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V. Foundation Level Generalist Competencies, Practice Behaviors and Examples of Learning Opportunities and Tasks for SWK 435, 445, 671, 672 Field Instruction

1. Demonstrate Ethical and Professional Behavior

Program Competency

Practice Behaviors the Social Work Student will be evaluated on

Example Learning Opportunities/Tasks

 

  1. Demonstrate Ethical and Professional Behavior

Description:Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical us of technology in practice.

 

 

  1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context

  1. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situation

  1. Demonstrate professional demeanor in behavior; appearance; and oral, written, & electronic communication

  1. Use technology ethically and appropriately to facilitate practice outcomes

  1. Use suervision and consultation to guide professional judgment and behavior

 

 

Student learning opportunities or tasks

Attend regularly scheduled formal supervision and come prepared with:

  • ethical questions, concerns and dilemmas

  • reflections on weekly learning experiences

  • review of clients and projects

Read the NASW Technology Standards and organizational polices around use of technology

Review coursework that addressed values, ethics and resolving ethical dilemmas. Explain this process to field instructor

Read NASW Code of Ethics & agency policies and procedures and compare and contrast then discuss in supervision

Research professional organizations related to being a social worker and report back what was learned to supervisor

Navigate and review the NY State Office of Professions Social Work Licensure website, discuss what you learned in supervision

Participate in group supervision and present at least one case, project or training.

Actively participate in staff meetings

Write weekly journal reflections and submit to field instructor, focusing on personal values and conflicts.

Complete the Mandated Reporter training and read agency mandated reporter policy, report back your understanding of both to supervisor

Identify and analyze (in writing) at least one ethical dilemma using the NASW Code of Ethics

Attend the agency ethics review board (if they have one) or investigate how the agency responds to ethical dilemmas (ex: who responds to ethical issues/concerns)

Field Instructor tasks that support learning in this competency:

Make social work ethics a regular theme in supervisory sessions.

Identify and discuss with supervisee potential value conflicts within the practice setting. 

Purposeful discussion of how your own personal values may influence your practice with the population your agency serves.

Discuss application of agency ethical standards

Contract around supervision including discussing purpose of supervision, expectations in giving and receiving feedback, reviewing the evaluation process

Review technology related policies

Discuss expectations around appearance, and oral, written or electronic communication

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Program Competency

Practice Behaviors the Social Work Student will be evaluated on

Example Field Opportunities/Tasks

  1. Engage Diversity and Difference in Practice

 Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.

 

  1. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

  1. Present themselves as learners and engage clients and constituencies as experts of their own experience

  1. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

 

 Student learning opportunities or tasks

Research relevant information about special populations served by agency and present to supervisor.

Attend agency diversity training or any training that focuses on diversity and difference.

Complete a weekly journal reflection and submit to field instructor, focusing on insights around personal biases or values that may influence working with clients.

Go on a home visit or walk through a neighborhood the clients may be from and discuss similarities and differences with the neighborhood where you grew up.

Journal about client cultural differences, similarities and what questions and insights you may have.

Discuss the diversity (remember diversity is more than race) in the organizations staff, leadership and board of directors, assess if it is representative of the client population.

Engage in a purposeful discuss with supervisor regarding understating of diversity and differences

Field Instructor tasks that support learning in this competency:

Identify, explore and discuss how narrow or broad the student’s perception is.

Ask about assumptions, values, and biases in supervision.

Make diversity a regular topic in supervisor sessions

Identify and discuss the cultural difference between clients, and between client and student.

Ensure that students are incorporating a diversity perspective in their engagement, assessment, intervention and evaluation activities.

 

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Advance human rights and social, economic and environmental justice

 Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.

 

  1. Apply and demonstrate understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels

  1. Engage in practices that advance social, economic, and environmental justice

  1. Effectively advocate when issues of social, economic and environmental justice interfere with engagement, assessment, intervention, evaluation, access to and delivery of services

 

Student learning opportunities or tasks

Explore a specific social justice issue and present what you learned about how it affects the client population your serve.  Put this in writing or present in supervision.

Develop a plan for how the agency might address a social justice issue. 

Participate in an advocacy effort the agency is a part of (taskforce against gun violence, system of care, TNT groups, work group)

Purposeful discussion in supervision and with colleagues of the challenges, discrimination and oppression their clients face in the community (access to services, societal stigma, lack of healthcare, neighborhood issues, educational issues, fair housing, absentee landlords, profiling, distrust by authority, limited grocery stores)

Individual advocacy for clients (with insurance company, larger systems)

Send a letter to state or federal representatives advocating for social just or economically just policy

Research what environmental justice is and relate back to the clients served.

Participate in an advocacy effort that would benefit the clients the student serves.

Field Instructor tasks that support learning in this competency:

Make social justice a regular topic in supervisory sessions

Ask about human rights, social, economic and environmental justice issues and /or identify them as you discuss client specific struggles

Ask students to research a social justice issue that is relevant to the work you do and present what they learned (to you or a group)

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Engage in

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Engage in research-informed practice and practice-informed research

 Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multidisciplinary sources and multiple ways of knowing. They also understand the processes for They also understand the processes for translating research findings into effective practice.  Social workers:

 

  1. Use and translate research evidence to inform and improve practice, policy, and service delivery.

 

 

Student learning opportunities or tasks

Reading assignments:  read a book and/or several empirically supported articles that are relevant to population/setting

Conduct a literature review on practice area and present to staff team

Present a summary of a journal article and discuss its relevance in a staff meeting.

Identify the programs in the agency that are evidence-based and discuss why they were chosen over others

Read, critically analyze and write a critique regarding the research that supports the evidence-based program.

Identify the evidence that supports the practices within the program.

Attend a training that focuses on research informed practice or a training on a specific evidence-based practice

Field Instructor tasks that support learning in this competency:

Provide students with information about the practice informed research models that are utilized and supported at the agency.

 Provide any readings that validate the effectiveness of the practice model used.

Discuss what journals or other resources you use to stay up to date on research evidence that supports effective practice.

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Engage in policy practice

Description: Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.

  1. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services

 

  1. Assess how social welfare and economic policies impact the delivery of and access to social services

 

  1. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

 

Student learning opportunities or tasks

Obtain and read agency/program policies and procedures

Explore what policy development is currently in progress in the agency.

Identify one policy or protocol and critically analyze, discuss history and rationale for the policy and how it impacts clients

Research the federal/state/local funders websites and report back what was learned

Read at least one federal/state/ or local policy / law that is relevant to practice population and discuss how it impacts the population

Read about a state or local policy that is being debated and analyze how it would impact your clients (ex: healthcare bill, tax reform, refugee resettlement holds)

Participate in state legislative day that is relevant to practice area

Review policies that govern social work practice and investigate what kind of advocacy is happening to support our profession (licensure laws)

Engage with NASW as a student member to advocate for member or participate in other advocacy efforts

Write letter to legislatures to promote policy change or support a policy

Field Instructor tasks that support learning in this competency:

Discuss strategies that social workers within the agency have utilized to promote policy change at the organizational level

Assist students to see how policy influences practice decisions.

Show how state law can impact organizational policies and procedures

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Engage with individuals, families, groups, organizations and communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.

 

  1. Apply and demonstrate knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

 

  1. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

 

 

 

 

Student learning opportunities or tasks

Note: Providing social work services (whether it be case management, crisis intervention, supportive counseling, advocacy, information and referral) to X number of clients throughout the year is a task associated with all competencies.

 Complete process recordings (including the assignment from SWK 601 class) and share with field instructor.

Complete initial intakes and assessment

Audio tape or video tape a client meeting and analyze your engagement skills (only if this is allowable in your setting and there is a policy and procedure for this)

Conduct a self-assessment of interpersonal skills and discuss strengths and areas of growth with field instructor

Complete a reflection note after each significant client interaction that focuses on your reflections of what engagement skill you are intentionally using and others that you may need to practice more.

Purposeful discussion around engagement within the workplace with peers, supervisors and leadership.

Intentionally focus on analyzing use of non-verbal attending skills and assessing non-verbal cues.

Set up informational meetings with key individuals in the organization to engage with the organization more fully

Go to a community meeting that is relevant to this population

Assess engagement skills when in a group setting

Attend a staff meeting and introduce self

Attend a Board Meeting and introduce self

Attend a community meeting and introduce self

Field Instructor tasks that support learning in this competency:

Provide opportunities for supervisor to observe student with clients and give feedback specific to engagement skills.

Intentionally observe how student engages with others in the workplace and provide feedback

Assign journal reflections

Ask about engagement in supervisory sessions

Assess with individuals, families, groups, organizations and communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.

  1. Collect and organize data and apply critical thinking to interpret information from   clients and constituencies.

 

  1. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

 

  1. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths needs, and challenges of clients and constituencies.

 

  1. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

 

Student learning opportunities or tasks:

Complete client intakes and assessment (document in writing when possible)

Complete process recordings for a time when you were collecting and gathering information from the client.

Complete client system review paper for SWK 601 course and share with field instructor

Write a reflection on what explanatory theories of human behavior are relevant to the setting. 

Utilize a bio-psycho-social-spiritual-cultural framework to college information and determine plan.

Write goal/treatment/service/program development/community development plans consistent with the setting

Discuss intervention strategies that are most effective with population served

Assist in completing a SWOT analysis of the program (Strengths, Weaknesses, Opportunities and Threats)

Utilize a force field analysis to analyze an organizational change

Develop a logic model for the program

Conduct a community asset and needs assessment

Participate in the collection of program data and outcomes

Informational meeting with Quality Improvement Program to discuss how they assess program and organizational quality.

Review employee handbook, and policies and procedures

Attend trainings that allow student to develop knowledge of theoretical frameworks

Review organizations structural map and discuss the pros and cons with this structure

Field Instructor tasks that support learning in this competency:

Supervisor should observe student when assessing and give feedback

Intentionally observe how student assesses workplace strengths and challenges and give feedback

Assign journal reflections

Ask students to explain how they understand human behavior, group dynamics, organizational culture, and community behavior

Review written assessments and give feedback

Discuss taboo topics (ex:  client attraction, racial differences)

Intervene with individuals, families, groups, organizations and communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.

  1. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies

 

  1. Use inter-professional collaboration as appropriate, to achieve beneficial practice outcomes

 

  1. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies

 

  1. Facilitate effective transitions and endings that advance mutually agreed-on goals

 

 

Discuss intervention strategies that are most effective with population served

Read about effective intervention strategies for the population

Discuss intervention strategies for the program based off of a SWOT analysis

Identify current community organizing interventions that are occurring in your geographic area

Explore what the inter-professional collaborations are within you service delivery area

Participate in inter-professional meetings/group supervisions

Complete a written discharge summary and discuss the ending process in supervision

Complete progress note (SOAP, SAP or utilizing the framework at the organization)

Field Instructor tasks that support learning in this competency:

Supervisor should discuss what intervention “looks like” within their role and function

Ask students to describe how they understand intervention in this setting

Assign journal reflections

Ask students to explain their rationale for specific intervention strategies

Review goal/service/tasks plans and give feedback

Review student’s progress notes (even if not required by the program) to assess ability to articulate what they are doing and why with clients

Evaluate with individuals, families, groups, organizations and communities.

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

  1. Select and use appropriate methods for evaluation of outcomes.

 

  1. Apply knowledge of human behavior and the social environment, person-in-environment, and other      multidisciplinary theoretical frameworks in the evaluation of outcomes.

  1. Critically analyze, monitor, and evaluate intervention and program processes and outcomes.

 

  1. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Student Learning Opportunities:

Review how the program evaluates program outcomes

Review how the program works with social workers to evaluate individual intervention outcomes with individuals, families or groups.

Become familiar with the program’s logic model or program outcome model

Complete program evaluation data collection and assist in analysis of data

Complete client satisfaction survey

Meet with the HR department to ask how employee satisfaction is measured

Discuss how outcome reporting occurs

Read key reports that are submitted to key funders to get a sense of what funders are asking about outcomes

Field Instructor tasks that support learning in this competency:

Supervisor should discuss what evaluation methods they utilize to evaluate their intervention effectiveness with individuals, families and groups

Provide information about how the program develops outcomes and how they achieve outcomes

Ask students to describe how they understand evaluation in this setting

Assign data collection as a task so that the student is aware of how information is gathered to evaluate program outcomes

 

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