Professional Development Plan Resource Guide

1 What is your PDP & Why Develop One?
2 How to Prepare for the Development of the PDP
3 Social Work Competencies
4 Completing the PDP Document
5 Foundation Level Generalist Competencies, Practice Behaviors and Examples of Learning Tasks (SWK 435, 445, 671, 672 Field Instruction)
6 Advanced Integrated Practice (AIP) Competencies, Practice Behaviors, and Examples of Learning Tasks (SWK 771 and SWK 772)
7 Advanced Clinical Practice Competencies, Practice Behaviors and Examples of Learning Tasks (SWK 771 and SWK 772)

What is your PDP & Why Develop One?

The Professional Development Plan (PDP) is a process in which the intern, with the field instructor’s support, develops a comprehensive plan that meets the unique needs and the experiences the intern will have in the internship. The PDP is a “living” document that will be reviewed, revised, and added to throughout the course of the internship.The PDP has three sections and is completed through several online documents in the Tevera Field Education Software Program. The PDP documents the process for student learning and field instructor teaching. It is a joint process and negotiated agreement between the student and the field instructor. The PDP provides structure and guidelines for the learning in the field placement, as well as socializing the student to a competency-based development plan often experienced in the profession of social work.It helps to identify and define the following:

What the student needs and wants to learn, this includes social work specific competency areas and aligned behavioral indicators
What learning activities/tasks/strategies will be used to demonstrate the student’s competency attainment
How the student’s learning and accomplishments will be monitored and evaluated
The instructional/supervisory meeting times and process of instruction/supervision
The roles and responsibilities of all those involved in the student’s learning, including the student.
Opportunities for self-reflection, feedback, and modification of competency behaviors

How to Prepare for the Development of the PDP

Student Preparation:

Activate Tevera through your corresponding field course in Blackboard. Please refer to your seminar instructor for more information about this.
Review the syllabi and course objectives for field related Social Work courses (these are in Blackboard for residential students and Atrio for online students)
Review of the Field Instruction Manual
Reflect on your learning style and how you learn best.
Identify your expectations of field instruction/supervision.
Identify what you know about Social Work supervision and how you would effectively communicate your needs to your new field instructor.
Reflect on how you communicate, respond to feedback and authority, engage in self-directed learning, and manage conflict.

Field Instructor Preparation:

Activate Tevera through the email invite from the Office of Field Instruction and watch the brief tutorials. Please refer to the student’s assigned field liaison for more information about this.
Review the syllabi and course objectives for field related Social Work courses shared by the student.
Review the School of Social Work expectations for field instructors and field settings.
Review the Field Instruction Manual
Identify what learning opportunities exist in the field setting.
Identify ways in which you will train, orient and support students in the field setting.
Identify and prepare colleagues who may be involved in the field instruction activities.
Reflect on personal expectations of the student and of yourself.
Reflect on your teaching style and how you will communicate this to the student.
Reflect on your ability to negotiate

Social Work Competencies

The Council on Social Work Education (CSWE) provide Core Competencies whereby performance is measured in Social Work education. CSWE operationalized the generalist competencies through a “set of measurable behaviors that are comprised of knowledge, values, skills, and cognitive/affective processes.” The internship plays a key role in teaching behaviors to students while measuring and reflecting on the student’s ability to demonstrate capacity in the nine core competencies identified by CSWE. The Core Competencies are also the field related course objectives as outlined in your field instruction syllabus.

At the BSSW & MSW foundation level the competencies are consistent with generalist practice. At the MSW concentration level, the generalist competencies are enhanced and extended and are operationalized consistent with the specific concentration. (See Competency Resources)

Demonstrate Ethical and Professional Behavior
Engage Diversity and Difference in Practice
Advance Human Rights and Social, Economic and Environmental Justice
Engage in Practice-informed Research and Research-informed Practice.
Engage in Policy Practice
Engage with Individuals, Families, Groups, Organizations and Communities
Assess Individuals, Families, Groups, Organizations and Communities
Intervene with Individuals, Families, Groups, Organizations and Communities
Evaluate Practice with Individuals, Families, Groups, Organizations and Communities

Completing the PDP Document

The PDP document provides a framework for developing an individualized learning plan which is responsive to the needs of the student, utilizes the resources of the field setting and meets the requirements of the program. It is designed to give direction and learning structure to the field experience and is developed around the core practice competencies that are designated in the 2015 Educational Policy and Accreditation Standards (EPAS) by the Council on Social Work Education (CSWE).

The PDP assignments are completed in the Tevera Field Education Software system which the student and field instructor will have direct access to.

Section I – Internship Logistics

Section I of the PDP concretizes the logistics of the placement and is a formal contract between the student and field instructor. In the first three weeks of the first semester of the internship the student and field instructor negotiate an internship logistical plan that meets both the student’s and program/agency scheduling needs. It is essential for the student to be oriented to his/her new placement, clients, co-workers, and other professional staff. The student must have a clear understanding of what is expected at the placement site, as well as, have a basic knowledge of the agency/program, tasks, and evaluation methods.

Contact Information:

Fully complete all contact information.

Schedule:

Make sure to negotiate with your field instructor, this is a negotiation and is based on program, field instructor and student schedules
Your weekly schedule & plan for academic breaks (students can attend their internship during their academic breaks)
Note in Any additional comments section any time off you already have planned for the semester

Supervision Plan (field instructors should provide a minimum of 1 hour per week supervision, recognizing some students will likely need more at the start of an internship or at the start of a new learning task):

Record the typical day and time of supervision & the method of documenting supervision (ex: each will take their own notes)
Record if you will meet individually and/or in a group for supervision, or both as well as the frequency and duration of supervision. i.e.,” My supervisor and I will meet individually on a weekly basis for one hour.”

Internship Overview:

Complete all placement overview sections including orientation, safety planning, agency and program description, basic learning goals, *internship description and *evaluation methods.

*Examples of Initial Tasks: Familiarize oneself with the policy and procedure manual; Review program or service qualifications (how do clients access services at your agency?); Review intake, assessment, treatment, and discharge paperwork; Develop a list of formal tasks, expectations, and supervision.

*Examples of Evaluation Methods: field Instructor direct observation, review of written materials, discussion in supervision, formal and informal feedback from clients and colleagues.

Section II – Identifying tasks, learning opportunities, assignments and social work competency alignment.

Section II focuses on the specific tasks, assignments, learning opportunities the intern will be expected to perform throughout the internship and how those assignments align with competency.

Describe the tasks/assignments/learning opportunities expected during the internship, this should be a semester plan with the understanding that some tasks will be time limited, and others will be ongoing throughout the internship. The student and field instructor are not required to have a full plan for the entirety of the internship because students will be required to add to their lists of tasks/learning opportunities and assignments at the beginning of each semester in an internship.

Over the course of the internship, the student should have learning tasks that align with all the 9 competencies.
Students will align their tasks, assignments and learning opportunities to 1-2 of the social work competencies.

Describe Task/Assignments/Learning Opportunities

When considering developing the tasks list, be mindful of using agency/program language, write out any acronyms and utilize the SMART goal framework to define tasks and assignments (Specific, Measurable, Attainable, Realistic and Time Framed). The tasks/assignments and learning opportunities should be written in a full sentence format. Your tasks should be consistent with the level of internship you are in. Please refer to the resources titled Generalist Examples of Tasks, ACP Examples of Tasks and/or AIP Examples of Tasks located in Blackboard. The examples of tasks are not written in a SMART goal framework and should not be simply copied and pasted. They should reflect the unique work being done at the site. See Table 1 below for examples.

Competency Alignment

When considering competency alignment, students should thoroughly read each competency definition and the correlating behavioral indicators (found at the end of this resource guide). Each level of internship (foundation, AIP, and ACP) has different definitions and behavioral indicators. Students should consider which 1-2 competencies align with the learning opportunity. Consider what the task allows you to develop form a competency perspective. It is recognized that there could be an argument that most of the competencies will align with the task/learning opportunity since they are interrelated, we ask that you identify the competencies that are best and most fully aligned. See Table 1 below for examples.

Table 1-to add a row in Tevera document you should click the + sign in the right hand top corner of the table

Task/Assignment/Learning Opportunity	Choose 1-2 competencies that align most closely with this task/assignment /learning opportunity	Estimated Start Timeframe

Task/Assignment/Learning Opportunity	Choose 1-2 competencies that align most closely with this task/assignment /learning opportunity	Estimated Start Timeframe
Provide effective intensive case management to 10 clients who have a diagnosis of a serious mental illness, as evidenced by field instructor observation and feedback, review of progress notes and conversations in supervision.	Competency 7: Assessment with IFGOC Competency 8: Intervention with IFGOC	Will be assigned clients at the beginning of October.
Attend at least 2 of the United Way facilitated community coalition meetings that focus on strategies for ending violence in the southside neighborhood of Syracuse, NY, as evidenced by attendance at meetings and focused discussions in supervision about community-based social justice focused intervention.	Competency 8: Intervention with IFGOC Competency 3: Advancing Human Rights and Social Justice	Will attend first coalition run meeting on 10/5/2023 and second on 11/6/2023
Review the NASW Code of Ethics-Ethical Responsibilities to Clients and compare them to the agencies policies and procedures, as evidenced by the presentation of findings to supervisor.	Competency 1: Demonstrate Ethical and Professional Behaviors	Started on 9/16/2023
Review the Office of Children Families Services webpages and review specific policies and regulations surrounding foster care in New York State, as evidenced by presentation of findings to supervisor.	Competency 5: Engage in Policy Practice	Started on 9/25/2023
Identify at least 1 policy issue related to the internship, research what current advocacy is occurring surrounding this policy issue and develop a proposed advocacy plan to be presented to the supervisor.	Competency 4: Research Informed Practice Competency 5 Engage in Policy Practice	Will begin at the beginning of October
Present assigned cases in supervision, using a power, privilege, oppression framework, with the goal to develop an effective and thoughtful engagement plan.	Competency 5: Engagement with IFGOC Competency 3: Advancing Human Rights and Social Justice	Throughout the internship

Section III – Competency Based Self-Assessment

In Section III, the goal is for the student is to self-assess and evaluate their social work competency attainment using the behavioral indicators and competency definition as a guide. Self-assessment and reflection are essential in the development of meta competencies in social work practice. Review each task and aligned competencies and reflect on your development in this area. Provide behavioral indicators to support that growth, such as feedback from field Instructor, performance outcomes, improvements in your proficiency/efficiency/self-efficacy, formal and informal feedback from clients, colleagues, and community partners, etc. The self-assessment helps inform the agency-based field instructor of how the intern perceives their growth and development in the competency area. It is suggested that the student attempt to use the competency language in their self-assessment to build their professional language around their skillset. PDP III also informs the Performance Evaluation, completed by the field instructor and is a part of the formal review of competencies.

To add a row, click the + sign at the top right hand corner of the table

Competency Based Self-Assessment Example:

Task/Assignment/Learning Opportunity	Choose 1-2 Competencies that align most closely with this task/assignment /learning opportunity	Note status of Task / Assignment / Learning Opportunity (completed or continuing into next semester)	Review and Evaluate COMPETENCY DEVELOPMENT achievements and areas for continued growth Student should use the 9 competency definition and behaviors language

Task/Assignment/Learning Opportunity

Choose 1-2 Competencies that align most closely with this task/assignment /learning opportunity

Note status of Task / Assignment / Learning Opportunity (completed or continuing into next semester)

Review and Evaluate COMPETENCY DEVELOPMENT achievements and areas for continued growth

Student should use the 9 competency definition and behaviors language

Identify at least 1 policy issue related to the internship, research what current advocacy is occurring surrounding this policy issue and develop a proposed advocacy plan to be presented to the supervisor.

Competency 4: Research

Informed Practice

Competency 5 Engage in

Policy Practice

Continuing into spring 2025

The concepts related to competency 5 engaging in policy practice were very new to me. My field instructor has shared that she is impressed with how I am now able to identify how key social welfare policies and benefits, such as Temporary Assistance for Needy Families and Supplemental Nutrition Assistance Program are utilized by families and how they are accessed and administered at the local level. I have identified some barriers for families to access benefits, such as red tape, bureaucratic hurdles, and the stigma that comes with procuring benefits. I have not had an opportunity to engage in researching current advocacy efforts but plan to do so next semester, with the intent of proposing an advocacy plan before I have completed the internship.

Foundation Level Generalist Competencies, Practice Behaviors and Examples of Learning Tasks (SWK 435, 445, 671, 672 Field Instruction)

Program Competency	Resulting Practice Behaviors	Example Learning Opportunities/Tasks

Program Competency

Resulting Practice Behaviors

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.

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
Use reflection and self-regulation to manage personal values and maintain professionalism in practice situation
Demonstrate professional demeanor in behavior; appearance; and oral, written, & electronic communication
Use technology ethically and appropriately to facilitate practice outcomes
Use supervision 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.

2. 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.

Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.
Present themselves as learners and engage clients and constituencies as experts of their own experience
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.

3. 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.

Apply and demonstrate understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels
Engage in practices that advance social, economic, and environmental justice
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).

4. 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:

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.

5. 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.

Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services
Assess how social welfare and economic policies impact the delivery of and access to social services
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.

6. 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.

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.
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.

7. 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.

Collect and organize data and apply critical thinking to interpret information from clients and constituencies.
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.
Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths needs, and challenges of clients and constituencies.
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).

8. 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.

Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies
Use inter-professional collaboration as appropriate, to achieve beneficial practice outcomes
Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies
Facilitate effective transitions and endings that advance mutually agreed-on goals

Student learning opportunities or tasks:

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.

9. 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.

Select and use appropriate methods for evaluation of outcomes.
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Student learning opportunities or tasks:

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.

Advanced Integrated Practice (AIP) Competencies, Practice Behaviors, and Examples of Learning Tasks (SWK 771 and SWK 772)

Program Competency	Resulting Practice Behavior	AIP Example Field Opportunities/Tasks

Program Competency	Resulting Practice Behavior	AIP Example Field Opportunities/Tasks
1. Demonstrate Ethical and Professional Behavior	Uphold professional ethical standards within their specialized areas of practice. Use purposeful reflection and insight to negotiate the direction of supervision. Effectively navigate multiple levels of social work practice by engaging in varied professional roles and/or functions. Demonstrate leadership in professional collaboration, service delivery team, task force or committee.	Student learning opportunities or tasks Attend regularly scheduled supervision and come prepared with. ethical questions, concerns and dilemmas reflections on weekly learning experiences review of clients and projects Read the NASW Standards for the specialized area of practice (ex: Standards for SWK practice in Health Care Settings, SWK Case Management, Practice with older Adults, Clients with AOD, Child Welfare, with service Members or Veterans, Long Term Care Facilities). Research professional organizations related to the specialized practice area and report back what was learned to supervisor, such as New York State School Social Work Association. 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 or project. Lead a workshop (either employee oriented or for clients). Write bi-weekly journal reflections and submit to field instructor, focusing on personal values and conflicts. 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). Research the topic of ethical use of technology in social work practice and report what you learned. Set up informational meeting with other social workers in the organization at all levels of the organization to discuss how they navigate and attend to the different levels of social work practice (ex: direct practice, administrative, executive leadership, Continuous Quality Improvement). Field Instructor tasks that support learning in this competency: Make social work ethics a regular theme in supervisory sessions and focusing more on the responsibilities to work settings, to the profession and to society. Discuss social work and leadership. Identify and discuss with supervisee potential value conflicts within the practice setting. Purposeful discussion of how your own personal values may influence your practice within your organizations. Discuss application of agency ethical standards and possible conflicts. 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.
2. Engage diversity and difference in practice	Engage in an ongoing self-assessment to mitigate the influence of personal and professional biases. Integrate diverse and culturally responsive perspectives to guide practice within the context of multi-level and multi-professional systems. Conceptualize and analyze how systemic oppression, discrimination, and marginalization impacts individuals and/or the communities with which they identify.	Student learning opportunities or tasks Research how wellness and illness are is viewed by different cultural groups that your clients may be a part of. Supervision topic related to how you ensure that your practices are compatible with the client, group, organizational and/or community culture. Read articles focused on multicultural practice with a focus on your specialized area of practice. (Ex: multicultural social work practice in the Health Care Setting). Complete a weekly journal reflection and submit to field instructor, focusing on insights around personal biases or values that may influence working with clients, groups, communities and organization. Journal about client and staff cultural differences, similarities and what questions and insights you may have. Research the demographic composition of Executive and Board Leadership to assess for diversity at the leadership level. 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. Field Instructor tasks that support learning in this competency: Identify, explore and discuss how narrow or broad the students perception is about diversity. Ask about assumptions, values, and biases in supervision. Make diversity a consistent topic in supervisor sessions (students won’t know what is ok to talk about until you “put it on the table”). Identify and discuss the cultural difference between clients, and between client and student., between staff groups and between leadership and direct practitioners in the organization. Ensure that students are incorporating a diversity perspective in their engagement, assessment, intervention and evaluation activities. Engage student in conversations about client culture, agency culture, supervisor culture and the students culture.
3. Advance human rights and social, economic and environmental justice	Develop advocacy strategies that alleviate causes of oppression. Assume leadership through varied social work roles and functions that advance or protect civil, political, environmental, economic, social, and cultural human rights.	Student learning opportunities or tasks Explore social justice issues related to the population served by the organization. Put this in writing or present in supervision. Explore Voting is Social Work National Campaign and engage the organization is advancing voter engagement and voter registration. Explore social, economic and environmental justice issues from a staff perspective (ex: workplace safety issues, living wage, group dynamics). Discuss how prejudice, oppression, privilege and power can influence all aspects of social work practice, with staff groups and within organizations etc. Develop a plan for how the agency might address a social, environmental or economic justice issue that the population you serve or with staff groups. Explore and participate in a macro level Advocacy efforts related to your specialized area of practice (Ex: What is the New York State United Teachers (NYSUT) Union advocating in relationship School Social Work and student issues). Purposeful discussion in supervision and with colleagues of the challenges, discrimination and oppression they may face, their clients may face, the groups may face in the community. Individual advocacy for clients (with insurance company, larger systems). Send a letter to state or federal representatives advocating for social, environmental or economically just policy. Research what environmental justice is and relate back to the client, organization or community. (Ex: Flint Michigan Lead Poison in the water is an environmental justice issue). Participate in an advocacy effort that would benefit the clients, groups, communities the student serves. Participate in advocacy for workplace issues. Research the Grand Challenges for Social Work. Field Instructor tasks that support learning in this competency: Make social justice a regular topic in supervisory sessions. Allow the student to take a lead on an advocacy effort or support them in the Voting is Social Work Campaign. 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).
4. Engage in research informed practice and practice informed research	Use the evidence-base of social work practice to guide intervention strategies with individuals and communities. Will be able to use observations from their practice to identify questions for further study.	Student learning opportunities or tasks Reading assignments: books and/or several empirically supported articles that are relevant to evidence/ research informed practices. Research specialized practice and a relevant Evidenced Based Practices. Conduct a literature review on practice area and present to staff team (practice area can be social work administration). Present a summary of a journal article and discuss its relevance in a staff meeting. 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.
5. Engage in policy practice	Take into consideration a range of economic and social factors to analyze social and organizational policies, and demonstrate the ability to convey their insights for the purpose of improving and modifying these policies to better serve vulnerable individuals. Participate in or lead policy assessment aimed at modifying existing policy or developing new policy at the agency, local, state, or federal level where there is impact on social work practice or delivery systems.	Student learning opportunities or tasks Explore what policy development is currently in progress at the agency level. Identify one organizational policy and critically analyze, discuss history and rationale for the policy and how it impacts your internship setting. 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 NASW New York State Chapter Legislative Action Agenda for this year. Explore advocacy Tool Kits (ex: National Healthcare for the Homeless Council has an advocacy tool kit) or other Advocacy group agendas as relevant to your internship. 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. Write letter to legislatures to promote a policy change or support a policy. Write a mock “white paper.” 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 macro level policy influences practice decisions. Show how state law can impact organizational policies and procedures. Show how federal law can impact organizational policies and procedures.
6. Engage with individuals, families, groups, organizations and communities	Are able to identify and describe the conceptual basis of the engagement approach they use to work with diverse individuals and communities. Effectively utilize engagement skills appropriate to diverse individuals, communities, and settings in order to foster cooperative relationships.	Student learning opportunities or tasks Complete direct practice oriented initial intakes and assessment. Audio tape or video tape a client or organizational 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 client interaction or meeting interaction that focuses on your reflections of what engagement skill you are intentionally using with others (clients and coworkers) 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. Self-assess engagement skills when in a group setting. Attend a staff meeting and introduce self and role. Field Instructor tasks that support learning in this competency: Observe students with clients (in person, audio or video, or mirror work) 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 and what concepts information how they engage in supervisory sessions.
7. Assess with individuals, families, groups, organizations and communities	Independently identify applicable assessment frameworks and tools to collect and organize data. Utilize an integrated approach to collect and organize information from varied sources to develop a comprehensive assessment. Identify multidimensional intervention strategy based on thoroughly integrated assessment.	Student learning opportunities or tasks Complete client intakes and assessment (document in writing when possible). Complete an organizational assessment. (ex: organizational cultural competency assessment). Complete a project assessment and plan (ex: project management model). Discuss in supervision what explanatory theories of human behavior are relevant to the setting. Discuss in supervision organizational theories that influence indirect practice. Discuss intervention strategies that are most effective with population served (focusing on all levels of practice). Utilize a force field analysis to analyze an organizational change. Review organizations structural map and discuss the pros and cons with this structure. Assess the community either through an assets and needs framework, or as a report to the community. Assist or lead writing a grant. Attend a Board Meeting. Attend an administrative level meeting. Attend a community meeting. Attend a quality improvement oriented meeting. Participate in a SWOT analysis. 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).
8. Intervene with individuals, families, groups, organizations and communities	Identify an appropriate empirically supported intervention for a client or client system.