a better understanding Competency 1,2 Thinking Practicum
of the social service delivery system, where critically Learning Contract
their particular agency fits into the total Crossing Competency Essay
system and how social policy affects the boundaries and
delivery of services. disciplines

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 Students will enhance the understanding Competency 1 Thinking Practicum
of ethnicity, race, gender, class, disability Critically, Learning Contract
and other conditions and be able to Learning Practicum Evaluation
identify oppression and risk. throughout a Competency Essay
lifetime,
Crossing
boundaries and
disciplines.
Students will display appropriate Competency 1 Thinking Practicum
Critically, Learning Contract
communication skills with
Developing Practicum Evaluation
colleagues, clients and within
creativity
the community.
Students will improve the ability Competency 1 Thinking Practicum
critically, Learning Contract
to use supervision and
Learning Supervision
understand the social work
throughout a
supervisory process associated lifetime
with the field assignment.
Students will formally present Competency 1-9 Learning Senior Presentation
their practicum experiences throughout a
and Achievements to faculty, lifetime, Caring
staff, social work students, field for humanity
instructors and other interested and the world,
parties at the annual Senior Crossing
Social Work Presentation or boundaries and
other disciplines.
alternate forum.

Course Description:

Field education at Adrian College BSW Program is designed to prepare the social work student
for entry level generalist practice. During practicum, the student should deepen his/her
understanding of and competence in the alleviation of social problems, promotion of social and
economic justice, and multiple-level assessment, planning and intervention.

Social Work Practicum II is the second course of the two-semester field practice sequence taken
in the spring of the senior year only, unless granted special approval by the Director of Field
Education. Social Work Practicum II is a 5 credit course that requires a minimum of 200 hours to
be spent in social work practice in an approved social services site under the supervision of the
social work field instructor. With permission, the student can arrange a block placement for
practicum and should enroll in SocW 495 and 496 concurrently. A minimum of 400 clock hours
is required at the completion of the two practicum courses.

The student will have tasks assigned by the field instructor that will give the student the
opportunity to achieve the objectives identified in that individual’s learning contract. Attendance
at a weekly seminar is designed to help guide the student through the practicum experience,

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provide support, and enhance the ability of the student to integrate and apply the concepts and
skills studied in earlier social work classes with the field experience.

Ribbons of Excellence: Adrian College Standards of Excellence

The profession of social work is uniquely qualified to fulfill the five standards of excellence
developed by the Adrian College faculty. The standards, their description and the course
objectives by which students will achieve these standards are the following:
1. Caring for humanity and the world: making socially responsible decisions; providing service
to local and global communities; interacting positively with persons of diverse cultures and
backgrounds.
Achievement through course objectives 1, 2, 6, and 7.

2. Learning throughout a lifetime: continuing to ask important questions; pursuing knowledge in

each new age; remaining open to new learning experiences.
Achievement through course objectives 3 and 8.
3. Thinking critically: developing critical habits of mind; exploring multiple points of view;
raising thoughtful questions, identifying problems and solutions.
Achievement through course objectives 3, 4, 5, and 8.

4. Crossing boundaries and disciplines: developing literacy in multiple fields; personifying the
liberal arts experience; making connections across disciplines. Achievement through course
objectives 4 and 7.

5. Developing creativity: engaging in creative arts; developing creative talents and skills;
recognizing and employing figurative expression.
Achievement through course objectives 1 and 5.

Teaching Methods:

The field instructor that is based at the agency site provides the assignments and direct
instruction to the student. Assignments are based on Adrian College social work program
requirements, the student’s interests and level of ability, and the opportunities available in
the instructor’s agency. The instructor of this course acts as the field liaison for the
student, field instructor and college, consults in the design of the student’s learning
experiences and mediates problems, if any, that arise.

The seminar is designed to aid the student’s integration of curriculum content and field
experiences. Group discussion of field work in a supportive, group environment,
utilizing the NASW Code of Ethics, will be integral to seminar meetings. Students will
work on readiness for graduate school and/or BSW social work practice, and individual
and collaborative tasks to facilitate this will be assigned.

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Class Policies:

1. The student should be aware that the some assignments in agency or community
settings could present some risks. Students are required to adhere to the agency’s
policies and practices related to agency and community safety. Students are required
to notify the field instructor and liaison of any safety concerns. Students should be
using the Adrian College Social Work Program Student Safety Guidelines if agency
guidelines are unavailable. Students are responsible for reviewing these guidelines
with his or her respective field instructor.

2. The syllabus may be amended to accommodate scheduling needs regarding

assignments.

3. Students are required to adhere to the NASW Code of Ethics in the classroom and in
their practicum setting. Ethical dilemmas should be immediately and carefully
reviewed with the field instructor and college liaison. (See page 14 of Field
Education Handbook.) The Adrian College Student Code of Conduct and the
Academic Integrity Policy will also be enforced in this class. (See the Student
Handbook.) Plagiarism will not be accepted in any form in the class or in
assignments. When presenting any information from any source, whether directly
quoted or paraphrased, citations are required. Violations of any of the above will
result in a grade of zero for assignments affected and a referral to the college judicial
system.

4. Seminar attendance is required. Students are required to schedule field education

with field instructor and complete 200 hours. See field work manual for holiday
policy. Absences without medical excuses or other emergencies will affect student’s
grades.
*Participation/engagement in class is required. Use of phones and computers during
class is not permitted and will impact your grade. The Rubric for Professional
Behaviors will be used to assess your professionalism this semester.

5. Students who have a disability that will affect classroom and /or practicum
performance must make an appointment with me to arrange appropriate verification
and academic accommodation. I am happy to provide this so please let me know
what your needs are as soon as possible.

Course Readings:

Your final semester in your BSW practicum and seminar will be focused on preparing for
graduation, and readying for graduate school or entry into the job market. (See course
schedule.) Readings will be on professional sites and library data bases to help with this
preparation. Readings on social work education may be of particular interest to students
entering graduate school soon, and readings on special populations and issues are of

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general interest. Students are encouraged to review the Social Work Field Placement text
also used in SOCW 495. The Core Competency Essays are from this text.

Assignments and Evaluation:

1. Completion of a minimum of 200 hours of practicum experience, 400 hours

between SOCW 495 and 496.

2. Attendance and participation in all seminar meetings, with the exception of illness
or emergencies and responsible notification prior to the beginning of the seminar.

3. Tasks assigned by field instructor.

4. Learning contract. (Due approximately 3 weeks after beginning practicum hours.)

5. Core competency essays, available on Blackboard, due throughout the semester,

to be uploaded on Blackboard when completed. See schedule below for due dates
and Blackboard for essay questions.

6. Personal Statement. (Due 03-11) You may submit your personal essay used for
grad school applications if you are writing those as well.

6. Introductory Statement. (Due 02-19) How you would introduce yourself in a

cover letter, may also be useful for beginning interviews when asked, “Tell me
about yourself.”

7. Personal Learning Plan. (1-2 pages. Due 04-01) (Based on your assessment of
your achievement in Core Competencies and your professional interests, post-
graduation. What post-graduate continuing education do you think you need?
What population or interventions do you need to understand better to acquire your
dream job or prepare for the type of graduate practicum you desire?)

8. Presentation of research project to seminar students. This does not have to be

formal, but informative of what you did within your agency. Whether it be research
or a project you worked on to benefit the agency. You are encouraged to share this in
your senior presentation as well.

9. Participation in agency site visit with field instructor and field liaison as
scheduled.

10. Evaluation of Field Practicum by student and field instructor, and Evaluation of
Practicum Site and Field Instructor (Due 04-29)

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 11. Senior Presentation – Thursday 4/25 5:30 p.m.

Final Grades:

Final grades will be assigned by the faculty liaison based on results of field instructor
evaluation and satisfactory or unsatisfactory completion of field and seminar
assignments.

Final grades for SOCW 496 are calculated on the following basis:

Performance in the field education site as evaluated by the field instructor and this
instructor: 65%. This includes the Final Evaluation form and narrative and the Rubric
for Assessing Professional Behaviors.
Thorough, timely and satisfactory completion of written assignments: 20%
Attendance and responsible participation in seminar meetings: 15%
Final grades will be assigned by the faculty liaison based on results of field instructor
evaluation and satisfactory or unsatisfactory completion of field and seminar
assignments. For example:

A. Outstanding attendance at seminar and field practicum; no unexcused absences.

Assignments completed in excellent, professional and timely manner, displaying
depth of analysis and clarity of expression.
Outstanding evaluation by field supervisor.
B. One or two absences in seminar, some scheduling problems in practicum that are
noted, though time is made up.
Some assignments, though very good, are turned in late, or quality of assignments
is good, but lack analysis, depth and clarity that would make them outstanding.
Evaluation by field supervisor is very good.

C. Absences in seminar or field practicum need to be addressed in conference with

student.
Some assignments late and/or inadequate.
Evaluation by field supervisor notes problems in performance which student did
not address adequately.

D. (or below): This should not happen. Students should be addressing problems with
me as well as requesting meetings with field supervisor to seek resolution. Failure to

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 do so could result in discussion with student about appropriateness of site or social
work as chosen profession.

Seminar Schedule:

All seminar meetings are held Mondays, 9-10:15 a.m. This syllabus is subject to change.
01-22: Welcome Back!
Discussion: Goals for final semester, planning and assessment of needs, goals
re: post-graduation. We will discuss the use of seminar as a learning
community in this last semester of your undergraduate college experience.
Discussion of Supervision at your field site.
Discussion of preparations for senior presentations.
Special Populations: Read: Mental health stigma about serious mental illness
among MSW students: social contact and attitude. Irene Covarrubias and
Meekyung Han. Social Work. 56.4 (Oct. 2011) p317. On General OneFile.

01-29: What did you learn this week? Discussion of Learning Contracts.
Special Issues Read: Self-Care Deserves More Than Lip-Service.
[Link]
Reflection of practicum discussion question (provided in class). Self-Care
utilized this week?

02-05: Discussion of personal statements, useful for grad school applications and
cover letters, preparation for job interviews. How is practicum experience
going? Begin drafting personal statement this week. Discussion: What drew
me to social work and how do I feel now? What specific things have I had to
learn to work competently in my practicum setting?
Self-Care utilized this week?
Special Issues: Read: Can religious expression and sexual orientation
affirmation coexist in social work? a critique of hodge's theoretical,
theological, and conceptual frameworks. Rebecca Bolen, Adrienne Dessel,
and Christine Shepardson. Journal of Social Work Education. 47.2 (Spring-
Summer 2011) p213.

02-12: Thinking about life-long learning. Consider: “Where do you want to be for
my first job or first grad school practicum experience? What populations and
settings now interest me now? What do I need to learn or do to be a viable
candidate for this type of position?”
Self-Care utilized this week?

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 Special Populations: Read: Austin, A. (2018). Transgender and Gender Diverse
Children: Considerations for Affirmative Social Work Practice. Child & Adolescent
Social Work Journal, 35(1), 73–84. [Link]
[Link]/10.1007/s10560-017-0507-3
Learning Contracts Due. Remember to individualize your learning plan!
Core Competency Essay 1 Due.

02-19: Review the BSW-level licensure site at:

[Link]
,[Link] for basic information
[Link]
pdf for application forms
[Link]
for Michigan NASW advice on applying for social work licenses.
Discuss with your supervisor different types of credentialing, how licensure
benefits or does not benefit you in the area of social work in which you want
to practice.
What did you learn this week? Self-Care utilized this week?
Scheduling final site visit.
Special Issues: Read: Thomas, J. T. (2017). Brief mindfulness training in the social
work practice classroom. Social Work Education, 36(1), 102–118. [Link]
[Link]/10.1080/02615479.2016.1250878
Core Competency Essay 2 Due.

02-26: Thinking about the future: “What is social work? How do I fit within this
profession? How have my ideas changed or been reinforced by the weeks in
practicum? What am I thinking currently about my future?” Self-Care utilized
this week?
Review web-sites for job-hunting, identify other sources.
Read “Interviewing Tips” and other documents from the State of
Michigan, available on Blackboard under State of Michigan Jobs folder,
for discussion in class.
Make Sure you negotiate fall/spring break hours with your supervisor!
Special Issues: Read: : Levenson, J. (2017). Trauma-Informed Social Work
Practice. Social Work, 62(2), 105–113. [Link]
[Link]/10.1093/sw/swx001
Core Competency Essay 3 Due.

03/04-03/08: Spring Break. No Seminar.

03-11: Begin preparing for job interviews. Go to the State of Michigan website
at this link and click on resources: [Link]
employment/preparing-for-behavior-based-interviews
Another site to see a behavior-based interview is:
[Link]

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 Come to class prepared to act as both interviewer and interviewee, as we
will begin mock interviews today.
Special Populations: Read: Using a standardized patient approach to enhance
clinical skills in gerontological social work. Charles A. Emlet. Journal of
Social Work Education. 46.3 (Fall 2010) p443.
Core Competency Essay 4 due.
Introductory Statement Due.

03-18: Preparing clients, agency and self for termination from practicum. Where are
you with this process? As you return from break you will be approximately 6-
7 weeks from the end of the semester. Where are you in your process of
preparing for life after Adrian College? How do you feel about the end of
your college experience drawing close? Self-Care utilized this week?
Review your preparations for your senior presentation. Mock Interviews
continue.
Special Issues: Read: Avby, G., Nilsen, P., & Ellström, P. (2017). Knowledge use
and learning in everyday social work practice: a study in child investigation work.
Child & Family Social Work, 22, 51–61. [Link]
[Link]/10.1111/cfs.12227

03-25: Questions to think about this week:

What do you want to learn from your practicum evaluation ? Beyond the
questions and ratings of objectives, what specific questions would you like
your supervisor to answer? Many social work supervisors are warm,
supportive and eager to share their perceptions of student’s strengths. Has
your supervisor given you his/her observations of what needs strengthening in
your knowledge base and skills? Do you feel comfortable asking for this
constructive feedback that will help you grow professionally? What are you
current perceptions of your strengths and needs as an entry-level social
worker? Self-Care utilized this week?
Special Issues: Read: Ethics education in social work: comparing outcomes
of graduate social work students. Kay Hoffman and Scott Sanders. Journal of
Social Work Education. 46.1 (Winter 2010) p7.

Final Personal Statement Due

Core Competency Essay 5 Due.

04-01: Review the Continuing Education site at:

[Link]
for basic information, most frequently asked questions about licensing
requirements for continuing education, and approved providers. See the site
at [Link]
for information about upcoming continuing education events listed by
Michigan NASW..

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 Special Populations: Read: Liegghio, M. (2017). “Not a good person”: family
stigma of mental illness from the perspectives of young siblings. Child & Family
Social Work, 22(3), 1237–1245. [Link]
[Link]/10.1111/cfs.12340
Core Competency Essay 6 Due.

04-08: Practice for Senior Presentations this week.

What have you learned this week? Self-care utilized this week? .Make sure
you invite your supervisor and other important people to your senior
presentation. Invitations will be available.
Special Issues: Read: Bogo, M. Clin Soc Work J (2015) 43: 317. [Link]
[Link]/10.1007/s10615-015-0526-5
Core Competency Essay 7 Due.

04-15: Practice for Senior Presentations this week

Discussion of professional associations, credentials, and insurance. Check
out the national NASW site at: [Link] and the
Michigan NASW site at: [Link]
Review of senior presentations for students presenting in winter, concerns.
Special Issues: Read: Hohman, M., Pierce, P., & Barnett, E. (2015). Motivational
Interviewing: An Evidence-Based Practice for Improving Student Practice Skills.
Journal of Social Work Education, 51(2), 287–297. [Link]
[Link]/10.1080/10437797.2015.1012925
Core Competency Essay 8 Due.
Personal Learning Plan Due

04-22: Final Practice for Senior Presentations this week.

Review of learning in the BSW program and practicum sites and how to
discuss your experiences in interviews. Make sure you know and can express
your strengths and relevant experiences.
Special Issues: Read: Idealism, altruism, career orientation, and emotional
exhaustion among social work undergraduates. Chau-kiu Cheung and Steven
Sek-yum Ngai. Journal of Social Work Education. 45.1 (Winter 2009) p105.
Core Competency Essay 9 Due.

Class termination. Congratulations and Happy Graduation!

04-29: Final Evaluation from Practicum supervisor and Student due by email,
or in my office

Resources

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The following web sites may also be helpful resources:
[Link]
[Link]
[Link]
[Link]

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