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Sociology and Anthropology
Mission, Goals and
Objectives
Departmental
Requirements
Course
Scheduling Worksheet
Senior Seminar
Faculty Bio-Sketches
Criminal Justice Program
Human Services Field
Placement Manual
Human Services Field
Placement Student Evaluation
Human Services
Field Placement Field Faculty Questionnaire
Student
Handbook
Social
Studies Certification Program
Pre-Law Program
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Department of Sociology & Anthropology
Field
Placement Manual
Patricia Joseph, Ph.D., A.C.S.W.
Field Placement Coordinator
Table
of Contents
Field Placement Introduction
The University and Departmental Mission
Field
Placement Course Components
Overall Goals and Objectives
School Expectation of Agency
General
Procedure for Field Placement
Final Evaluation of
Student
Field Faculty Questionnaire
(Download
Adobe Acrobat Reader)
Department
of Sociology and Anthropology
FIELD PLACEMENT (pdf)
Introduction
Lincoln University and our Department faculty are pleased
to provide you with this information and to welcome you as a partner in our student's
educational process. We have developed this material to acquaint you with the
university, our department, the course offerings, and our field instruction program.
Field placement internships are required for all human service majors during
their senior year. Other department majors can elect to take the course. Students
gain practical experience, under supervision, in human service areas including
child welfare, substance abuse, criminal justice, mental health, and school-based
settings.
The field placement experience is crucial to our student's overall
growth and development. By working in various agency settings, the students have
the opportunity to begin to apply the learning that has taken place in the classroom.
It is our conviction that a broader and perhaps more meaningful educational experience
happens when students are exposed to the work environment and situations that
require them to use themselves effectively.
Our program design is similar
to and based on the philosophy and value system of the Social Work profession.
We attempt to instill in our students an understanding of our society and the
true value of human worth and dignity. Along with this, we stress the commitment
involved in choosing careers related to sociology and human services.
We
are most grateful to our field placement agencies and supervisors who assist us
in meeting the goals of our program by offering challenging experiences for our
students and have them essentially learn by doing. We enthusiastically welcome
your participation in helping us to design field experiences for our students
that are educationally sound and challenging. We are deeply grateful for your
support.
Patricia Joseph, Ph.D., A.C.S.W., L. S. W.
Field Placement Coordinator
The
University
Lincoln University is a premier, historically Black
University that combines the best elements of a liberal arts and science-based
undergraduate core curriculum and selected graduate programs to meet the needs
of those living in a highly technological and global society. For more information
about Lincoln University, including directions to the campus, the University's
Vision, Mission, Philosophy, and Statement of goals, see our Web site at www.lincoln.edu.
Departmental
Mission
Our mission is to make it possible for graduates to
leave our department confident in their ability to help shape a more humane world
by putting their disciplinary knowledge to work in the fields of business, human
services, law, government, mass media, and other assignments, or by pursuing graduate
studies leading to college teaching careers. The programs housed in the department
are all designed to provide students with solid understanding of social processes,
social institutions, and the linkages between the individual and the larger social
reality. They combine the unique contributions and potential of sociology, anthropology,
social work, and criminal justice. We consider one source of our strength to be
the multicultural diversity of our department, and we seek every opportunity to
expand that strength.
In more specific terms, the mission of the department
is to prepare students to shape a better world at a time of rapid social change
by imparting disciplinary tools and insights that can:
-
Help students recognize and appreciate the concept of
multiculturalism and diversity in the global era.
-
Provide
strong exposure to liberal arts education characterized by emphasis on social
science research methods, critical thinking skills, and historical consciousness.
-
Help students develop knowledge and skills necessary for successful
careers in community agencies, government, private employment, and not-for-profit
organizations.
The department
offers a major in sociology, anthropology, Human Services, and Criminal justice.
Graduates of these programs pursue career opportunities in a wide range of settings,
including business, government, social services, and the justice
system. These degree programs are also designed to prepare students for graduate
studies in such areas as sociology, anthropology, social work, criminal justice,
and the law.
Field Placement
Course Components
Field placement is a requirement for Human
services Majors. Sociology and Criminal Justice majors are strongly encouraged
to take field placement as an elective.
We view field instruction as an
educationally focused agency placement, which is carefully planned and well supervised.
It will provide an opportunity for students to test and experience in actual practice
what has been learned in the classroom. Through field placement the student is
expected to be exposed to a specific agency program or services. It is expected
that students will be guided through supervision to develop and refine the knowledge,
attitudes, techniques and skills needed to become a productive practitioner in
the process of helping other people.
Our field instruction has three
components:
-
Field Placement - Lincoln students are placed in agencies for two full days each week.
- The Field Instruction Lab Course - students are required
to meet two hours weekly for lectures and class discussion where integration of
theory and practice to reinforce learning in the field. Focus is on basic helping
concepts as they relate to actual practice situation in which students are involved.
- Supervision - Faculty field instructors fulfill the
school's administrative role of relating the student and his responsibility to
the agency. Field instructors have units of approximately ten students each. The
field instructor provides education, direction, and visits the agencies and the
students in their placements. The faculty field instructor will
be available to review and evaluate with agency supervisors the student's learning
in terms of school's educational goals and objectives, as reflected in practice
and arrive at a grade for student performance.
Overall Goals and Objectives
-
To provide an opportunity for the integration of classroom
learning from the curriculum with direct practical experience.
Students will:
-Integrate theoretical and conceptual information with experiences in the field.
-Engage in the ongoing process of observation, practice, and reflection in
order to learn from experience.
-Develop general practice skills related
to human service delivery including interviewing techniques, data gathering, assessment,
intervention, and record keeping.
- To develop an understanding
of human services agencies, programs, and methods being applied in the field.
Students will:
-Describe the organizational structure of the agency.
-Describe and evaluate the strengths and weaknesses of the agency delivery
system.
-Describe the various professionals and their roles within the agency.
-Describe the methods of assessment an intervention utilized by the agency.
- To develop an understanding of the individual as well as the
target population served by the agency.
Students will:
-Utilize the
bio-psycho-social information that affects the individual.
-Describe the theoretical
frameworks used to understand the individual.
-Describe and identify the
needs of the culturally diverse individuals served by the agency.
-Utilize
the case study methodology in working with individuals.
- To
develop and demonstrate the professional use of self.
Students will:
-Demonstrate an understanding and utilization of the
characteristics of self-awareness.
-Demonstrate a working knowledge of the
various professional roles necessary in practice.
School Expectations of Agency
-
Students should
have a sound basic understanding of the organizational structure of the agency.
They should be helped to know and to understand the purpose, function, and full-range
of services provided, as well as knowledge of the roles and functions of helping
persons in the agency.
-
Learning experiences
should be well planned, structured, and task oriented. It is essential for the
student to have a concrete task at hand in getting started in the agency. From
this, then, would come the more abstract experiences like establishing a relationship
with client, assessments, and establishing effective treatment interventions.
-
The supervisor will serve as the professional
model in the agency for the student. In the development of the supervisory relationship,
it is expected that the student will be helped to become aware of the meaning
of professional role and personal self. Students should also be helped to know
when and how to use supervision.
-
It
is essential to help the student to make a connection in the field with the reality
of human problems and human needs that he/she has been reading about in books
and discussing in class.
- The assignments should help
the student learn specific skills and tools in interpersonal relations.
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The student should be helped to learn and to use the
network of social welfare services in the community served by the agency.
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The agency supervisor
is expected to schedule regular conferences with the student to review assignments
and to discuss progress. Observation of the student's performance in the agency
and what has come out of supervisory conferences should form the basis of a final
evaluation of the student.
General
Procedure for Field Placement
-
Fieldwork hours should range approximately from 9:00-9:30 A.M. to 4:00- 4:30 P.M.
depending on the transportation schedule. Any change or adjustment in hours requested
must have agency and school approval.
- Attendance is
required; it has no substitute. Experience can only be gained by participating
in fieldwork. The school supports the agency in holding students to responsible
behavior. When absence from the agency is necessary due to illness or other valid
personal reasons, it is the student's responsibility to notify the department
and the agency. The agency is asked to assist us by noting any absences. Responsibility
for making up missed sessions, including those missed through illness, is the
student's in consultation with the agency supervisor.
- Where
the need emerges, or where an interest has developed, students are encouraged
to participate in agency activities held on other than field placement days. The
supervisor should feel free, also, to suggest that the student attend significant
programs, activities, meetings, etc., if it can be arranged, that might provide
an added or different learning experience.
-
The department/university is not in a position to provide transportation to and
from agency placements. Students carpool when possible. Public transportation
is generally not accessible in the immediate areas surrounding the university.
- During the regular semesters, the practicum class is
an important place to learn what is going on in other student placements, as well
as an opportunity to look at common problems, and to share individual concerns.
- Students are required to complete various assignments and
reports related to their field experiences. Students are likely to seek assistance
from their agency supervisors and/or other personnel.
- Reports
are due as per the report outline.
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