Introduction Acknowledgments About the Author Chapter 1: Field Education: A Generalist Approach Social Work Education Field in Social Work Education Reflection Question 1.1 The Generalist Field Education Approach Table 1.1 The Generalist Field Education Approach Figure 1.1 The Relationship of Classroom and Field in the Development of Competent Generalist Practitioners Developing and Demonstrating Competence in Field Integrative Activity 1.1: Translating Core Competencies into Field Competencies and Tasks Reflection Question 1.2 The Who's Who of Field Education The Learning Triangle Figure 1.2 The Learning Triangle The University The Agency The Student Reflection Question 1.3 Process and Content in Generalist Field Education Reflection Question 1.4 Socialization to the Profession The Use of Portfolios in Field Integrative Activity 1.2: The Field Portfolio The Role of Reflection in Field Integrative Activity 1.3: The Field Journal Final Thoughts on the Importance of Field Frequently Experienced Situation Suggested Field Tasks References Chapter 2: The Organization: Orientation and Training Field Education as Immersion The Organization Student-in-Organization Reflection Question 2.1 Multilevel Orientation Individual Level Agency Level Larger System Level Integrative Activity 2.1 Orientation and Training Agency Analysis Integrative Activity 2.2 Agency Analysis The Role of Curriculum in Orientation Integrative Activity 2.3 Curriculum Review The Training Plan Table 2.1 Five-Step Training Plan Frequently Experienced Situation Suggested Field Tasks References Chapter 3: The Plan and Pace of Learning in Field The Learning Plan Elements of the Learning Plan Integrative Activity 3.1 Identifying Multilevel Learning Tasks Integrative Activity 3.2 Identifying Foundational Roles of Social Work in Field Table 3.1 Developing Objectives for Learning Reflection Question 3.1 Developing Your Learning Plan Integrative Activity 3.3 Constructing the Field Learning Plan 64 The Pace of Learning Reflection Question 3.2 Frequently Experienced Situation Suggested Field Tasks References Chapter 4: Safety in Field Safety in Field Education SAFE Field Education Table 4.1 SAFE Field Education Three Areas of Personal and Professional Well-Being Physical Well-Being Psychological Well-Being Reflection Question 4.1 Professional Well-Being Reflection Question 4.2 Assessing Safety in Field Integrative Activity 4.1 Field Safety Assessment Suggested Field Tasks References Chapter 5: Field Supervision Field Supervision Functions of Field Supervision Administrative Function of Field Supervision Educational Function of Field Supervision Supportive Function of Field Supervision The Structure and Logistics of Supervision Timing Content Integrative Activity 5.1 The Supervision Outline Integrative Activity 5.2 The Supervision Agenda Integrative Activity 5.3 Documenting Your Supervision Session The Tools of Supervision Reflection Question 5.1 Frequently Experienced Situation Suggested Field Tasks References Chapter 6: Effective Communication Skills for Field Communication Skills for Generalist Practice Reflection Question 6.1 Oral Communication Skills Interviewing Integrative Activity 6.1 Assessing Interviewing Skills Integrative Activity 6.2 The Process Recording Nonverbal Communication Telephone Communication Reflection Question 6.2 Written Communication Skills Integrative Activity 6.3 Writing a Case Note Communication and Technology Internet and E-Mail Use in Agencies Cell Phone Usage Social Media Computer Systems Reflection Question 6.3 Communication Challenges in Field Reflection Question 6.4 Frequently Experienced Situations Suggested Field Tasks References Chapter 7: Ethical Practice in Field Values and Ethics in Social Work Reflection Question 7.1 The Agency Ethics Audit Integrative Activity 7.1 The Agency Ethics Audit Reflection Question 7.2 Ethical Decision Making Reflection Question 7.3 Resolving Ethical Dilemmas Figure 7.1 Resolving an Ethical Dilemma: A Flowchart The Role of the Law in Resolving Ethical Dilemmas Integrative Activity 7.2 Resolving Ethical Dilemmas Reflection Question 7.4 Frequently Experienced Situations Chapter 8: Diversity and Social, Economic, and Environmental Justice in Field Understanding Key Aspects of Diversity Culture Cultural Competence Cultural Humility and Intersectionality Integrative Activity 8.1 Understanding Diversity in Field: A Multilevel Approach Reflection Question 8.1 Developing Culturally Competent Practice Skills Integrative Activity 8.2 Developing Culturally Competent Practice Skills in Field Understanding Social, Economic, and Environmental Justice in Field Integrative Activity 8.3 Identifying Social, Economic, and Environmental Injustice in Field Reflection Question 8.2 Advancing Social, Economic, and Environmental Justice in Field Advocacy and Policy Practice Integrative Activity 8.4 Policy Analysis and Practice Reflection Question 8.3 Suggested Field Tasks References Chapter 9: Critical Thinking in Field Task Analysis Integrative Activity 9.1 Task Analysis Evidence-Based Practice in Field Integrative Activity 9.2 The Literature Review Reflection Question 9.1 Case Presentation Integrative Activity 9.3 Case Presentation Suggested Field Tasks References Chapter 10: The Planned Change Process in Field Table 10.1 Five-Step Process of Using the Planned Change Process in Field The Phases of the Planned Change Process Integrative Activity 10.1 The Phases of the Planned Change Process in Field The Planned Change Process: Multilevel Reflection Question 10.1 Multilevel Assessment and Implementation of Multilevel Plans Conducting Multidimensional/Multilevel Assessments Integrative Activity 10.2 The Multidimensional/ Multilevel Assessment Developing and Implementing Multilevel Plans Table 10.2 Theoretical Perspectives and Practice Theories and Models Integrative Activity 10.3 Identifying Theoretical Perspectives, Practice Models, and Commonly Used Interventions in Field Reflection Question 10.2 Integrative Activity 10.4 Developing and Implementing Multilevel Plans The Planned Change Case Analysis Integrative Activity 10.5 The Planned Change Case Analysis Frequently Experienced Situations Suggested Field Tasks References Chapter 11: Professional Development of Self in Field Reflection Question 11.1 The Professional Defined Reflection Question 11.2 Ethical Responsibilities of the Professional Professional Development Professional Development: A Spiritually Sensitive Perspective Reflection Question 11.4 Reflection Question 11.5 Reflection Question 11.6 Professional Development of Self Capstone Paper Integrative Activity 11.1 Professional Development of Self Capstone Paper Frequently Experienced Situation Suggested Field Tasks References Chapter 12: Endings in Field Education Endings in Social Work Practice Reflection Question 12.1 Types of Endings in Practice Reflection Question 12.2 Endings in Field Education Ending Your Relationship with Your Agency Reflection Question 12.3 Ending Your Relationship with Your Field Instructor Reflection Question 12.4 Ending Your Field Education Experience Integrative Activity 12.1 Curriculum Analysis Pulling It All Together Integrative Activity 12.2 Pulling It All Together What's Next? Finding a Job Going to Graduate School What About Something Completely Different? Advanced Field Education Reflection Question 12.5 Frequently Experienced Situation Suggested Field Tasks References Index
"It is extremely readable; provides integrative activities that are well structured in every chapter. The importance of knowledge, values, and skills are interwoven in the fabric of this text in such a way that their importance to the foundation of the social work profession and generalist practice at every level and interaction is evident. I have long waited for a text like this. I have found my social work practicum textbook prince after kissing a lot of textbook frogs."
"Finally-a text that captures the many concepts and challenges experienced in field and provides useful and practical ways in which students and field instructors can navigate those challenges together."
"This text was written with the goal of integration of fieldwork practice and the competencies of social work education. The activities and infusion of competencies help the teacher teach and make it possible to have meaningful online class time in a course that is traditionally live."