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CALSWEC Field Initiative USC School of Social Work


Title: CALSWEC Field Initiative USC School of Social Work Author: Micki Gress Last modified by: Karen Ringuette Created Date: 9/6/2011 9:58:58 PM Document ... – PowerPoint PPT presentation

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Title: CALSWEC Field Initiative USC School of Social Work

CALSWEC Field Initiative USC School of Social Work
  • Group Seminar Field Instruction Model

  • 1. Delivery of consistent competency based
  • field instruction and augmented case
  • 2. Provision of consistent child welfare peer
    group experience
  • 3. Strengthening of collaboration between the
    University and Public Child Welfare Agency.

Model Selection
  • Group Supervision Seminar Model was selected.
  • 1. Students receive case supervision in field
    placement, but this supervision does not
    necessarily incorporate all the CALSWEC
  • 2. This model integrates into the curriculum
    CALSWEC Competencies and EPAS Standards
  • 3. This model develops a support network for
    students and allows for sharing of field
  • 4. This model allows students to learn and
    practice skills in a supportive group setting and
    provides rich professional coaching opportunities
  • 5. It reinforces students commitment to the
    CALSWEC mission, and centralizes the importance
    of CALSWEC in the MSW program.

PILOT Model Description Group Supervision Model
  • Foundation Year students met in a group seminar
    every other week .
  • Staffing Three CALSWEC Field Faculty with
    extensive backgrounds in Public Child Welfare
    served as seminar instructors.
  • A competency based field curriculum was
  • Evaluation of effectiveness was done through a
    vignette based assessment (pre and post test) and
    a student satisfaction survey.

  • 1. Developed foundation year group field
    instruction seminar
  • 2. Identified and integrated CALSWEC
    competencies into the field seminar curriculum
  • 3. Developed and administered vignette based pre
    and post test (with consultation from CALSWEC
    researcher and Public Child Welfare field
  • 4. Developed and administered Student
    Satisfaction Survey

  • 1. It is critical for students to have a place
    to process their knowledge, assumptions,
    feelings, and fears about their work with clients
    in the child welfare system
  • 2. It is important to link the language used in
    the classroom to the actual language used in the
    vignette evaluation rubric
  • 3. More time is needed in the field seminar
    to adequately address the identified content and
    allow time for students to process issues and

  • 4. It is essential that community providers and
    consumers be integrated into the classroom
    experience as guest lecturers
  • 5. The use of multi media presentations greatly
    enhances student learning
  • 6. It is important to educate field instructors
    regarding the group seminar content, in order for
    them to integrate this content and allow students
    to complete seminar assignments in the field

  • 7. It is a critical component to the students
    learning that the seminar instructors act as
    mentors and role models and have extensive
    backgrounds in child welfare.
  • 8. The seminar instructors participation in the
    process exercises, models the ability to risk in
    the classroom and enhances student learning.
  • 9. High ratio of number of instructors to
    students allows for rich coaching opportunities
    in learning new skills.

  • Evaluation Instruments are a work in progress.
    10/11 experience led to refinement of both
    instrument construction and delivery.
  • Language clarity
  • Developing a consistent rubric that adequately
    measures the response (consistent and reliable)
  • The importance that the students placed on the
    value of connecting with one another and peer
  • Team teaching model expanded knowledge base and
    broadened teaching strategies.

Group Field Instruction 2011/2012
  • Expansion of Foundation Field Seminar from
    bi-monthly to weekly sessions
  • Creation of Concentration Field Seminar to meet
  • Strengthening collaboration with public child
    welfare field instructors through the creation of
    field Instructor trainings.
  • Increasing the number of child welfare agency
    professionals and consumers classroom
  • Increasing the number of multi media
  • Refinement of pre/post test instruments,
    including revision of rubric
  • Development of pre/post test and rubric for
    Concentration Year Seminar
  • Refinement and development of Student
    Satisfaction Surveys
  • Development of Field Instructor Satisfaction
  • Development of Field Instructor Training Seminar

  • Summer 2011 Pilot Project Data Analysis,
    Submission of Final Project Report,
    Development/Refinement or 2011/12 Curriculum ,
    Refinement and Development of Evaluation
    Instruments, and development of Field Instructor
    Training Curriculum.
  • Fall 2011 Implement two Field Seminar
    (Foundation and Concentration). Conduct Field
    Instructor Training, Administer Pre Tests to
    CALSWEC students and control groups
  • Spring 2012 Continue implementation of student
    group supervision seminars ,facilitate meeting
    with field instructors, administer post tests to
    CALSWEC students and control groups, administer
    satisfaction surveys to students and field
  • Summer 2012 Analyze data and provide project
    reports. Provision of technical assistance to
    CALSWEC consortium who want to replicate model.
    Plan for 2012/13.

Dissemination Of
  • Group Field Instruction Syllabi
  • Pre/Post Tests and Rubrics
  • Satisfaction Surveys
  • Field Instructor Training Syllabus

Mid-Year Feedback from Students
  • Students were asked to share 3 things they
    learned this semester in this class.
  • Student Comments
  • Learned how much I dont know
  • Can I really do this?
  • Am I really going to finish graduate school?
  • Reinforced purpose of being a social worker
  • Learned about myself-need to be more assertive
  • Learned I can be myself
  • Professor Montero changed peoples perspective on
    the work and profession

Mid-Year Feedback from Students
  • Students were asked to share 1 thing they liked
    this semester in this class.
  • Student Comments
  • The cultural competence module (video
    PowerPoint presentation) around critical race
  • The support group feeling and the fact that its
    built on a cohort model
  • The intimate environment
  • Grateful for the positive feedback from
  • Homeless children
  • The support
  • The class decreased anxiety and competitiveness
  • Safety in the class
  • Having three instructors helped bring balance
  • This class is a good supplement to 587A/B
  • Summer Institute