Undergraduate Field Manual: SUNY Brockport

2023-2024 Field Manual

SUNY Brockport 2023-2024 Academic Calendar

This academic calendar is subject to change.

M.W.F. Classes (from 8 am to 3:20 pm) are 50 minutes in length with 15 minutes between classes.
T.R. Classes (from 8 am to 4:30 pm) are 75 minutes in length with 15 minutes between classes.

Under section 224-A of the Education Law of the State of New York, absence from class for religious beliefs is excused, and the opportunity to make up work is provided.

Academic Year Definition

SUNY Brockport operates on a semester system. The calendar consists of a fall and spring semester during the academic year. The fall and spring semesters shall be a minimum of 15 weeks of instruction each, inclusive of periods for examinations. The winter and summer sessions are of varying lengths.

Full Faculty & Staff List

General Introduction to Field Education

Letter to Field Instructor

Dear Field Instructor:

The field instruction component of the social work major at SUNY Brockport is both an extension of the practice sequence of courses and a culmination of the curriculum of core and support courses that precede field instruction. The purpose of the field instruction placement (internship) is to:

provide students with opportunities to learn and practice in a professional setting to develop and demonstrate skills in social work,
integrate the theories and practices learned in and out of the classroom.
develop a sense of commitment to the social work profession and NASW Code of Ethics.
cultivate an understanding of the diversity of a community population and the role of diversity in social work practice,
learn how administrative processes and policies impact delivery of services,
build professional relationships within the community to better understand local resources to benefit future client systems, and
confirm personal interests and abilities in the social work field.

As students undertake learning within the reality of agency life, a vehicle is established whereby use of theory and conceptual frameworks acquired through course work is applied, skills are developed and refined, and attitudes and values are examined. Additionally, students are afforded opportunities for analysis of the effects of social welfare policy on programs and services, opportunities for the development of research questions in relation to practice efforts, and opportunities for evaluation of practice interventions. Field instruction courses enable students to personally affirm the validity of content presented in the classroom. The progressive, reciprocal relationship between theory and conceptual frameworks and practice becomes a dynamic in the teaching-learning process of field instruction. Field Instruction enables students to integrate the knowing, feeling, and doing aspects of their social work education. It is designed to produce a knowledgeable, skilled, self-evaluating, and professionally reflective social worker. Either in two concurrent (sequential) (Fall SWO 451 and 453, and Spring SWO 455 and 457) semester placements, or in one semester intensive block placement (SWO 454 and 456), students must demonstrate application and integration of knowledge, values, skills, and cognitive and affective processes in the field required of social work majors.

Agency field instructors (teachers in the field or internship supervisors) are an intrinsic part of the social work program. They are familiar with the program’s definition of generalist social work practice, social work ethics, and know what to expect of students from an accredited baccalaureate social work program. To prepare themselves to work in the field, students are asked to review past social work course content with an emphasis on the methods sequence (micro, mezzo, and macro). Such review will facilitate the integration of classroom content with agency experiences.

We appreciate the commitment and support that field instruction host agencies, as well as field instructors, provide in our joint efforts to prepare professional social workers for practice. By providing our students with supervision, you truly are our instructors in the field. This Field Manual is a guide for our cooperative work in the preparation of our undergraduate students for generalist social work practice. The College at Brockport’s Department of Social Work welcomes you and your agency to this important endeavor.

We would also appreciate your involvement in providing feedback about our field process including Field Instructor and Student preparation and support. This can occur in many ways while engaged in field activities, as well as by completing anonymous web-based surveys. Links to these surveys are sent via email. In addition, Field Instructors are welcome to participate in Field Education Committee activities.

If you have any questions about this Field Manual, please contact the department chair by phone at 585-395-5504 or by email at kheffern@brockport.edu. Thank you for your commitment and support of our program. You play a critical role in our students’ personal and professional development.

Warm regards,
Kristin Heffernan

Letter to Student

Dear Student:

Congratulations on the successful completion of many required social work core courses and numerous credit hours of general education! Your field placement will provide you with opportunities to apply the knowledge, values, skills, as well as cognitive and affective processes you have learned in your coursework through real-life practice experiences with one of our partner agencies. Through this internship immersion, you will work to further develop social work competencies leading to autonomous generalist-level social work practice.

You are likely excited and a little nervous at the same time. Your faculty and field instructors can remember those feelings well from their field social work placements. Field placement can be uncomfortable at times, lean into your feelings of being uncomfortable. Throughout your experience ask questions, take risks, and don’t be afraid to make mistakes. This is often when the most outstanding learning occurs. The highs and lows of college are natural, and an opportunity awaits in how you balance both. Use your resources, seek help when you need it, and push yourself past the limits of your comfort zone. No one succeeds on their own. Regardless of how it may look or feel, you are not alone — in your achievements or struggles. Remember our program is a family navigating together and supporting one another.

Be relentless, genuine, and unapologetic in pursuit of your growth. It’s why you’re here. Be serious and committed to your field experience. Make it all you can through your thoughtful applications of coursework, learned concepts, skills, and social work values. Learning to integrate theory and practice is one of the purposes of your field seminar. Your field seminar provides you with opportunities to demonstrate the integration of professional knowledge, values, skills, and CSWE competency development as well as processing with peers. For these reasons, you must successfully complete both field seminar and field instruction to progress and graduate.

The link to the most recent National Association of Social Workers’ (NASW) Code of Ethics is included throughout this manual. Abiding by the values and ethics of social work will guide you as you learn to make sound professional judgments with the support of your Field Instructor (Internship Supervisor) and Faculty Liaison (Seminar Professor).

As an active learner, one of the first tasks you will do is develop your BSW Field Education Internship Learning Plan with Integrated E-Portfolio Development. This is a collaborative process with your Field Instructor and Faculty Liaison. This includes identifying specific tasks, evidence of completion, and associated timelines for developing practice proficiency in the nine core competency areas. It is imperative that you actively prepare for and participate in your weekly supervision with your Field Supervisor and during your seminar class.

We, the faculty, look forward to working with you and becoming your professional colleagues. We are honored you have chosen us for your academic journey.

Sincerely,
Kristin Heffernan,
Dept. Co-Chairperson, BSW Program Director
On behalf of the entire Undergraduate Social Work Program Faculty

Philosophy of Field Instruction

The Council on Social Work Education (CSWE) has determined field education is the signature pedagogy for social work education.

Signature Pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum: classroom and field, are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on the criteria by which students demonstrate the achievement of program competencies.

Undergraduate Program Mission

Firmly grounded in the liberal arts tradition and informed by the person-in-environment and global perspectives, the Undergraduate Social Work Program at the College at Brockport, State University of New York, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression. Through teaching, service, and scholarship, we strive to prepare competent, self-aware, ethical generalist social workers for evidence-based practice with diverse populations, advocating for the well-being of all people in our shared global community.

Undergraduate Program Goals

In order to operationalize its mission, the faculty assigned to the Undergraduate Social Work will:

Create a challenging educational environment that engages students in active learning and facilitates the acquisition of professional social work knowledge, values, and skills.
Provide a rich array of community engagement opportunities that allow students to connect with their community in the promotion of justice.
Encourage students to engage in ongoing critical self-reflection resulting in an understanding of both their place in the global community and their responsibility to the well-being of that global community.
Educate competent generalist level social workers prepared for employment and graduate study.

The faculty members define generalist social work as follows:

Generalist social work practice refers to the knowledge base, professional values, and practice skills needed for the social work practitioner to intervene, using a multi-level approach to assessment and intervention. It involves working in partnership with the client system to frame problems in a manner that assists the client system to meet goals. It seeks to identify and strengthen the maximum potential in individuals, groups, organizations, and communities and is committed to understanding and respecting the unique context of the client system and responding to issues of human diversity. The generalist social worker is able to use the framework and ethical guidelines of the NASW and IFSW codes of ethics with client systems and to promote social and economic justice. The generalist practitioner is able to use critical thinking and research informed practice to identify and intervene in a manner that strengthens the client system.

Accreditation Information

The Undergraduate Social Work Program at The College at Brockport has been continually accredited by the Council on Social Work Education (CSWE) since our inception in 1971.

CONTACT US:
Address: 350 New Campus Drive, Brockport, NY, 14420-2952
Phone: (585) 395-2324
Email: socwork@brockport.edu
Field Education Website

The social work curriculum is competency-based and follows the CSWE 2022 Educational Policy and Accreditation Standards (EPAS), which state:

Each competency describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency at the generalist level of practice, followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the preceding statements represent the underlying content and processes that inform the behaviors.

All graduates of the undergraduate social work program at The College at Brockport, State University of New York are expected to demonstrate each of the following nine CSWE competencies:

View the full CSWE Educational Policy & Accreditation Standards

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, antiracist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital 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 within the profession as appropriate to context;
demonstrate professional 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: Advance Human Rights and Social, Racial, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices throughout history that result in oppression and racism, including social work’s role and response. Social workers critically evaluate the distribution of power and privilege in society in order to promote social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that civil, political, economic, social, and cultural human rights are protected. Social Workers:

advocate for human rights at the individual, family, group, organizational, and community system levels; and
engage in practices that advance human rights to promote social, racial, economic, and environmental justice.

Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice

Social workers understand how racism and oppression shape human experiences and how these two constructs influence practice at the individual, family, group, organizational, and community levels and in policy and research. Social workers understand the pervasive impact of White supremacy and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social workers understand how diversity and intersectionality shape human experiences and identity development and affect equity and inclusion. The dimensions of diversity are understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that this intersectionality means that a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege and power. Social workers understand the societal and historical roots of social and racial injustices and the forms and mechanisms of oppression and discrimination. Social workers understand cultural humility and recognize the extent to which a culture’s structures and values, including social, economic, political, racial, technological, and cultural exclusions, may create privilege and power resulting in systemic oppression. Social workers:

demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels: and
demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.

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

Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources. Social workers:

apply research findings to inform and improve practice, policy, and programs; and
identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.

Competency 5: Engage in Policy Practice

Social workers identify social policy at the local, state, federal, and global level that affects wellbeing, human rights and justice, service delivery, and access to social services. Social workers recognize the historical, social, racial, cultural, economic, organizational, environmental, and global influences that affect social policy. Social workers understand and critique the history and current structures of social policies and services and the role of policy in service delivery through rights-based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis, implementation, and evaluation within their practice settings with individuals, families, groups, organizations, and communities. Social workers actively engage in and advocate for anti-racist and anti-oppressive policy practice to effect change in those settings. Social workers:

use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services; and

apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.

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

Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social Workers:

apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies; and
use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with 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. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self-reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision making.

Social workers:

apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.

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. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings. Social workers:

engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals; and
incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, & 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 evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:

select and use culturally responsive methods for evaluation of outcomes; and
critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.

Standards for Evaluating Academic Performance

The following standards, policies and procedures apply to students enrolled in the Undergraduate Social Work Program. These standards are linked to students’ abilities to become effective generalist social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance concerns. The goal of these policies is to help students have a successful experience.

Faculty and field instructors who teach and supervise students, will assess student academic performance and apply their professional judgment to determine if standards are being met during a student’s educational career. Professional judgment is the capacity to assess a situation by applying the values and knowledge of the social work profession, combined with a professional’s own experience and practice wisdom. It also represents the application of knowledge, values, and skills to making decisions in a helping process.

All social work students will be expected to read the Standards for Evaluating Academic Performance, Policies and Procedures and the National Association of Social Workers (NASW) Code of Ethics (2017). Students will be asked to sign an acknowledgment that they have read, are aware of the contents of, and will abide by, the Undergraduate Social Work Academic Performance Standards. The signed form will be kept in the student’s active file.

The undergraduate social work program evaluates academic performance in four general areas: 1) basic abilities to acquire professional skills; 2) mental and emotional abilities; 3) professional performance skills and 4) scholastic performance. Both professional behavior and scholastic performance comprise academic standards.

1. Basic Abilities Necessary to Acquire Professional Skills

1.1 Communication

Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings.

Written: Writes clearly, uses correct grammar and spelling, and applies appropriate writing style aligned with generalist social work practice, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates sufficient skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by faculty.

Oral: Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the Program, to complete adequately all oral assignments (with or without accommodations), and to meet the objectives of field placement experiences, as specified by faculty.

1.2 Interpersonal Skills

Demonstrates the interpersonal skills needed to relate effectively with other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for own actions and considers the impact of these actions on others.

1.3 Cognitive Skills

Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral and biological science, knowledge, and research—including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice.

1.4 Physical Skills

Exhibits sufficient motor and sensory abilities to attend and participate in class and practicum placement, with or without accommodations. (See section on Accommodations for Disabilities for clarification).

2. Emotional and Mental Abilities necessary for performance in the program and professional practice

2.1 Stress Management

Demonstrates ability to deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others.

2.2 Uses sound judgment

Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional performance. Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following:

Compromise scholastic and other performance,
Interfere with professional judgment and behavior, or
Jeopardize the best interests of those with whom the social work student has a professional responsibility (as outlined in the current Code of Ethics by the National Association of Social Workers).

Professional Performance Skills: necessary for work with clients and professional practice

3.1 Professional Commitment

Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).

3.2 Professional Behavior

Exhibits behaviors that are in compliance with program policies, institutional policies, professional ethical standards, and societal laws, in classroom, field, and community including:

Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work;
Respects others, is punctual and dependable, prioritizes responsibilities, attends class regularly, observes deadlines, completes assignments on time, keeps appointments or makes appropriate arrangements;
Works effectively with others, regardless of level of authority;
Advocates in an appropriate and responsible manner and uses proper channels for conflict resolution;
Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development.
Appearance, dress, and general demeanor reflect a professional manner.

3.3 Self –Awareness

Exhibits knowledge of how their own values, attitudes, beliefs are demonstrated in the following ways:

Incorporates professional knowledge, values and skills in professional decision-making;
Recognizes that in a helping process, emotions and past experiences affect thinking, behavior and relationship;
Accurately assesses one’s own strengths, limitations, and suitability for professional practice.
Shows awareness of self and how one is perceived by others.
Reflects on one’s own limitations as they relate to professional capacities.
Is willing to examine and change behavior when it interferes in working with clients and other professionals.

3.4 Ethical Obligations

Current behavior and classroom performance demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethics. Ethical behaviors include:

Adherence to the NASW Code of Ethics;
Systematic evaluation of clients and their situations in an unbiased, factual way; comprehension of another individual’s way of life and values.
The use of empathic communication and support of the client as a basis for a productive professional relationship.
Appreciation of the value of diversity and effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person’s age, class, race, religious beliefs, gender, disability, sexual orientation, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients.
Demonstration of respect for the rights of others including the client’s rights to freedom, choice and self-determination.
Maintenance of confidentiality as it relates to human service, classroom activities, and field placement.
Demonstration of honesty and integrity by being truthful about background, experiences and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials.
Demonstration of clear, appropriate, and culturally sensitive boundaries; does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.

Scholastic Performance:

Students are considered to be in academic difficulty if their cumulative and social work GPA falls below a 2.5. Additionally, students are expected to earn a C or better in every social work course required for the major. Students may be notified of the need to de-register from sequential social work courses and become part-time in the major because of probationary status. The letter will, at same time make clear that continuance in good standing in the program is contingent on the following:

Continued earning of a grade of “C” or better in every social work course required for the major.
Retaking any social work course in which a grade below a “C” is received, if such a course is a requirement of the major.
Maintaining a cumulative institution GPA of 2.5 or better overall and within the major.

Students may be placed on departmental probation rather than being dismissed from the major. Such students will be given one semester to remedy the conditions of this probation.

Students on probation may not enter field instruction without chair permission. Probationary status, when granted may not continue beyond one semester nor may it be granted again during the student’s course of study in the undergraduate program. Students will receive letters detailing the conditions of their probations. Students on probation are advised to work closely with their academic advisor.

Use of Electronic Devices in the Classroom

Technology use in the classroom is intended to enhance the learning environment for all students. It is the responsibility of the course instructor to decide when, if, and what type of technology is to be used during class. Any use of technology that degrades the learning environment, promotes dishonesty or is used for illegal activities is prohibited.

Passing Requirements for Field Practicum and Field Seminar

Students must earn a passing grade of Satisfactory(S) in Field Instruction and a C or better in Field Seminar to receive credit for each senior semester field requirement. If a student is passing only one component (field instruction or field seminar) and failing the other component, they will be administratively de-enrolled from the field course they are passing. An academic review will be scheduled within the first two weeks of the following semester for students failing either field practicum or field seminar if a pre-review has not already been conducted. In addition, if a student does not pass either component of field instruction or field seminar in the first semester of a concurrent placement (SWO 451 and 455), they will be de-enrolled from both field instruction II and field seminar II (SWO 453 and 457 respectively) of the following semester.

Undergraduate Social Work Program Policies and Procedures for Review of Academic Performance and Academic Grievances

Academic Reviews Process:

An academic review is a formal review process. There are two levels: A Pre-Academic Review & a Full Academic Review.

There are extenuating situations in which the academic performance concerns assessed by faculty require immediate referral to the department chair for an Academic Review. In these cases, the Academic Review Policies and Procedures will be followed without pre-review activities.

Pre-Academic Review

Phase 1: Observation of Performance

Faculty responsibilities include amongst other things, monitoring students’ academic performance. In carrying out this responsibility, faculty will discuss concerns regarding the student’s academic performance with the student and possibly other faculty to assess if an academic performance concern as outlined in the Performance Standards is being violated. If a concern is identified in a specific area and patterns of behavior become a concern during the assessment the professor will clearly describe in objective language the concerns they observe to the student via:

An individual meeting between the faculty member and student to discuss the academic performance concern and possible corrective behaviors.
Group meeting with the student, student’s academic advisor and faculty identifying the academic concern and possible corrective behaviors.

After a discussion has taken place, the faculty will write up of a summary of what was discussed and or the action plan that was put in place which will be distributed to the student, to others involved in the meeting and put in the student’s academic file.

Phase 2: Implementation and Evaluation

During this time, the faculty will monitor the student to ensure that the observed behavior that led to the meeting and correction plan is no longer an issue for the student. Using feedback from the meeting, the student has the opportunity to demonstrate corrective action towards adhering to the Undergraduate Academic Performance Standards.

Full Academic Review

Phase 3: Review Hearing:

The Undergraduate Program Director or a neutral party facilitate the review. This person is responsible for:

reviewing the Academic Policies,
contacting the student and getting several dates in the immediate future of when the student is available,
inviting other participants based on the student’s availability,
ensuring that the student as well as others invited to the meeting have a written copy of the concern/s being addressed,
collecting any written evidence from interested parties to be distributed prior to the meeting date
overall facilitation of the meeting
facilitation of the executive meeting after
writing up the notes and decision of the executive meeting for the Undergraduate Program Director so that a letter can be sent to the student and placed in their academic file.

The student is encouraged to be present, face to face or virtually, unless the circumstances warrant immediate dismissal. This would include, but is not limited to, behaviors that harm self or others.

Others who may be invited to the review include: the student’s social work advisor, the program chairperson, the Field Coordinator, the field supervisor, and one or more other faculty having direct knowledge of the student’s academic performance.

If the faculty identifying the performance concern is also the student’s academic advisor, the student may choose to have another member of the faculty serve as advisor during the review.

The student, as well as other persons involved in the review may present information both verbally and in writing as part of the Review. However, all written evidence must be distributed to all parties prior to the date of the review. The program will distribute what is received.

At the conclusion of the meeting, an executive meeting, without the student, will be held.
Upon conclusion of the executive meeting, a written decision will be made within ten business days of the Review and sent to the student and other participants and a copy will also be placed in the student’s permanent student record.

Student notification on conclusion of the Full Academic Review:

A formal notification of the review decisions must be made within ten business days of the Review and sent by certified mail to the student.

Possible actions may include, but are not limited to the following:

Remedial actions to address the concerns may include the following:

The student may be required to take specific actions to address academic concerns related to the four performance standards (basic abilities to acquire professional skills, mental and emotional abilities, professional performance skills, and scholastic performance). The remedial actions identified should specify implementation actions to be taken, demonstrated outcomes, and Because there is a time frame, the remedial action plan will be reviewed at least once before the close of the timeframe to help support the student and ensure they are making the needed changes addressed in the plan.
The student may choose to take a leave of absence from the program and reapply at a later If this option is chosen, the summary should include specific tasks that must be accomplished to be considered for return to the program.
The student may choose to withdraw from the
The student may be terminated from the

Should the review be field related, and determination is that the student was not at fault for the academic insufficiency, an alternative placement may be recommended.

Please note: Some situations (including under performance related) are grounds for immediate dismissal from field. These can include but are not limited to unethical or illegal behavior, negligence, any actions that are considered unsafe by the agency or program, and violations of institutional policies or procedures.

General Academic Review Appeal:

A student who believes that the case has not been handled appropriately or resolved to her/his satisfaction may appeal to the Dean of the School of Education and Human Services per College at Brockport procedures. /support/policies/adopted/aa_vprovost_academicaffairs_grade_appeals.html

Field Education - Requirements & Options

Field education is an integral part of the curriculum. Students anticipate and prepare for fieldwork from the time they enter the program. After acceptance to the major, students take junior level courses that emphasize preparation for professional practice. For example, Human Behavior in the Social Environment incorporates role-plays on the life cycle and interaction in groups; Diversity, Equity, Inclusion, and Justice may draw on many speakers who are in practice with vulnerable clientele; Social Work Methods courses include role-plays on communication, skill development, counseling skills, and family intervention. In social policy and research courses, students prepare for practice by applying the content to practice situations.

A student may complete the Senior Field Placement requirement by following one of the three options listed below:

Block placement (four days per week, 8 hours per day for Fall or Spring Semesters (availability for Fall semester block placement is dependent upon sufficient number of students to fill class cohort)
Concurrent placement (typically two days per week, 8 hours per day for two consecutive semesters, Fall and Spring)

Hours Requirement

Field instruction is for a minimum of 400 clock hours per academic year. Undergraduate students follow the SUNY Brockport’s academic calendar (on page 5 of this manual), unless they make other arrangements with the agency field instructor, faculty liaison, and field director. Such arrangements must be made during the contracting stage and incorporated into the body of the Agency Learning Agreement/Student Learning Contract. In a concurrent field placement, 200 hours must be completed by December 8, 2023. Hours cannot be carried over from fall to spring semester.

To emphasize, field assignments/tasks MUST have clear links to the nine CSWE social work competencies and behavioral indicators as well as any academic standards added by the program.

Employment-Based Field Instruction

In certain circumstances, students may be permitted to complete a field education in their place of employment. The Coordinator of Field Education may grant this on a case-by-case review. Students requesting this must complete an Employment-based Field Placement application with supporting documentation and submit to the Coordinator of Field Education. In such cases, the following criteria will be used to guide this process:

The student acknowledges the risk associated with losing their employment could also mean losing their internship.
The field practicum must be structured in a way that ensures the student’s internship responsibilities reflect generalist level social work practice aligned with the CSWE competencies.
To ensure new learning opportunities, the field placement must expand upon current, and past work assignments and responsibilities.
The agency must agree to relieve the student from employment obligations and to assign different responsibilities to the student that meet student learning objectives when necessary.
The agency must agree that the work-based field placement will have an educational focus.
The agency is encouraged to provide the student with a different field instructor than their job supervisor and a different caseload.
The field instructor must meet program criteria for qualification as a field instructor.

Availability during normal business hours of the agency

Most field sites require students to complete their field hours during the normal business hours of the agency and while exceptions may be made to this, students may make arrangements for evening and/or weekend hours providing the following occurs: it is mutually agreed upon with the student’s field instructor and faculty liaison.

If arrangements are made after the field practicum begins, the students’ faculty liaison must approve the plan. In all circumstances, field instruction supervision must be available. It is important to recognize that this is an exception and that ordinarily, students should expect that field placements require daytime responsibilities.

Interruption of Field Placement

Under certain circumstances, a given field placement experience may need to be interrupted and changed (i.e., due to environmental, situational, or performance related factors). In this event, to ensure that the student receives an adequate orientation to the new field practicum context, the equivalent of an additional 4 weeks (64 hours) of field internship with the new placement agency may be required. Students may apply for an extended semester through a field placement exception to support their successful completion of the field internship.

Field Placement Hours during the Semester Break for Continuity:

The semester break between fall and spring semesters is typically followed and any exception to this is to ensure continuity of client services is to be made through arrangements with the student, field instructor, and faculty liaison in accordance with the following guidelines:

Guideline to approve semester break coverage: In order to maintain continuity of client services, some agencies request the student to continue in field placement during the semester break. Under these circumstances, and upon approval of the field instructor, faculty liaison, and the Field Coordinator, the student can be allowed to continue in the agency during the semester break for up to a maximum of eight hours total during the course of the semester break. These hours are credited to spring semester field hours, and time sheets are required to verify hour completion. The student may reduce 8 hours in spring semester. However, all students are required to remain in field placement during the entire spring semester. Requests to have students continue over the intersession must be noted on the student’s learning contract with the agency. NO HOURS CAN BE COMPLETED FROM DECEMBER 23 – JANUARY 2 as students must also have access to faculty during field hours. (Policy approved 11/03/21)

Field Education Operational Process & Procedures

Selection Process for Practicum Sites:

The field experience should maximize development of social work generalist level competence in the CSWE nine core areas. The SUNY Brockport Undergraduate Social Work Program has developed close ties to urban and rural communities in the Greater Rochester Metropolitan area and offers selected distal field placement opportunities based on established relationships with community agencies and organizations. The selection of appropriate internship sites is based on the desire to have high quality, engaging educational practice opportunities available for student learning.

Agencies and organizations contribute substantial resources to student education through the provision of learning situations that foster integration of knowledge and skill development.

The agency/organization must be able to provide distinct learning opportunities and activities that are consistent with the goals, values, and mission of the program, college, and profession. The agency must be able to provide a qualified field instructor and agency experiences that align with the program’s learning outcomes for generalist social work practice.

Criteria utilized to assess agency practicum sites include:

The agency must have demonstrated commitment to excellence in the provision of services and professional development of students.
The agency goals and objectives must align with the program’s mission and goals.
The values and ethics of the profession should be demonstrated through agency structure and functions.
The value of the agency-based experience is recognized, and educational activities developed within a supportive (learning) environment.
Agency-based learning opportunities are provided and are designed to expand student participation within various systems and at different system levels to allow core competency development.
The agency must provide adequate space and access to agency resources appropriate for carrying out assigned responsibilities and functions.
The agency must provide the necessary measures to protect the safety of the student. At a minimum, this should include: where not to go, how to conduct oneself when in the field, how to interact with potentially dangerous individuals, and other generally accepted actions to be followed in specific situations.
The agency allows the student maximum exposure to and participation in agency training and in-service opportunities.
The agency provides staff for regular and timely individualized supervision (if scope of practice is protected under licensing laws, supervision must be provided by a licensed social worker, if the practice activity is exempted, supervision must be provided by an experienced BSW or MSW practitioner.
The agency agrees to ongoing and frequent participation in the evaluation process.
The agency agrees to provide up-to-date information on agency services, organization, and student placement procedures and opportunities to the program’s Field Education Office.

Criteria for Selection of Field Instructors:

The field instructor is a valued contributor to the educational accomplishments of the student. The student - field instructor relationship provides a unique in the learning process. Because the learning environment has shifted from the classroom to the field, the learning process also shifts to an interactional action-based process. The field instructor becomes pivotal in guiding students’ skill development and refinement. Field Instructors must:

Possess an attitude toward professional social work education that fosters a positive relationship for best practice-based learning.
Possess a social work degree from a CSWE accredited social work program (BSW or MSW degree). If scope of practice is under the protection of NY Social Work licensing laws, (in a non-exempted setting) the field instructor must also have a license to practice social work in New York.
The field instructor needs to have two years post-degree experience. It is recommended that the field instructor also have at least one-year experience within the host organization.
Have an ability to distinguish internship learning and evaluation from staff performance expectations and incorporate these differences in the evaluation process of the student.
Be able to recognize and accommodate teaching responsibilities at a generalist level of practice.
Be able to creatively provide practicum experiences that enable the student to integrate social work knowledge, skills, values, cultural humility, and concepts into the field experience.
Possess a desire and ability to create a safe and supportive learning environment that recognizes student differences, and provides a professional educational setting that enhances individual strengths and challenges development of new skills.
Possess a desire to participate in a college/agency collaborative effort to offer a sound educational experience for the student by providing feedback and input into new practice directions and trends.
Possess a willingness to attend field instruction orientations, seminars, and field instruction on-site activities organized by the SUNY Brockport Undergraduate Social Work Office of Field Education.
Possess the willingness to provide structured, dedicated formal supervisory time on a minimum of one-hour per week basis.

Field Education Roles & Responsibilities

The roles and responsibilities of the participating people and designated units of the Undergraduate Social Work Program and Field Host Agency are below:

Undergraduate Social Work Program Responsibilities

Preparation and continuation of all functions coordinating the placement of students in the field setting according to program and CSWE accreditation standards.
Selection of agencies and placement of students in a vetted practicum setting.
Monitoring of the student’s practicum to ensure and maintain a sound educational experience based on student need and learning contract.
Provision of a placement process that is functional in bringing together agencies/field instructors, faculty liaisons, and students for negotiating a specific and measureable field-learning contract.
Provision of orientation sessions to field instructors and other opportunities for further cooperative continuing education between the Program and host agencies.
Coordination of a minimum of two collaborative site visit meetings during the field experience between the faculty field liaison, the agency field instructor, and the student in the practicum to evaluate student progress. These can be conducted virtually, if needed. Whenever possible, the first visit should occur in person and on-site to build the mutually beneficial partnership.
Maintain the mechanism and procedures for termination of a student’s field practicum when either the student, or agency, is unable to fulfill the obligations of the field contract.
Provision of joint opportunities to discuss, evaluate, and implement improvement to field education.

Agency Responsibilities

Provision of appropriate learning activities for the student including opportunities that allow for work at all levels with systems of all sizes (micro, mezzo, macro).
Provision of adequate space and resources for the student to comfortably engage in agency work.
Engaging in the selection and placement process of students.
Understanding and participating in the educational and evaluation process of the student.
Provision of a qualified field instructor for each student assigned to the agency.
Providing an atmosphere of cooperative learning that allows for other agency personnel to become involved in the educational process.
Creation of a creative learning environment that is both challenging and rewarding to student and field instructor.
Completion of all college affiliation and agency agreements and related documents.

Coordinator of Field Education Role and Responsibilities

The Coordinator of Field Education is responsible for the administration of the Field Education Program. The Coordinator of Field Education works in a collaborative manner with community agencies to ensure planned cooperation and coordination between the program and the agencies it selects for the placement of students.

Administer the Field Education component of the Program in consultation with the Department Chair and faculty, including but not limited to student placement in field practicum settings.
Provide information to various constituents regarding accreditation related issues pertaining to Field Education.
Initiate discussions and coordinate field placement affiliation agreement process with agencies/organizations and the College Contracts office to establish field education sites.
Explicate and represent field policies and procedures required for the practicum process.
Provide annual field instructor orientation covering curriculum and other Program changes, relevant field instructor trainings, and connect to other professional development opportunities as available.
Compile and maintain current information on agency affiliations.
Maintain and distribute an updated Field Education Manual to appropriate parties.
Collaborate on an as needed basis, with faculty liaisons/seminar instructors.
Provide oversight of field education and related policies/process.
Serve as the negotiating office for resolution of agency field instructor challenges and field education related conflicts unable to be successfully resolved by the faculty liaison.
Monitor all field practicum sites, including student and faculty liaison evaluations and feedback.
Provide leadership for field instruction committees, sub-committees, and other appropriate groups.

Faculty Liaison Responsibilities

Provide explanation and clarification of field education policies and procedures, including expectations of the College/Agency relationship as questions arise among and between the student and agency (in consultation with the Coordinator of Field Education).
Provide mediation of issues/conflicts between the agency field instructor, the student, and or the Program.
Monitor student progress toward accomplishment of learning objectives for the field practicum.
Maintain consistent contact with the field instructor and student through dedicated meetings with the agency (minimally two times during the field placement) and as necessary.
Provide classroom opportunities for integration of course material and field experience.
Ensure completion of all requirements for the student/agency contracts and evaluation procedures.
Evaluate student progress in the agency through the graded field seminar experience.
Encourage and assist the field instructor in creation of challenging and rewarding experiences for agency-based learning.
Submit student and agency evaluations/time sheets to the Coordinator of Field Education.
Participate in the semester evaluation process and recording of the final grade (Satisfactory (S) or Unsatisfactory (U)) for the field instruction experience.
Maintain regular contact as needed with the Coordinator of Field Education.

Field Instructor Responsibilities

Participate in the student practicum interview and assignment process.
Participate in the orientation process of the student to establish the framework for agency scope of practice.
Provide guidance and feedback to the student as they create their field learning contract which outlines the tasks and responsibilities of the student within the agency.
Develop and create generalist level social work experiences that enable the student to learn and practice social work skills in the nine CSWE core competency areas.
Provide regular weekly formal supervision through protected time with the student for consultation, processing, and monitoring student learning, service engagement, performance, and progress toward stated learning objectives.
Select work-load and responsibilities for the student so that they are attuned to the setting, taking into consideration the student’s capacity, interests, past experiences, learning style, life patterns, and goals of the Program.
Participate in required field workshop/seminars/training events sponsored by the Program.
Assist the student in the integration of classroom learning/concepts into field practice.
Provide joint coordination of student time and monitoring of field practicum requirements.
Participate in student conferences with the faculty liaison, student, and field education coordinator, as necessary.
Maintain on-going contact with the faculty liaison to identify successes and or areas of concern with the student or placement.
Participate in the evaluation process as established by the Program and complete the end of semester evaluations of the student.

Task Supervisor assignment by some agencies to complement Field Instructor

In addition to being assigned a field instructor, some agencies also assign a task supervisor. The task supervisor provides the student with day-to-day supervision of social work-related activities. The task supervisor may give input into the evaluation of the student, but the responsibility of formally evaluating student performance rests with the field instructor.

Student Responsibilities

Students are eligible to enter their senior field placement when they have successfully completed all junior level (300) social work courses with a grade of “C” or better. The student must also have a social work grade point average of at least 2.5, as well as an overall grade point average of at least 2.5. A student seeking a field placement must fill out an application that articulates what they need to learn in order to progress with their social work education. Social work faculty are included in the decision of students to enter field. A student who is on academic probation or who has presented concerns about their capacity to make the best use of their field placement may not be allowed to interview for a field placement.

Students are expected to:

Prepare self for a professional social work educational field experience integrating course material, life experiences, and skill development.
Complete all field instruction paperwork in a timely fashion and work collaboratively with the field office to assist in the process of field practicum assignment.
Review, sign, and submit the Social Work Field Practicum Student Training Agreement to the Coordinator of Field Education as part of the field application process.
Complete all requirements for field placement such as participating in individualized field planning, scheduling interviews, and completing background check paperwork/processes.
Understand and follow the operational procedures, structure, and functions of the agency.
Act responsibly in all activities undertaken in the agency such as maintaining confidentiality, adhering to safety guidelines, and ethical practice standards.
Act in a professional manner as a representative of the agency to the wider community.
Adhere to the NASW Social Work Code of Ethics.
Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience, including, but not limited to, developing and updating the field placement learning contract.
Take responsibility for setting and preparing an agenda for weekly supervision at the agency. This could look like submitting a list of successes, questions, and topics to the Field Instructor at least 24 hours prior to the formal supervision session.
Notify the field instructor and faculty liaison in a timely manner of any issues in the field practicum.
Maintain a schedule for attendance and prompt notification of any absences.
Maintain field practicum time sheet including obtaining field instructor’s weekly review and signature and submission of time sheet to faculty liaison upon request during the semester and at the end of each semester.
Be open to critical analysis and constructive feedback of performance behaviors and integration of learning.
Complete the required field education forms and submit within allotted timeframes.
Actively participate in the field evaluation process of student learning.

The Field Education Committee

Representing an essential element of the curriculum, the Field Education Committee is a subcommittee of the Program’s Curriculum Committee. All revisions in the field instruction component of the curriculum is reviewed and approved by the subcommittee. The Coordinator of Field Education serves as chair and all full‑time field faculty are committee members. Adjunct faculty liaisons who have taught field seminar are also invited/consulted. At least one student representative will be recruited to serve as a non-voting member of the committee. Field Instructor representatives also provide input into continuous improvement.

Contributions of Program Students

Student can elect a representative to provide the Coordinator of Field Education with input for the committee described above. Feedback about strengths and challenges of the field education program as a whole from students’ perspectives are welcome. Students also provide ‘person power’ in preparing for the various field conferences and in hosting agency visitors to the College. In addition, an annual field education survey is distributed to students engaged in field practicum to solicit input for continuous improvement.

Opportunities for Field Instructors

In addition to having a student in the agency and teaching someone who will be a professional colleague, upon graduation, there are other advantages to serving as a field instructor including the following:

Departmental Events
1. Before placement of students, the department hosts an annual Field Instructor Orientation. Experienced field instructors are invited to attend for an “update” on the department, any changes, and to offer their wisdom to those new to field education.
2. An annual programmatic recognition event is held each May to recognize the contributions of field instructors and celebrate student success.
3. Field Instructors are invited to department sponsored events and programs.
Library Access
1. If you wish to use the SUNY Brockport databases to search for and access online journal articles, you will be asked to pay the $25 annual fee.
  Go to www.nypl.org for access to other library resources.
  If you are an alum of SUNYBrockport, you have free lifetime access to Drake Library.
SUNY Brockport Undergraduate Social Work Program
1. Tuition Waiver Policy and Process – Effective 2023-2024 academic year: The Undergraduate Social Work Program at SUNY Brockport offers tuition waivers to our field instructors who supervise social work students. A three-credit graduate tuition waiver may be requested for each BSW student intern supervised following each semester (during the academic year-fall/spring) by completing and submitting the Online Tuition Waiver Request Form using the link provided.
  For your request to be approved and processed, the instructions include a requirement that the designated recipient must submit their social security number (SSN) using a secure website. The recipient of the waiver must claim the value of the tuition waiver as income for tax purposes. A 1099 will be issued to the recipient by New York State.
  You can upload a file with your SSN to the SUNY Brockport secure drop box (this link opens in a new window) after you have submitted the tuition waiver request form above. Acceptable file types are:
  1. Scan or photo of your SSN card OR
  2. Word document containing your SSN, name, and agency
2. The tuition waiver can only be issued to the primary field instructor, or if declined by the field instructor, can be issued to the primary day-to-day task supervisor for field placements using a task supervision model to supplement field instruction supervision. If a task supervision model is in place, the social work field office must have a record of this person listed as a task supervisor at the time of placement.
3. The tuition waiver is typically issued after the completion of the entire academic year (two semesters of placement) but can only be issued after each semester as the student must successfully pass field instruction. The voucher will be sent directly to the recipient by the College via mail. Once the tuition waiver is issued, it can be submitted to the student accounts office for tuition bill payment. SUNY Brockport cannot issue waivers in any semester other than the academic year within which the waiver was earned. If you have any questions regarding this process, please contact Kristin Heffernan at kheffern@brockport.edu or 585-395-5504.

Liability & Accident Insurance

Liability

The State University of New York carries liability insurance on students in Field Placement. Students are covered if acting under the policy for injury arising out of malpractice, error or mistake in rendering services under the direction of the agency field instructor. Independent action of the student without knowledge or approval of any supervising agency personnel would not be covered, nor would physical injuries sustained while performing the field placement.

Accident

The College does NOT carry insurance that would cover students transporting of agency client/patients on agency business, or student travel to and from agency field placements.

Insurance coverage is clarified in a Clinical Affiliation Contract between the Agency and the College. This contract is referred to as the SUNY‑Agency Agreement for Social Work Field Placement. A sample is included in this section. Neither the Agency nor the College are required to place or accept students in any specific semester, but if students are placed, the Agreement then goes into effect.

Learning in Field Instruction

Criteria for Students Entering Field Instruction

Students are selected to enter their senior field placement when they have completed all junior (300) level social work courses with a grade of “C” or better. The student must have a social work grade point average of at least 2.5, as well as an overall grade point average of at least 2.5. A student seeking a field placement must fill out an application. Social work faculty members are included in the decision to offer students an opportunity to enter field. If the Field Coordinator, faculty member, and or advisor has concerns that a student does not display readiness for the field practicum experience, the student’s application to field may be turned down for the upcoming semester.

The student will be notified and may be asked to complete a remediation plan created by the Field Coordinator or designee. This plan will be put into written form. It may include (but is not limited to) taking a particular course to address professional development needs, seeking mentorship or documentation of accessing needed resources as a result of self-reflection in order to enact self-correction. A student with a remediation plan will not be accepted into field until all the conditions of the plan are met and documentation is provided to that effect. Upon completion of the remediation plan and documentation to demonstrate the completion, the student can then reapply for field by the due date. The Field Coordinator or designee will meet with the student upon the student’s subsequent application to field to go over the completion of the remediation plan.

A student who is on academic probation will not be allowed to interview for a field placement.

The above criteria are sufficient for students applying for concurrent placements that typically occur two days (16 hours) per week through both fall and spring semesters.

Additional criteria are applied to students requesting block field placements four days per week for the Fall or Spring semester. Block placements are more intense and integration of the field experience with classroom learning occurs at a faster pace.

Additional criteria for students to enter fall or spring block placements are:

A cumulative grade point average of 3.25 or better.
Positive references from two faculty members, one of whom must be the advisor.
Written rationale for the block field placement that is acceptable to the Field Coordinator.

2024-2025 Undergraduate Social Work Program

Field Practicum Planning Guide

Although the Field Education Application is now online, please use the following guide as a resource in preparation for completion.

All students will be required to upload the following information with the Field Practicum Application:

An up-to-date field placement resume as either Microsoft Word (.doc/.docx) file ONLY (One-two pages maximum, USING TEMPLATE PROVIDED within this guide)

Electronically Signed Release of Information Authorization and Training Agreement

(Within the online application)

Additional information as well as the link to the online application can be found on our Field Education website.

Letter to Student

Dear Student:

I am looking forward to working with you in planning for your senior social work field placement for the 2024-2025 academic year. Field practicum is usually approached by students with excitement and anticipation. Field practicum socializes students to the profession by providing opportunities to apply the knowledge, values and sills you are learning in your course work through real life competency-based practice experiences with one of our partner agencies.

This Field Planning Guide and Application provides you with information on relevant Field Education policies and provides detailed information on the structure of the field practicum.

Field applications for the 2024-2025 academic year has been incorporated into your SWO 221 class and is due into the Field Coordinator in the Fall. Please be sure your application is complete and includes uploaded copies of your field placement resume (using template provided here) with cover letter highlighting your strengths and social work interests, narrative statement, Degree Works audit, as well as an electronically signed and dated field application including the Social Work Field Practicum Student Release of Information Authorization and Training Agreement. The undergraduate social work field placement application is now online. Students are encouraged to review the application below in order to prepare their answers and develop substantiating documentation prior to accessing the online application. Once the application is started, it must be completed in one session. Typically, students should allow for about 30 minutes to complete the online application and upload required documents. Should you have any questions, please contact me through one of the pathways provided below.

Sincerely,
Kristin Heffernan
Dept. Co-Chairperson, BSW Program Director
kheffern@brockport.edu
(585) 395-5504

Pre-Field Practicum Course & GPA Requirements

Before entering the field practicum and field seminar courses, students must complete all 200 and 300 level courses required for the major; in addition, students must be in “good standing” as defined below:

Continued earning of a grade of “C” or better in every social work course required for the major.
Re-taking any social work course in which a grade of below “C” is received, if the course is a requirement for the major.
Maintaining a cumulative GPA of 2.5 or better overall and within the major.
Continued demonstration of suitability and capacity to enter the profession of social work.

Fall & Spring Semester Concurrent Field Practicum

Most students complete field practicum using our fall and spring semester concurrent model. Within the concurrent structure, students complete 200 hours of field instruction at the assigned agency per semester. Typically, this occurs as two days (or 16 hours) per week over two semesters/one academic year for a total of 400 field instruction hours. A bi-weekly seminar in field seminar I & II is required. Students in concurrent placements remain at the same agency for both semesters and register for the following field courses:

Field Instruction I and II: SWO 451- fall semester (5 credits)
Field Instruction II SWO 453- spring semester (5 credits)
Seminar in Field Instruction I SWO 455- fall semester (1 credit)
Seminar in Field Instruction II SWO 456- spring semester (1 credit)

Block (one semester) Field Practicum

Students may apply for consideration of a Block placement. Block placements are structured during one semester of field instruction and weekly seminar class. Students do the same level of work and assignments in one semester as completed by concurrent field students in two semesters. Field Instruction is four days (32 hours) per week for a total of 440 field instruction hours. To be considered for a Block placement, two additional conditions are required to the list of pre-field practicum course and GPA requirements listed above:

Minimum GPA of 3.25 in social work and 3.00 overall GPA
Two letters of recommendation from full-time (not adjunct) social work faculty (one of which must be from the advisor). If your advisor is also the Field Coordinator, it is recommended that you solicit another recommendation from a full-time social work faculty member with whom you have successfully completed a course.

Students approved for a Block placement register for the following field courses:

Field Instruction: SWO 454 (10 credits)
Seminar in Field Instruction: SWO 456 (2 credits)

Availability during normal day time business hours

Most field placements require availability during normal business hours of the agency. This is an expectation of the undergraduate social work program. A limited number of field sites provide students the opportunity to complete some internship hours during evening or weekend hours, provided there is a qualified field instructor to provide supervision. However, this is an exception and students should expect that field placements will require daytime responsibilities and should plan their availability accordingly.

Important Note: Only students registered as Online Degree Completion (ODC) can negotiate their own practicum placement.

Field Placement Planning

Placements are assigned based on the information provided in the student’s field application with a focus on a generalist level field placement experience.

The Coordinator of Field Education will contact students via email in early spring semester to provide directions for scheduling conversations to discuss student interests and field placement.
Based on the planning conversations with each student, the Coordinator of Field Education matches students with agencies to provide the most beneficial educational experience per determination of “fit” for the student. The student’s field application and materials will be forwarded to the first agency. If that agency is not able to provide a placement, option B will be contacted, etc. All placements are dependent upon the willingness of the agency to host the student as well as the availability and willingness of a qualified field instructor to provide supervision.
The student will receive an interview contact notice via their official College at Brockport email ONLY with directions to contact the agency in order to schedule a field placement interview. Certain agencies have created their own processes. In these cases, the interview notice will contain directions accordingly.
After interviewing the student, the agency will complete the interview outcome form online, which goes directly to the Coordinator of Field Education, indicating whether the student is accepted for field placement. The interview outcome report form will also describe the field placement and will designate the name and contact information for the field instructor.
The student will complete the Student Interview Outcome Form online, which MUST be completed within three business days of the placement interview.

Students are expected to accept the placement where they have been assigned. However, if the student has a serious concern about the placement, the student must communicate these concerns directly with the Coordinator of Field Education. The Coordinator of Field Education will assist the student in exploring questions and reasons for concern. In situations in which compelling reasons to decline the placement are presented by the student, the Coordinator of Field Education will assign an alternate field placement site. However, if a student does not accept an opportunity to interview with an agency without valid reasons for concern, that will be considered as one of the two denials afforded to them prior to holding a field review.

It is the responsibility of the Coordinator of Field Education to make the final pairing based on students’ educational plans, additional consideration factors such as history of domestic abuse or length of time in recovery, agency ability to provide a quality field practicum, and program needs.

Process if student is not accepted for placement assignment

In the event that the field practicum candidate is not accepted for the internship, the Coordinator of Field Education will discuss the reasons for the decision with the agency. There are times when agencies determine a student will not be a good fit with the agency, and other times when concerns or other issues impact the decision not to accept a student intern candidate. The Coordinator of Field Education will discuss the reason for the agency decision with the student and, as necessary, assist students in identifying potential barriers impeding field placement assignment. The department chair and academic advisor will be informed if the student not accepted for an internship by two agencies due to concerns. In which case, faculty consultation via an academic field review will result in a determination of the student’s readiness for field practicum.

Undergraduate Social Work Online Distance Degree Completion Program (ODC)

Our online degree completion program offers flexibility and accessibility for students who want an undergraduate degree in Social Work without having to relocate. The 42- credit program is for students who are transferring to SUNY Brockport with an Associate Degree or at least 64 transferrable college credits.

To be considered for Admission, applicants must meet the following requirements:

Have an Associate Degree or at least 64 transferrable credits
Have completed the program’s prerequisite courses or the equivalent with a C or higher [PSH 110 (Intro to Psychology), SOC 100 (Intro to Sociology), and BIO 221 or 281 (Human Biology)]
Out of state courses used to meet the prerequisites may need to be evaluated by the appropriate department upon admissions (contact us for more information on this process)
Have a 2.5 GPA or higher

Students accepted to the University and program will need to complete 56 credits at a four-year college in addition to the credits that they transfer. Students need a total of 120 credits to graduate with a degree from SUNY Brockport. Please note this program is not open to current SUNY Brockport Students.

Field Placement

This online distance degree completion program requires field placements be completed at a location near you. Students applying for the degree completion program will be responsible for identifying the agency and the supervisor within the agency where they plan to complete at least a 400 hours of field work, as long as the student is not living in the Rochester area.

Field Placement Process

Student Responsibilities:

Accepted students, outside the Rochester area, will need to provide the undergraduate social work program with the contact information for the agency and possible supervisor for their field placement.
Applicants must have a field plan at the time they submit their application.
Applicants must have contacted the agency and spoken with the supervisor prior to sending the Field Coordinator this information. (Again, this applies to students living outside the Rochester area). Additionally, supervisors must have at least a Bachelor’s degree in social work from a CSWE accredited program and two years of post-graduation experience. Degrees in other disciplines cannot be substituted).

Field Coordinator Responsibilities:

Contact agency, review requirements, and ensure they are willing and able to provide the student with a qualified field instructor (internship supervisor) and a learning experience that meets the undergraduate requirement.
Explain the responsibilities and expectations of the agency, internship supervisor, the student, and the University.
Establish an affiliation contract with the agency per SUNY requirements.
Employment-Based Field Instruction
In certain circumstances, students may be permitted to complete one year of field education in their place of employment. The Coordinator of Field Education may grant this exception on a case-by-case review. In such cases the following criteria will be used to guide this process:

Employment-Based Field Instruction

In certain circumstances, students may be permitted to complete one year of field education in their place of employment. The Coordinator of Field Education may grant this exception on a case-by-case review. In such cases the following criteria will be used to guide this process:

The student acknowledges the risk associated with losing their employment could also mean losing their internship.
The field practicum must be structured in a way that ensures the student’s internship responsibilities reflect generalist level social work practice aligned with the CSWE competencies.
To ensure new learning opportunities, the field placement must expand upon current, and past work assignments and responsibilities.
The agency must agree to relieve the student from employment obligations and to assign different responsibilities to the student that meet student learning objectives when necessary.
The agency must agree that the work-based field placement will have an educational focus.
The agency is encouraged to provide the student with a different field instructor than their job supervisor and a different caseload.
The field instructor must meet program criteria for qualification as a field instructor.

Students requesting an employment–based field instruction are required to submit part 1 of the Undergraduate Social Work Employment-based Field Placement Application, the Agency must submit part 2 including all required supporting documentation no later than February 15, 2024 to the Coordinator of Field Education for consideration of approval using this link.

Field Placement Application

Important Note: Under no circumstances may a student accept or pursue employment in the same agency in which they are a field practicum student during the period of the field placement without the expressed permission of the Coordinator of Field Education. If this situation should arise, students must complete an employment-based field education application for consideration of approval.

Student Responsibilities in Employment-based Field Education Placement

Preparation of self for an agency-based professional social work educational experience integrating course material, life experiences, and skill development.
Complete all field instruction paperwork in a timely fashion and work collaboratively with the Coordinator of Field Education to assist in the process of agency selection and assignment.
Complete all requirements for agency placement.
Understand the operational procedures, structure, and functions of the agency.
Act responsibly in all activities undertaken in the agency maintaining confidentially and ethical practice standards.
Act in a professional manner as a representative of the agency to the wider community.
Read, sign and return the student agreement to the Coordinator of Field Education.
Adhere to the NASW Social Work Code of Ethics.
Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience.
Be open to critical analysis and feedback of performance behaviors and integration of learning.
Take responsibility for setting and preparing an agenda for weekly supervision at the agency.
Notify the field instructor and faculty liaison in a timely manner of any issues in the field practicum.
Maintain a schedule for attendance and prompt notification of any absences.
Complete the required evaluation forms within required timeframes.
Actively participate in the field evaluation process of student learning.

REQUIRED Resume Template for Field Placement Application

Field Practicum Application Form

Student Release of Information Authorization and Training Agreement

Preparation for Field Instruction

It is suggested that both students and agency field instructors review the CSWE Core Competencies for generalist social work practice. Both parties will then be ready to consider learning opportunities to demonstrate growth in each area. At first, students are often very anxious about the agency placement. They appreciate knowing whom they will be working with and what to expect. Contracting with the field instructor on specific tasks to be performed in the agency can be reassuring. A warm welcome from agency personnel, in addition to that of the field instructor, helps to assure the student of a good start.

Anticipated Schedule of the Field Instruction Process

Please refer to the following Sample Schedule of the Field Instruction Process. Learning assignments must be highly individualized; those proposed are suggestive only. The first phase, involving orientation, should be brief. There is some evidence that the earlier students are in direct contact with client systems, the earlier their anxiety is reduced.

Phase I: Orientation

Tour agency/meet staff
Establish process for student to inform placement in case of absence from internship
Orientation to agency policies and resources such as review of policies and manuals
Student and Field Instructor review CSWE Core Competencies and articulate activities to demonstrate growth to be incorporated into learning contract
Review expectations of student preparation for and participation in formal supervision
Review of sample records (documentation, historical context, timeframes, etc.)
Discuss documentation and case summary procedure for agency
Acquaint student with agency terminology
Determination of initial learning assignments
Determine how hours will be tracked and approved

Phase II: Beginning Intervention/Apprenticeship Stage

Immediate introduction of student to client population by experienced supervisor
Assignment of own client system(s) to student, or those with increased involvement
Define macro practice opportunity involving organizational and/or community change
Identify ways students will have mezzo/small group experience (group, family, team, etc.)
Complete midterm evaluation with student and send to field liaison

Phase III: Continuing Intervention/Mastery

Amend learning plan/contract to integrate increased independence and autonomy including SMART goals and identification of artifacts of progress related to each competency for e-portfolio
Continue to work with assigned client system(s)
Participate in staff meetings / trainings / community board meetings

Phase IV: Termination

Phasedown of workload (no new or long‑term client systems / no new projects)
Discussion of termination issues in supervision
Discussion of termination with clients and colleagues
Completion of final evaluation including student, field instructor, and faculty liaison
Complete E-portfolio and presentation in seminar

Evaluation of Field Learning

Evaluation of student learning during field instruction occurs at mid‑placement (mid-semester – block placements, end of first semester – concurrent placements) and at termination of the placement (end of semester – block placements, end of second semester – concurrent placements). At that time, the Student and Field Instructor collaboratively review this critical assessment of the field work experience.

Students are continuously assessed for suitability and capacity for social work practice. Please refer to the Undergraduate Social Work Academic Standards.

In order for students to successfully complete field, they must be performing satisfactorily. If a student is below that level at mid-term, the student, field instructor, and faculty liaison will develop a remedial plan so the student is given an opportunity to demonstrate improvement. Some students will not progress to second semester if the skill development falls below this specified level.

It is acceptable at the conclusion of the first semester for concurrent placements, or first half of block placements to have competencies that cannot be evaluated. However, all competencies MUST be evaluated for the student to graduate.

Field Instruction: Preparation, Supervision & Evaluation

Preparation for Supervision

A dedicated time for supervision is critical in promoting students’ professional development. In the process of conducting student supervision, it is expected that the field instructor will provide ongoing feedback to the student on their progress toward meeting competencies. Students are expected to be active learners and prepare for supervision. The Weekly Supervision / Performance worksheet provides a useful tool to students in preparing for supervision and provides a written record of areas of discussion and performance.

Weekly Supervision/Performance Feedback (Preparation Tool for Students)

Field Practicum Student Time Sheet

Field Education Internship Learning Plan Template with Integrated E-Portfolio Development

Using the Field Evaluation Within a Process

During the first several weeks of the semester, the student will need to develop a learning contract in consultation with their field instructor. It is understood that the field learning contract will be refined and updated as needed. Dates of submission to the faculty liaison are outlined in the field instruction/field seminar syllabi. The 2022 CSWE Core Competencies are detailed in the learning contract and match the areas of assessment in the field evaluation.
At about the midpoint of the semester (around the end of the 2 ^nd month) it is suggested that as part of the weekly supervision session, time be scheduled for the field instructor and student to look at the evaluation form and explore how the student is doing. Ideally, this is accomplished before the semester three-way meeting between field instructor, student, and faculty field liaison/seminar instructor. Any major areas of disagreement or potential problems should be discussed prior to the virtual site visit including the student, field instructor, and faculty liaison so that problem solving can be engaged in and a remediation plan can be developed. However, if this discussion occurs following the fall semester virtual site visit and concerns are identified, it is important for the field instructor to consult with the faculty liaison.
Students completing a block placement will be evaluated at mid semester for a midterm evaluation. This evaluation is to be discussed with and submitted to the faculty liaison. Concurrent students receive a midterm evaluation at the end of the first semester.
Although the field evaluation must be completed by the field instructor, input should be solicited from all parties. It is suggested that the student complete a self-evaluation using the same evaluation instrument used by the field instructor and discuss the self-evaluation with the field instructor during the evaluation process. This provides a tool to explore discrepancies or clarification needs and facilitates discussion between student and field instructor.
Students will complete an agency and field instructor evaluation at the end of the of the placement.

Field Evaluation of Student

Student Evaluation of the Field Instructor and Field Host Agency (contact kheffern@brockport.edu for form)

Course Assignments Related to Field Placement Experiences & Field Seminar Assignments

Field Instruction students also concurrently register for a corresponding field seminar course. Field Seminar students must complete a field e-portfolio over the course of the academic year. This is detailed in the course syllabus (see Appendices A and B).

Citations/Links to Relevant Sources

National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

In-text citation: (National Association of Social Workers, 2017).

Council on Social Work Education. (2022). Educational policy and accreditation standards for baccalaureate and master’s social work programs. Retrieved from https://www.cswe.org/getattachment/Accreditation/Standards-and-Policies/2022-EPAS/2022EPASandGlossary.pdf.aspx

In-text citation: (Council on Social Work Education, 2022).

Appendix

Seminar in Field Instruction I (SWO 455)

Instructor Note: Email is the best way to reach me. Please expect a 24-48 hour response for emails. Calling my office will not result in a faster response.

Students in this section meet synchronously via remote technology (E.g., Zoom), and will be required to attend all class meetings virtually. Students access this course via https://brockport.open.suny.edu using their assigned Brockport NetID. Students must have access to a computer with Internet connection to participate in this course and are encouraged to familiarize yourself with the Brightspace LMS as soon as possible. NOTE: This course opens (“Goes Live”) one week prior to the start of class in order to give you an opportunity to get acquainted with the online environment and course requirements. For additional information, go to: www.brockport.edu/academics/online.

I. Catalog Course Description

This syllabus is for both SWO455 (Fall, 2 credits), the seminar that accompanies the Concurrent Field Instruction course SWO451. The same syllabus is also used for the single seminar SWO456 that accompanies the Block Field Instruction for Block Field Placement SWO454.

SWO455: Seminar in Field Instruction I (2 credits). This must be taken concurrently with SWO451. This course provides the opportunity to achieve integration of classroom learning with field experience; resolution of discontinuity regarding the development of social work competencies in the field setting; development and integration of responsibilities of social worker’s professional role.

SWO457: Seminar in Field Instruction II (2 semester hour). This must be taken concurrently with SWO453. This course is a continuation of SWO455. The course provides an opportunity to review and integrate course content from all of the program components with a final comprehensive case analysis, which allows the student the opportunity to demonstrate integration of theory and practice.

SWO456: Seminar in Field Instruction (4 semester hours). This seminar accompanies the block field placement and is taken concurrently with SWO 454 Field Instruction. All of the course assignments are the same as for the concurrent seminars.

II. Prerequisites

SWO221
SWO301
SWO323
SWO 341
SWO 342
SWO 310
SWO 311
SWO304

III. Introduction

The primary purpose of the field instruction seminars is to help students apply and integrate generalist practice academic content. In addition, the second half of the seminar is a final integrative seminar for the social work program. Students are required to review and integrate course content from all of the program components. Students aid one another in achieving both purposes, as they share experiences from different types of field settings. Small seminar groups promote this sharing. This is an essential aspect of professional development. Seminar instructors, whom also serve as faculty liaisons between the students and their field agencies, facilitate sharing and processing.

Council on Social Work Education (CSWE) Definition of Generalist Practice

Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social and economic justice. They recognize, support and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. The baccalaureate program in social work prepares students for generalist practice. The descriptions of the nine Social Work Competencies presented in the EPAS identify the knowledge, values, skills, cognitive and affective processes, and behaviors associated with competence at the generalist level of practice. (EPAS, 2015, p. 11)

IV. Course Objectives

The Commission on Accreditation (COA) of the Council on Social Work Education (CSWE) is recognized by the Council for Higher Education Authority to accredit baccalaureate degree programs in social work education in the United States. CSWE developed Educational Policy and Accreditation Standards (EPAS) as an outcomes approach to ensure that students are able to demonstrate the integration and application of the competencies in practice. In EPAS, social work practice competence consists of nine interrelated competencies and component behaviors that are comprised of knowledge, values, skills, and cognitive and affective processes (CSWE, 2022). Below is a list of the learning objectives for this course as they relate to the CSWE competencies.

Objectives

Upon completion of the course, the student will be able to:

Course Content

CSWE Competency 1
Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, anti- racist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice. Social workers:

make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to the context;
demonstrate professional 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.

Class Discussions Exercises

E-Portfolio