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Field Practicum and Seminar II

Course Details

Course Number
SOWK 4246
Section Number
SOWK 4246
Fall 2017
Bridwell Hall
Classroom Number
Days & Times

Tuesday - 10:00 a.m. to 11:50 a.m.

Dr. Satya N. Ayinagadda (view Profile)

Course Attachments


Course Objectives

Objectives of Field Practicum &Seminar II:

1.  Apply critical thinking skills to practice.

2.  Adoption of values and ethics to practice.

3.  Demonstrate the professional use of self.

4.  Understand oppression and discrimination and apply skills which promote social and economic justice.

5.  Understand the nature of the social work profession and its current structures and issues.

6.  Apply the knowledge and skills of generalist social work practice to both micro and macro levels.

7.  Apply bio-psycho-social knowledge within a theoretical framework to practice with systems of all sizes.

8.  Evaluate research and apply findings to practice.

9.  Commit to continued professional growth.

10.  Function professionally within an organizational environment. 

Course Expectations

Student Responsibilities

  • The student is responsible for the timely submission of all field work assignments. A student who requires special accommodations should contact his/her Faculty Field Liaison (FFL) and agency Field Instructor (FI).
  • Attend and participate in school sponsored student orientations and seminars as listed in the BSW Field Manual.
  • Complete all oral and written work related to tasks assigned by the agency Field Instructor including middle and ending phases of a change effort, evaluation of intervention outcomes, termination, referrals, process recordings, and agency required paperwork.
  • Comply with the criteria of Fitness for the Profession as described in the BSW Field Education Manual.
  • Actively participate in progress evaluations with the agency Field Instructor and the assigned Faculty Field Liaison.
  • Each semester, students must complete a minimum of 200 internship hours in order to complete the field course requirement. Students are typically in field placements a minimum of 16 hours per week for 15 weeks.
Grading Standards

Grading and Due Dates:

A point system will be used to determine the course grade, based on the following performance criteria:

Practicum paper                               100 points- Submission date:        

Class Participation                              10 points

Performance in agency setting       100 points – Complete file submission:

Total Possible Points                       210 points   

Students receiving 146 points or less will receive a failing grade.

The Field Instructor’s Evaluation Form (Field Manual, appendix C) will be used by the social work faculty in evaluating the student’s overall performance.  Dimensions rated will be: values, practice knowledge and skills, personal/professional self and development, and communication skills.  The following ratings on the evaluation form will determine the points you receive.

                                    189-210 points = A

                                    168-188 points = B

                                    147-167 points = C

                                    146 points or Less =F

A field grade less than B is considered failing and the practicum will have to be repeated.

Final Exam 12/07/1917 Final Field Folder Submission before 5 p.m.
Submission Format Policy

2. Assignments – Class Presentations


  1. Organization Assessment and Plan of Action

This assignment has two parts. They are 1) Organizational assessment and 2) Advocacy for social and economic justice.


Part I: Organization Assessment and Plan of Action

Choose an organization with which you work. Provide background information on the organization (demographics, focus of organization, and other information). Discuss the issues that affect the organization in client status. Use the class readings to understand the issues relevant to the organization in client status. The following topics should be addressed:

  1. Introduction: Who is this and why is this organization working with them?
  2. What are the issues affecting this organization in client status as they articulate them? Discuss these in terms of human rights/justice.
  3. What are the strengths and resources (potentials and realized) available to this organization in client status? What are the challenges/obstacles?
  4. What needs to change? How should social workers be involved in this change? Elaborate a possible plan for change in consultation with stakeholders (include goals, objectives, who, what, when, and how)
  5. Conclusion.

Part-II: Advocating for Economic and Social Justice (policy)

Find common themes of economic and social justice that connect the organization with the community in order to exert influence on key stakeholders. Observe how the agency takes action with clients, support systems, and/or the community to increase economic and social justice efforts at the agency/organization. Link these actions to case advocacy or policy advocacy or both, social, action or policy analysis. Discuss how the outcomes of these actions have impact on client systems. Submit a creative reflective learning paper based on observations and/or interactions in the agency.


The paper should be four to five pages using proper APA. Students will make a presentation in class.


  1. Community Need Assessment Paper- Part I: The purpose of this assignment is to learn about a community surrounding the agency. Students will collect data regarding the population and diversity of the community, major community institutions/organizations, linkages in the community with smaller and larger systems (individuals, families, groups, other organizations, state, and nation), and changes in the community over time (use Ecomap). Community Need Assessment Paper- Part II: This assignment is the second part of the Community Paper. Throughout their internship period, students will identify and describe social problems relevant to their agency’s purpose and function that would lend itself to a community approach and/or intervention. Students will analyze the community using a theory-based critical analysis, i.e., assess the resources and strengths of the community. Based on this analysis, students will assess any gaps that may exist in services and recommend an intervention that addresses unmet needs in the community (four to five pages). Students will make a presentation in class.


The purpose of part I of this community need assessment assignment is to gather information about the community surrounding your field agency. You are asked collect information about the community regarding the

1.    Type of population lives in the community (racial composition. ex. Caucasians, Hispanics and so forth, classification based on economic status. Ex. Upper class, middle class, lower class, literate or illiterate, and so forth);

2.    Major community institutions (ex. Nonprofits, community-based organizations, churches, schools, hospitals, and so forth);

3.    kind of relationship your agency has with those organizations (ex. Health services, educational service, food service and so forth); and

4.    Changing conditions in the community over a period/ identify issues in the community (ex. Increased impoverishment, crime, migration, immigration and so forth)

Finally, what you are expected to do is that you utilize the Eco-map tool to gather information from the community in the areas mentioned above.


In part II, you discuss your approach to the problems identified. It is a narrative of what your agency has done to address those issues.


3. Practicum Paper

Write a minimum 6-page typed practicum paper due at the end of SOWK 4246. It will be evaluated on depth of analysis and content. It should describe how you experienced and understood generalist social work practice from a transcultural perspective and your ability to describe the social work principles in your work with individuals, families and/or groups. See additional handout sheet for this assignment (Attachment 1).


Practicum Paper Guidelines (Attachment 1).

The purpose of this assignment is to provide an opportunity for the student to describe how he/she experienced and understood generalist social work practice from a transcultural perspective. The practicum paper also gives the student an opportunity to describe social work principles in working with individuals, families and/or groups. This paper should be at least 6 pages long. In the practicum paper, the student needs to elaborate on the following areas.

A. Engaging clients in professional relationships

1. Developing relationships of trust

2. Being non-judgmental

3. Beginning where the client is

4. Moving at the client's pace

5. Maintaining confidentiality

6. Allowing choice and self-determination

7. Making conscious use of professional self

B. Collecting data and making appropriate assessment and plans

1. Utilizing interviewing techniques to facilitate data collection and client empowerment

2. Utilizing material from other classes (HBSE/Policy) to make proper assessments of client situations

3. Understanding the strengths perspective and developing empowerment strategies

C. Implementing intervention strategies with client systems of all sizes

1. Describe the intervention plans you implemented which promoted client empowerment

2. Describe how you have evaluated the level of success of your interventions

D. Describing the impact of the field practicum experience

The student should describe what impact the field practicum experience has had upon his/her future plans for continued professional development. Also included is a description of what the student has learned about social work practice and his/her own level of skill in working with people. The student should describe what he/she believes they need to learn to become a more effective social work practitioner.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Late Paper Policy

Make-up Policy: Student’s FFL will assign the student an alternative assignment. The alternative assignment could be a written report about the missed topic of the field seminar. For example, if the student missed the seminar which addressed the transcultural perspective in his/her field placement work; the FFL may ask the student to write a paper on that topic. Failure to complete a makeup assignment will result in a No Credit grade which means you fail the entire field education course.

Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Seminar Participation and Attendance

Field Practicum and Seminar II is structured to be developed by students and faculty to meet the needs of the particular students in filed each semester.  Participation is therefore essential. Students are expected to come prepared to discuss issues, questions and/or concerns related to agency placement. The seminar provides an opportunity for students to share experiences, to gain feedback on their performance and to develop strategies for dealing with problems which may arise.  Students have the responsibility to help the seminar work.  The faculty are resource persons and as such, structure and facilitate discussion and share suggestions.

The field seminar is a critical adjunct to the field experience. Students are mandated to attend a weekly field seminar during the semester. Students absent for lawful or legitimate reasons will be permitted to make-up a seminar in accordance with make-up policyª. The following conditions provide the only acceptable reasons for a student’s absence: 1) Illness of the student or an illness in the immediate family which requires the absence of the student from the seminar in which case the student’s FFL may require a doctor’s statement; 2) A death in the immediate family of the student; and 3) An absence for other reasons may be excused if, in the judgment of the student’s FFL, circumstances warrant. However, this absence shall not be more than five seminar classes. If the student is absent for more than five, it will result in a failing grade. The student will have to repeat the field education course.

Other Policies



Students with Disabilities:  Note: Individuals requiring special accommodations according to the Americans with Disabilities Act, please present the instructor with a special Accommodation Request Form from the Midwestern State University Counseling Center.

Academic Integrity:

Academic integrity is essential to the mission of Midwestern State University. As such, students are expected to perform their own work (except when collaboration is expressly permitted by the course instructor) without the use of any outside resources. Students are not permitted to use old papers when preparing for this paper, nor may they consult with students who have already written the paper. When practiced, academic integrity ensures that all students are fairly graded. Violations to the Academic Integrity Policy undermine the educational process and will not be tolerated. It also demonstrates a lack of respect for oneself, fellow students, and the course instructor and can ruin the university's reputation and the value of the degrees it offers. We all share the obligation to maintain an environment which practices academic integrity. Violators of the Academic Integrity Policy will be subject to failing this course and being reported to the Office of Student affairs for disciplinary action which could result in suspension or expulsion from Midwestern State University.


Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.

Calendar Attachment

Field II Practicum Calendar-20170901-115305.docx

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at