CHHS >> Social Work >> MSW >> IFG
Individuals, Families and Groups (IFG)
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- Concentrations: IFG, A&P, SAC
- Course Descriptions
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Information
(SW 895/898)
Our school assumes a strengths perspective rather than assuming a perspective of pathology or problem. We expect our graduates will perform such roles as counselor, broker, expediter or group leader. We expect student to be employed as social workers in child welfare, probation and parole, school, family, medical and public health, group and community and will work from a perspective of enhancing individual's growth and transformation.
The goal of such practitioners is to work with people to improve the course of quality of their personal development. IFG skills are closely associated with developmental and interpersonal theory. Maintaining a focus upon enhancement necessitates a thorough knowledge of the processes and circumstances under which development takes place. It requires the ability to facilitate a fair exchange between the individual and his/her interpersonal environment. IFG's practice focuses upon the nature and dynamics of individual development within the context of crises, transitions, situational circumstances and examination of personal distress areas.
IFG interventions are meant to support and facilitate the client's purposeful direction of the course and quality of personal development. Building upon the multi-role skill base which prominently features such environmentally intensive roles as advocate, negotiator and resource broker. The IFG practitioner additionally offers the client such specialized roles as caseworker, family therapist, group facilitator and psychotherapist IFG field placements are learning experiences which present training opportunities for practice roles such as caseworker, case manager, family therapist and group facilitator. Particular attention is given to the values and skills needed to work constructively with disenfranchised, low income and/ or culturally diverse communities.
Objectives of second-year IFG field placements
With respect to client relationships, students will be able to:
- Establish an atmosphere of mutuality and develop skills in enlisting client participation in problem-solving efforts.
- Demonstrate respect for client's autonomy, self-determination, culture, initiative and self direction.
- Demonstrate profound respect for client individuality, skill in reducing the status differential between themselves and diverse client populations, recognizing that people have equal value, and ability to heighten the client's self-esteem.
- Demonstrate an increased willingness to help, show appropriate concern, recognize differential need, and demonstrate a capacity to maintain focused concern.
With respect to the worker/client relationship, students will be able to demonstrate the:
- Ability to conduct intake interviews and construct a meaningful psychosocial history.
- Ability to recognize and identify psychosocial dynamics in groups and individuals and to individualize assessments.
- Increased ability to maintain purpose and direction in interviewing and/or group leadership, exhibiting a skillful balance between client freedom of expression and worker-structured situations.
- Ability to apply intervention approaches differentially, using environmental modification, support, clarification, insight, and program utilization; a clear idea of the rationale of each intervention approach and an ability to develop a plan of intervention.
- Knowledge of information which is pertinent, relevant and timely to meet client's needs and a knowledge base of sources of information and resources with a capacity to form and maintain a high level of rapport, warmth, acceptance and empathy with clients.
- Increased levels of self-awareness, recognition and acceptance that their own feelings affect their work with clients, and appropriate degrees of self-criticism.
- Ability to determine when and with what clients psychotherapy should be selected as an intervention.
- Appropriate use of Diagnostic and Statistical Manual IV.
Contracting and Evaluating
All MSW students in the field have to complete field contract (see Form #803) Supervisors must fill out the First-Semester Progress Report (Form #814) at the end of the first semester and the Final Evaluation (Form #812) at the end of the second semester. Students cannot receive a grade without these evaluations. (See Field Instructor's Responsibilities)
Field Competencies
The following field competencies should be kept in mind when completing the contract for IFG students. Students must be able to demonstrate:
- A clear understanding and ability to implement one or more of the major practice roles, such as caseworker, case manager, counselor, and group facilitator.
- The ability to integrate theory to specific practice situations.
- An understanding or various theoretical perspectives with the ability to differentially select and apply intervention strategies.
- An ability to apply developmental theory to practice.
- A beginning formation of a new professional identity.
