A.

Background Information Universidad De Manila (UDM)

The Universidad De Manila (UDM) formerly known as City College of Manila (CCM) is one of the youngest institutions nationwide offering a free education for all financially deprived but deserving students of Manila. It was established on April 17, 1995 through the enactment of City Ordinance No. 7885 and amended by City Ordinance No. 8120, which has modified the latter name to the present. Its thrust is to deliver quality education with the students and ensure good opportunity for them after graduation. The following are the vision, mission, and objectives of the university: Vision: A first class university of globally competitive professionals and educational leaders for the sustainable development of the City of Manila and the country as well. Mission: A university whose mission is anchored on its proponent culture of excellence in the period of academics, research and extension works, community services, technopreneurship and employment and vocational training. Objectives: P- Provide scientific, technological and professional training; R- Reform and introduce new and innovative curricular studies responsive to the needs of the city; O-Offer free quality education for the less fortunate and academically deserving Manileos; G- Grant related programs and services for students welfare; R- Rekindle the Filipino intellect, propagate Filipino culture and promotes interactive understanding through intercultural and international linkages; E- Excel in academic instruction, research and extension services; S- Strive for its internal and external efficiency and effectiveness in the delivery of social services; and S- Serve as community based institution on its various field of expertise and specialization. College of Arts and Sciences (CAS) and Social Work Department The College of Arts and Sciences (CAS) is one of the colleges of UDM, which offers five (5) programs including Bachelor of Science in Social Work (BSSW), Bachelor of Art in Political Science, Bachelor of Art in Mass Communication, Bachelor of Science in Mathematics and Bachelor of Science in Psychology. 1

CAS envisions to create a balance between the body, soul, and the spirit among the youth who shall build up a livable community. This may be attained by providing students with a liberal education that promotes social awareness and involvement and by introducing them to the basic, advanced and scientific academic pursuits. To attain the vision of CAS, Social Work as a course is designed for the improvement of individuals dedicated to social justice, peace and integrity of creation, and the development of students who have the capability and confidence to intervene in social problems and multi-faceted human systems. The course is also intended to transform the students into a competent and committed professional to service and social transformation, but to guide them in their quest for meaning, wisdom and personal growth. In this regards, the Social Work Department envisions a community of scholars who will act as catalyst for social change. It is committed to gather students who possess the twin characteristics of commitment and vocation in helping the people to adjust in any social strains of our society; thus become partners of sustainable development and international solidarity. The Department defined several goals to attain the vision, the following are: B. Orient students to work with the basic sectors of the society; Train students in the field of social welfare, human and management development; Network with different government and non-government agencies and organizations to facilitate learning and field work practice; and Contribute to social change through social research and practice of the profession.

Field Instruction Program

Social Work Field Instruction Program is a tool of achieving a good quality of professionalism among the graduates. It is an integral part of the Social Work education where the students will experience actual practice through placement in social welfare and social development agencies both in government and non-government organizations. Other institutions such as parishes, social action centers, and/or directly with partner communities are possible placement of the students. In the past, the Philippine Association of Social Workers, Inc. (PASWI), and the Social Welfare and Administration (SWA), now the Department of Social Welfare and Development, and the School Of Social Work through their concerted efforts in early fifties pushed the Supervised Field Instruction as a part of the program of the 2

course. The PASWI sponsored a series of conferences on Social Work Supervision in 1951 and 1954. The SWA developed a student Fieldwork Program in response to requests from Schools of Social Work. At present, Supervised Field Instruction is still an important component of the Bachelor of Science in Social Work (BSSW). This curricular area, along with the three major Social Work curricular areas Human Behavior and Social Environment (HBSE), Social Welfare Policies and Programs (SWPP), Social Work Methods (SWM) are the four components consistently operate towards preparing the students acquire beginning competence and direct practice. Legal Bases As mandated by the Republic Act 4373 (the Social Work Law), Professional Practice of Social Work requires all students of Social Work to complete a minimum of one thousand (1,000) hours of Supervised Fieldwork and training before they can take the Social Work Board Examination and finally become Registered Social Worker. The Field Instruction of Social Work in the school also adheres to the Global Standards for Social Work Education and Training as approved in the General Assembly of International Association of Schools of Social Work (IASSW) and International Federation of Social Workers in Adelaide, Australia last 2004. With regards to the standards on program curricula including fieldwork, the Social Work Department is aspiring to meet the following: 1. The curricula and methods of instruction being consistent with the schools programme objectives, its expected outcomes and its mission statements. 2. Clear plans for the organization, implementation and evaluation of the theory and field education components of the programme. 3. Recognition and development of indigenous or locally specific social work education and practice from the traditions and cultures of different ethnic groups and societies, insofar that such traditions and cultures do not violate human rights. 4. Specific attention to the constant review and development of the curricula. 5. Ensuring that the curricula help social work students to develop skills of critical thinking and scholarly attitudes of reasoning, openness to new experiences and paradigms, and commitment to life-long learning. 6. Field education should be sufficient in duration and complexity of tasks and learning opportunities to ensure that students are prepared for practice. 7. Planned co-ordination and links between the school and the agency/field placement setting. 3

8. Provision of orientation for fieldwork supervisors or instructors. 9. Provision for the inclusion and participation of field instructors in curriculum development, especially with regard to field education. 10. A partnership between the educational institution and the agency (where applicable) and service users in decision-making regarding field education and the evaluation of students fieldwork performance. 11.Making available, to fieldwork instructors or supervisors, a field instruction manual that details its fieldwork standards, procedures and expectations. 12.Ensuring that adequate and appropriate resources, to meet the needs of the fieldwork component of the program, are made available. Objectives According to Thelma Lee-Mendoza (2002) in her book entitled, Social Welfare and Social Work, which the Social Work Practice Curricular Area aims to help the students to: (a) (b) (c) (d) (e) (f) understand and appreciate the philosophical (value) and scientific (knowledge) components of social work practice; understand the inter-relationship of knowledge, value and skill, and their use in problem-solving; develop a beginning identification with the social work profession; develop self-awareness and self-discipline; acquire knowledge and skills in the social work problemsolving processes; and understand the different professional roles performed by social workers in different agencies and organizations engaged in the provision of social services.

CAS-Social Work Field Instruction Program Field Instruction in the Bachelor of Science in Social Work (BSSW) curriculum consist of 24 units SW 122 Supervised Field Instruction I (12 units) and SW 123 Supervised Field Instruction II (12 units). These two (2) Field Instruction courses make a total of more than 1,000 hours of Supervised Field Instruction required for Social Work Board Examination. To actualize the purpose of the Social Work Field Practice, the aims of the Supervised Field Instruction Program in this school are the following: 1. to provide venue for the students integrate theory and practice under supervision; 4

2. to increase a critical awareness of Philippine reality from an exposure to existing economic, political and socio- cultural reality situations; 3. to facilitate the student in gaining an understanding of the actual practice and assessing his/ her own fitness for Social Work; 4. to develop the students professional skills and fundamental techniques and strategies that will train him/ her for competent practice; 5. to develop a commitment to the people served (individual, groups, communities) and top a creation of a just society; 6. to acquire a specific skills and techniques essential to all Social Work Practice, e.g. communication, interaction, diagnostic, intervention, and documentation skills; and 7. to enhance identification with the Social Work Profession. Learning Goals

Social Work 122- Supervised Field Instruction I. 12 units (minimum

of 18 consecutive weeks for at least 40 hours/ week, 8:00- 12:00 a.m., 1:00- 5:00 PM (or according to agency schedule). This is an agency or institution - based placement where the student is expected to develop a beginning proficiency in Social Work problem solving both for working with individuals and groups. For casework, a minimum load of five individuals or family cases (2 intensive cases/3 simple ones) and for groupwork, the student is expected to implement a groupwork process on one identified/target group. A weekly accomplishment reports; monthly plan of activities; process recordings; daily diary; and documentation of the practicum are required. During the placement, the student should be able to: 1. 2. learn the capacity on how to establish a meaningful and purposeful relationship with people; analyze the different structures of the society such as the economic, political and socio- cultural that have implication to the social functioning of the client system and to elicit his/her beginning concept of a just society; express beginning competency among student on his clientele (both individuals and groups) in the scientific process of Social Work problem solving: social study/ assessment, problem definition, planning and prioritizing solutions, actions/ implementation, evaluation and termination of helping relationship. Along with this, the student should be able to demonstrate the effective use of generic skills/ techniques or approaches such as interviewing, recording, program planning and mobilizing community resources; learn how to function and integrate in the agency set-up and demonstrate critical as well as analytical response in the 5

3.

4.

5. 6.

agency implementation of the policies, programs and services to the target clientele; demonstrate documentation/ recording skills including doing an evaluative write- up/ case study of his/ her field experience; and develop a strong identification with the Social Work profession.

Expected skills to demonstrate on this field placement: A. Casework Interviewing Data Gathering Establishing rapport and positive relationship Identifying and analyzing problems/situation Engaging the clients in problem solving Action Planning Resource Mobilization Evaluating helping interventions Terminating the helping relationship Making referrals Writing case studies Fieldwork Creative Documentation

helping

B. Groupwork Group formation and/or re-composition in case of an existing group Preparing a simple group profile and needs assessment Designing a group program and creative use of group media Group Facilitation Building group cohesion or team-building Engaging the group in problem solving or developmental tasks Resource mobilization Helping individual members with problem or helping group member in becoming integrated in the group

Social

Work

123

Supervised Field Instruction II, 12 units

(minimum of 17 weeks, for at least 40 hours per week, on a block arrangement) This is a community - based placement, either in urban or rural setting. The student is placed in a community to facilitate community development or community based programs and services. The student is expected to use generalist approach of Social Work in working with 6

the larger collectivity, i.e. a grass root community. Weekly accomplishment reports; semestral plan of activities; community case study; daily diary; and documentation of the CO experience are required. The following during placement: 1. 2. 3. are the minimum expectations from the student

4. 5. 6. 7.

actualize the community organizing process learned from the class in working with the basic sector of the society; relate appropriate approach/es, model/s and strategies in their particular CO work; accomplish a community profile/ case study as basis of understanding of the community, i.e., demographic characteristics, economic and political structures, sociocultural values and practices; recognize the power structure operating in the community to use in the identification and development of leaders; agitate the people to express/ identify common needs/ problems; motivate people to work their identified and priority needs/problems and then reflect/ evaluate on the actions they have undertaken related to these needs/ problems; and document the problem- solving process, focusing on significant learning points on the experience in relation to the objectives of the fieldwork.

Expected skills to demonstrate on this field placement: Formulation of community case study Spot or community mapping Identification of specific and workable community needs, problems or concern; Core group formation or team building Mobilization of some groups for problem solving Networking and resource mobilization (linking the community to existing services or resources) Implementation of community programs (assisting function to the agency and or community)

Summer Immersion Program as Pre-requisite to Field Placement The students are required to undertake Summer Immersion Program as a pre-requisite for the field placement. This program of the Social Work curriculum requires the sophomore students to undergo summer placement in different rural communities in the country. The two (2) - three weeks program hopes to provide students the opportunity to integrate in a rural setting, where they can apply the theories and evaluate these into practice. This provides a learning 7

opportunity for the students that are used for their actual field placement. The specific objectives of the program are to apply learning in conducting and facilitating small group discussions, particularly in identifying and/or validating the identified priority needs and problems of the community; and to come up with a community profile including documentation of community activities, programs and interventions. The basic features of the program are the following: a live-in arrangement of students in rural communities for two (2) weeks participatory approach utilized in the management and implementation of the program (done by the studentlearners, school coordinator/representative, the facilitating agency and the area animator/supervisor) program mutually beneficial to students/school and target communities for immersion community facilitator/animator/supervisor who leads the field-based activities research work/data gathering done with minimal distraction to community activities

The program management team is composed of the school representative / social work coordinator, agency representative and the field / area coordinator Related Criteria and Guidelines for Pre-Placement The following are the placement of the students: A. Fieldwork Students 1. Physically and mentally fit for fieldwork 2. Submitted fieldwork related documents such as FW information sheet, autobiography, and medical results to school and their respective agencies. (original copy is secured by the department) 3. Has enrolled with a minimum fee 4. And related B. Field Placement Agencies 1. A structured agency that would provide adequate security measures for students including an atmosphere conducive for students learning 2. Availability of competent agency supervisors possessing knowledge, skills, attitudes and values in working with individuals, groups and communities. Except in some cases in 8 criteria and guidelines for the pre-

community organizing, wherein supervisors are not social workers but are well experienced on this field 3. Agencys support and commitment to be in partnership with Department 4. And related C. Department of Social Work 1. Selects and assigns field placement agencies as to ensure the quality of fieldwork after the practice of matching students preferences and interests in working with a particular clientele 2. For new agency partners, the assignment of full time and experienced faculty members who can enhance the supervision provided by the agencies 3. Conducts consultative workshops and activities so that agency supervisors can assume more active roles in supervision such as orientation, midterm and final trialogues. 4. And related C.SUPERVISION The main purpose of Field Instruction is the provision of actual learning experiences for students to learn and apply the theories into practice. This would enhance their knowledge and build their skills for a competent practice. Supervision is very important and crucial to students in order to process learning both from the agency and faculty supervisors as they work jointly to meet objectives. The supervisors assigned by the agency serve as models for students, and they are primarily responsible for the actual work of students in the field. They themselves may be considered as field instructors wherein they commit to perform their functions as supervisors. However, many agency supervisors mostly do administrative functions only and to some extent supportive functions of supervision. The school supervisors do all the functions of supervision, and coordinates with the agency supervisors. The following are some guidelines related to school supervision: 1. The department has the prerogative to assign school supervisor to students after considering their interests and preferences in the type of clients as well as based on faculty members assessment. The ratio of students to school supervisor will be a maximum of 10:1, which is equivalent to one subject load. This is based on the common practices among schools of social work in the country. But due to the availability of the faculty members, the ratio varies. As much as possible, supervisory loads should be allocated to full-time faculty members to ensure availability. Frequency 9

2.

3.

4. 5. 6.

7. 8.

of supervision is at least once a week. A regular day will be scheduled for this purpose. Supervisory schedules may include group sharing and field visits. In case there are issues and concern to be settled, other schedule of supervision aside from the regular schedule can be arranged by both the faculty supervisor and the students. Both the faculty and agency supervisors must participate in all activities of the field instruction program such as trialogs and evaluation, case conferences or/and field sharing. The school supervisor must visit students at the field site at least once. Students will have an opportunity to evaluate the supervisors during the regular evaluation. Fieldwork of students will be kept for recording purposes.

Roles and Responsibilities a. Faculty Supervisor Finds an agency for the Field Placement of the students; Holds regular trialogues/conferences/meetings with the student and agency supervisor to discuss the students progress, concerns and related issues during the field placement; Reads the students records and make corresponding comments, suggestions and corrections for improvement. Keeps the records of the students including notes of consultations with the agency field supervisor; When necessary; - Provides counseling assistance - Assist agency field supervisor on strengthening the students actual fieldwork experience. Attends to students compliance of all requirements;and Determines the final grade of the student after consultation with the agency field supervisor and student. b. Agency Field Supervisor Helps students to be part of the agency and encourage agencys acceptance of the student; Orients the student to the agency Selects and assign appropriate areas/ community placement geared to the students stage of professional development; Reads the students recordings; Allots one/two hours regular schedule of weekly or monthly supervisory conference (individual or group) to be held at the agency; Plans and facilitates students progress and conduct meeting at least twice during the semester to sum up students progress; 10

Prepares and submits students written evaluation (mid and final term); and Attends whenever possible school sponsored seminars, sharing, meetings, etc. aimed at developing the Fieldwork Instruction Program. c. Student

Participates fully in all areas of learning; Keeps recording up- to- date; Behaves as befits to a professional persons. Propriety in dress and deportment are expected; and Takes increasing responsibility as the semester progress.

D. FIELD PLACEMENT STUDENTS COLLOQUIUM The field placement experience is considered as a praxis way to develop the student to become competent social worker. The student will deliver productive outputs, and will learn from life in generalfrom direct interaction with people, from the day-to-day life world of families, centers, and communities, and also from interactions with fellow field workers. As a result, the field instruction program does not revolve mainly in the agency and the supervisors-student engagement, but covers all fieldwork activities in the field and in the Social Work Department. In Social Work Department, the following are the general fieldwork activities that are required for all field instruction students to attend: a. b. Field Placement Orientation this is done before placement. Group meetings that are called by school supervisors will be called group supervision. Trialogues - initial and final trialogues are participated and required for both the supervisors and students. Initial trialog will be set to level off expectations with the school, agency and students. Final trialog is scheduled to evaluate all experiences from the field placement. Other meetings are also set if there are concerns and issues to be discussed. Mid-semester Case Presentation/Field Sharing - details of this activity will be determined prior to the mid-term exam week of the school. Final Sharing At the end of the semester or the fieldwork duration, students are required to wrap-up their experiences. At this time, students will review and reflect with their practice experiences as a whole, and relate these to the theories learned in classes. They can also formulate practice principles and develop their practice ideas based on their field experiences. Written 11

c. d.

fieldwork report is required to submit as part of their semestral requirements. NOTE: Attendance on these activities is required for all fieldwork students. E. FIELD PLACEMENT EVALUATION The principle of evaluation is to assist the student gaining ideas for the development of knowledge and skills. Evaluation helps the student to identify his/her good points for improvement for he/she can gauge his/her professional growth. Method: The Field Instruction Supervisors both from the agency and school, as a matter of practice, evaluates the students progress from week to week. At the same time, the student is also engaged in continuous self- evaluation. However, at mid- semester, an evaluation conference is scheduled and feedbacks from the supervisors and students are discussed to determine the situation of the students on their field placement. A final evaluation is scheduled at the end of the semester and a written evaluation is accomplished by the field/ agency supervisor. The student will also accomplish their written evaluation. The supervisors will discuss with the students the result of the evaluation. It is suggested that the student has read and understand the tool for evaluation. Evaluation Guide It is expected that the following areas are used in evaluation with every students performance in the fieldwork. A. Quantitative Workload: number of individual client/ families/ group communities assigned Number of hours earned in Field Instruction (to include professional/ selected meetings where ones attendance was sanctioned by agency/ faculty supervisor) Other items: assigned committees/ special projects community contacts/ resources tapped, etc. Concrete output; report, case recordings, letters and documentation. B. Qualitative Evaluation of Instruction: the nature and quality of performance in Field

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Knowledge applied - demonstration of ability to apply/ integrate classroom learning, such as along specific aspects of curriculum areas, e.g. dynamics of individuals/ group. Attitudes demonstrated- e.g. motivation to help and learn, objectivity, sense of responsibility. Skills developed/demonstrated- e.g. use of relationship, use of appropriate interventions, ability to do recordings. Work habits- e.g. regularity in attendance, punctuality, etc. Used of supervision- e.g. preparation, participation, regularity and use of supervisory conferences, capacity for selfawareness, self- evaluation and professional development.

The school encourages participative evaluation with each of these three arriving at an agreement on the students final grade. An evaluation instrument is provided to measure the performance of the students. If the agency has their own instrument, they can use it to determine the performance of the student. Three parties will evaluate students performance: a.) the student-self evaluation; b.) the agency supervisor; and c.) the school supervisor. The supervisors will somehow consider the evaluation of the student/s for the determination of final grade. Documentation of the field experiences is also part of the computation of final grade. An evaluation trialogue (student-schoolagency) will be part of the process. F. TIME LOGS One of the required documents needed to apply for Board Examination for Social Work graduates is the Field Work Certification, which specifies the number of hours earned for all fieldwork. It is therefore necessary for students to account their field placement hours thoughtfully and for those who intend to apply for social work degree accreditation abroad. The students must also bear in their minds that some countries require fieldwork certification with details of the hours spent in practicum. The following can be accounted as Fieldwork hours: 1. 2. 3. 4. 5. 6. All hours spent at the agency and at the field. School activities related to Fieldwork including supervision and library works. Time for doing recordings and preparation of reports or paperwork. Agency visits and seminars related to Fieldwork Area, Time spent for traveling is not included. Sleeping overnight in the agency or communities is also not counted.

G. COMPLETION 13

Just like in all other subjects, students must observe the policy of the completion of grades. For some considerations, students who have some backlogs in fieldwork will be given a passing grade but with some consequences such as extension of fieldwork or do some agency related activities. H. COUNTERPART OF STUDENTS IN FIELD PLACEMENT The students have financial counterpart on their field placement that includes expenses on their medical examination, neuropsychological evaluation and related tests. They are also required to pay for the minimum enrolling fee for the field placement expenses of the faculty supervisors, which covers the pre-placement up to the ending of the fieldwork. The reason for this is that the school has no provision to finance the field placement of the students wherein the amount will be determined depending on the number of interns and partner agencies. During the fieldwork, the students have financial counterpart on the costs for logistics of their case presentations, meetings and related. There is also a field placement fee to some agencies like Philippine General Hospital, which has been our usual partner agency for many years that provides quality field placement. Other expenses of the students would be related with their trainings either in school or agency depending on the need. Other agencies or institutions are asking for training fees, wherein the students assigned has financial obligation. If possible, the Department will choose the agencies that have no training fees but if it is not avoided, the Department will ask some discount and ways to make the payment not a burden with the students. Most of the time, the school and agency are working out concerns of the students when it comes to allowances. Agencies are encouraged to provide the students with at least transportation allowance in connection with the agencys activity. If an allowance is provided, students should take full accountability in the dispensation including his/ her immediate compliance with the requirements pertaining to this allowance. I. PREREQUISITE/ REQUIREMENTS a. For Social work 122 enrollees, must be a senior status (completed all the subjects in the first three years and have completed the prerequisite subjects). b. For SW 123 must have completed SW 122 and no pending subjects.

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c. Must be in good physical and mental health to tackle the demands and responsibilities of the Field Placement. d. Must be willing to comply with the policies and procedures of the Field Instruction Program. J. FURTHER REMINDERS: POLICIES AND REGULATIONS

Students working attitude and behavior Students are expected to display and demonstrate professionalism and integrity in his/ her relationship with people and client during the period of field placement. Propriety in dressing is required.

Wearing of uniform Practically, students wear a school fieldwork uniform agreed upon by the faculty and the students. However, when the agency requires their own uniform and agreement between the agency and the students for its purchase and upkeep should be made.

Holidays During regular school holidays, students are allowed not to report on placement provided that they must make up for the time lost. Arrangement should be made clear and understood in case time requirements are lacking.

Time Requirements As started upon the learning goals, specific time requirements for each field instruction course should be complied strictly by the students. Recording of time information is followed for reference during evaluation and issuance of a certificate of completion required by the Professional Regulation Commission on file application for Social Work Board Examination.

Absences due to Personal Reasons Time lost because of illnesses and other valid reasons must be made up. However, personal time off should have an approval from both the faculty and agency supervisors.

Attendance at Meeting and Conference Attendance on Social Work and other professional conferences and meetings, outside those scheduled by the 15

agency are allowed. This happens if both the agency and faculty supervisors believe that this would be helpful for the students, and the responsibility with the students client can be met while the students are away. Compliance to Requirements Students should submit requirements to ensure the full maximization of their learning. Record keeping should be up-to-date making it available before supervisory conference for the supervisors preparation. Regular attendance in meetings is also expected. Each student should feel free to ask questions and take full responsibility as the placement progresses.

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FIELD PLACEMENT LEARNING GUIDES and NECESSARY FORMS

17

Social Work Department Universidad De Manila CASE STUDY FORMAT FOR WORKING WITH INDIVIDUALS AND FAMILIES (outline varies depending on the setting of agency) Nature of the case: Case code: (depends on the agency system) Date Endorsed ______________

Endorsed by: _________________ I. PERSONAL PROFILE OF MAIN HELPEE

Name: _____________________________________ Sex: ________________ Date of Birth _____________________________ Age: ________________ Place of Birth ___________________________________________________ Civil Status: _____________________________ Registered? __________ Educational Level: _______________________________________________ Religion: ________________________________________________________ Occupation/Source of Income: _____________________________________ Home/ contact address:____________________________________________ Other basis information may be added depending on the nature of the requirements of the agency. II. THE FAMILY A. Composition
Name Relationship Age Educational Attainment Civil Status Occupation Income

__________ __________ __________ __________ __________ __________

___________ ___________ ___________ ___________ ___________ ___________

___ ___ ___ ___ ___ ___

___________ ___________ ___________ ___________ ___________ ___________

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

_____ _____ _____ _____ _____ _____

III.PRESENTING PROBLEM IV.BACKGROUND 1. Client 2. Clients Family (Parents and Siblings) 3. Significant others (if important or related to Clients problem/ situation) 18

4. Clients Environment (neighborhood, Community: Physical, social characteristics, etc.)A. Client V. ANALYSIS/ASSESMENT OF THE PROBLEM Definition of the Problem (also called Problem to be worked; may not be the same as the Presenting Problem; the problem that will be the focus of the helping relationship; to be agreed on between the client and the worker) VI. HELPING GOAL Helping Goals (the ends desired, i.e., to be achieved at the end of the helping relationship) VII. HELPING PLAN Helping/ Action Plans (the means to achieve the defined goals, i.e., specific interventions, activities, tasks that have to be done to achieve the goals; separate those that will involve work with the client and those that will involve work with others) VIII. RECOMMENDATION

____________________________ Name and signature of Worker

Noted by Supervisor

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Social Work Department Universidad De Manila CASE STUDY FORMAT FOR WORKING WITH GROUPS (outline varies depending on the setting of agency) Nature of the case: Case Code: (depends on the agency system) Date Endorsed ______________

Endorsed by: _________________ I.

Groups Profile A discussion of the basic information of the group is necessary for assessment of their needs and problems. Background Information of the Group All information of each prospective group members has to be gathered in order to understand the commonalities of the problem among the group and at the same time to assess psychosocial adjustments. Definition of the Problem Diagnostic Assessment The information that have been obtained from the group members are studied and analyzed to arrive with an adequate understanding of the individual clients concern or problem. Helping Goals These pertains to specific ends, outcomes or results desired and expected from the professional helping relationship. The worker should ask the question: where do I want the client (group) to be at the end of the helping relationship? Helping Plans These are specific statements of what will be done to achieve the defined goals. What will be done may be limited or comprehensive, depending on what is agreed on between the worker and the client. Actions taken The set plans that are accomplished are discussed considering the time limitations. Recommendations Closing statement ____________________________ Name and signature of Worker 20

II.

III. IV.

V.

VI.

VII.

VIII. IX.

Noted by Supervisor Social Work Department Universidad De Manila NECESSARY REQUIREMENTS FOR GROUPWORK I. Individual Assessment/ Profile A. B. C. D. Identifying Information Problem to be Worked Helping Goals (ends to be achieved or expected results/ outputs) Helping Plans (means to achieve desired goals/ results)

II. Group Profile A. B. C. Name of Group Members (list complete names and nickname, if any)

Group Information: when organized/ first meeting; how group was formed (e.g., the members sought agency assistance? Did agency worker reach out to informally organized group to offer group services?); venue for sessions, schedule; time frame (if known); other pertinent data. The Groups Concern/ Problem to be Worked (may or may not be the Presenting Problem; mutually defined by group members and social worker) Group Goals (the ends to be pursued; what group and worker expect to have been achieved at the end of the helping relationship) Helping Plans/Action Plans (the means to achieve the defined goals, i.e., the interventions, activities (including known program media) and tasks that have to be done to achieve the groups goals; separate action plans that will involve direct work with the group from actions plans that will involve work others, e.g. institutional staff, community leaders, etc.) III. Group Session Recording

D.

E. F.

A.

Name of Group; Date of Session: 21

B. C. D. E.

Name of Worker Attendance (list names but not necessary if worker has a checklist type attendance form) Preparation for this Session (e.g., worker borrowed a videotape as a trigger for group discussion) Content of Session (can be a Session Summary, or a Process Recording of Session, depending on what worker is able, or prefers, or is required to do) how session started (e.g., was it difficult to start the session, or was the group spontaneous? What attitudes/ behaviors were displayed?) the theme/ topic/ concern to be taken up in this session (e.g., how was it handled, what questions/ points were raised, how did members interact with each other and with worker, note significant member attitudes, behaviors and actions observed by worker, including leaders, isolates, cite any important developments relating to group structure and group processes etc.; cite specific worker interventions such as during conflicts, if any; group response to program media or activity; significant results/outputs from the session.

F. G.

Plans for Next Session Insights/Comments On This Session (analytical/evaluative/interpretive comments about what happened during the session) IV. Group Evaluation Forms A. Individual Member Terminal Evaluation Form A. Name of Group Member

B. Problem to be Worked (from Diagnostic Statement or Individual Assessment/ Profile) C. Goal Achievement (an objective statement of whether or not the defined goals were achieved; a description of the progress made by client in relation to the ends desired for him/her at the end of the group membership; cite concrete/observable indicators to support claim of goalachievements, whether full or partial; explain future if any, in goal-achievement and corresponding plans/recommendation)

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D. Other Goal-Related Work Undertaken (cite other worker interventions relating to clients problem/situation, if any, e.g., work with family members, employer, etc.; describe changes that took place that were beneficial to client, etc.) E. Recommendation/Plans for Follow-Up B. Group Terminal Evaluation Form A. Name Of Group B. Group Members (List names and attendance record for each, if pertinent) C. Number of Sessions, Time, Venue D. The Groups Concern/Problem (as stated in Group Profile) E. Program Activities Undertaken (List program media used in each session) F. Goal-Achievement (describe groups process/movement from start to end of group life in the context of the group stated in the Group Profile; cite concrete/observable indicators of the helping relationship with the group; support claim of group goal achievement including feedback from relevant sources, e.g., family members, teachers, cottage staff, etc. G. Recommendation/Plans for Follow-Up

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SOCIAL WORK DEPARTMENT Universidad De Manila GUIDE FOR COMMUNITY STUDY In preparing the community study, the students are advised to refer to their CO notes. This community study outline is intended particularly for fieldwork report. A. History of the Place How did the community evolved; what are the storied about the community Demography or population Spatial Location Where is the community situated; describe the physical and geographical environment Make a community map or spot map; note down the community centers, and key sites Basic Social Services Basic services consist of water, electricity, health and sanitation, education, law and order mechanisms, housing, and recreational facilities. Does the community have access to these basic social services? Community Livelihood Is there a common livelihood in the community? What are the economic activities in the community? What are the other economic occupations of the people? What resources (natural, infrastructures, social capital, etc.) are available? Socio-political Situation To what extent are the people able to participate in sociopolitical affairs? What kind of politics is at work? How many organizations are there, and how do they relate with each other? Religion/Areas of Worship or sense of the sacred What religious practices are observed in the community? What is their relationship with the church? How the people ares spiritually expressed? Development Work 24

B.

C.

D.

E.

F.

G.

What is the history of the community in terms of community development projects and organizational processes? What are the current undertakings in this area?

H.

Immediate and Expressed Needs of the People The glaring poverty speaks for itself the needs and problems of the community. We need however to identify specific and workable problems to address, and help the people to dream and plan for a better and vibrant community (intentional community or geographic).

RECORDINGS AND SOME PROCESS TOOLS

I. Case Summary/Report A. Simple case report done after an intake interview for the purpose of endorsing the case/ helpee for social services within the agency, or to other resource networks. A terminal report of a case upon closure or transfer is also called case summary. Basic Content of a Case Report (Upon Intake)

B. Personal Information or Identifying Data a. Basic personal and family data b. If the case is referred, include the name of source of referral and the date. C. Presented Problem a. The reason why the helpee is referred to your agency, or the problem that the helpee/s had verbalized when they came to seek help. b. Usually the immediate concern of the helpee. D. Background of the Problem a. The circumstances surrounding the presented problem. E. Other Findings: a. Other information gathered that would be useful eligibility requirements and further case management. F. Action Taken for

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a. Whatever action made (i.e. intake interview, information service, meal provision, counseling, temporary shelter, home visits, etc.) G. Recommendations a. Formal endorsement for admission to the agency as client b. Endorsement or request for specific agency services and or inclusion in agency programs *Name and signature of the person affixed; also a reference date. who prepared the report is

Basic Contents of Case Summary (Upon Closure of a Case or Transfer) a. Basic Data Name Nature of the Case Date of Admission Referred by Present Address Other Contact Persons

b. Case Resolution How did the case end, or reasons for transfer Understanding or Agreements with the client and family upon closure To whom is the client being endorsed if it is a case of transfer

c. General Interventions or Actions Made on the Case Just list down what have been done d. Recommendations (Put the Name and signature of the Worker) Transfer Summary A. Name (individual client of group being transferred to another worker) B. Problem Addressed (briefly describe the concern/problem of the individual client or the group that was the focus of the helping relationship)

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C. Helping Goals Pursued and Interventions Undertaken (state which goals have been achieved/not achieved; explain how/why; state significant events/occurrences, concerns/problem that the next worker should know to guide her in her work with the client/group; cite specific, important interventions undertaken and any pertinent concern) D. Recommendations

CODE OF ETHICS
We, the members of the Philippines Association of Social Workers, Inc., (PASWI) believing: in the inherent worth and dignity of all persons emanating from Supreme Being who directs our actions of love for one another; that every human being has natural capacities and responsibilities to potentials as human being: and social rights, develop his full

in the human beings capacity to change and recognize the value of unity in diversity, individual differences band pluralism in society; In free men and women living in a free society where poverty, in all it forms, in neither a fate nor a punishment but is a condition that can and must be changed; In the family as the basic unit of society and its vital role in the growth and development of the individual, the family system, and community; That the government, the private sector and the public have a joint responsibility to promote social justice and to ensure the political, economic and social well- being of all people; In the role of social workers as agents and advocates of change and in the promotion of professionalism, responsibility and accountability; and, That our professional practice is deeply rooted in our cultural values;

Do hereby declare that will aide by these standards of ethical conduct: A. Relative to Self and the Profession 27

1) 2) 3) 4)

To conduct myself in a manner consistent with the philosophy, principles, values, and beliefs of the social work profession; To act at all times with honesty, openness, and transparency in all my professional transactions; To constantly work towards my own professional advancement so as to contribute to the promotion of social work practice; To contribute time and professional expertise to activities that promote respect for the integrity and competence of social workers; To share research knowledge and practice wisdom to colleagues and other professionals; To be vigilant and act to prevent the unauthorized and unqualified practice of social work; To support the professional association duly organized and constituted for the professional welfare of all social workers; To respond and volunteer my professional services in tines of emergency; To uphold and profession; and protect the dignity and integrity of the

5) 6) 7) 8) 9)

10) To promote cultural values that will enhance the practice of the social work profession. B. Relative to Clients 1) 2) To uphold the basic human without discrimination; rights to clients and serve them

To accept primary responsibility and accountability to clients, respecting their right to self- determination and observe confidentiality in all dealings with them; To seek out the marginalized and ensure equal access to the resources, services and opportunities required to meet basic needs; and To expand choices and opportunities for all persons, with special regard for disadvantaged or oppressed groups or persons. C. Relatives to Colleagues

3)

4)

1.) To acknowledge and respect the professional expertise of other disciplines, extending all necessary cooperation that will enhance effective services. 28

2.) To bring any violation of professional ethics and standards to the attention of the appropriate bodies inside and outside the profession, and ensure that relevant clients are properly involved; and 3.) To advocate with legislative and policy bodies for the welfare of all colleagues.

SOCIAL WORK DEPARTMENT ____________________________ Date CONSENT FOR FIELD PLACEMENT

This is to allow my son/daughter/spouse____________________________________________ to participate with his/her field placement at assigned agency (either government or non-government organization), starting this June 2010 for the completion of his / her Bachelor of Science in Social Work (BSSW) degree in the university. I understand that I have a financial obligation with all expenses of my son/daughter/ spouse including minimum field placement counterpart, training fee for some agencies, transportation, food and allowance during fieldwork, trainings and others. I am responsible to support all these finances of my son/daughter/spouse for his/her fulfillment of the fieldwork requirements. I understand that the University, College, Faculty Supervisors and the Agency Coordinator/Supervisors will take every precaution to ensure the safety of the student and I will not hold the UDM and the Sponsoring Agency as responsible for any unforeseen and untoward incidents that might happen to my son/daughter/spouse in the course of the field placement and other field activities. CONFORME: _____________________________ (Signature Over Printed Name) ______________________________ Relationship with Student Noted: 29

____________________ __________ Chairperson, Social Work Department

College of Arts and Sciences College of Arts and Sciences

Telefax: 302-6556 Mehan Gardens, Manila Telefax: 302-6556

UNIVERSIDAD DE MANILA

Mehan Gardens, Manila UNIVERSIDAD DE MANILA

2x2 Colored Recent Picture

SOCIAL WORK DEPARTMENT INFORMATION SHEET FOR FIELD INSTRUCTION Name: ______________________________ Age: _____ Gender: _____ Civil Status: ________ Provincial Address: ________________________________________ Tel. No.: _____________ City Address: _____________________________________________ Tel. No.: _____________ Guardian/Nearest Kin: ______________________________________ Tel. No. _____________ Address: ______________________________________________________________________ FAMILY MEMBERS _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ AGE _____ _____ _____ _____ _____ _____ _____ _____ EDUCATIONAL ATTAINMENT ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ OCCUPATION ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

Approximate Annual Family Income: PHP_________________________ Educational Background: SCHOOL Elementary High School College Vocational _________________ _________________ _________________ _________________ DEGREE DIPLOMA ___________ ___________ ___________ ___________ YEAR GRADUATED ____________ ____________ ____________ ____________ HONORS/AWARDS RECIEVED _________________ _________________ _________________ _________________

SOCIAL WORK COURSES TAKEN (with GRADE) 30

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

Reasons for taking up Social Work: _____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________ Field of Interest in Social Work Practice (ranked according to importance): _____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________ Work Experiences (Please indicate if paid or voluntary basis): Office/Agency/Org. ______________________ ______________________ ______________________ ______________________ ______________________ Position ________________________ ________________________ ________________________ ________________________ ________________________ Length of Service ___________________ ___________________ ___________________ ___________________ ___________________

Condition of Health: _______________________________________________ Illness (If any): __________________________________________________ Expectations of the Placement (from the self, peer, faculty, agency and clientele): _____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________ Feeling about the Placement: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ (Use extra sheet if necessary)
Please give an autobiographical statement/background on yourself. (A brief but comprehensive chronological presentation of ones life history, focusing on significant events, e.g.

31

positive and negative experiences, relationships, turning points, strengths and weaknesses, aspirations, concept of ideal person, etc.)

I certify upon my honor that the above statements are true. ______________________________ __________________________ Signature of the Student Date

SOCIAL WORK DEPARTMENT Universidad De Manila TIME SHEET FOR FIELD PLACEMENT Name of Student: Date and Time ___________________________ FI Level: FIELDWORK RELATED ACTIVITIES ___________

No. of Hours Earned

Total: 32

Signed by: ___________________ Student ____________________ Agency Supervisor ____________________ School Supervisor

SOCIAL WORK DEPARTMENT Universidad De Manila FIELD PLACEMENT SUMMARY Name of Student: FIELD PLACEMENT: Agency _____________________ Dates: Student Number: From: ___________ To:

Type of Practice/Setting: Field Instructor/Supervisor:

Professional Qualifications:

School Supervisor: Total Hours Spent in Field Placement:

Required No. of Hours:

Field Placement Tasks and Significant Output (Describe or List Down):

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SOCIAL WORK DEPARTMENT Universidad De Manila MONITORING SHEET for SCHOOL SUPERVISION Student Name: _____________________ School Supervisor: _______________
Sessions & Date 1. Orientation 2. Individual Consultations 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 3. Group Supervsion/ Consultations 3.1. 3.2. 3.3. 4. General Fieldwork Activities Orientation MidSemesterSharing/ Case Presentation Attendance Every other week or as needed.

Type of Field Placement: _______ Period Covered: ________________

Remarks/Initials

Documents Submitted

34

4.3. Final Presentation End of Field Placement Remarks:

35

SOCIAL WORK DEPARTMENT

FIELD INSTRUCTION EVALUATION

Name of the Student: _________________________________________________________ Name of Agency: _____________________________________________________________________ Level of Placement: _____________ Total No. of Hrs. Completed: _____________________________ School Year: ___________________________ Semester: _____________________________________ Direction: Accomplish the evaluation form by rating the student in the space provided as referring to the criteria for grading. Do not leave a blank on each item in order to get the accurate average rating. This will be computed using the standard grading of the university. Rating Equivalent 1- Outstanding 2- Satisfactory 3- Average 4- Unsatisfactory 5- Unacceptable Standard Grading System: 1.0-1.24 : 98-100 1.25-1.49 : 95-97 1.5-1.74 : 92-94 1.75-1.99 : 89-91 2.0-2.24 : 86-88 2.25-2.49 : 83-85 2.5-2.74 : 79-82 2.75-2.99 : 76-78 3.0 : 75 3.1-5.0 : Failed

I. CAPACITY FOR PROFESSIONAL DEVELOPMENT A. Basic Desirable Personal Trait 1. 2. 3. 4. Intellectual Maturity Emotional Maturity Personal Integrity Interest in People Average Rating: B. Work Habits 1. 2. 3. 4. 5. Sense of Responsibility Ability to plan work Flexibility Punctuality in reporting to the agency Promptness in submitting reports and in keeping appointments Average Rating: ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

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C. Expectations 1. Knowledge and understanding of what he/she is expected to do 2. Knowledge and understanding of how he/she is expected to accomplish his/her task 3. Knowledge and understanding of how he/she is expected to conduct his/herself in the performance of her job Average Rating: D. Capabilities 1. Ability to integrate theory and practice 2. Awareness of his/her obligation to render the best service he/she can do to help his/her client to attain his/her goal without violating legal, social, and ethical norms 3. Ability to know and use ones self 4. Capability to extend warmth to the client 5. Capacity to be creative in giving service to clients and organizing resources Average Rating: TOTAL AVERAGE RATING: ______ ______ ______ ______ ______

______ ______ ______ ______ ______ ______

II. CAPACITY TO WORK WITHIN AGENCY STRUCTURE AND FUNCTIONS A. Knowledge and understanding of the agency structure, Mission, policies, functions, and program and services B. Knowledge and understanding of the clientele of the agency C. Ability to adopt agency policies and procedures D. Ability to relate with the members of the staff E. Ability to interpret agency policies and procedures TOTAL AVERAGE RATING: III. DEVELOPMENT OF KNOWLEDGE AND SKILLS A. Knowledge and understanding of the client in his/her social development 1. Knowledge and understanding of the client as a human being with potentialities, strength and weaknesses 2. Knowledge and understanding of how a person is influenced by his/her social environment 3. Knowledge and understanding of the socio-cultural values in the _______ _______ _______ _______ _______ _______ _______ _______

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community 4. Knowledge of the community resources and how to use them to meet needs 5. Ability to assess the clients capacity to use the service given Average Rating: B. Skills in interviewing and recording 1. Ability to establish rapport client 2. Ability to use relationship 3. Ability to focus the interview 4. Ability to gather, assess, relate, and evaluate facts 5. Ability to understand and interactions of behavior and social forces in relation to a problematic situation and formulate diagnosis and treatment plans Average Rating: TOTAL AVERAGE RATING: IV. USE OF SUPERVISION A. Ability to prepare for supervisory conferences B. Ability to express ones views on specific topics or issue Discussed during conferences C. Ability to accept criticism and to overcome learning blocks And resistances D. Ability to accept ones limitations and willingness to learn skills And techniques E. Ability to function within the agency structure with gradually diminishing Supervision TOTAL AVERAGE RATING: OVER- ALL RATING: COMMENTS: Good Points:

_______ ________ ________ ________

________ ________ ________ ________ ________ ________ ________

________ ________ ________ ________ ________ ________ ________

___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____

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___________________________________________________________________________________ _ Points for Improvement: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ______ Recommendation: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ______ _______________________________ Name & Signature of Evaluator _____________________ Position/Designation ________________ Date Evaluated

THANK YOU!!!

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ACKNOWLEDGMENT/REFERENCES Some of the ideas and formats of learning guides are lifted and patterned from the following sources/references: Field Instruction Manual, Pamantasan ng Lungsod ng Maynila Global Standards for Social Work Education and Training as approved in the General Assembly of International Association of Schools of Social Work (IASSW) and International Federation of Social Workers in Adelaide, Australia last 2004. Philippine Journal of Social Development: Volume I 2009 Social Welfare and Social Work by Thelma Lee Mendoza: 2002 Social Work with Groups by Thelma Lee Mendoza: 1999 Social Work Section Field Work Manual, Asian Social Institute: 2003 Undergraduate Field Instruction, U.P. College of Social Work and Community Development Working with Individuals by Leonora Serafica-de Guzman: 1992

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