BSW Practicum Manual

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.

In some placement sites, there is an agency 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.

Consistent with the mission and vision of the BSW program, the BSW Curriculum Committee is responsible for providing the conceptualization and implementation of the BSW curriculum implemented on all campuses. As it relates to practicum instruction, the Director of Practicum Education provides educational leadership and oversees the quality of the practicum curriculum and its implementation at all campuses.

The BSW program assumes the following responsibilities to assure quality practicum experiences for students:

1. Recommends and assigns students for placement and provides relevant information regarding students to practicum sites.
2. Implements practicum assessment methods.
3. Provides orientation meetings for both students and Practicum Instructors to review curriculum and practicum expectations.
4. Disseminates information, evaluation forms, and other relevant materials for the practicum experience to participating students and site personnel involved in practicum education.
5. Provides social work professional liability insurance coverage to all qualified students registered in a practicum course.
6. Assigns a Faculty Practicum Liaison who will engage and communicate with the site through site contacts, monitors and approves the Draft Learning Plan, Learning Plan, Midpoint Evaluation, and Final Evaluation, maintains a productive working relationship with the student and Practicum Instructor, and evaluates the student’s performance, learning opportunities, and quality of practicum instruction.
7. Determines whether a student is demonstrating the designated competencies and behaviors through the assessments of the Faculty Practicum Liaison and the Practicum Instructor.
8. Assures that it 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.

Multiple roles are involved in the personnel of the BSW program to fulfill the above responsibilities. These include the BSW Program Director, IUSSW Director of Practicum Education, Assistant Director of Practicum Education, Practicum Education Coordinator, and Faculty Practicum Liaison.

There is a designated BSW Program Director on each of the IU campuses which offer the BSW program. Responsibilities for this position, as they relate to the practicum education curriculum, are to:

1. 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.
2. Collaborate with the Director of Practicum Education and other program directors to address common practicum-related issues and make recommendations.
3. 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.
4. 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.
5. Support and provide assistance, as needed, to Practicum Education Coordinator(s) in carrying out delegated responsibilities and securing necessary resources on respective campuses.
6. Provide consultation as needed to Practicum Education Coordinator(s) and Director of Practicum Education.
7. Link appropriate faculty to service requests from agencies (such as seminars, in-service education, research, or program development and/or evaluation).

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

1. Provide leadership to assure the overall quality of practicum education. Overall quality includes meeting accreditation standards and adherence to all relevant IUSSW policies and procedures.
2. Review, approve, and assure currency of Affiliation Agreements from all agencies within which IUSSW students are placed for practicum at the BSW and MSW levels.
3. Maintain contact with legal and other relevant authorities of Indiana University to assure currency of language in Affiliation Agreements.
4. Manage the processes for professional liability insurance in Practicum Education for students and faculty.
5. Serve as Chair of System-wide Practicum Education Team meeting.
6. Serve on relevant school and university committees and participate in relevant professional organizations’ work.
7. Advocate for the role of practicum education at IUSSW.
8. Collaborate with the program directors to support the Educational Assessment in developing and implementing assessment mechanisms, to evaluate the outcomes of practicum education instruction.
9. In collaboration with Practicum Education Coordinators, establish processes and procedures to document the adequacy of a practicum site before an Affiliation Agreement is finalized.
10. In collaboration with Practicum Education Coordinators, design, implement, and maintain a Practicum Instructor training curriculum for use statewide.
11. In collaboration with Practicum Education Coordinators, establish processes and procedures to determine student readiness for practicum.
12. In collaboration with Practicum Education Coordinators, establish processes and procedures for the placement of students.
13. In collaboration with Practicum Education Coordinators, develop, revise, and maintain practicum education manuals.
14. Serve as the supervisor for all Practicum Education Team members and oversee personnel management of the Practicum Education Team.
15. Approve the hiring of External Practicum Instructors for each campus and program.
16. Facilitate communication and working relations among the Practicum Education Coordinators on respective campuses.

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

1. Supporting the recruitment and hiring of Faculty Practicum Liaisons.
2. Conduct orientation for new Faculty Practicum Liaisons and providing ongoing training and support for all Liaisons.
3. Training and supporting Practicum Education Coordinators.
4. Contributes to the development of practicum education tools, resources, and processes for use across campuses.
5. Supports problem-solving in collaboration with Practicum Education Coordinators and staff to ensure consistent implementation of practicum education practices with the CSWE standards.

Each campus has one or more designated Practicum Education Coordinator(s). The responsibilities of the Practicum Education Coordinator(s) are to:

1. Recruit, assess, and recommend practicum sites and Practicum /Task Instructors.
2. Plan and implement Practicum Instructor trainings, using the adopted School curriculum for such trainings, collaborating as necessary with directors and Practicum Education Coordinators.
3. Provide information to students regarding practicum placement opportunities consistent with core coursework.
4. Engage students in the practicum planning process and place students in specific practicum sites.
5. Plan and implement orientation sessions for students entering into practicum.
6. Provide relevant student information, via written and verbal communication, to Faculty Practicum Liaisons and Practicum Instructors prior to the beginning of the practicum.
7. Review and approve student employment-based petitions.
8. Review student petitions relating to placement exceptions (e.g., duplication of Practicum Instructor/practicum instruction agency) and make recommendations for exceptions to the Director of Practicum Education and respective BSW Program Director.
9. When necessary and appropriate, assist Faculty Practicum Liaisons, Practicum Instructors, and students in preventing and resolving practicum related difficulties.
10. Coordinate practicum activities with student services activities on their respective campuses or statewide, if necessary (for example, orientations and special events).
11. Collaborate with the BSW 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.
12. Contribute to ongoing review and update of practicum instruction manuals, forms, website, and other relevant informational media.
13. 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 that, the quality of practicum instruction meets the standards of the Council on Social Work Education.
14. Maintain, in collaboration with practicum support staff, student field 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:

1. Complete required IU and IU School of Social Work online and/or in-person trainings.
2. 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.
3. Co-facilitate required student practicum pre-orientation and/or formal orientation.
4. Follow provided course syllabus and develop Canvas course sites.
5. Schedule and facilitate required seminars.
6. Assign, provide instructions for, and grade seminar assignments as applicable.
7. Review, provide feedback, and approve Draft Learning Plan and Learning Plan forms.
8. Monitor completion and content of weekly Supervision Records as applicable.
9. Review Midpoint Evaluation and Final Evaluation forms to address and problem-solve areas for improvement and to calculate passing score and final course grade.
10. Monitor student attendance status in the seminar and practicum setting.
11. Monitor timesheets in Sonia to adhere to policy guidelines regarding number of hours completed per week and breakdown of direct/indirect practice.
12. Monitor to ensure students receive a minimum of one hour of supervision weekly by assigned Practicum Instructor.
13. Complete mid- and end-of-semester Sonia forms and timesheet audit to ensure all requirements are completed and approved.
14. Schedule and attend required site visits for each student. Document site visit feedback in students’ Sonia profile utilizing the Site Visit Feedback Form.
15. Monitor students’ performance within their practicum by maintaining ongoing timely communication with students and Practicum Instructors.
16. Professionally and proactively respond to students and agencies in a timely manner.
17. 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.
18. Monitor quality, effectiveness, and appropriateness of each practicum placement and assist with placement changes as needed.
19. Assist in identifying resources including new agency sites and External Practicum Instructors.
20. Create, implement, and monitor performance improvement plan(s) when necessary.
21. Attend Student Review Meetings to resolve significant student performance issues.
22. Respond to direction and requests of Practicum Education Coordinator, Assistant Director of Practicum Education, Director of Practicum Education, and/or Program Director.
23. Provide consultation to Practicum Instructors about the BSW curriculum and the educational planning for assessment of student mastery of core competencies.
24. Submit final grade to Registrar.

Practicum education at the baccalaureate level is a collaborative endeavor between the BSW program and community agencies in the education of students for generalist social work practice. Through appropriate learning experiences at 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 coursework, the BSW 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.
• Sites should have identification with the purpose, program, and professional standards of appropriate accrediting bodies, where such bodies exist.
• Board of directors and the site’s executive officer must be in full accord with the use of the agency for education of students from the BSW 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 a collaborator 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 bachelor’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.
• Meet the Practicum Instructor qualifications, the student does not supplant a staff member but instead enhances the work and there are 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 BSW program on students’ progress, attend periodic practicum education meetings, and confer, as needed, with the appropriate BSW 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:

• 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 education experience. All of a student’s hours in practicum are within an assigned site working with or on behalf of the site’s client system.

Practicum Education Coordinators draw from a pool of agencies to place students according to their interests and the requirements of generalist practice. The following procedures describe how the practicum team selects sites 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 BSW student and the appropriate Practicum Education Coordinator responds to this agency’s interest.

The second step is for a practicum representative to schedule a meeting with site directors, program supervisors, or the proposed Practicum Instructor. The purpose of the initial meeting is to ascertain the agency’s purpose/philosophy and goodness of fit with the IUSSW BSW program mission, goals, and competencies. The explicit criteria and policies that agencies must meet are explained above. These include a commitment by the agency 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 generalist practice across systems and the BSW program 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 hosting 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 BSW 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 sites 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 uses 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 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 agency and the BSW program, the final appointment remains with the BSW 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:

1. The individual appointed as Practicum Instructor for S481 Social Work Practicum I and S482 Social Work Practicum II, will have: (1) a MSW from a CSWE accredited social work program, with a minimum of two years’ post-MSW social work practice experience or (2) a BSW from a CSWE accredited social work program and a minimum of two years post-BSW social work practice experience.
2. The assigned agency-based Practicum Instructor is responsible for providing a generalist social work focus to the practicum experience and for assisting the Task Instructor with teaching when appropriate.
3. This individual should have knowledge of and conviction about the school’s mission and the BSW program mission, goals, and objectives, and a commitment to the education of undergraduate students and practice with at-risk populations.
4. 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 the student in expanding knowledge beyond the scope of the practicum setting, 4) aid the student in the reflection processes of professional supervision, 5) provide feedback and suggestions to enhance the student’s learning, and 6) evaluate and document the student’s performance.
5. This individual should have the ability to objectively handle disagreements and conflicts that may arise between the site and the student(s).
6. The Practicum Instructor should be willing to devote sufficient time to carry the responsibilities of practicum instruction and to work closely with the BSW program. This work includes weekly supervision with the student(s), review, preparation, and approval of assessments and evaluations for the BSW program on students’ progress; attendance at periodic BSW program meetings with other Practicum Instructors and faculty.

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 Confidentiality and Privacy.

• Students must become familiar with and follow confidentiality policies of the sites 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 agency. Within coursework, students will use pseudonyms or third person references in all oral presentations and written assignments (process recordings, supervision records, 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 presentation or for 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 their Practicum Instructor, Faculty Practicum Liaison, or Practicum Education Coordinator.

IUSSW adheres to pertinent standards in the NASW Code of Ethics concerning dual relationships and conflicts of interest. In addition, 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 they work 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.

• 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 the student. Social Work educators and Practicum Instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries. (NASW, 2021).
• If in any aspect of practicum education, the potential of a dual relationship exists, the student or Practicum Instructor should notify the Faculty Field Liaison, Practicum Education Coordinator, or the BSW Field Director.

The Practicum Education Coordinators conduct information sessions in junior year classes or at a time and place that is convenient for students and provide an overview of practicum requirements and the placement process. The Practicum Education Coordinators 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 in the spring of their junior year to begin discussion about different placement options. The attention given to students in their junior year to identify the optimal practicum opportunity is considered essential to successful placements. An optimal practicum placement is one that matches well with students’ interests and learning needs. After an appropriate placement is identified, students interview 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 a responsibility to oversee their students’ learning in the practicum site, conduct integrative seminar classes thus maintaining regular contact with assigned students, and provide guidance for student activities in practicum. Faculty Practicum Liaisons also visit 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 coursework before they begin their practicum. Students must have taken or be currently enrolled in the appropriate practice classes at the time of their practicum.

Students must have completed S102, S141, S221, S251, S322, S331, S332, S352, and S371courses before beginning practicum. Students enrolled in 481/482 are required to take S423, S433, S442, and S472 as pre- or co- requisites.

BSW students will not be permitted to enter a practicum with more than one Deferred (“R”) or Incomplete (“I”) in any social work course that is a prerequisite or co-requisite to the practicum course. However, if a student has received a Deferred grade in S481 Social Work Practicum, or an Incomplete in S423 Generalist Social Work Practice II: Knowledge and Skills or S442 Integrated Practice/Policy Seminar, the student will not be allowed to begin S482 Social Work Practicum II.

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

Sonia Pre-Placement Requirements include:

• BSW 481/482 Practicum Application
• Background History Form
• Student Code of Conduct Form
• Student Practicum Contract
• Develop and post a resume to be used in the agency interview process

Students must complete all pre-placement requirements in Sonia. The Practicum Education Coordinator(s), set due dates for the completion of the requirements in order for the students to have a qualified practicum site during the subsequent term. Students’ 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.

A student’s place of employment may serve as a practicum site at the BSW level if it provides appropriate learning experiences that meet the educational standards outlined by CSWE.

The Practicum Education Coordinator evaluates the suitability of a placement based on the student’s ability to engage in work activities or access additional learning opportunities aligned with the generalist practice learning experiences. These experiences must directly correspond to CSWE’s nine social work competencies and behaviors and fulfill all other practicum requirements.

To minimize conflicts of interest and avoid dual relationships, the Practicum Instructor responsible for practicum educational supervision and employment supervisor must be different individuals. In an employment-based practicum, the agency must provide a qualified Practicum Instructor to provide the practicum educational supervision. At the practicum site, students must have opportunities to advocate for policies relevant to their placement that enhance the social well-being of clients. They should also be able to collaborate with agency personnel and clients to take effective policy actions.

The Practicum Education Coordinator will make the final decision to approve or deny an employment-based practicum.

1. To pursue an employment-based placement, the steps in the process are as follows:
   On the Practicum Application, the student indicates interest in completing a practicum placement at the current employer.
2. The student completes and submits the Petition for Employment-based Practicum in Sonia for the Practicum Education Coordinator’s review.
3. The Practicum Education Coordinator reviews the petition and, if needed, may request additional information.
4. The Practicum Education Coordinator, student, current supervisor, and proposed Practicum Instructor meet to discuss the practicum requirements, roles, and responsibilities.
5. The Practicum Education Coordinator, who may consult with pertinent practicum team members, determines approval or denial. The student is notified of the final decision.
6. If approved, in Sonia, the student completes the Student and Site Placement Agreement Employment Based Practicum section and submits it for the Agency Contact’s review, completion, and submission.

If there is a change in employment during the practicum, the Practicum Education Coordinator works with the student, Practicum Instructor and/or Task Instructor, and Faculty Practicum Liaison to determine if the student can continue their practicum at that site. If it is determined that the student is no longer able to complete their practicum the Practicum Education Coordinator requests a Student Review with the Program Director to determine their ability to complete the practicum coursework.

A student’s place of employment can be used as a practicum site at the BSW level when there are conditions of extreme hardship and/or special circumstances. Determination of the appropriateness of the placement by the BSW Practicum Education Coordinator is based on the ability for the student to engage in generalist practice learning experiences that are directly linked to the nine social work competencies and twenty-two behaviors and to meet all other field requisites. The practicum and employment supervision must be provided by separate individuals to minimize conflict of interest and avoid dual relationships. In this placement site, the student must be able to advocate for policies that are relevant to the placement in order to enhance the social well-being of clients and be able to collaborate with agency personnel and clients for policy action that is effective. The BSW Practicum Education Coordinator will approve or not approve an employment-based practicum in consultation with the BSW Program Director and/or Field Director.

1. All approved practicum sites should have a safety plan to guide students with safety-related policies and procedures.
2. All students participate in training about safety issues through the IUSSW practicum orientation.
3. 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.

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 sites 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 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 BSW 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.

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

If transporting clients is an expectation of the placement agency, the agency 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 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, and other activities while on the trip, etc. If uncomfortable or threatened in a situation, leave immediately. Safety is the primary concern. It is important to return to the practicum site and report the experience to the Practicum Instructor. It may also be appropriate to make future home visits while accompanied by the Practicum Instructor or another person.

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.

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 field 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 student would be covered through inclusion in the school’s blanket Professional Liability policy and through their own personal student liability policy as well. Students who are placed in a health care provider listed in I.C. 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:

1. Misrepresenting qualifications, such as failing to inform the client of student status.
2. Providing treatment without obtaining proper consent.
3. Keeping inaccurate or inadequate records.
4. Administering inappropriate or radical treatment.
5. Failing to consult with or refer to specialists.
6. Failing to seek proper supervision.
7. Failing to take action to prevent a client’s suicide.
8. 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, X, 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 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, including online, and must not post 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, realizing that privacy settings are not absolute, and content is likely there permanently. Thus, students should routinely monitor their internet presence to ensure that the personal and professional information on their own 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 are thus 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. Students will follow confidentiality standards in both face-to-face and online environments.
  • When students see content posted by colleagues that appears 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 field. 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.

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.

1. 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.
2. All Practicum Instructors and students participate in evaluating student learning during the midpoint and final evaluation processes.
3. All Faculty Practicum Liaisons review student evaluations and assign final grades.
4. Across all program options, data is collected and analyzed about student learning in practicum for program monitoring purposes.

1. The Faculty Practicum Liaison is the instructor of record for the practicum which includes facilitating seminars, approving learning plans, and verifying agency hours.
2. The Faculty Practicum Liaison records the final grades for S481 and S482. At the final evaluation point and in order to receive a ‘S’ for S482, students must 1) demonstrate competency on all the behaviors by the end of the practicum experience, 2) demonstrate consistency in effort, performance, and development as a social worker, (3) meet all required assignments and practicum hours in the placement, and (4) achieve at least a score of “5” (out of 7) on each of the behaviors outlined on the 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 both practicum courses (S481 and S482), students are expected to have assignments that involve application of the strengths perspective and person-in- environment. Practicum Instructors formulate tasks and learning activities relevant to generalist 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.

1. The student completes all contact information and inserts proposed planned agency activities.
2. 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 pre- assigned by IUSSW.
3. 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.
4. The Practicum Instructor (and Task Instructor, if applicable) receives an email notification that the document is ready for their review. The Practicum Instructor (and Task Instructor, if applicable) review the student’s proposed activities and provide 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.
5. 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.
6. 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 and Faculty Practicum Liaison’s Comments boxes.
7. 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.

1. 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.
2. The Practicum Instructor (and Task Instructor, if applicable) receives an email notification that the document is ready for their review. The Practicum Instructor (and Task Instructor, if applicable) review the document and if approved, 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 hits save. The student informs the Practicum Instructor (and Task Instructor, if applicable) of the changes that are made. The Practicum Instructor (and Task Instructor, if applicable) reviews the document and if satisfied, clicks the submit button for the Faculty Practicum Liaison’s review.
3. 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 hits save. The student informs the Practicum Instructor (and Task Instructor, if applicable) and the Faculty Practicum Liaison that the changes have been made by email. 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.
4. 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.

he evaluation process should be characterized by openness and mutuality. It 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 a 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 self-assessment scores and narrative comments and completes their own separate evaluation of student performance.
4. The Practicum Instructor and Task Instructor 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, receive notification that the Final Evaluation form is ready for their review and completion. The Practicum Instructor, in conjunction with the Task Instructor, if applicable, review the student’s self-assessment scores and narrative comments and completes their evaluation.
4. The Practicum Instructor and Task Instructor 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.
7. The Learning Plan, Midpoint Evaluation, and Final Evaluation are retained in the student’s permanent file.

S481 Social Work Practicum I

The final grade for S481 Social Work Practicum I is a letter grade comprised of points related to graded Seminar Assignments and satisfactory/fail on the Practicum Assignments

Seminar Assignments (40% of grade):

Total points may vary should assignments be added or deleted at the Faculty Practicum Liaison’s discretion. Any changes in the assignments and/or points will be announced in class. Students should be ready to actively participate in seminar activities. Failure to observe these requirements will be considered in assigning the final grade

Practicum Assignments= 60%

• Draft Learning Plan
• Learning Plan
• Supervision Records
• Timesheets
• Midpoint Evaluation

The School requires that written evaluative documents be completed at the end of S481 (mid-point). In order to receive the Practicum Assignment Points associated with the practicum placement, the student must have:

• Completed the Draft Learning Plan, Learning Plan, Weekly Supervision Records, and Midpoint Evaluation by deadlines established in the practicum calendar.
• Demonstrated consistency in effort, performance, and development as a social worker.
• Met all required assignments and practicum hours in the placement.
• Achieved at least a score of “4” on each of the behaviors outlined on the S481-S482 Learning Plan. When a Practicum Instructor is not able to observe student learning outcomes for a behavior, the Practicum Instructor and student shall insert “not observed” in the score for a given behavior.
• 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 S482 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 S482. By the final evaluation occurring in S482, a score of “5” or above for each behavior is required. Should the Practicum Instructor and Faculty Practicum Liaison assess the student to require remediation that exceeds a supportive plan, the Faculty Practicum Liaison may determine that the student shall be assessed a Fail (F) grade for the practicum.

S482 Social Work Practicum II:

Similar to S481 Practicum I, the final grade for S482 Social Work Practicum II is a letter grade comprised of points related to graded Seminar Assignments and satisfactory/fail on the Practicum Assignments.

Seminar Assignments = 40%

Total points may vary should assignments be added or deleted at the Faculty Practicum Liaison’s discretion. Any changes in the assignments and/or points will be announced in class. Students should be ready to actively participate in seminar activities. Failure to observe these requirements will be considered in assigning the final grade

Practicum Assignments= 60%

• Supervision Records
• Timesheets
• Final Evaluation

The S482 practicum evaluation process is a continuation of S481. The school requires that written evaluative documents be completed at the end of S482 (final evaluation).

In order to be eligible to receive the practicum assignment points, the student must have:

1. Completed all the Learning and Evaluation Tool Behaviors by the end of the practicum experience.
2. Approved Timesheets and Final Evaluation by deadlines established in the practicum calendar.
3. Demonstrated consistency in effort, performance, and development as a social worker.
4. Met all required assignments and practicum hours in the placement.
5. Achieved at least a score of “5” on each of the behaviors outlined on the S481/S482 Learning Plan.

Grade minimums are as follows [Note: grades, below C, are Unsatisfactory in the BSW Program]:

• A score of 1 demonstrates a complete inability to demonstrate skills.
• A score of 2 demonstrates skill at a basic rudimentary level of someone having no formal undergraduate coursework.
• A score of 3 demonstrates skill at the level of beginning level BSW coursework with no more than one semester/quarter of courses.
• A score of 4 demonstrates skill at the midpoint BSW level of education.
• A score of 5 demonstrates skill at the level of a new BSW graduate (expected performance level by end of practicum).
• A score of 6 demonstrates skill at the level expected of a relatively new BSW graduate (less than two years of social work experience).
• A score of 7 demonstrates skill at the level of a seasoned, highly experienced post-BSW practitioner (rarely expected score).

Students have access to their evaluations through Sonia. However, it is important for the Practicum Instructor and the student to discuss the fact that the use of the narrative performance evaluation as a job reference for the student is not congruent with its intended purpose. Students are encouraged to request letters of recommendation for employment, rather than use practicum evaluation tools.

In addition, students and Practicum Instructors evaluate the instruction and course content of S482 Social Work Practicum II. It is the responsibility of the BSW program to conduct this evaluation to enhance practicum education and provide Practicum Instructors and Faculty Practicum Liaisons feedback from these course evaluations.

At the end of the first academic semester and practicum course, the Seminar Assignments and agreed upon hours as documented in the Anticipated Practicum Hours form, 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 second academic semester and practicum course, all Seminar Assignments, 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 practicum course and needs to extend their work beyond the end of the enrolled academic term. A 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

IUSSW values our partnerships with community agencies and views our relationships as a collaborative endeavor to provide BSW students with a quality generalist social work learning experience. In order to ensure that the partnership is one that does provide the appropriate learning, IUSSW has developed criteria, policies, and procedures as follows:

Criteria

1. As outlined in the Criteria for Site Selection section, the criteria for agency participation includes:
2. The practicum site commits to professional practice.
3. The practicum site commits to provide release time of staff member for Practicum Instruction.
4. The nature of the practicum learning opportunities are consistent with service functions of the agency and the student’s learning needs to demonstrate CSWE competencies.
5. 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:

1. 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.
2. Provide students with 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.
3. Retain complete responsibility for patient (or client) care, providing adequate supervision of students at all times.
4. 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 BSW program is to assess the quality and effectiveness of practicum instruction in the 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 BSW 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.