SOCW 6520 WK 1 peer responses Share an insight from having read your colleague’s posting. Make a suggestion to your colleague’s post. According to Wayne et al. (2010), field education is the signature pedagogy of the integration of academic instruction including reflection, conceptualization, and integration of theory and practice through active involvement with “real” experiences while providing a service or assisting in a helping role. For me, the field education experience is all about putting my educational skills to use. The Counsel of Social Work Education (CSWE) utilizes a competency-based curriculum that is widely utilized in field education and its goal is to ensure the application of social work knowledge, value, and skills to practice situations is done so in a purposeful, intensional, and professional manner (Birkenmaier & Berg-Weger, 2018). Field education will provide me with the insight and ability on how to apply learned concepts and evidence-based practices in field work all while under the direction and supervision of my field instructor. For my concentration year field experience, I will be completing my internship with Valley’s Best Hospice which operates within and throughout the surrounding neighborhoods of Burbank, California. I am excited for this opportunity as I know that I will be able to apply my clinical and practical learned social work skills to the profession. My understanding of my role as intern for Valley’s Best Hospice is to work in the capacity as social work volunteer and, initially, act in the role of apprentice and learner to support and shadow the agency’s clinical team. Eventually, once I gain a better understanding of my role and responsibilities required for the position of a hospice social worker, I will then advance to be a position where I will carry my own caseload of 7-9 clients. I will utilize my learning agreement to ensure that the 9 competencies outlined by the CSWE are addressed and implemented throughout my experiences in field education III and IV. Birkenmaier, J., & Berg-Weger, M. (2018). (4th ed.). New York, NY: Pearson. Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of social work education. Journal of Social Work Education, 46(3), 327–339. Field Education is the essential form of learning the norms from a seasoned practitioner and seasoned MSW mentors, who passes on their vast experience and knowledge. Field Education provides an opportunity to integrate learned theories into practice, showcase strengths, strengthen skills, while observing, learning, and engaging in social work practices for various real-life scenarios with a field supervisor and MSW mentors. Field education is an essential part the process of getting critical input from the Field Supervisor and MSW mentors. My role as intern is to build working relationships, gain knowledge in in the nine areas of Core competency and apply that learned knowledge to real life scenarios as well as the termination phase and premature termination. The competencies include professional a
nd ethical behavior, engaging difference and diversity in practice, advance human rights as well as environmental, economic, and social justice, engage in research informed practice and practice informed research. In addition, the role includes engaging with groups, organizations, families, individuals, and the community. Lastly, to engage in policy practice and evaluate practices effectiveness with families, groups, communities, organizations, and individuals. Birkenmaier, J., & Berg-Weger, M. (2018). (4th ed.). New York, NY: Pearson. Gelman, C., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging Endings: First Year MSW Interns’ Experiences with Forced Termination and Discussion Points for Supervisory Guidance. , (2), 79–90. Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of Social work education. Journal of Social Work Education, 46(3), 327-339. Post a description of your understanding of field education experiences Field education experiences are important to the learning process of social workers because field experience allows students and interns to begin the process of applying classroom learning in a real-world environment (Birkenmaier & Berg-Weger, 2018). Additionally, field experience also enables students and interns to work within professional agencies, and with professionals who bring a unique perspective to the field. Fieldwork includes perspectives the student may not have considered or experienced. Post an explanation of your role as an intern in your field education experience, including your agency learning agreement. This writer’s role as an intern is to gain as much practical experience from the licensed social worker in counseling. Asking questions, engaging in conversations, and observing the counselor at work will help this writer identify strengths, issues, and possible areas where improvement needs to be made. Because this is the third field experience, the focus must be on applying knowledge and the refinement of the skills required to move fully into the social work field after graduation. The learning agreement assists this writer to identify areas where there is room for improvement, what strengths exist, and any areas that this writer needs to focus on. Prior fieldwork has given this writer experience with the generalist intervention model (GIM) and how agencies work regarding the application of the GIM and the providing of resources to individuals in need. Working with a licensed social worker will expose this writer to a different setting, experiences, and uses of the GIM, report writing, documenting cases and the possibility of early termination with a client and the associated issues that might arise (Gelman, Fernandez, Hausman, Miller & Weiner, 2007). References Birkenmaier, J., & Berg-Weger, M. (2018). (4th ed.). New York, NY: Pearson. Gelman, C. R., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging endings: First-year MSW interns’ experience with forced termination and discussion points for supervisory guidance. (2), 79–90.