Metropolitan State University social work field instruction learning contract

I Metropolitan State University For use Spring Semester.2016 Social Work Program Junior and Senior Field Instruction Learning Contract January 2016

Student Name____________________________________________________ Check all that apply: Telephone________________________ E-Mail address: __________________ ____ CLC Practicum (junior) Field Instructor(s) _________________________________________________ ____ Senior Practicum (senior) Agency__________________________________________________________ ____ Child Welfare Scholar Address _________________________________________________________ Telephone ________________________ E-mail address: __________________ CLC Seminar Instructor ___________________________________________OR Senior Capstone Instructor __________________________________ Child Welfare (CW) Seminar Instructor ____________________________

Student work schedule:

Supervisory meeting schedule:

Primary activities of student:

Learning contract review date: _____________

Signatures:

Student/date: _______________________________ CLC or Seminar Capstone Instructor/date: ______________________________

Agency Field Instructor/date: __________________________ CW Seminar Instructor/date: ______________________________

This learning agreement template has been adapted for use by the Metropolitan State University Social Work Program from the Generalist Practice Field Education Model (Larkin, 2009) and is used with permission. The Educational Policy and Accreditation Standards (EPAS, 2015) written by the Council on Social Work Education outlines a set of core competencies and practice behaviors that undergraduate social work students must be able to demonstrate. The focus is on what students are able to do at the end of their field instruction. Please evaluate the student using the scales below: for juniors the scale is 0 to 3; for seniors the scale is 0 to 5.

At the junior level students are evaluated on a scale of 0 to 3. 0 = The field instructor does not have evidence to make a judgement, not known. 1 = The student is making insufficient progress toward achieving the practice behavior. 2 = The student is making progress toward achieving the practice behavior. 3 = The student has achieved the practice behavior.

At the senior level students are evaluated on a scale of 0 to 5. 0 = The field instructor does not have evidence to make a judgement, not known. 1 = The student has not achieved the practice behavior. 2 = The student is making insufficient progress toward achieving the practice behavior. 3 = The student is making emerging progress toward achieving the practice behavior. 4 = The student has achieved the practice behavior. 5 = The student has excelled at achieving the practice behavior.

Core Competence

Resulting Practice Outcomes (Behaviors) Generalist Field Tasks/Activities: Practice behaviors are demonstrated at the agency level by a student engaging in various field tasks. Please develop a list of tasks specific to your agency setting. *Evidence of completion and date: How the student will know if and to what degree these tasks have been accomplished. How will you know when you have successfully achieved the practice outcomes? Include the date achieved. See example below Final Evaluation:

Junior scale is 0 to 3 OR Senior scale is 0 to 5

Competence 2.1.1 1. Read NASW Code of Ethics. 1. Recorded in supervision journal, completed 1/12/2016.

Demonstrate Ethical and Professional Behavior Social workers:

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. Read NASW Code of Ethics. 2. Discuss ethical principles and standards and any agency ethical standards. 3. Identify and discuss common ethical dilemmas in practice setting. 4. Identify and discuss at least one ethical dilemma using the NASW Code of Ethics. 5. Assure agency research project (CLC) has received Metropolitan State University HSRB approval 6. Other: 1. Internalized the NASW Code of Ethics 2. In addition to protecting life and preserving its quality, we are also expected to do least harm in the conduct of our duties. It is important to note that even as we respect the autonomy of others, we are expected to promote truthfulness and ensure full disclosure. 3. The decisions we make as social workers must be founded on solid ethical and legal considerations. This is more so the case given that in our service of others and relations with colleagues, we often encounter numerous ethical dilemmas. For instance, it is normal for human beings to feel genuine affection for each other regardless of their background or professional interactions. Healthy and genuine romantic relations present a dilemma of an ethical nature particularly given that as per the Code of Ethics of NASW, “social workers who function as supervisors or educators should not engage in sexual activities with supervisees,…. over whom they exercise professional authority. ” 5. Metropolitan State University HSRB approval received on …………………..

use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;

1. In supervision identify and discuss personal values and distinguish personal and professional values. 2. Record reflections on personal values relative to social work practice 3. Other: 1. I deem myself as being reliable, honest and just. While personal values are formulated and proclaimed by our own selves based on personal experiences and convictions, professional values are representative of the mission of a given profession i.e. social work – integrity, competence, service, etc. 2. While being reliable could further enhance my level of competence, being just matches another core value of the social work profession i.e. preserving the dignity and worth of the person. I would, therefore, state that my personal values more or less rhyme with the core values rooted in the social work profession.

demonstrate professional demeanor in behavior, appearance; and oral, written and electronic communication; 1. Introduce self to all staff. 2. Tour agency 3. Examine mission, goals and objectives, programs and services, history of agency and service and social work practice in the particular service area, funding and organizational structure. 4. Identify primary role and tasks. 5. Discuss and follow dress code. 6. Complete documentation and professional writing accurately. 7. Accept feedback appropriately 8. Other: 1. Introduced self to staff 2. Toured agency on ……………. 3. Examined all pertinent issues relating to agency 4. Primary role and tasks include, but they are not limited to: a) Provision of opportunities in the realm of education and enrichment b) Provision of both emotional and social support c) Provision of training that could enhance employability 5. The dress code is smart casual. 6. Documentation complete to the best of my knowledge 8. Feedback welcome and appreciated

use technology ethically and appropriately to facilitate practice outcomes; and

1. Review paperwork, client records, mileage reimbursement, incident reports and other necessary agency protocols. 2. Obtain computer/voice mail access. 3. Learn agency policy regarding social media and personal use of phone during work hours. 4.Other: 1. All the relevant documentation and agency protocols on file 2. Competent in obtaining computer/voice access at Guadalupe Alternative Programs. 3. The agency has in place well-defined guidelines on personal phone and social media use. The agency discourages use of personal phone and social media during work time, unless when sanctioned by a supervisor or manager.

use supervision and consultation to guide professional judgment and behavior 1. Engage in orientation and training. 2. Establish supervision session time. 3. Meet regularly with supervisor. 4. Ask relevant questions 5. In supervision describe practice tasks. 6. Provide feedback that reflects thinking process. 7. Record minutes of supervision meetings and include personal reflections 8.Other

1. I engaged in orientation as well as training 2. Supervision session time was established on a regular basis 3. Kept close contact with supervisor 4. Queries were raised where necessary 5. Practice tasks described 6. The relevant feedback was provided 7. Minutes of supervision recorded

Competency 2.1.2

Engage Diversity and Difference in Practice Social workers:

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. Identify all diverse populations served at the agency. 2. Articulate knowledge of populations served by agency. 3. Verbalize impact of diversity issues in assessment of client systems. 4. Design social work practice interventions that reflect cultural competence. 5. Apply social work practice interventions that reflect cultural competence 6.Other

1. The agency serves young adults and youth considered to be at risk 2. The agency strives to empower populations having various challenges brought about by both transition and poverty 3. Of key relevance in this case is language diversity. Social workers ought to ensure that services, referrals, and all other relevant information is availed to the client in a language they can easily relate with and understand. Where necessary, interpreters can be utilized. 4. Social work practice interventions available on …………… 5. Interventions applied reflect cultural competence.

present themselves as learners and engage clients and constituencies as experts of their own experiences; and

1. Identify knowledge areas of strength and weakness specific to diverse cultures being served. 2. Actively engage in learning activities to further knowledge. 3. Use feedback and information about the lived experiences of clients in practice activities. 4. Other 1. Strength Areas: community support and goodwill Weakness areas: language barrier, low education levels, apathy, chronic poverty, high crime rates 2. Embraced continuous learning 3. Information and feedback about lived client activities in practice activities used.

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

1. Identify personal biases and value based issues related to the diverse client population with whom you work. 2. Discuss with peers and supervisor the management of personal biases and values in working with diverse populations. 3. Other

1. It is important to note that in this case, the client population shares common characteristics that feed personal biases. In essence, the client population has been exposed to emotionally draining and stressful familial situations – leading to poor performances on the academic front. A significant proportion of participants are from single parent households. 2. The management of personal biases and values in working with diverse populations discussed with peers and supervisor

Competency 2.1.3

Advance Human Rights and Social, Economic, and Environmental Justice . Social workers:

apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and,

1. Identify issues of oppression and discrimination that directly impact clients in agency at all levels- the “isms”. 2. Identify ways in which agency attempts to advance social and economic justice. 3. Demonstrate ability to utilize the role of advocate. 4. Other 1. The issues of oppression and discrimination affecting clients a) High crime rate neighborhoods b) Chronic poverty c) Housing is mostly transitional or sub-standard d) Prevalent single parent households 2. Agency attempts to advance economic and social justice via a) Provision of emotional as well as social support b) Improving outcomes for target population so as to enhance leadership skills, further their education, and become employable 3. In essence, social workers seek to not only promote but also enhance social change and justice for target populations. These could include communities, organizations, or even families and individuals. This they do via activities such as policy development, social action, advocacy, etc. As a social worker, I could utilize the role of advocate via the promotion of openness and fairness in a wide range of tasks – such as resource allocation.

engage in practices that advance social, economic, and environmental justice.

1. Work with supervisor to identify and engage in social justice and or social change activities. 2. Other 1. Worked with supervisor in the identification and engagement of social justice and social change activities

Competence 2.1.4

Engage in Practice-Informed Research and Research-Informed Practice Social workers:

use practice experience and theory to inform scientific inquiry and research;

1. Identify research activities utilized by organization, data collection-statistics, and current research projects. 2. With supervisor, identify areas of agency practice that will inform research project. 3. Conduct research project that has utility for agency. 4. Other

1. The research activities utilized by the agency largely zero in on target population employability and readiness for employment, culture and arts, and health awareness. Data collection statistics and current research projects will be provided in ……………. 2. Areas of agency practice that will inform research project identified 3. Research project conducted

apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and

1. Conduct literature review on practice area. 2. Complete critical analysis on research findings as part of research project. 3. Other

1. Literature review on practice area conducted 2. Critical analysis on research findings completed

use and translate research findings to inform and improve practice, policy and service delivery.

1. Present findings in supervision or staff meeting. 2. Share findings of research paper with class. 3. Utilize research findings to impact multi-level practice. 4. Other

1. Findings presented 2. Findings of research paper shared with class 3. Research findings utilized to impact multi-level practice

Competence 2.1.5

Engage in Policy Practice

Social Workers:

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

1. Obtain and read agency policies and procedures. 2. Obtain and read state and federal policy that impact client services in agency. 3. Research legislative history of an existing or proposed policy/piece of legislation. 4. Other

1. Agency policies and procedures obtained 2. State and federal policy impacting client services in agency obtained 3. Piece of legislation: Dorothy I. Height and Whitney M. Young, Jr. Social Work Reinvestment Act Discussion: The relevance of the services social workers provide cannot be overstated. This is more so the case given that they are in most cases actively involved in helping individuals reach their full potential and make key life decisions. It is for this reason that they are viewed as a key societal safety net. It is, however, important to note that all along, the ability of social workers to avail their services has been hindered by a variety of issues such as comparative insufficient wages and salaries, education debt, safety concerns, etc. This is where the Social Work Reinvestment Act comes in. In essence, it seeks to address the various challenges encountered by social workers in the execution of their mandate.

assess how social welfare and economic policies impact the delivery of and access to social services;

1. Identify and discuss with supervisor and peers how policy affects the delivery of services to agency clientele. 2. Complete critical analysis of a policy at the agency or larger system level from the perspective of how well it serves client systems. 3. Other 1. Policy effects on the delivery of services to agency clientele identified 2. Policy at the Larger System Level: Americans with Disabilities Act of 1990. This particular act seeks to offer equal employment opportunities to individuals regardless of their disabilities. More specifically, it makes it illegal for agencies or other employers to discriminate against individuals on the basis of a disability. The agency has in place a policy on equal opportunities for disabled individuals. Having a diverse workforce is of great relevance so as to match target population realities. This is more so the case in seeking to help or enable the target population defeat the realities of its background so as to have better occupational as well as economic outcomes.

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

1. Develop a new policy for the agency. 2. Engage in advocacy at the legislative and/or agency level. 3. Prepare and present information in support of a policy or program reform. 4. Other 1. New Policy: ethical and enabling working environment 2. Engaged in advocacy at the agency level 3. A clear policy statement would in this case not only promote an ethical social workplace, but would also preserve the wellbeing of service users. In some instances, local circumstances could determine the practice context. An ethical and enabling working environment policy would seek to offer a level ground for application of practice via a standardized set of guidelines.

Competence 2.1.6

Engage with Individuals, Families, Groups, Organizations and Communities Social Workers:

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

1. Demonstrate knowledge of biopsychosocial theories through application to clients and client systems. 2. Review with peers and supervisor theoretical approaches to diverse client systems. 3. Identify aspects of healthy development and functioning in preparation for work with a client. 4. Other 1. Biopsychosocial theories applied to client and client systems 2. Peers and supervisor theoretical approaches to diverse client systems reviewed 3. Some of the aspects of healthy development and functioning in preparation for work with client include; dependability, reliability, continuous learning, awareness of self, alertness to the needs of others, etc.

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

1. Prepare for client contact. 2. Engage and intake client systems via the phone or in person. 3. Demonstrate effective use of empathy and other interpersonal skills in the engagement process. 1. Preparation for client contract undertaken 2. Engaged client systems 3. Use of empathy and other interpersonal skills demonstrated in the engagement process

Competency 2.1.7

Assess Individuals, Families, Groups, Organizations, and Communities Social workers:

collect, organize and apply critical thinking to interpret information from clients and constituencies

1. Identify each phase of the planned change process in agency. 2. Demonstrate effective use of empathy and interviewing skills. 3. Complete process recording and discuss with field instructor providing self-assessment. 4. Other

The phases of the planned change will be: a) Creation of awareness regarding the policy b) Collection of viewpoints and suggestions from all stakeholders c) Revision of policy incorporating changes d) Implementation of policy e) Reassessment and readjustment f) Follow-up measures

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. Conduct bio/psycho/social/spiritual and environmental assessment of client systems. 2. Identify 3 theories that explain development and behavior of client system. 3. Provide an assessment of a client system’s behavior in the context of development and the life course perspective. 4. Other 1. Bio/psycho/social/spiritual and environmental assessment of client systems conducted 2. some of the theories that explain development and behavior of client system are a) Rational choice theory b) Psychodynamic theory c) Transpersonal theory 3. Assessment of a client system’s behavior in the context of development and the life course perspective provided

develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and

1. Identify and discuss with client systems long and short term goals. 2. Complete process recording and discuss with field instructor providing self-assessment. 3. Other 1. Systems long and short term goals identified and discussed with client 2. Process recording completed