SWT04211

SOCIAL WORK FIELD

INSTRUCTION
 Topic 1 : Concepts of
Social Work Field Practice
 Learning Tasks
By the end of the topic learners are
expected to:
• Explain the meaning of social work
field education
• Explain aims of Social Work Field
Education
• Explain objectives of Fieldwork
Practicum
 Cont…
• Explain importance of Fieldwork
• Identify key Actors in Fieldwork
Practice
• Identify roles of key actors in
fieldwork
 Definition of Social
Work Field Education
 Activity1: Buzzing
Buzz on the following question:
• Define Social Work, Social Work
Field Education and related terms
(if any)
 Social work
• Social work is the professional
activity of helping individuals,
groups, or communities to
enhance or restore their capacity
for social functioning and
creating societal conditions
favorable.
 Field education
• Field education in social work is
experiential form teaching and
learning in which the student
(learner) is helped to:-
• Consciously bring selected
knowledge to the practice situation.
 Cont…
• Develop competence in
performing practice skills
• Learn to practice within
the frame-work of social
work values and ethics
 Cont…
• Develop a professional commitment
to social work practice
• Evolve a practice style consistent
with personal strengths and
capacities
• Develop the ability to work
effectively within a social agency.
 Aims of Social Work Field
Education
• The overall aim of Social Work field
education is to produce professionally
reflective, self-evaluating,
knowledgeable and competent social
workers. Through field education,
students are oriented to field work
rules and procedures as they are
planning to undergo practical training.
 Cont…
• It is an instrument that is used to
initiate students into the profession
through among others, inculcation
and assimilation of social work
values, ethics and principles. Aims of
field instruction can be summarized
in the following manner:
 Cont…
To enable the students apply, (in real life
situations but under the careful guidance
of a social work agency) some of the
knowledge, skills and attitudes acquired in
the classroom.
To enable the school to evaluate the
student’s ability to perform grow and
develop as a professional person and at
the same time to evaluate the school
educational programme.
 Cont…
To serve as channel of information
in feeding back to the school the
changing needs of the field which
can then be meaningfully
incorporated in the social work
educational programme.
 Objectives of
Fieldwork Practicum
Activity: Small group discussion

Discuss the following

question below:
• Discuss the objectives of field
education
Objectives of Fieldwork Practicum
• The overall objective of field work
practicum is to give students an
opportunity to apply theories and
knowledge leant in class room into
real life setting. The main objectives
of field practicum at NTA level 4, 5
and 6 are:-
 Cont…
To enable students apply, (in
real life situations but under the
careful guidance and
supervision of a competent
social worker) some of the
knowledge, skills and attitudes
acquired in the classroom.
 Cont…
• To enable the school to evaluate
the student’s ability to perform,
grow and develop as a
professional person and at the
same time to evaluate the school
educational programme.
 Cont…
• To serve as channel of
information in feeding back to
the school the changing needs of
the field which can then be
meaningfully incorporated in the
social work educational
programme.
Importance of Fieldwork
• Fieldwork as a method of
instruction in social work training
has many benefits which include
the following:-
 Opportunity to translate theoretical
knowledge into practice
• Fieldwork is intended to help a
student to translate theoretical
content covered in the classroom to
real life situations as part of a
student’s preparation to become a
professional social worker.
 cont…
• It is through opportunities to practice
that students assimilate the social work
principles, values and ethics of the
profession. It takes more than academic
fitness, but also evidence-based
knowledge, field- tested skills and a
wealth of hands- on-experience to
become a fully backed social worker
 Alignment and appropriateness
• Fieldwork is an opportunity for bring
into line theoretical knowledge and
learning with the needs of society and
the marketplace. Through fieldwork
students have opportunities to translate
the acquired theory into practice which
affords them a chance to realize what
works and what may not work in
different social work settings.
 Cont…
• Fieldwork also provides students with
the opportunity to take responsibility
for addressing people’s problems.
Theory informs practice and practice
informs theory so through fieldwork,
new knowledge is developed while
testing the already acquired knowledge.
 Cont…
• Therefore, if executed effectively,
fieldwork becomes an important
tool in developing a social work
curriculum that is appropriate
and responsive to topical social
development issues.
 Socialization
• Fieldwork is an instrument of
socialization since it prepares the
student for future roles as a social
work practitioner. It also contributes
to the development of a professional
identity, using critical self-reflection
in their practice at an early stage.
 Cont…
• “In social work, field education is the
signature pedagogy, the central form of
instruction and learning in which a
profession socializes its students” (CSWE
EPAS, 2008, p.8). The general purpose of
fieldwork is therefore, to acquaint students
with actual social work situations in
preparation for professional social work
practice.
 Skills building
• Fieldwork also enables students to
acquire skills for responding
appropriately to the needs of clients
and society in general. Examples of
such skills include engagement and
rapport building, assessment,
intervention and termination that are
central to the problem solving process.
 Key Actors in Fieldwork Practice and their
Roles
• The main actors in the field work
include; department of social work,
Fieldwork coordinator, Field work
consultant, social service agency,
agency supervisor and social work
students.
 Cont…
• The roles of each actor need to
be properly understood from
the onset in order to facilitate
a meaningful organization and
experience of fieldwork.
Activity: Small group discussion
Into small manageable groups
discuss the following question
below:
• Discuss the roles of key implementers in
field education
Roles of key implementers
in field education
 The Agency
• The social agency in which the
placement occurs also plays a
significant role. The agency must be
committed to participating in the
educational effort from its board
down to its staff if the student is to
have the maximum opportunity of
learning.
 Cont…
• The agency must be ready to offer or
provide quality services to its clientele for
the benefit of the student. The agency
administrator (field coordinator) is the
central person who can assist the field
instructor to prepare for the role, provide
space, resources for care and maintenance
of field program.
 The Field Instructor
• The field instructor has the role
of teaching the student, read the
student’s work and at the same
time participate in the school’s
varied activities for Field
Instructors.
 Cont…
• He or she is a link between the
school and the agency in the
instructional process. This is a
difficult task which requires
knowledge of both the school
and the agency.
 Cont…
• As a field instructor, he/ she has the
responsibility for individualizing the
learning opportunities to best meet the
needs of each student.
• She should acquire skills in educational
assessment as well as skills in teaching
in order to be the competent field
instructor.
 The Student
• The student cannot be a passive
learner in field instruction. He or
she is required to participate in
shaping the learning experience to
meet his or her individual learning
needs.
 Cont…
• Though their learning objectives
developed by the school, and
service orientation and goals of the
agency, the student as an adult
learner should be ready to negotiate
and seek for an individualized
learning experience.
 Cont…
• Field instruction is often an
assumption and expectations
that the students are functioning
as an adult learner and who is
able to assume responsibility for
the learning experience.
 The Client
• The client or client system cannot be
ignored in the process of Field
Instruction. There has to be careful
planning by all parties to assure that
the quality of service to clients is not
seriously compromised for the sake
of student learning.
 Cont…
– Clients have a right to expect when
they seek help from social agencies.
Therefore the field instructor the
agency administrator, and student
should meet and discuss if there are
problems regarding the service
delivery by the student or agency.
 Cont…
• Once roles and responsibilities of
each party in field instruction are
clear considerable effort is still
required to establish and
maintain linkages which facilitate
the desired interaction of the
parties.
 Cont…
–The process is sometimes loaded
with issues which demand
constant attention. All parties
should devote considerable effort
to resolve or minimize problems by
maintaining positive working
relationships.
 Key Points
• Field instruction is a central part of
social-work professional education
and provides students with an
opportunity to practice and integrate
theory in the field under the
guidance and instruction of an
experienced field instructor.
 Evaluation
• What is social work field education?
• What are the aims of Social Work
Field Education?
• What are the objectives of Fieldwork
Practicum?
• What is the importance of
Fieldwork?
 References:
• Cooper L & Briggy L (2000) Fieldwork in the
human services, theory and practice for field
educators, practice teachers and supervisors,
Allen & Unwin, St. Leonards

• Dhemba, J. (2012). Fieldwork in social work

education and training: issues and challenges
in the Case of Eastern and Southern Africa.
Available on www.socwork.net/sws/article/
view/310. Accessed on 3, December 2016.
 Cont…
• Parker J (2008).Effective practice
learning in social work, Learning
Matters Ltd, Southernhay East.

• URT(2017) Field practicum manual

for certificate and diploma in social
work
End of topic 1
Questions/comments
 Topic 2a: Field
PracticumOrganization
and Requirements
 Learning Tasks:
By the end of the topic Learners
are expected to:
• Explain Social service agency
structure
• Describe procedures for Seeking
field placement Agencies
 Cont…
• Describe Guidelines on the
Selection of Field Agencies
• List Expectations from Fieldwork
Experience (training institutions,
placement agencies and
students)
Definition of Social services,
Social Services agency
 Activity: Think, Pair and Share
Think in pair on the following
question:
• Definition of Social services
and Social Services agency, (if
any)
 Social services
• Social services are a range of public
services provided by the
government, private, and non-profit
organizations
 Social Service Agency
• Social Service Agency It is an
instrument of the people, who
represent organized efforts of the
people who meet specific
purpose in order to meet specific
human needs.
 Composition Social
Service Agency structure
 Activity: Buzzing
Buzz on the following question:
• What is the composition Social
Service Agency structure?
Social Service Agency
structure is composed
of the following:-
 Staff
• It is always advisable for a social
agency to employ a receptionist
and other staff members such as
social worker, IT personnel, office
attendant etc.
Physical Surroundings
• It is important that, the social
agency has a small room/library
where reading materials - books
and newspapers can be available
for the client’s use.
 Cont…
–The office should have necessary
materials like table, chairs,
benches, stationery.
–A separate toilet or latrine for male
and female clients to use when
they come to the agency
 Cont…
–Television, Toys or play materials for
children to keep them busy, while
their parents are attending to an
interview or group discussion at the
agency. This will allow the parents to
concentrate with the
interview/discussion with a few
interruptions from their children.
 Cont...
–A sign board to show the
location of the Agency should
be in place. Also it is good to
have brochures and leaflets
which show the types of
services offered
 Procedures for Seeking field
placement Agencies
• The current practice by most of
social work training institutions
in Tanzania is that individual
students are responsible for
securing their own placements.
 Cont…
–Students are advised to start
seeking placement sites
immediately after commencement
of semester two of their studies.
Field coordinators are responsible
for offering field introduction
letters for field work placement
seeking.
 Cont….
• In case of difficulties in securing
placements, students are advised to
contact the fieldwork coordinator for
assistance in securing appropriate
placements but this should be after
proven effort by the student.
 Cont…
–In order to ensure that
appropriate placements are
secured, there are some
guidelines to follow when
selecting and applying for
placements in various agencies.
 Cont…
• After being accepted at a particular Agency
for field practice, students are required to
submit their field work placement
information to the Field coordinator or
Head of Department for onward
arrangements prior to commencement of
field practicum.
 Cont…
–The fieldwork placement
information to be submitted
includes; agency name,
address and contact
personnel.
 Guidelines on the
Selection of Field Agencies
Activity: Brainstorming
Brainstorm on the following question:
• Discuss the key issues that
should be considered in the
selection of a fieldwork
agency.
 Fieldwork agency.
• Apart from government institutions,
Tanzania has also a wide range of NGOs
which usually offer placements to social
workers; these also provide an
opportunity for practicing fieldwork.
Some general features upon which
selection of a fieldwork agency should
be based include the following:-
 a: Relevance to Social Work/Social Work
Orientation
• Social work students need to select
organizations that will provide them
with the appropriate opportunities
to put into practice what they are
learning and also be able to acquire
new knowledge and practical skills.
 Cont…
–Students should select
organizations where they can
get exposure to a wide range of
social work roles and
responsibilities in their work
within the agencies and in the
communities.
 b: Agency’s Commitment to Social Work
Values, and Ethics
• Students need to assess the
organizations’ commitment to social
work values before they finally select
the organization. In case of doubt,
they should consult with the
fieldwork coordinator for guidance.
 c: Commitment to Professional Standards
of Practice
• The agency should not discriminate
with respect to tribe, gender, age,
disability, ethnicity, religion or sex. The
primary concern of the agency should
be the welfare of clients, which includes
the concept of social and economic
justice and relevant social action on
behalf of clients.
 d: Willingness to Provide Qualified
Personnel and Time for Supervision of the
Students.
• Field supervisors need to allocate
some time to fulfill this additional
responsibility of helping and
mentoring the students in their field
practice education.
 Cont…
• They need adequate time for this
responsibility which may call for
some adjusting of the staff roles to
what can be accommodated. It is
very important that the agency
supervisor is willing to supervise
the student.
 e: Willingness to offer Learning
Opportunities
• Agencies should offer students
learning opportunities as available,
such as staff meetings, in-service
programs, student group supervision
and seminars, interdisciplinary
consultation and meetings,
community meetings and events.
Expectations of training institutions from
students
• Be professional by dressing
appropriately, be dependable and
prompt, respectful and receptive.
• Bring evidence-informed information
from the classroom to the field agency.
 Cont…
• Communicate often and openly with
their Field Instructor/supervisor
• Be committed to social and
economic justice.
• Approach those they serve with
compassion and a willingness to
help.
 Cont…
• Talk with their Field Coordinator
if students have any concerns.
• Be receptive to feedback from
their Field Instructor, others in
the agency, and the Field
Coordinator.
 Cont…
• Bring “cultural humility” to working
with diverse groups, as they learn
about various cultures other than
their own
• Complete all required written work
for field thoughtfully and on time.
 Expectations of Fieldwork placement
agencies from students
• Be cooperative and active participant in
the learning process.
• Able to receive instructions, directives
and assignments and complete timely.
• Work actively to develop skills and
integrate classroom knowledge in the
field agency.
 Cont…
• Grow where they are planted (be open
and receptive to learning).
• Additional member for some tasks but
under supervision
• Clearly understand and follow social
service agency policies and procedures.
Expectations of students from
Fieldwork Experience
 Activity: Think, Pair and Share

Think on the following

question:
• Discuss the expectations learners
have from fieldwork experiences
(if any)
 Expectations of students from Fieldwork
Experience
• Expect to learn about clients, the
agency, and themselves.
• Expect to increase their practice skills.
• Expect to be challenged – a good field
placement requires them to go beyond
their comfort zone.
• Expect to have at least one supervision
meeting each week.
 Cont…
• Expect to learn about and utilize
community resources.
• Expect to be part of the agency team
and to contribute to that team.
• Expect to be valued as a contributor
and given the time to learn.
• Expect to put into practice what they
have learned from classroom.
 Key Points
• Key points in this topic are the
definition of terms used in practicum
that is social services and social
services agency. Also the composition
of social agency structure that is
receptionist, physical surroundings and
environment that guarantee
confidentiality.
 Evaluation
• What are social services?
• Which procedures students had to
follow when seeking field
placement?
• What expectations students have
from fieldwork experiences?
 References
• Cooper L., & Briggy L., (2000). Fieldwork in the
human services, theory and practice for field
educators, practice teachers and
supervisors, Allen & Unwin, St. Leonards
• Parker J., (2008).Effective Practice Learning in
Social Work, Learning Matters Ltd,
Southernhay East.
• URT(2017) Field Practicum Manual for Certificate
and Diploma in Social Work
End of topic 2a
Questions/comments
 Topic 2b: The National Task
sharing policy guideline; a
response to human resources
for health shortage
 Learning Tasks
By the end of the topic Learners are
expected to:
• Explain Task sharing Policy
• Describe the objectives of Task sharing
Policy
• Explain tasks assigned to social workers
in Task sharing policy
Explanation of Task Sharing Policy

• Policy is a plan or course of

action, as of a government,
political party, or business,
intended to influence and
determine decisions, actions,
and other matters.
 Cont…
• Task sharing is a systematic process in
which specific clinical tasks normally
performed solely by health personnel
with extensive qualifications are shared
with health personnel that have lower
qualifications, less specialization, or
limited scopes of training.
 The objectives of Task sharing Policy
• The overall objective of the task sharing
policy guidelines is to accelerate universal
health coverage and more effectively
respond to the health needs of Tanzanians
through the mobilization of available
human resources to ensure equity,
accessibility, effectiveness and quality in
the delivery of essential health care
services.
 This overall objective includes the
following specific objectives:
• Mobilize policy makers and
stakeholders to implement task
sharing.
• Provide a framework to
operationalise the policy.
 Cont…
• Promote the best use of the
knowledge, skills, and competencies
of well-trained mid-level cadres to
address health needs of Tanzanians.
• Ensure effective implementation
through a rigorous monitoring and
evaluation plan.
 Cont…
–Students on field work should
be aware that, a situation may
arise when they can be
mentored and oriented and
then assigned to share different
tasks apart from their specific
social work profession.
 Tasks assigned to social welfare assistants in Task sharing
policy

• With Task sharing approach mid-level

health care professionals, after being on
job trained or oriented and
demonstrate some sort of competency
in the task assigned are allowed to
perform some of the clinical tasks and
procedures that were restricted to the
higher level clinical professionals.
 Recommended tasks to be shared by Social
Welfare Assistants at dispensary level include:
I. Provision of Preventive & Curative
Services at Dispensary and
community
– Family history taking and social
diagnostic
ii. HIV/AIDS
– Provision of Anti-Retroviral Treatment
(Refill)
 Cont…
iii.Reproductive and Child Health
Services
– Provision of basic Family Planning
commodities
– Health education / health talk
– Filling of Health Management
Information System/District Health
– Information System (HMIS/DHIS)
 Cont…
iv. Deliveries
–Filling of Health Management
Information System/District
Health Information System
(HMIS/DHIS)
 Cont…
v. Postnatal Care
– Weighing of under-fives and growth
monitoring
– Filling of Health Management
Information System/District Health
Information System (HMIS/DHIS)
– Health Talk
 Cont…
vi.Safety Precautions and Quality
Improvement Services
–Decontamination process using
four buckets and Jik/Chlorine
0.5%
–Sterilization
 Cont…
–Waste Management (segregation,
transportation, storage and
disposal)
–Ensuring 5s (Sort, Set in order,
Shine, Standardize and Sustain)
implementation
–Cleaning environment
 Cont…
vii. Social Welfare Components
– Identify social and economic barriers to
patients/ family
– Linking a client/patient to other
stakeholders for supports and continuum
care
– Identify and provide waiver/exemption to
eligible patient
 Key Points
• Task sharing involves the
rational redistribution of tasks
among health workforce
teams at various levels within
the health system.
 Cont…
• Specific tasks related to health care
delivery are shared, where appropriate,
among health workers with different
qualification levels in the same
profession or in other profession
including social work in order to make
more efficient use of the available
human resources for health.
 Evaluation
• What is Policy?
• What is task sharing policy?
• What are the objectives of task sharing
policy?
• What are the tasks assigned to social
welfare assistants in Task sharing
policy?
 References
• Cooper L., & Briggy L., (2000). Fieldwork
in the human services, theory and
practice for field educators, practice
teachers and supervisors, Allen &
Unwin, St. Leonards
• Parker J., (2008). Effective practice
learning in social work, Learning
Matters Ltd, Southernhay East.
 Cont…
• URT (2017). Field practicum manual for
certificate and diploma in social
work

• URT (2016). Task sharing policy

guidelines for health sector services
intanzania, Ministry of Health,
Community Development, Gender,
Eldersand Children
End of topic 2b
Questions/comments
Topic 3: Concepts of Social
Work Field Practice
 Learning Tasks
By the end of the topic learners are expected
to:
• Explain the meaning of Self-
preparation for a positive entry into
the agency
• Explain Orientation and
familiarization into the Agency
 Cont…
• Demonstrate Ethical
Conduct in Field Work
Practicum
• Apply Safety Guidelines in
the Field practicum agency
 Explanation of self
preparation and its steps
Activity: Think, Pair and Share
• What is self preparation in
field instruction?
 Self preparation in field instruction
• All necessary arrangements and
information a social work student is
required to know in a certain social
agency in order to fit better in the
agency.
 Cont…
• When we talk about fitting in an agency, we
are referring to the way social workers are
employed in agency as new workers and
how they are going to know the office
policies, the client systems and the other
helping social agencies in the community
and how they are going to work with, and
how they are supposed to be part of the
agency workforce.
Things to consider during self
preparation
• The first thing is that a student needs to
have a good understanding of the
agency/organization which he/she would
like to be attached. This means that a
student must take sometimes to study
the organization by reading documents,
reports and any information that may be
relevant.
 Cont…
• Also talk to people within and
outside the organization about
the nature and services offered
by the organization. It is
important to understand the
functions, policies and the
structure of the organization.
 Cont…
• It is also very relevant for a student to
have an understanding of the target
population (the client/consumers). This
is important because some organizations
are not flexible as they maybe just
providing some of the services and not
all; and they may be providing services
to a specific group of people
 Orientation and familiarization
into the Agency
• Orientation means getting the basic
information that tells the learner where
you are and to get where you want to
go. In practicum orientation give a social
work student the basic information
about the agency, his/her position, the
target population so she can understand
how to go where she want to go.
 Cont…
• Familiarization means to make
something well known, for the
case of field practicum it mean
that to make all issues necessary
for practicum are well known to
students.
Ethical Conduct in Field
Work Practicum
 Activity: Role Play
Role play on the following scenario:
• A social worker attending client with
mental illness,
• one volunteer to be social worker and
client and the rest to observe ethical
conduct of social worker while
attending client
 The role play should depict the
following elements of ethical conduct:-
• Social Work Profession code of
conduct
• Tanzania Public service code
of conduct
• Agency code of conduct
 Cont….
• Students should know that they
not only represent the
profession, they also represent
their institutions as well as
themselves and their families, so
they should adhere to the-
 Cont…
–professional code of conduct in
the course of their fieldwork
and at all times (see Tanzania
Association of Social Workers
(TASWO) and International
Federation of Social Workers
(IFSW) Code of conduct.
 Cont…
• Students should also observe the
Tanzania public service code of
conduct while attending clients.
Students are expected to conduct
themselves professionally,
responsibly and ethically at all
times.
 Cont…
• Students should adhere to the code of
conduct of the agency in which they
are placed. A professional appearance
may be essential because students will
actually interact with different
categories of people, and get involved
in a variety of tasks at their
placements.
 Cont…
• Learner should observe Social work
core values of: Service for all in need,
Human dignity and worth of every
individual; Social justice, professional
Integrity, importance of human
relationship and competency must
guide all practice during fieldwork as
much as they do for all social workers.
 Cont…
• Social work students should be aware of
and adhere to the professional obligations
linked to protection of the rights of those
they are serving. In some agencies for
example, students would be required to
sign commitments for child protection
agreements; confidentiality clauses and
similar documents.-
 Cont…
– These must be adhered to. Any
involvement in corruption and
misappropriation of resources, abuse and
violation of client rights and any other
conduct contrary to the professional and
agency code of conduct will lead to
automatic disqualification of the student
and termination from field work practice.
Safety Guidelines in the Field
practicum agency
Activity: Role Playing
Role on the following scenario:
• A student social worker
attending drug addict client,
students to discuss if a social
worker observe the safety
guidelines
 The role play should depict the following
safety guidelines in the field practicum: -
• Agency Protocol, It is important for students
to know the agency’s protocol for safety and
security. The following are guidelines and
suggestions that may be helpful to students,
field instructors, and faculty advisors as they
consider the particular safety issues in their
settings.
 Cont…
• Specific steps taken by students or agency
personnel will obviously have to be
determined by the individual situation, the
nature of the setting, etc. The agency should
know the student’ schedule and
whereabouts at all times, especially when
the student is working outside the building.
• Security
Cont…
of Belongings; Students; are
advised not to bring their personal
belongings to placement settings unless
they are intended to use them for field
work purposes. In this case the agency may
provide students with a secure place to
keep belongings while at placement. It is
preferable that the space be one that can
be locked for example a desk drawer or
filing cabinet.
 Cont…
• Safety Issues Related to Working with
Clients; Social work students work with
clients/consumers in a range of settings
and situations. Some of these include
work with individuals dealing with
overwhelming emotions and
environmental stressors that result in
behaviors that are or appear to be
threatening.
 Cont…
–These behaviors may include:-
swearing, yelling, insulting,
threatening or acting to cause
physical harm, and other out-of-
control behavior. Some individuals
may be prone to violence and may
possess a weapon.
 Cont…
• Others may be intoxicated, high
on drugs, in withdrawal, or may
have other medical, psychiatric,
or neurological disorders.
Students should always consult
with agency field
– instructors regarding preparation for
and handling of specific situations
that are potentially difficult or
threatening, such as medical
emergencies, suicide or homicide
risks, potential abuse of others, and
the presence of weapons.
 Key Points
• The steps in self preparation includes
good understanding of the agency, be
aware of the services offered and
types of clients served.
• Also in practicum settings social work
professional values, ethical principles,
professional and agency code of
conduct are essential to be observed.
 Evaluation
• What is self-preparation?
• What is orientation and
familiarization?
• What are the safety guidelines in
the field practicum agency?
 References
• Baird, B. N., (2005). The internship,
practicum, and field placement
handbook: a guide for the helping
professions, (4th ed) Upper Saddle River,
NJ: Practice Hall
• Corey,G. et al, (2003). Issues & Ethics in
the helping professions, Pacific Grove,
CA: Wadsworth Group
 Cont…
• Cournoyer, B. (2000). The social work
skills workbook, (3rd ed). Belmont, CA:
Wadsworth
• Royse D., Dhooper S. S., & Rompf E. L
(2012). Field instruction, a guide for
social work student, Pearson Education
Inc, USA
End of topic 3
Questions /comments
 Learning Tasks
By the end of the topic learners are expected
to:
• Explain the Purpose of Field Practicum
Supervision
• Define Agency based supervision
• Explain the meaning of Consultant
supervision
 Cont…
• Explain Criteria for Allocation of Work
to the Students
• Explain the Focus of supervision
• List the Methods of academic
supervision
• Explain the Assessment and Grading of
field practicum activities
 Activity: Buzzing
Buzz on the following question:
• Definition of supervision and
purpose of field practicum
supervision
 Supervision
• Supervision is defined as the
relationship between supervisor
and supervisee in which the
responsibility and accountability
for the development of
competence, behavior, and ethical
practice take place.
 Cont…
• The supervisor is responsible for
providing direction to the
supervisee, who applies social
work theory, standardized
knowledge, skills, competency,
and applicable ethical content in
the practice setting.
 Professional supervision in social work has
the following purpose:
Educative - developing the skills and
knowledge of workers; acquiring professional
competence; engaging in reflective practice;
 Administrative/Managerial - promoting and
maintaining good standards of work;
implementing agency policies; monitoring and
improving work performance;
 Supportive - maintaining harmonious
working relationships, morale and job
Agency based
supervision
 Activity: Brainstorming
Brainstorm on the following
question:
• Purpose of agency supervision
 Cont…
Students must have agency supervisors to
guide them during their placement. The
purpose of agency supervision:-
To oversee the learning tasks of the
students,
To assist the students with any concerns or
dilemmas,
 To evaluate the students and provide
guidance.
 Cont…
• The student should assume increasing
responsibility for the focus and content
of the supervision meetings. This
would include drafting an agenda,
providing notes or discussion points
prior to the meeting and taking an
active role in the meeting.
 Cont…
–The agency supervisor should also
use the supervisory meetings to
raise concerns about the student’s
performance.
 The meaning of
Consultant supervision
 Activity: Buzzing
Buzz on the following question:
• Describe the meaning of
consultant supervision
 Cont…
• The consultant is an academic
supervisor responsible to visit the
agency at least twice (preferably at
the beginning and near end) to assist
the students to put their practical
experience into a theoretical
perspective.
 Criteria for Allocation of Work to the
Students
• Some field supervisors may have
issues regarding how much and what
kind of work they should give to the
students who come for placement.
Below are some of the points that
may guide the agency supervisor in
easing this process:-
 Cont…
–Student’s interest; the
student’s own expressed area
of interest as well as the areas
that the student feels confident
to explore and those they feel
less confident.
 cont…
–The student’s capacity; the
work offered to the student at
any time should be within the
student’s capacity with some
balance between quality and
quantity.
 Cont…
– Supervisor’s capacity; to study the work
given so as to provide sound evaluation of
the student should also be an issue to
consider.
– Previous knowledge, the extent of the
student’s previous knowledge of the
agency’s work or particular aspects of it.
 Focus of supervision
The focus of supervision should base on the
following:-
• The capacity to formulate goals, plan
strategies of action and initiate and carry
them out.
• The capacity to form and maintain
relationships necessary to enable the
particular task to be carried out to
completion.
 Cont…
• The student’s capacity to understand
the nature of the problem, the
knowledge requirements of
particular cases/problems, as well as
the student’s ability to handle
problems presented at the different
stages of the work.
 Cont…
• Indications that the student is
expressing professional values
and ethics in the work or is aware
of threats to them from other
people.
Methods of Academic Supervision
• A mandatory field visit to each
student placement agency can be
the primary method of supervision.
However, the following methods can
be applied as methods of academic
supervision.
 i. Using Work Records
• In this method, supervision is
made based on written accounts
by the student submitted before
the supervision session.
 Cont…
• One way of ensuring proper records
is to keep a log book. This log book
specifies basic guidelines on what
should be recorded. The student
explains or analyze why they did
particular things in their work as
reflected in their records.
ii. Sitting in a Student’s Interview with
a Client
• It is possible and allowed with prior
arrangement for the supervisor
(either the agency or academic
supervisor) to sit in the same room
as the student in a non- or semi-
participative way or can watch a
student’s intervention from a
distance.
 Cont…
• Here the supervisor gets direct access
to the student’s ability to apply
knowledge, skills and techniques of
practice in a particular situation. For
Further information please read Field
Practicum Manual for Certificate and
Diploma in Social Work
iii. Use of Video Tape or Audio Recording

• The student video-tapes or voice

records an interview or piece of the
intervention they are engaged in.
He/she makes this available to the
supervisor who then gives feedback
and supervisory remarks basing on
this particular recording.
 Cont…
– The emphasis is on the interaction
between the student and the client
and their skill in the approach used. It
is a useful tool for self learning for
any student. The tape can be stored
and referred to later in leisure time,
played and used as a source of
reference.
 iv. Group Supervision
• Commonly, supervision tends to be a
one to one activity that is between a
student and a supervisor. Apart from
that, group supervision also exists.
Group supervision is a regular pattern
of a focused discussion, shared
between a fieldwork supervisor and
two or more students.
 Cont…
• Different models of group
supervision exist. For example, it
could be a group of students and a
supervisor; a group of students
supervised individually by their field
supervisors; or a meeting as a group
with field supervisors.
 v. Co-working
• The student and the supervisor can
intentionally work together on a
problem or project as a method of
enhancing the student’s learning.
The supervisor provides direct
support and guidance to the
student as the case or project goes
on.
 vi. Role-playing and Modeling
• In role-playing, participants try to
portray a situation as if it were
real, using their knowledge and
experience to convey how they
think the person they are role
playing would behave, think or
feel.
 Cont…
• Modeling goes on indirectly all the time in a
placement, students sharing a room with a
colleague will learn and copy their
telephone response for example. Modeling
may, however, be used for rehearsal
(practice how a certain interview might go),
for demonstration where the supervisor
helps the student through different role
plays and modeling on how to handle the
situation.
The Assessment and Grading
of field practicum activities
 Activity: Buzzing
Buzz on the following question:
• Definition of assessment, evaluation
and grading in field practicum
 The Assessment and Grading of field
practicum activities
–Assessment is a part of evaluation
that specifically refers to
assessment type activities, such as
the mid and final placement
assessments.
 Cont…
–The term ‘assessment’ includes
any activity that a student
undertakes where there is an
agreement that an assessment
will be made about learning
and performance in relation to
the specified activity.
 Cont…
– Evaluation of student learning refers to
an on-going process of making judgments
about the value or worth of a student’s
learning. It is a collaborative process
between the student, field educator and
consultant, which is built into the entire
placement and starts from the beginning
of a student’s placement.
 Cont…
–Grading in social work practicum
refers to the process of judging the
quality of work a student,
performance in practicum setting.
 Key Points
• Learner should be aware of the
reasons for them being placed in a
certain agency which includes the
following:- student interest, capacity
of the student and supervisor and
previous knowledge.
 Evaluation
• What are the methods of academic
supervision?
• What are the criteria for allocation
of work to the student in a practicum
setting?
• What is the purpose of field work
supervision?
 References
• Australian Learning and Teaching Council
2010). A Guide to Supervision in social work
field education, Australian Learning and
Teaching Council, Australia
• Royse D., Dhooper S. S., & Rompf E. L.,
(2012). Field instruction, a guide for social
work student, Pearson Education Inc,
USA
• URT (2017). Field practicum manual for
certificate and diploma in social work
End of topic 4
Questions/comments
 Topic 5: Field Practicum Tools in
Recording Field Work Activities and
Report Writing
 Learning Tasks
By the end of the topic learners
are expected to:-
• Define the Log book
• Explain Service Delivery
Recording and Reporting at the
Agency
 Cont…
• Describe Field Work Report
Writing Guidelines
• Describe The format of the Final
Report
The Log book
 Activity: Buzzing
Buzz on the following
question:
• Definition of Log book
 The Log book
• Log book is a systematic way of
recording daily/weekly activities or
assignments with the aim of helping
students to plan and implementation of
activities in practicum setting. The
student is required to keep a record of
the tasks and activities pursued every
day in a Log book.
 Cont…
• This Log-Book is part of the official
student assessment process. It must
not be lost and you are advised to
photocopy sig off pages on a regular
basis. It should be available for
inspection on the day of your
assessment.
 Content of Log book
In the log book student should
record the following:-
• What he/she has done,
• How it was done,
• Methods used,
 Cont…
• What was good, what was not
good/what went wrong and
• Lesson learnt.
 Cont…
• The Log book should be signed
by the agency supervisor and
the academic
• supervisor when he/she goes
to supervise the student.
 STUDENT’S FIELD WORK DAILY LOG BOOK TEMPLATE
[TO BE FILLED BY STUDENT]
• Name of Student: ……………………………………………………………….
• Name of agency: .........................................................
• Date arrived at placement agency: …………………………………..
• Date of commencement of field attachment: …………………………
• Name of field work (agency) supervisor: ……………………………….
Date
Cont…
Activities Knowledge and Comment and
done skills acquired signature of
agency supervisor

Supervisor’s Name and Comments:

………………………………………………………………………

………………………………………………………………………
……
 Service Delivery Recording and Reporting
at the Agency
• Recording is mainly the content committed
to paper. This may include short historical
background of the client, the present
problem which he has made him come to
the agency, the type of help given, etc. All
this information will help both the client
and social worker to find a better solution
of the problem.
 The main uses or purposes for keeping records
can be summarized as follows:-
• Records are kept for the purpose
of practice, that they ensure
adequate services to the clients
that is there is proper
accountability efficiency and
privacy.
 Cont…
• Records are kept for
administrative purposes that are
to review and evaluate the way in
which the responsibility or
providing services to clients is
being provided.
 Cont…
• Records are used for teaching and
supervision purposes in a way they
communicate knowledge and improve
skills.
• Researchers are helped by records to
discover new knowledge which in the long
run will assist in social work planning and
prevention of social problems occurring in
the future.
 Cont…
• Potential Social Workers or trainees
learn how to record by writing
process records, and record of
service during their field work
assignments.
 Reporting at the agency
• Apart from daily records in the Log
book, students are also required to
write service delivery reports (weekly
or daily) basing on the available policy
and format of the hosting agency and
submit it to the respective personnel
in the organization
 Report
• Report is an account of
something or a statement
about something heard, seen
or done.
Field Work Report Writing
Guidelines
Activity: Brainstorming
Brainstorm on the following
question:
• List guidelines to consider
when writing field work report
 Cont…
• The field work report is the general
report of the activities done in the
field. This indicates the capacity of
the student in performing social
work activities. It reflects the
academic competency at that level of
the student.
REPORT WRITING GUIDELINES
• A report is always addressed to
someone thus it is important to
analyze the reports audience and
determine what information they
really need
 Cont…
• Determine whether the report you
prepare may be passed on to other
organizations and possible clients.
Keep the reader or readers in mind as
you write. In writing a field work
report student should consider the
following guidelines
 Cont…
• A report is always addressed to
someone thus it is important to analyze
the reports audience and determine
what information they really need.
Determine whether the report you
prepare may be passed on to other
organizations and possible clients. Keep
the reader or readers in mind as you
write.
 Cont…
• Decide whether a formal report or just a
memo is required. A formal report usually
follows the format prescribed by the
agency. Before you begin to write, organize
the information to be presented in a logical
structure. Construct an outline. If you
present your ideas in an orderly way, the
reader will be more likely to understand
you.
 Cont...
• Two or three drafts or revisions
may be needed before the final
version. Ask your peers to
review your drafts. Also read
the drafts aloud and if it does
not sound right, revise it.
 Cont…
–Use language that is simple and
clear. Avoid words that have
different meaning in different
contexts. Also avoid using slang
or phrases that might offend
the reader.
 The format of the Final Report
• The following is the proposed format of
field work report for Basic certificate
and Ordinary Diploma of Social Work
students. The format indicates at least
the main areas or components of the
good report at these social Work levels
of study.
 Preliminary Pages
• Cover / front page (bearing the
name of student, registration
number, title of report, name of
training institution, agency name
and supervisor etc.)
 Cont…
• Executive summary
(Abstract)
• Acknowledgment
• List of abbreviation
• Table of content
 Chapter one: Introduction
• Overview of field work practicum and
objectives
• Historical background of the
organization
• Vision and mission of the organization
•
 Cont…
• Tasks/activities of the organization
• Target group of the organization
• Coverage of the service provision
• The position of the student at the
organization
• Learning expectations
 Chapter two: Field Experience
• Main activities conducted by the
student.
• Case study (describe two activities
in details)
• The social work
intervention/methods applied
• Lessons learnt from the cases
• Challenges faced and way forward
 Chapter three: Conclusion and
Recommendation

• Conclusion Provide an
effective conclusion which
gives the answer to the main
questions/objectives of the
field work practice report
 Key Points
• A report is always addressed to
someone thus it is important to
analyze the report audience and
determine what information they
really need.
 Cont…
• A formal report usually follows the
format prescribed by the agency.
• However the actual process of writing
a report helps social workers and
students to learn how to go about
writing reports for their agencies.
 Evaluation
•
What is report?
• What is recording?
• What are the fieldwork report
guidelines?
• What is the content of the
preliminary pages of final field
report?
 References
• Australian Learning and Teaching Council (2010.) A Guide to
Supervision in social work field education, Australian
Learning and Teaching Council, Australia.

• Ngalula T F (2008). Introduction to field instruction, The Open

University of Tanzania, Dar es salaam.

• Royse D., Dhooper S. S., & Rompf E. L., (2012). field instruction, a
guide for social work student, Pearson Education Inc, USA

• URT (2017) Field practicum manual for certificate and diploma in

social work
End of topic 5
Questions/comments
Topic 6: Termination and
Handing over Process of
Field Practicum
 Learning Tasks
By the end of the topic learners are
expected to:-
• Explain termination with the client
• Explain termination with the agency
• Explain the importance of proper
termination and handover of field
practicum services and Resources
Termination with
clients
 Activity: Think, Pair and Share
Think on the following
question:
• Definition of termination, (if
any)
 Cont…
• Termination is a systematic
procedure for disengaging the
working relationship with client. It
occurs when goals are reached,
when the specified time for
working has ended, or when the
client is no longer interested in
continuing.
 Cont…
• This planned ending allows social
workers to review the work they
have done, and to highlight
accomplishments. They discuss
how the person is going to
consolidate their gains, and plan
next steps.
 Termination with the client
• There are several issues to address
when considering termination which
include preparation for termination
plan. If you think a client may be ready
for termination, the following guidelines
may be helpful to social workers as
termination is explored in practicum
setting:-
 Cont…
• Acknowledge the importance of
closure and terminations in social
work practice.
• Integrate conversations about the
termination of the social worker
client relationship in the
informed consent process.
 Cont…
• Document all decisions and
actions related to termination in
the client record (i.e, reasons for
termination, summary of
progress (or lack of progress)
and referral/resources offered).
 Cont…
• When ending the professional
relationship because treatment
goals are not being met, clearly
articulate and discuss this with
the client and explore alternative
options (i.e., referral to another
professional).
 Cont…
• Consult with a colleague or
manager when complex
termination matters are being
addressed.
• Maintain boundaries and keep
relationships professional.
 Termination with the agency
• As completion of the practicum is a
critical step in the education of future
social workers, field supervisors and
student should ensure ample time is set
aside for evaluation and discussion of
the student’s development before
termination occurs. In practicum
settings termination occurs based on
the following incidences:-
 Cont…
• When the supervisor or supervisee
leaves the organization or is
promoted or when the supervisee
finished the practicum period.
Termination also can be due to
death or illness of client or Care
Provider.
 Cont…
• It may also occur when the
goals are achieved in the
agreement between the
supervisor and supervisee.
 Cont…
• It is important for supervisors to identify
early on the dynamics of termination as
they emerge and assist supervisees in
learning specific skills to deal with
termination. Helping supervisees to
address their concerns about
termination can help make termination
a good experience.
 Cont…
– All documentation by the supervisor
should be completed by the time of
termination. It is unprofessional and
possibly unethical to withhold status or
final reports, particularly where such
reports are required for licensing
documentation or completion of study.
 The importance of proper termination and handover
of field practicum services and resources
• Generally, once the placement is over,
students should not have further
contact with agency clientele. There is
no insurance cover for students and
they may be placing themselves or
their clients at risk by further contact.
Such contact may also inadvertently
undermine interventions the agency is
making.
 Cont…
• There may also be other legal implications,
depending on the practice setting. In some
situations students do stay in touch with
clients in a different role from their student
identity. If so, the relationship between
student, field educator and organization
transforms into something else, and has to
be negotiated as such.
 Cont…
– If the student continues as a worker or
a volunteer they may have different
lines of accountability and different
roles. It is important to make such
transitions as explicit and smooth as
possible, to reduce the danger of
blurring boundaries with the next
professional roles.
 The following are the importance of
Proper Termination:-
• Clients feel they have been well-
supported
• The ending enhances the earlier
gains made
 Cont…
• The client feels more aware of
their own contribution and
wisdom from time together
• Client departs with an enhanced
sense of self
 Key Points
• During terminating students are
required to know the following, the
importance of documenting all
decisions related to termination in
the client’s records, reasons and
importance for termination.
 Cont…
• Student should handover cases to
other staff members at the field
setting when they leave field
practicum
 Evaluation
• What is termination?
• What is the importance of
proper termination to client and
social service agency?
• What is handover?
 References
• Australian Learning and Teaching Council
(2010) A Guide to Supervision in social work
field education, Australian Learning and
Teaching Council, Australia.

• Ngalula T. F., (2008.) Introduction to Field

Instruction, The Open University of
Tanzania, Dar es salaam.
 Cont…
• Royse D, Dhooper S. S., & Rompf E. L.,
(2012). Field Instruction, A guide for social
Work student, Pearson Education Inc, USA

• URT (2017). Field Practicum Manual for

Certificate and Diploma in Social Work.
End of module
Question/comments