SOWK 688 MSW/MPH Progress Report Instructions

Save this PDF as:

Size: px
Start display at page:

Download "SOWK 688 MSW/MPH Progress Report Instructions"


1 SOWK 688 MSW/MPH Progress Report Instructions The SOWK 688 Progress Report is set up through DocuSign as a Powerform. Students: 1) enter your name and CSU address under the Student Role on the PowerForm Signer information screen; 2) enter the following information: Role: Field Instructor enter name and Role: On-site Supervisor (if applicable) enter name and (IF YOU DO NOT HAVE AN ON-SITE SUPERVISOR, LEAVE THIS ROUTING INFORMATION BLANK DO NO ENTER THE FIELD INSTRUCTOR S INFORMATION HERE.) Role: Field Liaison enter name and Role: MPH Practicum Advisor enter name and 3) click the Begin Signing button on the bottom of the screen, and an access code will be sent to your CSU address; 4) enter the access code to proceed with the form. The information required in the MPH Competencies section can be copied and pasted from the learning plan that was submitted earlier in the semester. Field instructors and on-site supervisors (if applicable) will review and assess the student s overall progress in the assignments and activities that address the practice behaviors identified in the learning plan. Student strengths and areas for growth will be assessed, and students are encouraged to self-assess when including their comments in the progress report. The field instructor will also recommend a grade (satisfactory or unsatisfactory). If an unsatisfactory grade is recommended, please contact the field liaison to discuss expectations and performance, and to develop a plan for the remainder of the placement. Once all signatures are complete on the progress report, the MPH practicum advisor will receive a copy, and it is automatically routed to the field education program administrator. The field coordinator will have access to the completed document and will enter the semester grade into the CSU records system. If the student has not completed enough hours to receive a grade, the student must formally request an incomplete grade from the field coordinator, and the incomplete grade form will be processed and submitted. Once you have read and thoroughly understand these instructions, access the SOWK 688 MSW/MPH Progress Report from the field forms on the School of Social Work website. If you have questions regarding this process or the form, please contact the field education program administrator. (See below for an example of the SOWK 688 MSW/MPH Progress Report) 1

2 SOWK 688 MSW/MPH PROGRESS REPORT Before completing this form, please refer to the SOWK 688 MSW/MPH progress report instructions. Student: Semester / Year: Agency: MSW Field Instructor: On-site Supervisor: Field Liaison: Total Cumulative Hours Completed to Date in SOWK 688: The progress report must be turned in by due date in order for a grade to be entered for the student. Recommended Grade: Satisfactory Unsatisfactory Signatures: Student Date MSW Field Instructor Date On-Site Supervisor Date Field Liaison: Date 2

3 Advanced Generalist Competencies and Practice Behaviors Competency 1: Demonstrate Ethical and Professional Behavior Ratings (1-5) - refer to rating scale (ratings will be completed only on final evaluation) a. Model professional demeanor in behavior and all modes of communications. b. Consistently model conscious use of self, self-reflection, self-monitoring, and self-correction in practice. c. Provide supervision and consultation to guide others. d. Provide leadership in resolving complex ethical dilemmas by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, and ethical conduct of research as appropriate to practice. Competency 2: Engage Diversity and Difference in Practice a. Critique, synthesize and differentially apply human behavior and social theories to guide advanced generalist practice and recognize how practice choices on all levels can be impacted by cultural context. b. Model anti-oppressive practice and critically evaluate the impact of culture, privilege, and oppression, on one s personal and professional behavior. c. Provide leadership and actively promote opportunities for diverse perspectives and participation of diverse constituencies. d. Adapt interventions in culturally responsive ways that challenge oppressive systems and that show recognition of issues of intersectionality at the micro, mezzo, and macro levels. Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice a. Utilize an integrative, anti-oppressive perspective to promote human rights as well as equitable access to services and resources for vulnerable groups. b. Design and implement strategies to redress mechanisms of oppression and discrimination that advance social, economic, and environmental justice across system levels. Competency 4: Engage in Practice-Informed Research and Research-Informed Practice a. Conduct practice in a recursive and research-informed manner that includes constant assessment while implementing interventions in social work settings. 3

4 Competency 5: Engage in Policy Practice a. Apply multiple social policy analysis frameworks at the local, state, and federal level to understand the implications of policies on well-being, service delivery and access to services for people living in rural and urban communities. b. Intervene in the policy-making process in order to advocate for clients and constituencies at all levels of service delivery. c. Provide interdisciplinary, collaborative leadership in promoting and advocating for policies that advance human rights and social, economic, and environmental justice. Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities a. Model effective engagement practices that mitigate personal biases and professional values to build productive rapport with client systems. b. Use differential engagement skills for empathy, reflection, and use of self to effectively engage diverse clients and constituencies in complex practice situations. Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities a. Identify, evaluate, select, and potentially modify assessment tools, methods, and approaches in advanced practice with consideration for the needs, backgrounds, and social characteristics of clients and constituencies. b. Collect and critically synthesize multiple points of assessment information (HBSE and other multidisciplinary theory, data from assessment tools, practice experiences, diverse client characteristics, research findings, interviews, etc.) to create a comprehensive assessment. Competency 8: Intervene with Individuals, Families, Groups, Organizations and Communities a. Critically assess and apply appropriate intervention strategies in response to client systems unique circumstances and needs. b. Design an intervention strategy based upon assessment data at multiple system levels. c. Provide the social work perspective to inter-professional teams with the ability to collaboratively design interventions. 4

5 Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities a. Identify appropriate measurement tools and assess pre- and post-intervention data. b. Use appropriate tools and technology in an ethical manner to facilitate accurate data management, both in the evaluation of ongoing work and in the evaluation of outcomes of work. c. Use self-reflection, supervision, and research methods to regularly evaluate and, if necessary, modify practice. 5

6 A. MPH Foundational Competency 1: MPH Competencies Task(s) that student is performing to address MPH Foundational Competency 1: B. MPH Foundational Competency 2: Task(s) that student is performing to address MPH Foundational Competency 2: 6

7 C. Global Health and Health Disparities Competency 1: Task(s) that student is performing to address GHHD Competency 1: D. Global Health and Health Disparities Competency 2: Task(s) that student is performing to address GHHD Competency 2: 7

8 E. Inter-Professional Engagement Competency: Perform effectively on professional teams (Inter-professional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. This refers to engagement with professionals outside of public health (e.g. architects, nurses) rather than to engage with individuals from other public health disciplines (e.g. biostatisticians, health promotion specialists). Task(s) that student is performing to address Inter-Professional Engagement Competency: 8

9 Strengths MSW Field Instructor Assessment of Student: On-site Supervisor Assessment of Student: Student s Comments: 9

10 Areas for Growth MSW Field Instructor Assessment of Student: On-site Supervisor Assessment of Student: Student s Comments: 10

11 Additional Comments (optional) MSW Field Instructor: On-site Supervisor: Student: 11