Guidelines for students who need to complete field hours Spring Term 2020

Field Education Continuity Plan for Disruption of Field Placement Activities

And Field Education Strategies for Remote Competency Development

The University of Pittsburgh School of Social Work has developed plans to address temporary disruption to students’ social work field placements due to local, state or national emergencies or events.

In efforts to fulfill the student’s hour requirements and educational competencies during temporary field placement disruption, we are providing alternative field learning activities that can be completed remotely or off site.

This policy is designed to address short-term field placement disruptions. If the disruption will be for an extended time, the University of Pittsburgh School of Social Work and the Office of Field Education will determine the most appropriate response to support students in completing their field placement requirements.

Remote Competency Development list of possible tasks

Competency 1: Demonstrate Ethical and Professional Behavior

Utilize and develop plan for field supervision using Skype or other teleconferencing applications.
Appropriate and timely use of email and communication during uncertain times.
Develop a modified learning plan, including due dates, for written products to be submitted to field instructor while working remotely.
Select a standard in the NASW Code of Ethics. Reflect in writing on differences or points of tension between the Code and agency policy/procedure and/or services.
Read literature on the Code of Ethics and write a summary about how it applies to social work practice
Review ethics-related case study identified by FI/TS or field faculty, OR reflect on personal experience regarding ethical quandary in field and respond in writing to factors that must be considered
Review history of NASW Code of Ethics. Reflect on its evolution to address gaps. Identify specific areas where gaps remain.
Review an ethical decision making model (sample: https://www.naswma.org/page/100/Essential-Steps-for-Ethical-Problem-Solving.htm) and use this to analyze an ethical dilemma from your agency.
Identify Ted Talks, YouTube video’s and podcasts related to social work practice. Write about personal reactions and how your learning applies to agency ethical and professional practice.

Competency 2: Engage Diversity and Difference in Practice

Prepare a self-reflection where identify and discuss your own sources of privilege and power. How may these sources influence the ways you engage with client systems.
Apply a diversity and difference in practice lens through research and writing to current projects.
Read and write a reflection on current literature related to diversity and difference.
Write a reflection looking at how your own intersecting identities impact your work and relationships within the field agency and with client/community groups being served. How will you work with clients you over identify with? How will you work with clients you don’t identify with at all?
Review the NASW Code of Ethics standards related to oppression, discrimination and marginalization. Suggest improvements
In writing, identify the unique cultural composition of the client population served by the agency. Identify ways in which the agency meets the needs of the client population and identify how this could be improved
Research, identify, and complete an online training focused on a population served by the agency. Identify how this information could be used to better advocate for the needs of this population in practice
Identify Ted Talks, YouTube video’s and podcasts related to social work practice. Write about personal reactions and how your learning applies to diversity and difference in practice

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

Complete writing assignment about strategies that promote social justice and human rights considering agency mission and practice.

Create list of ways the agency could advocate for social, economic, environmental justice and human rights in the agency’s work.
Review advocacy agency websites that you would like to learn more about and write a summary of how their work could impact the work completed by your agency.
Research a human rights issue of interest and write a summary how human rights organizations are working to ameliorate the condition.
Identify Ted Talks, YouTube videos and podcasts related to social work practice. Write about your personal reactions and how your learning applies to advancing human rights.

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

Research and write evaluation of articles that inform agency’s practice.
Continue research and literature reviews pertaining to current field projects.
Develop focus group question or survey instruments related to a need in the agency.
Develop research questions that emerge from work with the client system and agency setting. Discuss with FI and or Field Faculty member and identify resources that inform (or answer) the research question.
Research potential grant opportunities and/or prepare aspects of a grant application.

Competency 5: Engage in Policy Practice

Review agency policies with suggestions/recommendations where appropriate (e.g, agency safety policies, diversity and inclusion policies, policies related to the use of social media, utilization of technology, etc.)
Explore local, state and federal policies that impact organization and/or the affected community, write summary.
Write a policy brief.
Review relevant laws and policies affecting the clients and communities served by your agency.
Write a letter to the editor about a policy issue impacting your agency.
Complete an analysis of a political candidate’s plans for policy change.
Read social work voting toolkit ( https://votingissocialwork.org/#) and develop a plan for implementation within the agency

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

Attend virtual meetings
Reflect in writing about how personal experiences, beliefs and identities impact your relationships in field.
Plan and participate in remote meeting, support group, or other intervention.
Utilize teleconferencing applications, which meet agency requirements regarding HIPAA and/or confidentiality standards, to meet with clients.
Review literature related to culture and cultural humility and write about how it impacts your work in the agency and how services are delivered

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

Research assessment instruments used by agencies who offer similar services
Create an assessment instrument (survey, focus group questions, interview questions) to better understand community/client needs
Review case study for strengths, challenges and systemic factors impacting the clients and/or client group
Teleconference with various service providers, participating in resource mapping, and develop a list of resources for clients with services offered, referral process, etc.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

Review effectiveness of evidence-based practice models and discuss ways that model could be implemented in field placement agency
Review case study for strengths, challenges and systemic factors impacting the intervention and or implementation of the intervention
Identify and complete on-line training modules and provide the following:
- certification of completion
- a short written reflection
- a presentation to disseminate knowledge gained
Develop trainings that will benefit the agency (e.g, Student orientation and onboarding materials, social work ethics, treatment innovation, etc.).

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Assess agency process for seeking client feedback and make recommendations for improvement.
Review literature on termination of relationships within the workplace setting (with agency staff, community partners, clients, etc.).
Think about and plan discussions for terminations with task groups, community members/clients, and agency staff considering current circumstances.
In writing, identify the structures in place for evaluating the agency’s outcomes. Compare and contrast this evaluation mechanism with structures in place for similar agencies (in other counties, states, countries).

Field Instructors and Task Supervisors may come up with other activities or trainings, in addition to the ones listed on this page. All activities should be pre-approved by their Field Instructor and the University of Pittsburgh Field Liaison and Field Faculty.

Confidentiality and the Use of Technology

All students must comply with relevant laws, regulations, ethical standards, and organizational policies to ensure the confidentiality of clients. While each agency should develop their own protocols around the use of technology and confidentiality, the following best practices should be followed by all students:

Take reasonable steps to maintain appropriate boundaries when using personal phone numbers or other electronic communication. For example, consider temporarily hiding your caller ID when making outgoing calls to clients.
Position web cameras so that others can only see your face- all visible confidential data should be removed from camera view.
Conduct all sensitive conversations in a private space. Be mindful of the potential for family members or bystanders to overhear any portion of your discussions

Ways to remotely fulfill field hours, meet in person contact and support student safety
Current Commission on Accreditation (COA) interpretation of Accreditation Standard 2.2.4 allows “in-person” contact to be accomplished through digital technologies.

Field education programs must ensure demonstration of social work competencies is through in-person contact, which refers to interpersonal interactions with clients and constituencies, and may include the use of digital technologies (AS 2.2.4, 2015 EPAS Interpretation Guide).

The EPAS allows for technology-based social work practice (think telehealth, telework, phone contact with colleagues, clients, and constituents, etc.). Field agencies may work with students to allow/support telework.

Simulated practice situations may supplement the student’s education, but not replace required field experience hours (AS 2.2.5, 2015 EPAS Interpretation Guide).

Accreditation Standard 2.2.4: The program explains how students across all program options in its field education program demonstrate social work competencies through in-person contact with clients and constituencies.

Field education programs must ensure demonstration of social work competencies is through in-person contact, which refers to interpersonal interactions with clients and constituencies, and may include the use of digital technologies (AS 2.2.4, 2015 EPAS Interpretation Guide).

The EPAS allows for technology-based social work practice (e.g., telehealth, telework, phone contact with colleagues, clients, and constituents, remote access to platforms and projects, etc.). Field agencies may work with students to allow/support telework. For example, can students do client case/paperwork on a secure server, call into meetings, work on projects from home, engage in professional development activities, and meet virtually with their field instructor? Of course, these ideas may not replace all field hours that may be missed due to a crisis, yet perhaps can serve close the gap. Such telework solutions can be temporary while the program convenes to develop longer term solutions.

Student field education can be temporarily facilitated via technology. Some programs have had students work on crisis response policies, procedures, notifications, and education (e.g., handouts, PowerPoints, webinars, PSAs, etc.) based on the crisis or natural/manmade disaster.

In the case of a public health issue, for example, students may engage in number of activities including:
- Help with public education about staying healthy
- Connect clients to Medicaid/Medicare or other affordable healthcare plans
- Propose revisions to agency policies and procedures about safety
- Contact clients to inform them of any changes to regularly scheduled services
- Create lists of referrals to other community resources their clients may need
- Work on projects or plans for future events or initiatives
- Engage in virtual professional development to assist them in their agency (e.g., webinars, DSM review, informational interviews with partner organizations, etc.)
- Craft awareness efforts via placement’s social media accounts
- Compose advocacy writings to elected officials about issues and legislation the agency is connected to/populations they serve
- Etc.

Other Alternate Learning Activities

Agency Field Instructors and Agency Task Supervisors should assign students off-site alternative field learning activities that the student may complete in the event of a temporary field disruption.

Examples of alternative field learning activities are listed below.

• Supervision: Weekly supervision using Zoom or other teleconferencing applications.

• Meetings with individuals, families, and groups utilizing teleconferencing applications that can be accessed via computer, tablet, and/or telephone; provided teleconferencing applications meet any agency requirements regarding HIPPA and/or confidentiality.

• Trainings for Agency: develop trainings that will benefit the agency (ex- self-care, ethics, etc.)

• Groups/Workshops for Clients: develop curriculum for future implementation with clients (ex- life skills, grief, trauma, domestic violence, etc.)

• Written Materials for Clients or Community: develop handouts/flyers/brochures (ex- explain voting rights, informed consent policies, etc.)

• Organizational Policy Review: review agency policies with suggestions/recommendations where appropriate (ex- safety policies, diversity policies, use of social media, utilization of technology, etc.

• Legislative Policy Review: review relevant laws and policies impacting the population students work with (ex- Indian Child Welfare Act, Emergency Mental Health Holds, Homeless Camping Ban, etc.) and provide a synopsis of key takeaways

• Advocacy Activities: write a policy brief; write a letter to the editor about a policy issue impacting the agency; complete an analysis of a political candidates’ plans for policy change; prepare key talking points on an issue that others may use; read the social work voting toolkit (https://votingissocialwork.org/# ) and develop a plan for implementation within the agency

• Literature Review: conduct a literature review on a specific topic relevant to field placement (ex-effectiveness of an intervention, how interruption of services impacts mental health or economic stability, etc.)

• Grants: research potential grant opportunities and/or prepare aspects of the grant writing.

• Community Networking/Resource Development: teleconference with various service providers, participating in resource mapping, and develop a list of resources for clients with services offered, referral process, etc.

• Complete online trainings: complete assigned trainings and provide a certification of completion and/or a short written reflection and/or prepare a presentation to disseminate knowledge gained

Agency Field Instructors and Agency Task Supervisors may come up with other activities or trainings, in addition to the ones listed on this page. All activities should be pre-approved by their agency.

Note that simulated practice situations may supplement the student’s education, but not replace required field experience hours (AS 2.2.5, 2015 EPAS Interpretation Guide). In the classroom the program may consider a few extra touchpoints for simulating working with clients and constituents’ groups to support (not replace) required field hours.