Social Work Assessment Reporting Senior evaluation

Transcription

1 Social Work Assessment Reporting Senior The below information is aggregate assessment data for the year The below listed competencies, 1-9, as well as the behavioral indicators beneath each competency are the required elements for all BSW programs accredited by the Council on Social Work Education (CSWE). The 10 th listed competency and the listed behavioral indicators have been added by the Creighton University Social Work program to integrate the rich context of the Jesuit, Catholic University in which it exists. Creighton University s Social Work program has been continuously accredited by CSWE since The assessment data summarized on the following pages are completed during the Social Work students senior year. Students are assessed on developing knowledge, values, skills, and cognitive/affective processing through all of their social work classes, but the measurement for final assessment occurs in their senior year after the students have had maximum time for instruction, learning experiences in the classroom and field setting, and have received feedback to continue to advance their performance. To provide context for the information below, this scale and following table are the tools used by practicum field instructors to evaluate students. The tool is built on a developmental model, expecting students to advance their skill performance and refinement across their senior year; with measures being done at the end of fall and spring semester. This tool aggregates the final developmental assessment the student receives; numbers are noted in the far right column. Student development is expected to follow the below scale: Fall Semester Spring Semester Student tends to begin with more observation Student requires more direction Student relies heavily on supervisor Student initiates activity and is more autonomous Student requires less direction Student collaborates with supervisor 1

2 Score NA Not able to evaluate this skill, behavior, or competency at this time. Additional note must be added for any rating at this for planning regarding student learning integration in experience. 1-2 Significant concerns regarding student performance with this skill, behavior, or competency. Additional note must be added for any rating at this for collaborative planning regarding student progression. 3-4 Student demonstrating beginning skill, knowledge or value; relies heavily on direction and/or supervision 5-6 Student demonstrating growth in skill, knowledge or value; relies moderately on direction and/or supervision; student should be performing at this on most items by end of fall semester 7-8 Student routinely demonstrates skill, knowledge, or value with less need for supervisor or direction. Students have reached basic of competent social work practice. This must be reached as on overall average by end of senior year to pass Student effectively and consistently demonstrates skill, knowledge, or value with mostly autonomous practice; knowing when to seek further supervision. Students goal is to reach this by end of practicum The benchmark of assessment that the Creighton Social Work program utilizes is based on our grading scale, with expectation that students will perform at a B (83%) or higher. A % Outstanding achievement and an unusual degree of intellectual initiative B % High of intellectual achievement B 83-86% Noteworthy of performance C % Performance beyond basic expectations of the course C 73-76% Satisfactory work D 63-72% Work of inferior quality, but passing F 62% and below Failure no credit 2

3 Competency 1: Demonstrate Ethical and Professional Behavior 1.1 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 1.2 Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations 1.3 Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication within designated competency, in-direct 9.9 from capstone/poster at the Skill 9.6 Measure Cognitive and Affective Processing Level 9.25 Measure Cognitive and Affective Processing Level Use technology ethically and appropriately to facilitate practice outcomes Use supervision and consultation to guide professional judgment and behavior from capstone at the 3

4 Competency 2: Engage Diversity and Difference in Practice 2.1 Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro s 2.2 Present themselves as learners and engage clients and constituencies as experts of their own experiences 2.3 Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies within designated competency, in-direct Micro: Mezzo: Macro: 8.2 from capstone at the

5 Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice 3.1 Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system s 3.2 Engage in practices that advance social, economic, and environmental justice within designated competency, in-direct Individual System 8.7 from capstone at the Knowledge Measure Cognitive and Affective Processing Level 9.3 Measure Value Level 9.7 5

6 Competency 4: Engage in Practice-Informed Research and Research-informed Practice 4.1 Use practice experience and theory to inform scientific inquiry and research 4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings 4.3 Use and translate research evidence to inform and improve practice, policy, and service delivery 9.25 from capstone at the

7 Competency 5: Engage in Policy Practice 5.1 Identify social policy at the local, state, and federal that impacts wellbeing, service delivery, and access to social services 5.2 Assess how social welfare and economic policies impact the delivery of and access to social services 5.3 Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice 9.8 from capstone at the 9.0 Measure Value Level 9.1 Measure Knowledge 9.2 7

8 Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities 6.1 Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies 6.2 Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 8.85 from capstone at the

9 Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities 7.1 Collect and organize data, and apply critical thinking to interpret information from clients and constituencies 7.2 Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies 7.3 Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies 7.4 Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies 9.65 from capstone at the 9.1 from capstone at the 9.05 from capstone at the 9.15 from capstone at the 9.4 Measure Cognitive and Affective Processing Level

10 Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities 8.1 Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies 8.2 Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies 8.3 Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes 8.4 Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies 8.5 Facilitate effective transitions and endings that advance mutually agreedon goals 9.15 from capstone at the 9.5 from capstone at the

11 Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities 9.1 Select and use appropriate methods for of outcomes 9.3 from capstone at the 9.2 Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks in the of outcomes 9.3 Critically analyze, monitor, and evaluate intervention and program processes and outcomes 9.4 Apply findings to improve practice effectiveness at the micro, mezzo, and macro s 9.6 from capstone at the 9.25 from capstone at the 9.2 Measure Cognitive and Affective Processing Level

12 Competency 10: Ignatian Ideal/Charisms (added to the CSWE competencies to incorporate the context and mission of Creighton University) Ignatian ideals/charisms in student social work practice. co mpetency. Social Workers: 10.1 Identify issues of faith and/or spirituality impacting the client, organization, or community 10.2 Identify and apply one of the Jesuit values to the social work professions/practice: Cura Personalis: care for the whole person Faith that does justice Men and Women for others giving service Magis a spirit of giving and provide service to those in need physically, emotionally, and spiritually Discernment critically questioning the work we are doing 10 from capstone at the 9.4 Measure Knowledge Level