Using the FIELD Model to Prepare Social Work Students and Field Instructors on Sexuality and Intimacy for Persons with Psychiatric Disabilities

Abstract

Though expression of sexuality is correlated with improved physiological, psychological, and social well-being, persons with psychiatric disabilities battle a myriad of forces preventing their full inclusion in this cherished domain of adult life. Powerful side effects of psychotropic medications are partly to blame for this complex problem. More troubling are providers that adopt silent or admonishing positions with clients struggling with issues of sexuality and intimacy. Despite an international embrace of the recovery framework in mental health systems of care, providers often behave in ways that do not support the sexuality and intimacy interests of their clients. Since social workers are the main providers of service for this population, they must lead in developing novel pedagogical techniques infusing social work curriculum with practice competencies for addressing sexuality and intimacy for persons with psychiatric disabilities. Furthermore, as field instructors are most influential in shaping practice habits of social work students, any effort at structural change must feasibly include them. This article delineates an adaptation of the Field Instructors Extending EBP Learning in Dyads (FIELD) Model, for the field instructor and social work student dyad. Utilizing motivational interviewing techniques, FIELD imparts sexuality and intimacy practice competencies for collaboration with persons living with psychiatric disabilities.