Professional Development & Benefits
BUSSW is pleased to offer several professional training options for all field instructors, including:
NECON Professional Development Series
The New England Consortium of Graduate Social Work Field Education Directors (NECON) is made up of field education directors from the accredited New England graduate schools of social work. Various workshops and seminars are offered to field educators and instructors for free or reduced fees.
PEP CEC Training Discount
BUSSW field instructors are a valuable resource and mentor to our students. As a thank you, the Professional Education Programs Office (PEP) offers one free workshop to field instructors per academic year, on a first-come, first-served basis (space permitting).
Please check the PEP program website periodically to see what workshops are available. You are encouraged to email or call the PEP office (617-353-3756) for availability. This discount does not apply to certificate programs. If a slot is available, you will need to register for the class and indicate that you are a BUSSW field instructor to receive your discount. CEC certificates will be available at the end of your class.
Additionally, PEP frequently offers special trainings to field instructors on topical issues. Recent trainings included four skills-based workshops on suicide prevention and training. Information about these trainings is shared through the PEP and Field Education websites. Field instructors are encouraged to keep their email addresses up to date to receive the latest news and benefits.
Academic Articles for Field Instructors
*For copyright reasons, articles will be taken off the site two weeks after the course begins.
Everett, J. E., Miehls, D., DuBois, C. & Garran, A. M. (2011). The developmental model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching in Social Work, 31:3, 250–264.
Hair, H. J. & O’Donoghue, K. (2009). Culturally relevant, socially just social work supervision: becoming visible through a social constructionist lens. Journal of Ethnic and Cultural Diversity in Social Work, 18:1, 70–88.
Bellamy, J., Bledsow, S. E. & Mullen, E. J., Fang, L. & Manuel, J. I. (2008). Agency-university partnership for evidence-based practice in social work. Journal of Social Work Education, 44(3): 55–76. Deal, K. H. & Clements, J. A. (2006). Supervising students developmentally: evaluating a seminar for new field instructors. Journal of Social Work Education, 42(2), 291–306. Edmond, T., Rochman, E., Megivern, D., Howard, M. & Williams, C. (2006). Integrating evidence-based practice and social work education. Journal of Social Work Education, 42(2), 377–396. Engstrom, D. W., Gamble, L. & Min, J. W. (2009). Field practicum experiences of bilingual social work students working with limited English proficiency clients. Journal of Social Work Education, 45(2), 209–224. Gelman, C. R., Fernandez, P., Hausman, N., Miller, S. & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with forces termination and discussion points for supervisory guidance. Clinical Social Work Journal, 3(5), 79–90. Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional reactions of students in field education: an exploratory study. Journal of Social Work Education, 46(2), 227–243. Miehls, D. (2010). Contemporary trends in supervision theory: A shift from parallel process to relational and trauma theory. Clinical Social Work Journal, 3(8) 370–>378. Newman, P.A., Bogo, M. & Daley, A. (2009). Breaking the silence: Sexual orientation in social work field education. Journal of Social Work Education, 45 (1), 7–26. Siebold, C. (2007). Everytime we say goodbye: Forced termination revisited, a commentary. Clinical Social Work Journal, 3(5), 91–95. Tebes, J. K., Matlin, S. L., Migdole, S. J., Farkas, M. S., Money, R. W., Shulman, L. & Hoge, M. A. (2011). Providing competency training to clinical supervisors through an interactional supervision approach. Research on Social Work Practice, 21(2), 190–199.
Harrigan, M. P., Fauri, D. P. & Netting, F. E. (1998). Termination: Extending the concept for macro social work practice. Journal of Sociology and Social Welfare, 25(4), 61–80. Hill, K., Ferguson, and Erickson, C. (2010). Sustaining and strengthening a macro identity: the association of macro practice social work, Journal of Community Practice, 18:4, 513–527. Holtz Deal, K., Hopkins, K, Fisher, L., & Hartin, J. (2007). Field practicum experiences of macro-oriented graduate students. Administration in Social Work, 31(4), 41–58. Medina, C., The need and use of process recordings in policy practice: a learning and assessment tool for macro practice (2010). Journal of Teaching Social Work, 30(1), 29–45. Regehr, C., Bogo, M., Donovan, K. Anstice, S. & Lim, A. (2012). Identifying Student Competencies in Macro Practice: Articulating the Practice Wisdom of Field Instructors. Journal of Social Work Education, 48:2, 307–319. Thompson, J., Menefee, D., Marley, M. (1999). A comparative analysis of social workers’ macro practice activities: identifying functions common to direct practice and administration. Journal of Social Work Education, 35(1), 115–124. Wimpfheimer, S. (2004). Leadership and management competencies defined by practicing social work managers. Administration in Social Work, 28:1, 45–56.
Charles River Campus and Off-Campus Programs