Seminar for New Field Instructors (Charles River Campus and Off-Campus Programs)

The Seminar for New Field Instructors is required for all field instructors supervising an MSW student for the first time. Because the course is designed to support beginning field instruction skills, we only offer the seminar to people supervising a student in the fall. Please note that several of the sections have an enrollment cap and some tend to fill up early. Priority will be given to field instructors who will be supervising Boston University students in the event a section becomes full. Field instructors who will be supervising macro practice students should enroll in the Wednesday morning section, Section C. If you are unable to attend one of the seminars offered by Boston University, you may be able to attend a similar seminar offered by one of the other New England schools of social work. See NECON for more information.

Seminar for New Field Instructors Schedule – 2016-17

*For copyright reasons, articles will be taken off the site two weeks after the course begins.

Both Methods

Drisko, J. (2014). Competencies and their assessment. Journal of Social Work Education, 50, 414-426.

Hair, H. J. and 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.

Kanno, H. and Koeske, G. (2010). MSW students’ satisfaction with their field placements; the role of preparedness and supervision quality. Journal of Social Work Education, 46:1, 23-38.

Koob, J. and Funk, J. (2002). Kolb’s learning style inventory: issues of reliability and validity. Research on Social Work Practice, 12: 293-308.

Litvack, A., Bogo, M., & Mishna, F. (2010). Emotional reactions of students in field education: An exploratory study. Journal of Social Work Education, 46(2), 227-243.

Poulin, J. & Matis, S. (2015). Social work competencies and multidimensional assessment. Journal of Baccalaureate Social Work, 20, 117-135.

Reamer, F. (2003). Boundary issues in social work: Managing dual relationships. Social Work, 48(1), 121-133.

Clinical

Baum, Nehami. (2011). Social work students’ feelings and concerns about the ending of their fieldwork supervision. Social Work Education, 30(1), 83-97.

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.

Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43(3), 317-324.

Bogo, M., Lee, B., McKee, E., Baird, S., L., & Ramjattan, R. (2016). Field instructors’ perceptions of foundation year students’ readiness to engage in field education. Social Work Education, 35(2), 204-214.

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.

Fox, R. (2004). Field instruction and the mature student. Journal of Teaching in Social Work, 24(3/4), 113-129.

Gelman, C.R., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with forced termination and discussion points for supervisory guidance. 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.

Ornstein, E. and Moses, H. (2010). Goodness of fit: A relational approach to field instruction. Journal of Teaching in Social Work, 30, 101-114.

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.

Urdang, E. (2010). Awareness of self – A critical tool. Social Work Education, 29:5, 523-538.

Macro

Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Field instructors’ experiences of providing feedback and evaluating competence. The Clinical Supervisor 26. 1-2: 99-117.

Cartney, P. (2000). Adult learning styles: Implications for practice teaching in social work. Social Work Education: The International Journal. 19(6), 609-626.

Deal, K. H. (2002). Modifying field instructors’ supervisory approach using stage models of student development. Journal of Teaching in Social Work, 22 (3/4), 121-137.

Deal, K.H., Hopkins, K, Fisher, L., & Hartin, J. (2007). Field practicum experiences of macro-oriented graduate students. Administration in Social Work, 31(4), 41-58.

Deal, K.H. & Hyde, C.A. (2004). Understanding MSW student anxiety and resistance to multicultural learning: A developmental perspective. Journal of Teaching in Social Work, 24 (1/2), 73-86.

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.