Master of Social Work Practicum Manual

The mission of the Children, Youth, and Families Focus Area is to educate students to be critical thinking, research informed, continuously learning, ethical and effective social workers prepared for child welfare practice.

The mission of the Community and Organizational Leadership Focus Area is to prepare social workers to lead organizations, communities, and public sphere, and to transform social structures, influence, create and implement social policies to bring about social, economic, and environmental justice in a changing global landscape.

The mission of the Health Focus Area is to educate students to be critical thinkers, to practice within the context of current trends of health delivery, and to work effectively in an inter-professional environment.

The mission of the Behavioral Health Focus Area is to produce ethical, research-informed, critical thinking, and effective social workers skilled in assessing and intervening with and for consumers affected by behavioral health and/or addiction issues at the individual, group, family, community, and policy levels.

The mission of the Schools Social Work Focus Area is to prepare graduates to work as school social workers in varied school systems within Indiana.

The mission of the Special Practice Areas in Social Work is to assist social workers in gaining employment in a wide range of practice practicums and work with diverse client systems. Their work requires multi-dimensional, contextually sensitive, evidence-informed applications, which are performed through a variety of social work roles. Special Practice Areas in Social Work provide students an opportunity to explore and develop expertise with practice issues that intersect with populations and agencies.

Behavior(s)

• Make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to the context.
• Demonstrate professional behavior; appearance; and oral, written, and electronic communication.
• Use technology ethically and appropriately to facilitate practice outcomes.
• Use supervision and consultation to guide professional judgment and behavior.

Behavior(s)

• Advocate for human rights at the individual, family, group, organizational, and community system levels.
• Engage in practices that advance human rights to promote social, racial, economic, and environmental justice.

Behavior(s)

• Demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels.
• Demonstrate cultural humility by applying critical reflection, self-awareness, and self- regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.

Behavior(s)

• Apply research findings to inform and improve practice, policy, and programs.
• Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.

Behavior(s)

• Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services.
• Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.

Behavior(s)

• Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies.
• Use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.

Behavior(s)

• Apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies,
• Demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.

Behavior(s)

• Engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals.
• Incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.

Behavior(s)

• Select and use culturally responsive methods for evaluation of outcomes.
• Critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.

To prepare graduates to:

• Critically evaluate child welfare laws and policies and their impact on individuals, families, and communities.
• Apply and evaluate theories and models of practice for ethical and effective child welfare practice with individuals, families, and communities.
• Advocate for disadvantaged and oppressed populations engaged in the child welfare system.

To prepare graduates to:

• Provide foundational leadership and administrative services.
• Engage in transformative leadership and administrative practice in communities, organizations, and policy arenas.
• Use research and best practices to support excellence in leadership.

To prepare graduates to:

• Devise and implement interventions based on the unique biopsychosocial dynamics of the patient system.
• Understand the social and economic justice issues related to health disparities and their role as a patient advocate.
• Understand the culture of health care organizations and how culture can advance or impede quality patient care.
• Apply critical thinking and engage in research informed practice and practice informed research in providing patient-centered, culturally competent care.

To prepare graduates to:

• Demonstrate ethical, self-aware, evidence-informed intervention skills with behavioral health and/or addiction clients, families, and policies including advocating for social justice within and beyond the family as needed.
• Understand the etiology, assessment, intervention, and outcome measurement of the behavioral health/addiction recovery process at the individual, group, family, and community level.
• Advocate for preventive and rehabilitative well-being in client, group, and family levels and enhance respect for diversity within and between all levels.

To prepare graduates to:

• Serve as a link between students, families, schools, and communities.
• Provide direct school specialized services and interventions to promote student well-being.
• Support students’ academic success.

To prepare graduates to:

• Differentially apply advanced and current knowledge and skills in engaging, assessing, and intervening with client systems of all sizes and in all areas of practice (behavioral health, child welfare, aging, management, policy, community advocacy among others, and including the intersection of these practicums, such as addictions and aging).
• Evaluate practice not only for assessment of effectiveness, but also to ascertain if there is need for engagement of other systems.
• Continuously seek new knowledge about evidence-based practices and enhance skills to adapt to client populations as well as to engage appropriate intervention teams (action systems) to fully meet client needs.

Fifteen hours of integrative seminars provide a supportive environment for students to discuss their learning, demonstrate beginning mastery of the social work core competencies operationalized at a graduate education level, and process practice issues that arise in the practicum placement setting. The 555 Integrative Practicum Seminar is designed to provide students an opportunity to integrate knowledge from previous or current coursework with their experiences in the practicum. The seminar is designed to enhance both collaborative and adult learning in that students are responsible for providing leadership in course activities. The course is also intended to support student participation in the creation and identification of products for the Learning Plan.

The four integrative seminars provide a supportive environment for students to discuss their learning, demonstrate mastery of the social work core competencies operationalized at a graduate education level, and process practice issues that arise in the practicum placement setting. The 651/652 Integrative Practicum Seminars are designed to further facilitate the integration of coursework in practicum as well as provide a space for reflection and student support. The seminar is designed to enhance both collaborative and adult learning in that students are responsible for providing leadership in course activities. The course is also intended to support student participation in creation and identification of products for the Learning Plan.

The Program Director provides leadership to all aspects of the MSW program operations on their respective campus.

The Director of Practicum Education serves as the statewide coordinator responsible for oversight of all practicum functions and aspects of practicum instruction.

The Assistant Director of Practicum Education provides system-wide leadership in practicum education across both BSW and MSW programs. Reporting to the Director of Practicum Education, this position supports the implementation, consistency, and quality of practicum instruction, tools, and processes across all IUSSW campuses and learning formats.

Practicum Education Coordinators provide administrative support for all aspects of practicum education within their specific program and/or assigned curriculum. Practicum Education Coordinators have primary responsibility for recruiting and assessing practicum placement agencies and Practicum Instructors, engaging students in the practicum planning process to identify and place students in appropriate practicum sites. Practicum Education Coordinators often act as consultants to Faculty Practicum Liaisons, Practicum Instructors, agency directors, and students in resolving practicum difficulties.

The agency-based Practicum Instructor provides practicum instruction and practice supervision to the practicum student at their placement site. The Practicum Instructor also evaluates the student’s performance and level of competency.

An External Practicum Instructor provides educational supervision to the practicum student when there is not an agency-based Practicum Instructor available. This position carries the same responsibilities as an agency-based Practicum Instructor and consults regularly with the Task Instructor.

In some placement sites, there is a Task Instructor. This person may be one of the following:

• Day to day supervisor for the student when there is an external Practicum Instructor.
• Staff member assisting the Practicum Instructor by supervising students’ day-to-day service delivery.

The Faculty Practicum Liaison provides consultation to Practicum Instructors and students to ensure integration between classroom and practicum. The Faculty Practicum Liaison is in a strategic position to enhance communication regarding curriculum matters, practicum learning opportunities, new developments and demands of practice, and new projects undertaken by the School of Social Work. The Faculty Practicum Liaison is the professor for the seminars, conducts the site visits with the student and site representatives, and determines the student’s final grade.

There is a designated MSW Program Director for each of the Indiana University campuses which offer the MSW program. Responsibilities for this position, as they relate to the practicum curriculum, are to:

• Collaborate with the Director of Practicum Education and Practicum Education Coordinator(s) to assure the overall quality of the practicum education program. Overall quality includes meeting accreditation standards and adherence to all relevant IUSSW policies and procedures.
• Collaborate with the Director of Practicum Education and other program directors to address common practicum related issues and make recommendations.
• Collaborate with the Director of Practicum Education and other program directors to support the organization, planning, and implementation of practicum policies, procedures, standards, and protocols.
• Collaborate with the Director of Practicum Education and other Program Directors to support the Educational Assessment in developing and implementing assessment mechanisms to evaluate the outcomes of practicum instruction.
• Support and provide assistance, as needed, to Practicum Education Coordinator(s) in carrying out delegated responsibilities and securing necessary resources on respective campuses.
• Provide consultation as needed to Practicum Education Coordinator(s), Assistant Director of Practicum Education, and Director of Practicum Education.
• Link appropriate faculty to service requests from sites (such as seminars, in-service education, research, or program development and/or evaluation).

The responsibilities of the Assistant Director of Practicum Education include but are not limited to:

• Supporting the recruitment and hiring of Faculty Practicum Liaisons.
• Conduct orientation for new Faculty Practicum Liaisons and providing ongoing training and support for all Liaisons.
• Training and supporting Practicum Education Coordinators.
• Contributes to the development of practicum education tools, resources, and processes for use across campuses.
• Supports problem-solving in collaboration with Practicum Education Coordinators and staff to ensure consistent implementation of practicum education practices with the CSWE standards.
• Facilitates the IU Indy MSW Face to Face and Direct program team meetings and serves as the primary point of contact for Practicum Liaisons.
• Works in close collaboration with academic advisors to ensure accurate student placement planning and coordination.

Each program has one or more designated Practicum Education Coordinators. The responsibilities of the Practicum Education Coordinator are to:

• Recruit, assess, and recommend practicum sites and Practicum Instructors/Task Instructors.
• Plan and implement Practicum Instructor and Task Instructor training, using the adopted school curriculum for such training, collaborating as necessary with directors and other Practicum Education Coordinators.
• Provide information to students regarding practicum placement opportunities consistent with core coursework.
• Engage students in the practicum planning process and place students in specific practicum sites.
• Plan and implement orientation sessions for students entering into the practicum.
• Provide relevant student information, via written and verbal communication, to Faculty Practicum Liaisons and Practicum Instructors prior to the beginning of the practicum.
• Review and approve student employment-based petitions.
• Review student petitions relating to placement exceptions (e.g., duplication of Practicum Instructor /practicum instruction site) and make recommendations for exceptions to the Director of Practicum Education and respective MSW Program Director.
• When necessary and appropriate, assist Faculty Practicum Liaisons, Practicum Instructors, and students in preventing and resolving practicum related difficulties.
• Coordinate practicum activities with student services activities on their respective programs or statewide if necessary (for example, orientations and special events).
• Collaborate with the MSW Curriculum Committee, Program Director, Director of Practicum Education, and the Associate Dean of IUSSW in the development and implementation of practicum instruction evaluation instruments and in the compilation of evaluative reports.
• Contribute to ongoing review and update of practicum instruction manuals, forms, website, and other relevant informational media.
• Perform related assignments as deemed necessary by the Dean or Associate Dean of the IUSSW for reaffirmation of accreditation of the school’s programs and to ensure the quality of practicum instruction to meet the standards of the Council on Social Work Education.
• Maintain, in collaboration with practicum support staff, student practicum files, databases, and records of communication.

The Faculty Practicum Liaison is a faculty role designed to facilitate integration between the academic and practicum curriculum. The Faculty Practicum Liaison is assigned as the instructor of the practicum seminar, which is designed to integrate coursework and practicum education

The responsibilities of the Faculty Practicum Liaison are to:

• Complete required IU and IU School of Social Work online and/or in-person trainings.
• Attend faculty meetings as needed to maintain communication with the department, plan for the year, review practicum education policies and updates and discuss success and challenges.
• Co-facilitate required student practicum pre-orientation and/or formal orientation.
• Follow provided course syllabus and develop Canvas course sites.
• Schedule and facilitate required seminars.
• Assign, provide instructions for, and grade seminar assignments as applicable.
• Review, provide feedback, and approve Draft Learning Plan and Learning Plan forms.
• Monitor completion and content of weekly Supervision Records as applicable.
• Review Midpoint Evaluation and Final Evaluation forms to address and problem-solve areas for improvement and to calculate passing score and final course grade.
• Monitor student attendance status in the seminar and practicum setting.
• Monitor timesheets in Sonia to adhere to policy guidelines regarding number of hours completed per week and breakdown of direct/indirect practice.
• Monitor to ensure students receive a minimum of one hour of supervision weekly by assigned Practicum Instructor.
• Complete mid- and end-of-semester Sonia forms and timesheet audit to ensure all requirements are completed and approved.
• Schedule and attend required site visits for each student. Document site visit feedback in students’ Sonia profile utilizing the Site Visit Feedback Form.
• Monitor students’ performance within their practicum by maintaining ongoing timely communication with students and Practicum Instructors.
• Professionally and proactively respond to students and agencies in a timely manner.
• Respond to requests for or request additional student agency meetings to problem-solve and resolve issues of concern to support and advocate for students and agencies.
• Monitor quality, effectiveness, and appropriateness of each practicum placement and assist with placement changes as needed.
• Assist in identifying resources including new agency sites and External Practicum Instructors.
• Create, implement, and monitor performance improvement plan(s) when necessary.
• Attend Student Review Meetings to resolve significant student performance issues.
• Respond to direction and requests of Practicum Education Coordinator, Assistant Director of Practicum Education, Director of Practicum Education, and/or Program Director.
• Provide consultation to Practicum Instructors about the MSW curriculum and the educational planning for assessment of student mastery of core competencies.
• Submit final grade to Registrar.

Practicum education at the master’s level is a collaborative endeavor between the MSW program and community agencies in the education of students for generalist and advanced social work practice. Through appropriate learning experiences in the site, students have the opportunity to apply knowledge as well as acquire professional skills useful in working with individuals, families, groups, organizations, and communities. At the same time, students contribute to the delivery of services and share their classroom learning with the staff.

Given the importance placed upon practicum course work, the MSW program sets the following criteria, for agency participation:

• Sites used for practicum education maintain social welfare service as a recognized function of the agency or have planning, coordinating, and/or advocacy activities relevant to providing or improving human services.
• The site should have identification with the purpose, program, and professional standards of appropriate accrediting bodies where such bodies exist.
• The board of directors and the site’s executive officer must be in full accord with the use of the site for education of students from the MSW program.
• Agency’s mission, values, programs, and services align with the social work profession.
• Sites have a clear role in their community, provide services that enhance it, and are collaborative by nature.
• Sites are able to meet the educational competencies of the social work practicum education program, provide learning experiences for the student to work with diverse populations and in all client systems (individual, families, groups, community, and organization).
• The site should be able to provide a range of learning experiences consistent with the service functions of the site, the students’ learning needs, and the demonstration of the CSWE core competencies.
• Practicum sites should include opportunities to integrate and consolidate learning from all areas of the curriculum and to develop relevant skills for master’s level practice. If a site is not able to provide full practice experiences, the student will be required to have these experiences in other ways with the assistance and direction of the Practicum Instructor.
• The site should meet Practicum Instructor qualifications, as the student does not supplant a staff member but instead enhances the work. The site should make the physical supports and resources available to the student..
• Sites are expected to provide the student with adequate physical facilities (desk, chair, telephone, private interviewing space, etc.), and sufficient technology to accomplish assigned tasks. For example, if a student is expected to electronically document a medical record, then a student would need computer access.
• Agencies assure that they will not discriminate against any individual including, but not limited to, employees or applicants for employment and/or students, because of race, religion, ethnic or national origin, gender, sexual orientation, marital status, age, disability, or veteran status.
• Agencies should support the Practicum Instructor by adjusting the workload in order to supervise and teach students, review, approve and prepare forms and reports for the MSW program on students’ progress, attend periodic practicum education meetings, and confer, as needed, with the appropriate MSW program faculty and staff.
• Site policies and practices should stimulate the professional growth of its workers and encourage staff membership and participation in appropriate professional organizations.

The following represent Indiana University School of Social Work site policies:

• Agencies meet the criteria to be a practicum site.
• The site is encouraged to reimburse students for expenses incurred to complete the practicum at their site and while providing service to agency clients. For example, parking, background checks, health screenings, mileage, and travel reimbursement, etc.
• A signed active Affiliation Agreement must be on file with the School of Social Work before a student can begin their practicum with an agency.
• IUSSW does not offer simulations to supplement the practicum experience. All of a student’s hours in practicum are within an assigned practicum site working with or on behalf of the site’s client system.

Practicum Education Coordinators draw from an approved pool of agencies to place students according to their interests and the requirements of practicum. The following process describes how the practicum program selects and approves agencies for this pool.

The initial step in selecting practicum settings is the Practicum Education Coordinators identify organizations in their communities or the communities that the students reside which may be prospective sites to host our students. Or organizations contact the practicum office directly as they are interested in hosting a student and the appropriate Practicum Education Coordinator responds to this agency’s interest.

The second step is for a practicum representative to communicate with an agency representative to ascertain the agency purpose/philosophy and goodness of fit with the IUSSW’s MSW program’s mission, goals, and competencies. The explicit criteria that practicum agencies must meet are explained above. These include a commitment by the site to social work professional values, ethics, and practice principles; time relegated to staff members for practicum instruction; ; capacity to provide the range of learning experiences consistent with MSW 555 generalist practice and/or MSW 651/652 clinical and community practice across systems and the competencies; commitment to diversity and adherence to nondiscrimination standards and practices; adequate physical facilities to accommodate a student or students; and a willingness to cover essential expenses incurred with a student in placement.

Also, during this step the practicum representative will schedule subsequent meetings to follow-up on individual aspects of the criteria to host a MSW 555 and/or 651/652 practicum student. The assessment of the potential practicum site is documented by the practicum representative in the Criteria Checklist for Selection of Practicum Settings. This form is uploaded into Sonia and the practicum representative indicates whether the site is approved or unapproved as a practicum site.

The responsibilities of practicum agencies are further articulated in the Agency Affiliation Agreement, which is signed by the agency administrator with legal responsibility for such agreements (CEO, Executive Director, or other designated individual with such authority), the IUSSW Director of Practicum Education, and the Deputy General Counsel of Indiana University. The IUSSW utilizes a standard Affiliation Agreement for each of its agencies

ensuring that the school’s criteria are satisfied to assure compliance with accreditation standards. In the cases where practicum sites request edits to the agreement, the Director of Practicum Education works in conjunction with the Office of the General Counsel to review, negotiate and approve edits, again ensuring that it is in compliance with the accreditation standards. A current Affiliation Agreement is in place before a student is able to begin their practicum at a site. The fully executed Affiliation Agreements are documented and stored at the Indiana University Office of the Vice President and General Counsel as well as with IUSSW in Sonia.

During the agency screening process, Practicum Education Coordinators will determine the goodness of fit of the agency with student learning needs and general practicum of practice interests (mental health, children, aging, etc.). These will be documented in the practicum sites profile in Sonia so that all Practicum Education Coordinators, agency personnel, students and liaisons have access to this information.

While the selection of the Practicum Instructor involves collaboration between the site and the MSW program, the final appointment remains with the MSW program. In addition, the Practicum Education Coordinator is responsible for overseeing the work of Practicum Instructors to determine ongoing compliance with the practicum education policies.

The following criteria have been established to ensure appropriate Practicum Instructor selection:

The individual appointed as Practicum Instructor must have an MSW from a CSWE-accredited social work program and a minimum of two years post-MSW social work experience.

• The assigned agency-based Practicum Instructor is responsible for providing a social work practicum experience and for assisting the Task Instructor with practicum teaching when appropriate.
• The individual should have knowledge of and conviction about the school’s mission and the MSW program mission, goals and objectives, and a commitment to the education of graduate students and practice with at-risk populations.
• The individual must be ready to assume a teaching role, which includes the ability to 1) link theory to practice, 2) develop and structure learning experiences which take into account individual student learning needs and patterns, 3) assist students in expanding their knowledge beyond the scope of the practicum setting, 4) aid students in the reflection processes of professional supervision, 5) provide feedback and suggestions to enhance students’ learning, and 6) evaluate and document their students’ performance.
• The individual should have the ability to objectively handle disagreement and conflict that may arise between the site and the student(s).
• The Practicum Instructor should be willing to devote sufficient time to carry out the responsibilities of practicum instruction and to work closely with the MSW program. This includes weekly supervision with students, review, preparation, and approval of assessments and evaluations for the MSW program on students’ progress, and attendance at periodic MSW program meetings with other Practicum Instructors and faculty.

The responsibilities of the Practicum Instructor are to:

• Provide a professional model of generalist and/or advanced social work practice within the site that is consistent with the NASW (2021) Code of Ethics.
• Individualize student learning tasks and activities based on student learning needs, CSWE social work competencies, and the mission of the practicum site.
• Provide guidance and assistance to students in completing the Learning Plan.
• Orient student to site policies and procedures as they relate to work management including dress code, attendance, record keeping, intake and referral, transfer, and termination of clients.
• Facilitate student understanding and adherence to responsible and ethical conduct at the practicum.
• Actively assist the student in understanding site’s general liability, risk management, health, and safety policies.
• Provide educational supervision. It is expected that the Practicum Instructor meet with the student for a minimum of one hour per week to review work performed, assist the student in conceptualizing the issues inherent in learning experiences, articulate thoughts, and reactions, and facilitate the integration of coursework and practicum learning experiences.
• Provide feedback on student assignments and other written products produced for the practicum.
• Inform the Faculty Practicum Liaison immediately in the event concerns arise in the student’s performance and provide the appropriate documentation.
• Attend and participate in the practicum orientation and in periodic training with other Practicum Instructors organized by the MSW program.
• Confer periodically with the Faculty Practicum Liaison.
• Assess student’s progress in achieving competency by completion of evaluative methods provided by the MSW program.

In cases when there is no Practicum Instructor available at an agency, the MSW program will identify an External Practicum Instructor to provide supervision.

The responsibilities of the External Practicum Instructor are to:

• Provide a professional model of social work practice that is consistent with the NASW (2021) Code of Ethics.
• Confer regularly with the Task Instructor regarding the student’s learning in the agency.
• Individualize student learning tasks and activities based on student learning needs, CSWE social work competencies, and the mission of the practicum site.
• Provide guidance and assistance to students in completing the Learning Plan.
• Facilitate student understanding and adherence to responsible and ethical conduct at the practicum site.
• Provide educational supervision. It is expected that the Practicum Instructor meet with the student for a minimum of one hour per week to review work performed, assist the student in conceptualizing the issues inherent in learning experiences, articulate thoughts, and reactions, and facilitate the integration of coursework and practicum learning experiences.
• Provide feedback on written products produced for the practicum.
• Inform the Faculty Practicum Liaison immediately in the event concerns arise in the student’s performance and provide the appropriate documentation.
• Attend and participate in the practicum orientation and periodic training with other Practicum Instructors organized by the MSW program.
• Confer periodically with the Faculty Practicum Liaison.
• Assess student’s progress in achieving competency by completion of evaluative methods provided by the MSW program.

The individual appointed as the Task Instructor may have a degree other than social work but has sufficient experience as a human services provider. To ensure the student’s learning experiences are rooted in the social work perspective, a Practicum Instructor is assigned.

The responsibilities of the Task Instructor are to:

• Facilitate a professional model of practice within the agency that is consistent with the NASW (2021) Code of Ethics.
• Help the student understand and adhere to responsible and ethical conduct in the practicum.
• Actively assist the students in understanding the site’s general liability, risk management, health, and safety policies.
• Orient students to the site policies and procedures as they relate to work management, including dress code, attendance at meetings, record keeping, intake and referral, transfer, and termination of clients.
• Attend and participate in the practicum orientations and periodic training organized by the MSW program.
• Collaborate with the Practicum Instructor on the development of learning activities and the evaluation of the student.
• Inform the Practicum Instructor immediately in the event concerns arise in the student’s performance and provide the appropriate documentation.

As a vital component of the practicum process, students are expected to:

• Adhere to the standards and practices established by the MSW program for the practicum course including adherence to the Code of Ethics (2021) of the National Association of Social Workers.
• Demonstrate professional behavior in their practice, classroom, and other settings.
• Follow the administrative policies, standards, and practices of the site.
• Comply with the Patient Confidentiality and the Health Insurance Portability and Accountability Act (HIPAA). Students shall follow all policies and procedures of the site, including those governing the use and disclosure of individually identifiable health information under federal law, specifically 45 CFR parts 160 and 164. Solely for the purpose of defining the students’ role in relation to the use and disclosure of agency’s protected health information, such students are defined as members of the agency’s workforce, as that term is defined by 45 CFR 160.103, when engaged in practicum activities. However, such students are not and shall not be considered to be employees of the agency. In addition, student’s breach of agency’s policies concerning confidentiality shall be grounds for student discipline by IUSSW, including dismissal from the program and/or removal from the agency.
• Make themselves available Monday-Friday during the daytime hours to complete practicum requirements.
• Complete practicum hours over the course of the entire academic term(s). The minimum hours must be completed within the semester that the student is enrolled in the practicum course. Be present at the site throughout the entire practicum. Schedule of hours at the site should maximize practicum-learning experiences. With permission from the Practicum Instructor, Task Instructor, and
• Faculty Practicum Liaison, a student’s practicum may be extended for compelling reasons.
• Notify the Practicum Instructor when ill or faced with a personal emergency and develop a plan to make up the time and/or missed assignments. Studying for a test or working on papers is not considered an emergency to be absent from the practicum.
• Demonstrate a readiness to learn and become involved in all appropriate aspects of the practicum experience to complete course objectives.
• Engage in on-going self-evaluation by identifying specific strengths and learning needs, and completing the Draft Learning Plan, Learning Plan, Midpoint Evaluation, and Final Evaluation.
• Assume an active role in the learning process including preparation for and openness to practicum supervision and conferences with the Faculty Practicum Liaison and Practicum Instructor.
• Complete all documentation in keeping with site and practicum expectations.
• Discuss practicum placement concerns such as those related to the assigned Practicum Instructor and site with the Faculty Practicum Liaison or Practicum Education Coordinator. Should the student be dissatisfied with the outcome, the student may discuss the situation further with the respective campus MSW Program Director.
• Provide written evaluation of the site to both site and the university upon request.
• Provide health records upon request by the site. Typical requests include proof of immunization tests, including COVID-19, MMR, PPD and Hepatitis B and/or Hepatitis declination form.
• Provide documentation to the site of personal health insurance in effect during the term of assignment, if required by the site.
• Provide documentation of appropriate liability insurance as provided by the university or personally secured to the site.
• Obtain, if required by the site, a criminal background check that meets their requirements and provide a copy of the results of the background check to the site.
• Students will adhere to the NASW (2021) Code of Ethics and will work with agency personnel to ensure continuity of service during their traditional academic breaks.

Students are expected to adhere to the standards and ethics of the (2021) National Association of Social Workers Code of Ethics and the standards of the Council on Social Work Education. Prior to beginning practicum courses, students are expected to review the entire NASW (2021) Code of Ethics in preparation for ethical practice and review/submit the Student Code of Conduct Form indicating their understanding of and commitment to adhering to the Code. Ethical violations during practicum can result in discontinuation of practicum placement and/or failure of the course. In addition, ethical violations can result in possible legal/civil actions apart from university consequences.

When students begin their practicum placements or are involved in any other activities in which they have direct client contact, they must accept the responsibilities of a practicing professional. This professional practice includes adherence to the principles of confidentiality. The following statements are designed to protect client anonymity, and to assist students in knowing how to handle privileged information responsibly. Students should review the NASW Code of Ethics section on Privacy and Confidentiality (1.07, a-w).

• Students must become familiar with and follow confidentiality policies of the site in which they are placed or in which they have client contact.
• No identifying information regarding specific clients, their families and/or other significant persons is to be revealed outside of the site. Within coursework, students will use pseudonyms or third person references in all oral presentations and written assignments (supervision records, learning plans, evaluations, case studies, etc.). No client information or situations should be shared in any courses outside the School of Social Work.
• Identifying information includes names, addresses, telephone numbers and any background information by which clients might be identified.
• For community or professional presentations or written material distributed outside of a class, students must alter case information to eliminate identifying information.
• Students are responsible for the protection of any professional information or records they might have in their possession.
• Students should not remove records containing privileged information from their placement site.
• When in doubt about the integrity of any confidentiality issue or practice, students should feel free to seek consultation and advice from Practicum Facilitators, Practicum Instructors, Faculty Practicum Liaisons, and other social work faculty.

Adapted from Ursuline College, Ohio Social Work Department

IUSSW adheres to pertinent standards in the NASW Code of Ethics concerning dual relationships and conflicts of interest. In practicum instruction, dual relationships may occur when a Practicum Education Coordinator, Practicum Instructor, or Faculty Practicum Liaison maintains a relationship with a student(s) in more than one area, whether it is professional, in the classroom, or social. Dual or multiple relationships can occur consecutively. For example, a previous social work course instructor may now be the Practicum Instructor for a student in the site where he or she works full-time. In such a case, the student and the Practicum Instructor need to discuss the relationship and clarify boundaries as per Standard 3.02(d) below.

According to the NASW Code of Ethics:

• Standard 1.06(a) Social Workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment.
• Standard 1.06(c) Social Workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the clients.
• Standard 3.02(d) Social Workers who function as educators or practicum educators for students should not engage in any dual or multiple relationships with students in which there is risk of exploitation or potential harm to student, including dual relationships that may arise while using social networking sites or other electronic media. Social Work educators and Practicum Instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries. (NASW Code of Ethics, 2021).

If in any aspect of Practicum Education, the potential of a dual relationship exists, the student or Practicum Instructor should notify the Faculty Practicum Liaison, Practicum Education Coordinator, or the MSW Director.

Students will adhere to the NASW (2021) Code of Ethics and will work with site personnel to ensure continuity of service during their traditional academic breaks.

Students are eligible for placement in practicum settings when they have completed all prerequisites to be considered for placement.

Prerequisites include:

• Introduction to Social Work Profession
• Research I
• Diversity, Human Rights, and Social Justice
• Generalist Theory and Practice
• Social Policy Analysis and Practice
• Organizations, Communities and Society

Students must complete pre-placement documents and meetings with their assigned Practicum Education Coordinator. Students must interview with the agency and be accepted to a practicum placement by the organization.

Students are eligible for placement in practicum settings when they have completed all prerequisites to be considered for placement.

Prerequisites include:

• BSW degree from CSWE accredited school of social work
• Executive Leadership Practice
• Assessment in Mental Health and Addictions
• Community and Global Theory and Practice
• Clinical Theory and Practice

Students must complete pre-placement documents and meetings with their assigned Practicum Education Coordinator. Students must interview with the agency and be accepted to a practicum placement by the organization.

Students are eligible for placement in practicum settings when they have completed all prerequisites to be considered for placement.

Prerequisites (555 Practicum I and the courses that are considered prerequisites as listed above for this practicum) include:

• Executive Leadership Practice
• Assessment in Mental Health and Addictions
• Community and Global Theory and Practice
• Clinical Theory and Practice

Students must complete pre-placement documents and meetings with their assigned Practicum Education Coordinator. Students must interview with the agency and be accepted to a practicum placement by the organization.

The Practicum Education Coordinators on each campus/online program conduct information sessions for students who will be going into 555 practicum and 651/652 practicum. These information sessions provide an overview of the practicum requirements and the practicum placement process. The Practicum Education Coordinator also instruct the students to complete their pre-placement forms and upload their resume into Sonia. Once students submit their pre-placement required forms and resume, the coordinators meet with each student individually to begin discussion about different placement options. The attention given to students to find the optimal practicum opportunity is considered essential to successful placements.

After an appropriate placement is identified, student interviews with agency personnel at the site. Once a placement has been confirmed by the agency, the IUSSW Student and Site Placement Agreement form is completed in Sonia.

When the matching process is complete, students and Practicum Instructors are assigned to a Faculty Practicum Liaison. The Liaison has responsibility to oversee their students’ learning in the practicum sites and conduct the integrative seminar classes thus maintaining regular contact with assigned students. Liaisons also visit, in- person or virtually, each practicum site for individualized meetings with students and Practicum Instructors. Practicum Education Coordinators have the responsibility to assist Faculty Practicum Liaisons, Practicum Instructors and students in preventing and resolving practicum related difficulties.

It is imperative that students are prepared for practice experience through course work before they are placed in their practicum. Students must have taken or be currently enrolled in the appropriate practice classes at the time of their practicum. Students with GPAs below 3.0 are not allowed to progress to 651/652 until the GPA is at 3.0, if there is no additional coursework required to graduate.

Students cannot enter a practicum with more than one Incomplete (“I”) grade in any social work course that is a prerequisite or co-requisite to the practicum course. Students must complete 555 before beginning placements in 651/652.

Students must have completed all foundation (generalist) and concentration level courses before beginning Practicum II/III – 651/652. Students enrolled in 651/652 must have enrolled or be currently enrolled in appropriate focus area classes.

Pre-placement practicum processes include but are not limited to; attending practicum information sessions held by practicum faculty, completing documentation requirements found in Sonia, and the completion of pre- placement interviews with the Practicum Education Coordinator to discuss placement particulars.

Sonia Pre-Placement Requirements include:

• MSW Practicum Application
• Background History Form
• Student Code of Conduct Form
• Student Practicum Contract
• Development and posting of a resume to be used in the agency interview process

Students must complete all pre-placement requirements in Sonia. The campus Practicum Education Coordinator(s), set due dates for the completion of the requirements in order for the students to be placed in qualified practicum sites during the subsequent term. Student’s failure to complete the requirements in a timely manner will result in the Practicum Education Coordinator and Program Director determining whether the student may progress into practicum during the subsequent term or delay the practicum placement until the next available course cycle.

Once a placement is identified as an appropriate match for the student’s interests and learning needs, the student must complete a practicum interview with a site contact and be confirmed by the site and MSW Practicum Education Coordinator, in the Student and Site Placement Agreement form found in Sonia.

All MSW students are required to complete the IUSSW Student Practicum Orientation prior to having any client contact at the practicum placement site.

Students must meet the following criteria to apply for a Study Abroad Practicum:

• Be in good standing at IUSSW
  • Students who have had disciplinary actions such as academic probation, a student review meeting, or stronger may not participate.
• Students must be making satisfactory academic progress toward their degree.
  • Minimum 3.00 cumulative GPA
• Completion of a criminal background check and any other required agency-based health and background checks.
• Students must undergo a criminal background check, including a sex offender registry check. People who are convicted of or have pending felony charges for child abuse, violence, or sexually-based crimes are not allowed to participate in IU’s Programs Involving Children (PIC) programs.

• The student is to carefully review the Student Eligibility Requirements to determine if they are eligible to apply for a study abroad practicum.
• The student is to contact their campus Practicum Education Coordinator to communicate their eligibility and interest in applying for a study abroad practicum.
• The student’s campus Practicum Education Coordinator is to notify the IUSSW Study Abroad Practicum Education Coordinator of the student’s interest and eligibility.
• The IUSSW Study Abroad Practicum Education Coordinator is to contact the student and provide the study abroad practicum options available to meet the curriculum requirements, including practicum site information, housing suggestions, costs to the student, study abroad scholarship opportunities, organizational interview requirements, language proficiency needed, and safety considerations.
• The IUSSW Study Abroad Practicum Education Coordinator in collaboration with the student and their campus academic advisor will identify any scheduling considerations to ensure that they are able to complete any concurrent course requirements with practicum.
• The IUSSW Study Abroad Practicum Education Coordinator works with the student and the partnering organization to complete any organizational application processes and scheduling a practicum interview. Interviews are typically held via Zoom.
• The partnering organization determines the acceptance or denial of the student for the determined academic term.  Please note, most of the study-abroad placements are competitive.  There is no guarantee that a student will be offered a practicum by the partnering organizations.
• Once accepted/invited for placement with the organization, the student completes the University Office of International Affairs Study Abroad requirements for their respective campus, including iAbroad, safety training, travel insurance requirements, communication plan and emergency contact list.

555 

For consideration in 555, MSW Generalist Practicum, the student will complete the practicum abroad (Croatia, Kenya or Kosovo) in either Fall, Spring, or Summer semesters working a minimum of 19 hours per week. Some agencies require additional hours than IUSSW practicum requirements.

651/2 

For consideration, in 651 and 652 Practicum II & III, a student may schedule practicum in either the spring semester working a minimum of 38 hours per week abroad (Croatia, Kenya, Kosovo, or South Africa) with a May graduation or can choose to do practicum summer semesters following completion of all course work.  With the summer option, the student can have a May graduation “walk” option with their degree being conferred in August or December of that academic year.

The IUSSW Faculty Practicum Liaison maintains contact with the student and Practicum Instructor during the study-abroad practicum through email, online meetings, and the practicum seminars which are available online for study abroad students.  The Faculty Practicum Liaison reviews the student Draft Learning Plan, Learning Plan, Midpoint Evaluation, and Final Evaluation.   The Faculty Practicum Liaison conducts site meetings either online or in person.

For students choosing Study-Abroad Practicum, there are three additional product requirements.  These requirements include completing the Office of International Affair’s Post-Study-Abroad Survey (will be sent to your email), Study Abroad Practicum Placement Student Report (located in Sonia) and creating an Study Abroad Experience Presentation (often presented to Practicum Instructor, Task Instructor, Faculty Practicum Liaison, classmates, and recorded for online viewing) about the student’s study abroad practicum experience. Zoom is utilized as web-based presentation platform.  Students are provided presentation instruction guidelines and technological support for creating online presentation.

Several activities occur for pre-departure and on-site orientations. These include:

• Review of requirements to enter the country, organizational requirements, and preparatory activities (i.e. immunizations, criminal background checks, passport, VISA)
• Review and completion of the materials needed by the IUI Office of International Affairs Study Abroad including health insurance, and various other health and contact information forms.  These items are maintained in the iAbroad online system.
• Discussion of anticipated costs and a budget for the experience including housing, meals, and transportation expenses.  A budget is also required to be submitted through the iAbroad system.
• Discussion of safety concerns and tips for safe travel abroad; how students usually approach new situations and how that pattern can be helpful or unhelpful in a study abroad situation; discussion of the student’s goals, apprehensions and anticipation.
• Discussion and communication between the Study Abroad Practicum Coordinator and the receiving Practicum Instructor in the social services agency (or university social work program) regarding arrangements which have been made for the student’s study abroad.
• Practicum orientation is provided to the organization’s Practicum and Task Instructor, including training in the Sonia platform for the practicum Learning Plan, practicum evaluation process (LEP) and timesheet entries.

Once the student is on-site, the agency-based Practicum or Task Instructor is responsible for arranging an appropriate orientation to the placement setting which includes the following:

• Physical aspects of the agency; services provided, administrative and organizational policies and procedures including safety and risk management; and historical development of the organization.
• Opportunities to meet staff to understand their professional roles and responsibilities within the organization.
• Observations of client service within the organization; accompanying and/or “shadowing” professional staff
• Orientation to the role of the professional in the organization, including cultural and normative behavior in relation to dress, safety procedures, and professional relationships.
• Orientation to values and ethical issues frequently encountered in professional practice in the organization.

• All approved practicum sites should have a safety plan to guide students with safety-related policies and procedures.
• All students participate in training about safety issues through the IUSSW practicum orientation.
• The setting will conduct a detailed orientation with the student to familiarize them with the safety policies, practices, and procedures that could impact their personal safety, that of their clients, and others.

It is the policy of the school to encourage attention to safety in practicum education. Students are required to follow the administrative policies, standards, and practices of their assigned agency. The following policies are related to the specifics of student safety:

• IUSSW provides social work professional liability insurance coverage to all qualified students registered in a practicum course.
• Agencies are required to provide or obtain emergency medical treatment for students if needed for illness or injuries suffered during clinical experience. Such treatment shall be at the expense of the student treated.
• IUSSW adheres to Indiana University’s policy against sexual misconduct. This policy states that discrimination on the basis of sex or gender is prohibited in all educational programs and activities and governs the university’s response to discrimination and sexual misconduct. Sexual misconduct is not tolerated in any on- or off-campus context. More information can be found under University Policies, by reading the Indiana University Policies.

IUSSW Practicum Education Coordinators include safety as one of the primary topics of the Practicum and Task Instructor orientation in order to reinforce their need to discuss with their assigned student(s) the agencies policies and procedures related to safety. Students are also informed to discuss practicum placement concerns such as those related to the assigned Practicum Instructor and practicum agency with the Faculty Practicum Liaison or Practicum Coordinator. Should the student be dissatisfied with the outcome, the student may discuss the situation further with the respective MSW Program Director. If a student needs additional support during the practicum, the Faculty Practicum Liaison, Practicum Education Coordinator and/or Advisor will refer the student to the appropriate campus resources (i.e., Counseling and Psychological Services (CAPS)).

IUSSW Practicum Education Coordinators provide training and resources to students to help ensure their safety while in practicum sites. They include safety as one of the primary topics of the student orientation as well as the Practicum Instructor and Task Instructor orientation. Safety is also further explained below. This information points out some of the potential risks associated with the practicum and suggests precautions for students to take, which include measures about professional use of self, client office and home visits, and transporting clients.

An important aspect of practice is knowing the limits of professional knowledge and skills and avoiding helping situations that are not within areas of competence. Whenever there is a question about the handling of a particular case and whether a given intervention is appropriate, consult the Practicum Instructor.

Before seeing clients in an office setting, it is important to be informed of site policies and recommended courses of action should a client become agitated or hostile.

IUSSW strongly discourages students from transporting clients while completing a practicum. However, some placement sites may expect students to transport clients in the performance of the practicum assignments that involve outreach, home visits, and community resource work.

If transporting clients is an expectation of the placement site, the site should ensure that policies and practices are in place to protect both the social work student and the client(s).

It is not uncommon for social workers in a variety of social service settings to conduct home visits. Such visits do expose workers to risks. It is important that all home visits be made with the full knowledge of the Practicum Instructor—time of departure, time of return, other activities while on the trip, etc. If uncomfortable or threatened in a situation, the student should leave immediately. Safety is the primary concern. It is important to return to the site and report the experience to the Practicum Instructor. It may be appropriate to make future home visits while accompanied by the Practicum Instructor or other persons.

Other safety guidelines include:

• Beware of dogs or other household pets that might be a threat.
• If alcohol, drugs, or weapons are in sight, offer a reason to leave and leave promptly.
• If it is detected that a person in the home is using substances, leave quickly.
• If the vehicle in use breaks down, know who to call and what steps to take.
• Do not put yourself at risk; be attentive.

Some practicum sites serve client populations whose behavior may be unpredictable. It is important to learn strategies for handling clients whose behavior becomes threatening. If uncomfortable with a client, inform the Practicum Instructor. It may be appropriate to interact with clients with the Practicum Instructor or another staff person present.

Be aware of the location of activities or surroundings where such activities take place, note street lighting, open spaces, shrubs, and other growth. It is appropriate to travel in pairs after dark. Do not take risks.

An important aspect of safety is being prepared for any instance that may occur. Following IU’s Emergencies, Continuity and Planning – Emergency Procedures, IUSSW reinforces the Run-Hide-Fight course of action if confronted with an active shooter or aggressor. The Run-Hide-Fight training can be found on the Protect IU website. Students are encouraged to review the training video and resources provided on this website prior to entering their practicum placement. Students are also encouraged to share this information with their Practicum Instructor and Task Instructor and have a discussion regarding the practicum site’s safety policies and procedures.

IUSSW provides for its students liability coverage that meets the minimum expected standards set forth by the profession. Copies of the certificate of liability can be given upon request and are found in Sonia Documents. In some situations, students may be required to carry additional professional liability insurance, by their practicum site. This request would mean that the students would be covered through inclusion in the school’s blanket Professional Liability policy and their personal student liability policy as well. Students who are placed in a health care provider listed in IC.34-18-2-14 are also covered by Medical Malpractice Insurance coverage with limits of not less than those prescribed for health care providers as set forth in I.C.34-18-4-1.

Students who are denied coverage under the school’s blanket professional liability insurance are required to obtain and pay for their own Professional Liability Insurance. These students are unable to proceed with their practicum placement until they provide a Certificate of Coverage to the Practicum Education Coordinator and the site. If a student is not able to continue in the practicum, they will not be able to graduate.

Situations that can lead to civil or criminal action against a student include:

• Misrepresenting qualifications, such as failing to inform the client of student status.
• Providing treatment without obtaining proper consent.
• Keeping inaccurate or inadequate records.
• Administering inappropriate or radical treatment.
• Failing to consult with or refer to specialists.
• Failing to seek proper supervision.
• Failing to take action to prevent a client’s suicide.
• Failing to warn third parties of potential harm.

The internet allows students and social workers to communicate and share information quickly and to reach millions of people easily. Participating in social networking opportunities, such as LinkedIn, Twitter, Facebook, YouTube, Instagram, etc., can foster collegiality and camaraderie within the profession and advocate for social policies. Social networks, blogs, and other forms of communication online also create new challenges as well as opportunities in the social worker’s professional development. It can also create challenges for the social worker-client relationship.

Students should weigh the following considerations when maintaining a presence online:

• Students should be cognizant of standards of client privacy and confidentiality that must be maintained in all environments and must refrain from posting identifiable client information online.
• When using the internet for social networking, students should use privacy settings to safeguard personal information and content to the extent possible but should realize that privacy settings are not absolute and that once on the internet, content is likely there permanently. Thus, students should routinely monitor their Internet presence to ensure that the personal and professional information on their sites, and to the extent possible, content posted about them by others, is accurate and appropriate.
• If students interact with clients on the internet, they must maintain appropriate boundaries of the social worker-client relationship in accordance with professional ethical guidelines just, as they would in any other context. Establishing informal relationships with faculty and clients through social media and networking sites can make it difficult to maintain professional boundaries and thus are not usually appropriate.
  • To maintain appropriate professional boundaries students should consider separating personal and professional content online.
  • Students are expected to adhere to the standards and guidelines of the social work profession when interacting with classmates, Practicum Instructors, and colleagues using social media or social networking sites. Students will follow confidentiality standards in both face-to-face and online environments.
  • When students see content posted by colleagues that appear unprofessional, they have a responsibility to bring that content to the attention of the individual, so that they can remove it and/or take other appropriate actions. If the behavior significantly violates professional norms and the individual does not take appropriate action to resolve the situation, the student should report the matter to appropriate authorities.
  • Students must recognize that actions online and content posted may negatively affect their reputations among clients and colleagues, may have consequences for their social work careers, and can undermine public trust in the social work profession

Before communicating online, students are cautioned to carefully think through their postings, by reflecting on how it represents them, their practicum site, IUSSW, and the social work profession. All postings should be professional and respectful in tone including those “private” posts between site members. Online evidence of NASW Code of Ethics violations can result in disciplinary action including a Student Review or possible dismissal from the program.

Note the applicable portions of the NASW Code of Ethics include: 2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES 2.01 Respect and 2.02 Confidentiality; 4.06 Misrepresentation (a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker’s employing agency. (b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations; 5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION 5.01 Integrity of the Profession (a)

Social workers should work toward the maintenance and promotion of high standards of practice.

Please see Indiana University policies regarding Information Technology, Ethics, Conduct and Confidentiality for further information.

IUSSW cannot guarantee students a practicum in a setting that does not require COVID vaccinations.

Students who participate in a practicum at a site that requires COVID vaccination, must provide proof of vaccination status in order to proceed with the placement. If a student is requesting exemption from the vaccination, they are expected to complete the site’s documentation in accordance with their request. The site has the ability to accept or decline the exemption request.

IUSSW cannot guarantee placement of students in a setting if the practicum site’s vaccination requirements are not met. If the site’s requirements are not met, the student may need to take a pause in their education until they can meet the vaccination expectations, similar to other required vaccinations for professionals and trainees. Students will still need to meet the practicum requirements as set forth by IUSSW graduation requirements prior to graduation.

Students who anticipate a practicum setting serving populations at risk for TB should take this test prior to entering the practicum. Some settings may require the student to be tested as well as pay for this procedure.

Some agencies require training in the handling of blood-borne pathogens prior to beginning the practicum. This training is often referred to as “Universal Precautions”. It is strongly recommended that all social work students receive training on blood-borne pathogens. Some agencies will provide this training; others do not.

Students who anticipate a placement setting where there is the chance of being exposed to blood-borne pathogens should get the Hepatitis B vaccination.

Most medical/health care organizations will require this vaccination or a vaccine refusal statement. This vaccination involves a series of three injections over 6 months. The second injection is given 1 month following the first and the third 5 months after the second. Given the time requirements for this protection, it is important to begin immunizations at a time that will provide protection by the time the student enters the practicum. This series of immunizations can be administered by the University Health Center (IU Indianapolis) or by the physician of the student’s choice (please contact the University Health Center or physician to determine the cost of this vaccine; the cost is the responsibility of the student).

When the practicum involves research of human subjects, the proposed research project must receive formal approval from the Institutional Review Board (IRB) prior to course registration. Research projects requiring human subjects review must also have Institutional Review Board approval. For more information visit Office of Research Administration at Indiana University.

For information on the University’s Policies and Procedures regarding Alcohol and Drugs; use of, possession, manufacture, distribution and dispensation while in the program, please see the University and Campus Policies.

• All Practicum Instructors, Faculty Practicum Liaisons, and students participate in developing, reviewing, and approving students’ Draft Learning Plan and Learning Plan at the beginning of students’ practicums.
• All Practicum Instructor and students participate in evaluating student learning during the midpoint and final evaluation processes.
• All Faculty Practicum Liaisons review student evaluations and assign final grades.
• Across all program options, data is collected and analyzed about student learning in practicum for program monitoring purposes.

• The Faculty Practicum Liaison is the instructor of record for the practicum which includes facilitating seminars, approving learning plans, and verifying agency hours.
• The Faculty Practicum Liaison records the final grades for 555 Practicum I. At the final evaluation point and in order to receive a satisfactory score for the 555-practicum learning, students must have(1) completed all the Learning Plan behaviors by the end of the practicum experience, 2) met all required assignments and practicum hours in the practicum placement, and 3) achieved an average score of “5” (out of 7) on each of the behaviors outlined on the Final Evaluation.

• The Faculty Practicum Liaison is the instructor of record for the practicum which includes facilitating seminars, approving learning plans, and verifying agency hours.
• The Faculty Practicum Liaison records the final grades for 651 Practicum II and 652 Practicum III.
• At the midpoint evaluation, in order to receive a ‘S’ for 651 Practicum II, students must have 1) completed some of the Learning Plan behaviors by the midpoint of the practicum experience, 2) met the required assignments and half of the practicum hours in the practicum placement, and 3) achieved a score of “3-5” range (out of 7) on each of the measured behaviors outlined on the Learning Plan and Midpoint Evaluation. For students receiving a score of 3 or below for any behavior, the student in conjunction with the Practicum Instructor will develop a rationale for the score and a supportive plan to demonstrate how the student will progress to the required “5” for each behavior during the 652 course. The student will submit to the Faculty Practicum Liaison rationale for the score and a supportive plan to be approved by the Faculty Practicum Liaison in order for the student to enroll and continue into 652.
• At the final evaluation point and in order to receive a ‘S’ for 652 Practicum III, students must have 1) completed all of the Learning Plan behaviors by the end of the practicum experience, 2) met the required assignments and all of the practicum hours in the practicum placement, and, 3) achieved an average score of “5” (out of 7) on each of the behaviors outlined on the Learning Plan and Final Evaluation.

During the first weeks of the practicum, all students and Practicum Instructors are responsible for preparing the learning plan based upon the CSWE competencies. Students are expected to develop, with their Practicum Instructors and Task Instructors, learning tasks and activities, which are uniquely related to the practice opportunities in their placement agency, and which allow demonstration of the (CSWE) competencies and behaviors. In 555 students are expected to have assignments that involve application of the strength’s perspective and person-in-environment. In 651/652, students are, expected to implement advanced theories and practice perspectives. Practicum Instructors formulate work tasks and learning activities relevant to the generalist practice or the specialty area of practice. Students are required to have planned tasks and activities related to working with individuals, families, groups, organizations, and communities.

Students are expected to gain skills in working with diverse populations and advocating for advancement in human rights and social, racial, economic, and environmental justice.

• The student completes all contact information and inserts proposed planned agency activities.
• The Practicum Instructor (and Task Instructor, if applicable) and student collaborate to identify at least one agency activity and product for each behavior. Please note, some learning tasks may have been preassigned by IUSSW.
• Once the student has a proposed activity for each item, they submit the Draft Learning Plan for the Practicum Instructor’s (and Task Instructor, if applicable) review and comments.
• The Practicum Instructor (and Task Instructor, if applicable) receive an email notification that the document is ready for their review. The Practicum Instructor (and Task Instructor, if applicable) reviews the student’s proposed activities and provides feedback in the box marked Practicum Instructor’s Comments. Once completed, the Practicum Instructor (and Task Instructor, if applicable) submits the Draft Learning Plan for the Faculty Practicum Liaison’s review.
• The Faculty Practicum Liaison receives an email notification that the Draft Learning Plan is ready for review. The Faculty Practicum Liaison reviews and provides feedback for the student, Task Instructor, and Practicum Instructor in the box marked Faculty Practicum Liaison’s Comments. Once completed, the Faculty Practicum Liaison submits the form for the student’s review.
• The student receives an email notification that the Draft Learning Plan is ready for review. The student then makes the necessary changes to the Planned Agency Activities based on the feedback found in the Practicum Instructor’s Comments and Faculty Practicum Liaison’s Comments boxes.
• The student, then copies and pastes their final proposed Planned Agency Activity in the Learning Plan, which acts as the official record for the student’s file.

• Student has copied the proposed Planned Agency Activities from the Draft Learning Plan to the Learning Plan and submits the document for the Practicum Instructor’s (and Task Instructor, if applicable) review and approval.
• The Practicum Instructor (and Task Instructor, if applicable) receive an email notification that the document is ready for their review. The Practicum Instructor (and Task Instructor, if applicable) reviews the document and if approves, submits it for the Faculty Practicum Liaison’s review. If the document needs further revision by the student, the Practicum Instructor saves the document and informs the student. The student enters the revisions in the Amendments, Revisions, and Additions to Planned Agency Activity box and submits. The student informs the Practicum Instructor (and Task Instructor, if applicable) that the changes were made. The Practicum Instructor (and Task Instructor, if applicable) reviews the document and if satisfied, submits for the Faculty Practicum Liaison’s review.
• The Faculty Practicum Liaison receives an email notification that the Learning Plan is ready for review. The Faculty Practicum Liaison reviews and approves by submitting it. If the document needs further revision by the student, the Faculty Practicum Liaison checks yes, in the Request Revision in this Learning Evaluation Process toggle, then saves the document and informs the student by email. The student enters the revisions in the Amendments, Revisions, and Additions to Planned Agency Activity box and submits. The student informs the Practicum Instructor (and Task Instructor, if applicable) and the Faculty Practicum Liaison by email that the changes have been made. The Practicum Instructor (and Task Instructor, if applicable) and Faculty Practicum Liaison can then open the document to review the changes. If the Faculty Practicum Liaison is satisfied, they then click the submit button.
• The student under the supervision of their assigned Practicum Instructor then moves through the completion of the designated learning activities outlined in the official Learning Plan.

The evaluation process should be characterized by openness and mutuality and provides specificity regarding student strengths, learning needs, identified progress, and student’s learning experiences with the agency and Practicum Instructor. The evaluation process is an integral part of the learning experience and contributes significantly to the student’s professional and personal growth.

The midpoint and final evaluations reflect the student’s level of performance and achievement of the behaviors based on the associated learning plan activities and products.

The midpoint evaluation process represents a formative evaluation that occurs midway through the placement.

As formative evaluation, the following steps occur:

1. Prior to the evaluation process, students must update their Learning Plans, adding any additional practice activities (amendments, revisions, additions to Planned Agency Activity section). This must occur prior to providing the Midpoint evaluation form to the Practicum Instructor.
2. The student completes the documentation of competency development (How I Demonstrated the Behavior section) and the self-assessment using the scoring rubric found in the evaluation scoring section, which evaluates the student’s demonstration of skill in relation to the core competencies. The student then submits the Midpoint Evaluation form.
3. The Practicum Instructor (and Task Instructor, if applicable) receive notification that the Midpoint Evaluation form is ready for their review and completion. The Practicum Instructor in conjunction with the Task Instructor, if applicable, reviews the student’s How I Demonstrated the Behavior sections, the self- assessment scores and narrative comments and completes their own separate evaluation of student performance.
4. The Practicum Instructor (and Task Instructor, if applicable) submit the form in Sonia.
5. The Faculty Practicum Liaison receives notification that the Midpoint Evaluation is ready for their review and approval through the submission process. The Faculty Practicum Liaison reviews and provides feedback if necessary and approves the Midpoint evaluation by submitting it electronically in Sonia.
6. The student and Practicum Instructor meet to discuss the results of the Midpoint Evaluation and develop a plan for the second half of the practicum.

The final evaluation process reflects the student’s performance demonstrating social work behaviors that support CSWE Competencies.

Similar to the midpoint process, the following steps occur:

1. Prior to the evaluation process, students must update their Learning Plans, adding any additional practice activities (amendments, revisions, additions to Planned Agency Activity section). This must occur prior to providing the Final evaluation form to the agency Practicum Instructor (and Task Instructor if applicable).
2. The student completes the documentation of competency development (How I Demonstrated the Behavior section) and the self-assessment using the scoring rubric found in the evaluation scoring section, which evaluates the student’s demonstration of skill in relation to the core competencies. The student then submits the Final Evaluation form.
3. The Practicum Instructor (and Task Instructor, if applicable) receives notification that the Final Evaluation form is ready for their review and completion. The Practicum Instructor in conjunction with the Task Instructor, if applicable, reviews the student’s How I Demonstrated the Behavior sections, the student’s self-assessment scores and narrative comments and completes their evaluation.
4. The Practicum Instructor (and Task Instructor, if applicable) submit the form in Sonia.
5. The Student and Practicum Instructor meet to discuss the results of the Final Evaluation.
6. The Faculty Practicum Liaison receives notification that the Final Evaluation is ready for their review and approval through the submission process. The Faculty Practicum Liaison reviews and provides feedback if necessary. The Faculty Practicum Liaison assigns a final score and approves the evaluation by submitting it electronically in Sonia.

The Learning Plan, Midpoint Evaluation, and Final Evaluation and Learning Plan are retained in the student’s permanent file.

In 555, Practicum I, students receive a letter grade (A-F) based on performance in the classroom (40%) as well as practicum performance (60%).

The final grade for 555 Social Work Practicum I is a letter grade based both on the student demonstration of behaviors in the agency and the student’s performance on seminar assignments (for specifics on the calculation of the final grade, please refer to the course syllabus). The student’s Practicum Liaison assigns the final grade. Students may not proceed to 651/652 (Social Work Practicum II/III) unless they have successfully completed 555 and pre-requisite coursework.

At the end of the academic semester and practicum course, all hours, Draft Learning Plan, Learning Plan, Midpoint Evaluation, Final Evaluation and Site Visit forms must be completed in Sonia by the student,Practicum Instructor, and Faculty Practicum Liaison in order for a student to receive a final grade. If any of these items are outstanding a Deferred Grade (R) will be entered for the grading period at the end of the semester. The Faculty Practicum Liaison will complete a Performance Improvement Plan Form with the student and Practicum Instructor to ensure that all parties are aware of the outstanding items and what is needed in order for the grade to be changed. Once all of these items are complete the Faculty Practicum Liaison will submit a grade change request.

The grade R (Deferred Grade) used on the final grade report indicates that the student has not completed all of the course requirements for practicum course and needs to extend their work beyond the end of the enrolled academic term. The grade R is appropriate only so long as there is work in progress. Unlike the grade of Incomplete, the grade of R is not subject to an automatic change to F after one year if the work is not yet completed.

Requests for extension would lead to a deferred grade. Examples of a request for extension may include but are not limited to:

• Minimum number of weekly hours worked i.e., total hours required not completed at end of academic term
• Family emergency
• Bereavement leave
• Natural disaster
• Medical issue

As indicated in the School of Social Work Bulletin and the MSW Student Handbook, one of the requirements for continuance in the MSW program is that students must attain a grade of “C” or better in each required social work course.

In 651/652, Practicum II/III, students receive a Satisfactory (S) Fail (F) for practicum performance. Students must obtain an average of 5 on the behaviors found in the 651/652 Midpoint Evaluation and Final Evaluation in order to pass the course.

The final grade for 651/652 Social Work Practicum II/III, a satisfactory (S) or fail (F) rating, is based on the level of achievement with demonstration of the social work behaviors (for specifics on the calculation of the final grade, please refer to the course syllabus). The satisfactory (S) or fail (F) rating for Practicum II/III is assigned by the Faculty Practicum Liaison in consultation with the Practicum Instructor.

At the end of the first academic semester and practicum course, the agreed upon hours as documented in the Anticipated Practicum Hours form, Draft Learning Plan, Learning Plan, Midpoint Evaluation, and Site Visit forms must be completed in Sonia by the student, Practicum Instructor, and Faculty Practicum Liaison in order for a student to receive a grade. If any of these items are outstanding a Deferred Grade (R) will be entered for the grading period at the end of the semester. The Faculty Practicum Liaison will complete a Performance Improvement Plan Form with the student and Practicum Instructor to ensure that all parties are aware of the outstanding items and what is needed in order for the grade to be changed. Once all of these items are complete the Faculty Practicum Liaison will submit a grade change request.

At the end of the S652 Practicum III, all hours, Final Evaluation, and Site Visit forms must be complete in Sonia by the student, Practicum Instructor, and Faculty Practicum Liaison in order for a student to receive a final grade. If any of these items are outstanding a deferred grade (R) will be entered during the grading period at the end of the semester. The Faculty Practicum Liaison will complete a Performance Improvement Plan Form with the student and Practicum Instructor to ensure that all parties are aware of the outstanding items and what is needed in order for the grade to be changed. Once all of these components are complete the Faculty Practicum Liaison will submit a grade change request.

The grade R (Deferred Grade) used on the final grade report indicates that the student has not completed all of the course requirements for the practicum course and needs to extend their work beyond the end of the enrolled academic term. The grade R is appropriate only so long as there is work in progress. Unlike the grade of Incomplete, the grade of R is not subject to an automatic change to F after one year if the work is not yet completed.

Requests for extension would lead to a deferred grade. Examples of a request for extension may include but are not limited to:

• Minimum number of weekly hours worked i.e., total hours required not completed at end of academic term
• Family emergency
• Bereavement leave
• Natural disaster
• Medical issue

1 = Complete inability to demonstrate skills.

2 = Demonstrates skill at a basic, rudimentary level of someone having no formal coursework in the social work major.

3 = Demonstrates skill at the level of a baccalaureate social work student before coursework is completed.

4 = Demonstrates skill at the level of beginning level MSW coursework with no more than one semester of courses.

5 = Demonstrates skill at the midpoint MSW level of education (expected performance level by end of practicum).

6 = Demonstrates skill at the level of new MSW graduate.

7 = Demonstrates skill at the level expected of a MSW graduate with at least two years of social work experience.

1 = Complete inability to demonstrate skills.

2 = Demonstrates skill at a basic, rudimentary level of someone having no formal graduate coursework.

3 = Demonstrates skill at the level of a beginning level MSW coursework with no more than one semester of courses.

4 = Demonstrates skill at the level of midpoint MSW level of education.

5 = Demonstrates skill at the level of an MSW graduate (expected performance level by end of practicum).

6 = Demonstrates skill at the level expected of a relatively new MSW graduation (less than two years of social work experience, rarely expected of graduation).

7 = Demonstrates skill at the level of a seasoned, highly experienced post-MSW practitioner (very rarely expected score at graduation).

Students learn best when Practicum Instructors offer strength-based constructive feedback. It can be a challenge for students to hear so it is important to offer a balanced, honest, and constructive assessment of their behaviors, skills, and knowledge and how to make continuous improvements at their level of practice skill development. Avoiding negative feedback and offering objective and balanced strengths-based constructive feedback is always helpful.

Many of our students come to the program with life and employment experiences in working with people, which makes them confident of their own ability or feel that their previous experience exempts them from learning in practicum, but students need to be open to new learning experiences. Most students are able to accurately assess their strengths and growth areas and focus on the things they need to learn in the practicum. Practicum Instructors can assist students in expanding on previous knowledge and skills by challenging them to make each practicum activity or task a learning activity. Open acknowledgement of this issue with “permission to be a learner” or learning from a new perspective by the Practicum Instructor is often useful.

Although classroom faculty and practicum faculty work hard to provide opportunities for students to integrate theory and practice, some students may need extra support in tying classroom theory into their work with clients. They seem to separate the two worlds (class/agency) and often get caught off guard when asked how they relate to one another. This is an area where the student needs the Practicum Instructor to regularly talk about how specific theory is linked to student’s assignments.

Practicum Education Coordinators work diligently to match compatible students and Practicum Instructors, and most students will interview prior to placement, but sometimes students need assistance and patience in learning how to engage in discussions about personality differences at the placement site. Early identification and discussion are key in integrating knowledge and practice skills to work through differences and embracing one another’s strengths.

Practicum may be a very stressful experience for students, and they may need a good amount of structure in clarifying placement expectations, including getting things in writing. Completion of the Learning Plan is the best example of how one might address this issue. Of further benefit, Practicum Instructors may ask students to take notes, use student journals, or use supervision records to organize assignments and expectations. A regular discussion with the student in supervision is a valuable means of ensuring they learn these practice skills.

Because of variations in client population and staffing at sites, students may not have enough experience to meet their learning goals or may be overwhelmed by the expectations. Students also differ in their readiness to “jump right in” and in their experience and ability in managing time or case responsibilities. Regular discussion during the practicum and brainstorming about how to address problems are required to maintain a good placement throughout the semester(s).

Students usually value seeing a wide variety of worker styles, skills, and experience. Often, students work with more than one employee of the site during the practicum, co-leading a group or working in more than one program/department. It is important that there is clear communication about how students are to develop these collaborations, how they will be evaluated on their work with other staff and that there is ongoing communication between student, Practicum Instructor, and other staff with whom students are involved during the placement. The designated Practicum Instructor remains the “coordinator” and utilizing the one hour of supervision per week with the student is the ideal setting for mitigating confusion.

Each student must receive an hour of supervision by their Practicum Instructor every week. Because of the variations that exist with each practicum site, the inherent schedule conflicts, and community demands; there may be times when the schedule of practicum supervision is altered. However, every effort must be made by the student to request a specific time for practicum supervision and the Practicum Instructor must be willing to modify their schedule to accommodate this need, and the site must be willing to support the Practicum Instructor in adhering to this requirement. A case of supervision not being offered must be brought to the immediate attention of the Faculty Practicum Liaison for support and assistance in developing a plan to support this essential component of the practicum experience. 

Regular communication between all parties about the student’s progress toward learning goals, skill development, and acclimation to the placement site, staff, and the community is vital toward a student’s success. Communication is most valuable when it includes sharing of progress the student is making, needs of the student or site regarding the placement, and clarification of responsibilities. 

If a student is witness to an unethical act or event at the site or by staff, the student should contact their Practicum Instructor or Faculty Practicum Liaison immediately. Failure to report an ethical violation is an ethical violation itself.

• Student demonstrates behavior or conduct, which is disruptive, inappropriate, unprofessional, or not conducive to social work practicum placement/practice.
• Student has not completed the requirements of the practicum according to practicum calendar timelines.
• Student has committed or has been alleged to commit an ethical violation.
• Student has not complied with requirements of the Performance Improvement Plan for improvement and successful demonstration of (CSWE) social work core competencies.

• The Practicum Instructor immediately notifies the Faculty Practicum Liaison or Practicum Education Coordinator of student performance concerns.
• The Practicum Instructor and Faculty Practicum Liaison, together with the student, address the performance concerns using the Performance Improvement Plan found in Sonia in order to prevent disruption of placement.
• If it is determined that the student must be removed from the site, the Practicum Instructor terminates the placement and writes a termination report.
• The Practicum Education Coordinator reviews the reports from the Practicum Instructor and Faculty Practicum Liaison and makes the recommendation to the Program Director of whether the student should be re-placed or fail the course. The Program Director makes the final decision.
  • If the decision is to re-place the student, a practicum contract is established to address the areas of concern. If the decision made is to not place the student in another site, a practicum course grade of “F” shall be entered. In this case, further student appeal procedures are the same as those identified and defined in the MSW Student Handbook.

As outlined in the Criteria for Site Selection section, the criteria for agency participation includes:

• The practicum site commits to professional practice
• The practicum site commits to provide release time of staff member for Practicum Instruction
• The nature of the practicum learning opportunities are consistent with service functions of the agency and thestudent’s learning needs to demonstrate CSWE competencies
• Agencies assure they do not discriminate against any individual, they have physical facilities that accommodate student’s learning needs, and they reimburse students for their personal expenses.

IUSSW ensures that agencies are adhering to the criteria as outlined above through the completion of the Affiliation Agreement between the School of Social Work/Indiana University and the practicum site. The Affiliation Agreement explicitly states that the agency is responsible to:

• Maintain a sufficient level of staff support to provide supervision of students and to carry out normal service functions without having students perform in lieu of staff.
• Provide students a patient (or client) caseload that is appropriate to their needs and level of experience and proficiency and that is of sufficient size and variety to ensure the best educational experience possible.
• Retain complete responsibility for patient (or client) care, providing adequate supervision of students at all times.
• Maintain a sufficient level of staff employees to carry out regular duties. Students will neither be expected nor permitted to perform services in lieu of staff employees.

One of the key responsibilities of the Faculty Practicum Liaison in the MSW program is to assess the quality and effectiveness of practicum instruction in the practicum site. Faculty Practicum Liaisons conduct at minimum one site visit per semester for each student in their course. The Faculty Practicum Liaisons complete a Site Visit Feedback form in Sonia after each of these visits incorporating the feedback from the Practicum Instructor and student regarding the placement and whether there are any concerns related to it and to ensure that agency is meeting the criteria and policies of supporting the students. If there are concerns, then the Practicum Education Coordinator is made aware to assist in addressing them. Faculty Practicum Liaisons and Practicum Education Coordinators document any areas of concern or changes within the organization in Sonia.

The student also has the responsibility to discuss practicum placement concerns such as those related to the assigned Practicum Instructor and practicum agency with the Faculty Practicum Liaison or Practicum Education Coordinator. At the end of each semester, students and Faculty Practicum Liaisons complete a written evaluation to assess the learning experiences and satisfaction with the practicum setting through course evaluations.