Field Placement Paper

The Department of Human Services Family Assistance Division is headed by the Field Management Director 1, Yolanda Shegog-Wright. The Field Management Director 2 positions are held by Beverly Moore and Deidre Iglus. These two positions report directly to the FMD 1. The FMD 2’s manage the four Office Supervisor 1 positions as well as the ten Field Management Supervisors. The Field Management Supervisors manage approximately nine eligibility counselors. Two Office Supervisor 1’s manage eight Secretary positions each while the other two OS 1’s manage the remaining support staff with includes Clerk 1’s, Clerk 2’s, Mail Clerk’s, and Eligibility Clerk’s.

I did ask many questions to understand the situation and what ideas the teacher had already implemented. This occurred around the thirty second mark. I really tried not to offer advice or suggestions but this teacher did not seem to be aware of various interventions. She had tried standing next to the student or talking with him in class but had not tried a moving his desk, talking to him in the hall or a contract. In addition, she did not understand what a behavior contract is and seemed to have limited experience with interventions in general. I should have gone into more depth explaining this intervention, why it is important while not being overly time consuming for her and how it really does work.

Then you meet with a psychologists and along with all the assessments and paperwork, and his observation. You received a final diagnosis in which the school social worker is present at all times for any questions or concerns. According to “Introduction to Human Services”, in general, school social workers exist to assist children in managing any psychosocial issues that are creating a barrier to learning. These could include physical barriers I the form of a disability, cognitive barriers such as intellectual or learning disabilities, or behavioral barriers such as students who are depressed, anxious, or acting out. School social workers also work to develop, enhance, or maintain a close working relationship between student families and the school, advocating for the family in a variety of situations,(Martin, 2014, pg. 278).

This student, Madeline, had several behavioral issues. These behavioral issues made it difficult for her to work with the other members of the section. She was easily distracted, and extremely talkative. She had great difficulty following the rules, and often got in trouble with our band director. She also got into fights with the other girls in the section.

I had built this relationship with Brandon based upon implementing morning “check- ins” with him in a social and emotional learning aspect. I would make sure he was feeling okay before entering his classes and seeing what I could do to fix any problems that had happened that morning or could arise as the day goes on. Soon later this student was expelled due to continuous defiance and interfering with the safety with himself and with other students. I believe this could have been avoided if Brandon had received social and emotional learning experiences with other

Public schools are in dire need of improvement. If there was one thing I could change from my school, it would have to be the athletic fields. I would make major improvements to the fields. Improving the school’s athletic fields would be very beneficial. It’s important to improve the state of our outdoor fields because it would increase the amount of sports teams that want to rent it, attract new students, and attract money from the government.

All of the students in my field placement speak English pretty well. There are just a few students, who speak both Spanish and English, but there are no students, who speak just Spanish or struggle with English. However, my CT teaches kinder and uses a lot of strategies that would help ELLs a lot. For example, whenever my CT goes over the different colors with his students, he points to the picture of the color with the word on it and repeats the word. Sometimes, my CT will sound out each letter in the word or have his students guess what the word is by the first sound the word makes. The repetition of words helps his students understand the correspondence between a written word and a spoken word. Sounding out each letter in a word also helps his students understand that different letters make different sounds and that putting together different letters create words.

His father, Keith, is very tall (about 5’11), he has dark brown hair, he wears baseball caps all the time, and wears athletic clothes everywhere he goes, even to church. He is a very funny person and can make anyone laugh and smile. He wants the best for his family and will do anything to help them out. One day, he gets a call from his son’s school in Owasso, Oklahoma saying that he was sent to the principle’s office for hitting and calling other students names. Keith was very shocked at this because Braedon always does so well in school. He makes terrific grades and is in advanced reading and math classes for his age, since he is only in second grade.

He did what he wanted and how he wanted to do it at any time, and did not care if he hurt anyone feelings .He just did not care we thought that he was raised by the zoo. We thought he never got disciplined for all of the wrongful things Mark has done, and all of the feelings he has hurt. Mark has done some serious damage this year from the time he yelled at Mrs. Collins to the time he pushed a girl down on the ground for making a mistake for stepping on his shoes. We felt Mark needed to be home schooled. No one any longer wanted to be bothered with Mark. Later everyone decided they had enough of his rude behavior so Mrs. Collins sent him to the schools Psychologist. His mother never answered the phone, word around the class no one has never seen her not even at any parent teacher conferences. So the school took the initiative to send him to the school therapist because this particular situation needed to be

I would start the counseling session by letting her know reason that she has been called into my office. I would let her know that her mother had come to see me and I had also visited with her teachers to get their input into the

I have had a lot of change with this concept in my own experiences with Field placement as well. I am placed in a public-school setting, I have seen how the curriculum really have kids struggling inside the classroom. They struggle and don’t care because they think that its dumb how you need to learn every step. Public schools I use to think that how they went about the curriculum was bad and they didn’t help the kids until one day at field placement. For example, in week 1 of field placement, “She did so well with walking around and making sure all the kids were getting the help that they needed” (Phillippi, 2017, p.1). This just shows that they know the curriculum is hard for some kids to learn and sometimes it’s not bad to stop and

I moved to California three years ago to pursue a Master's degree in social work at USC. During the time I have lived here, I have gained invaluable experience working full-time in the social work field. My first social work related job in California was working at an IMD step-down program for transitional aged youths and adults with dual diagnoses. From there, I began working in the Wraparound program at Aviva Family and Children's Services as a Child and Family Specialist. I have thoroughly enjoyed my time working with these agencies but am also very excited to begin graduate study at USC's School of Social Work since my graduate education was the reason for my move to southern California.

For my field placement, I have been placed at Visitation B.V.M school in Kensington, Philadelphia. This school has served as a “Beacon of Hope” for 130 years for the Kensington community. I am in a third grade classroom in a school of grades K-8. The teacher I am observing is a white female who just graduated college last spring, so she is very new to the job. She is learning how to teach and I am learning a lot about one’s first year of teaching. Her name is Ms. Bandura. There are about 20 students in this classroom and are all of Hispanic and African American decent.

Though learning in a classroom setting is extremely important, there are many lessons specific to social work that cannot be learned by only reading about them; field placement allows students to leave the classroom and experience social work in an actual occupational setting. Students who participate in a field placement have the opportunity to apply the knowledge they have gained in areas of study such as policy, human behavior, and social justice. Other than helping prepare students for the working world, field placement bridges the often-assumed gap between micro and macro social work by providing tangible examples of how agencies may connect with other agencies or even legislators.

The session begin with the client discussing how she was concern about the student. She stated was having a problem with other student. The client noticed this student standing alone during recess, lunch and circle time she said this was a practice that happen every day. The client confer to the student and his answer