Department of Clinical Health Sciences Social Work Program SCWK 4641 Social Work Practicum I

Transcription

1 Page 1 of 23 Course Dates, Time, and Location Department of Clinical Health Sciences Social Work Program SCWK 4641 Social Work Practicum I Fall Semester, 2016: August 22, 2016 to December 8, 2016 Monday: 3:00 pm - 5:00 pm Manning Hall, Room 210 Instructor Contact Information Maria A. Iyescas, M.S.S.W., LMSW Assistant Professor of Practice and Field Education Director Manning Hall, Suite 152, Office 123 Office Phone: (361) (preferred) Office Fax: (361) Maria.Iyescas@tamuk.edu Office Hours: Monday Wednesday 9:50 am 11:50am; 12:50pm - 2:50 pm 9:50 am - 11:50 am, 12:50pm 4:50pm Course Description SCWK 4641 Social Work Practicum I 6(2-16). First in a sequence of two field practicums. Educationally directed and professionally supervised direct service activities providing practical experience in the application of social work values, knowledge, and skills acquired in social work foundation courses. Two hundred (200) clock hours of field placement and a weekly seminar of two hours. Prerequisites: SCWK 3335, SCWK 3339, SCWK 3341, SCWK 3343, good standing in the B.S.W. degree program, and permission of the Social Work Program Director and Social Work Field Education Director.

2 Page 2 of 23 Course Rational and Purpose The field practicum experience is the signature pedagogy in social work education. Quoted from the Council on Social Work Education s (CSWE) Educational Policy and Accreditation Standards (EPAS, 2008/2010), signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. s have pedagogical norms with which they connect and integrate theory and practice 4. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum - classroom and field - are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies (p. 8) 4 Shulman, L. S. (2005, Summer). Signature pedagogies in the professions. Daedelus, Course Learning Outcomes include the following: 1. Build familiarity with the placement agency, its services, programs, and clients. 2. Gain a clear understanding of the field agency, its mission, factors which impede the fulfillment of that mission, and how this could impact client needs. 3. Develop a teacher-student relationship with the Field Instructor based on mutual respect and trust. 4. Define and apply social work values and ethics, and begin to develop a professional identity as a social worker. 5. Investigate social justice in social work practice, with regard to the strengths, values, beliefs, and unique attributes in clients social identities 6. Critically explore the extent, causes, and consequences of poverty and inequality, and social welfare policy responses to these issues 7. Analyze the impact of public policy on the delivery of services to clients 8. Respect and act in accordance with the NASW Code of Ethics as witnessed by field instructor/agency staff observation of students performance. 9. Demonstrate self-awareness to better one s practice competence; such as professional reactions to field instructor feedback and active participation in supervision. 10. Display an awareness of and appreciation for human diversity and its importance in generalist practice

3 Page 3 of Demonstrate professional behavior and professional growth including communication, acquisition of social work skills, and dependability Student Learning Outcomes include the following: and 12. Become acquainted with agency policy and procedures 13. Learn about clients and services the agency provides 14. Learn what a social worker does at the agency 15. Familiarize yourself with the expectations of a social work intern Skills 16. Shadow field instructor and learn his or her role in the agency 17. Develop a meaningful professional relationship with the field instructor 18. Start to identify as a professional social worker 19. Begin working with clients as a social worker while field instructor supervises 20. Learn outside resources in the community that can help clients 21. Find outside resources for clients as needed when the agency cannot provide for the client 22. Collaborate with other social service agencies and professionals in the community 23. Conduct a research project that will help the agency better serve clients 24. Make yourself available to any and all learning experiences 25. Remain positive during field supervision meetings and accept all constructive criticism 26. Accept yourself as a learner in the agency CSWE 2015 EPAS COMPETENCIES and Behaviors Core Competency 1: Demonstrate ethical and professional behavior 1.1 Make ethical decisions by applying the standards of 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. 1.4 Use technology ethically and appropriately to facilitate practice outcomes. 1.5 Use supervision and consultation to guide professional judgment and behavior. Core 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 levels. 2.2 Present themselves as learners and engage clients and constituencies as experts of their won 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. Core 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 levels. 3.2 Engage in practices that advance social, economic, and environmental justice. Core 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. Core Competency 5: Engage in policy practice 5.1 Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.

4 Page 4 of 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. Core Competency 6: Engage with individuals, families, groups, organizations, and communities 6.1 Apply knowledge of human behavior and the social environment, person-in-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. Core 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, person-in-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. Core 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, person-in-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 agreed-on goals. Core Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities 9.1 Select and use appropriate methods for evaluation of outcomes. 9.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes. 9.3 Critically analyze, monitor, and evaluate intervention and program processes and outcomes. 9.4 Apply evaluation findings to improve practice effectiveness at the micro, mezzo and macro levels. Cognitive and Affective Dimensions This course attends to the following cognitive and affective dimensions:,,,,, and Ethical Decision-Making (Poulin & Matis, 2015; CSWE, 2015). Course Materials Required Texts: Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7 th ed.). Boston, MA: Pearson. ISBN: $111.40

5 Page 5 of 23 Course Assignments and Expectations: *** Denotes Key Assignment(s) Point, Description of Assignments and Examinations, and Associated Practice Behaviors: Completed Learning Plan/Contract *** 10% By the end of the first week of the course, students will submit a competed learning plan/contract and job description. The Learning Plan document will need to be signed by the student first, the student s Field Instructor second, and then by the Social Work Field Education Director. This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values, affective reactions, professional judgment, critical thinking, professional performance and ethical decision-making. Identity, and Demeanor *** 10% Identity, and Demeanor relates to class attendance, engaging in in-class assignments and activities, including frequency and quality, professional demeanor and so forth. If a student misses 3 class periods, they automatically drop to a B. (Three absences equals a zero in this category.) demeanor means respect for peers, modeling of appropriate professional interactions, appropriate use of professional language, appropriate effective peer/group work, and appropriate and professional communication both verbally and written. Appropriate use of technology in the class is also evaluated. This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values, affective reactions, professional judgment, critical thinking, professional performance and ethical decision-making. Weekly Journal and Time Sheets *** 13% Each week students will submit a weekly journal, in a format indicated by the Social Work Field Education Director, summarizing the week s practicum activities including relevant events; additionally, each week students will submit a weekly time sheet of that week s activities. Identity, and Demeanor relates to class attendance, engaging in in-class assignments and activities, including frequency and quality, professional demeanor and so forth. This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values, affective reactions, professional judgment, critical thinking, professional performance and ethical decision-making

6 Page 6 of 23 Mid-Term Evaluation *** 17% By the end of the eighth week of the course, students and Field Instructors will collaboratively complete a mid-term evaluation of the student s practice knowledge, values, and skills. This document will need to be signed by the student first, the student s Field Instructor second, and then by the Social Work Field Education Director. This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values, affective reactions, professional judgment, critical thinking, professional performance and ethical decision-making. Final Evaluation *** 50% By the end of week 15 in the course, Field Instructors will complete a final evaluation of the student s practice knowledge, values, and skills. The results of this evaluation will be presented by the Field Instructor to the student and the Social Work Field Education Director during week 16 of the course (i.e., the final evaluation conference) recommending a course grade for the practicum portion of the course. The Social Work Field Education Director will ultimately assign the grade to the student considering all relevant factors presented in this syllabus. This document will need to be signed by the student first, the student s Field Instructor second, and then by the Social Work Field Education Director after being reviewed by all parties during the week 16 final evaluation conference. This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values, affective reactions, professional judgment, critical thinking, professional performance and ethical decision-making. Grading Information Grading Scale: = A = B = C = D 59 or Below = F What Grades Mean (plus and minuses are assigned at instructors discretion) A/A- = Exceptional work: outstanding: this grade will be assigned to work that shows extensive use of the course learning content, application, evaluation, creativity and use of independent learning, as well as wide use of concrete examples from the course and community and policy practice. B/B- = Fully meets course standards: this grade will be assigned to work in which all aspects of assignments are completed satisfactorily, showing a combination of

7 Page 7 of 23 accurate use of theory and principles, and precise descriptions of community and policy practice. C/C- = Overall performance is satisfactory; meets minimum expectations and standards of assignments. D = unsatisfactory: fails to meet minimum expectations of the course regarding assignments, discussions, exams, etc. F = Failure: overall quality of work is very unsatisfactory. Student fails to meet course expectations and show poor attention to and/or ability to complete course tasks, demonstrate adequate learning of course content, and/or demonstrates failure to adhere to course deadlines, attendance, completed assignments, etc. Incomplete grades. A temporary grade of Incomplete may be assigned to a student who, for a reason beyond the student s control, has been unable to complete the required work in a course on time. It is the student s responsibility to request an Incomplete from the instructor. A request signed by the student and the faculty member must be on file when grades are submitted. A student may not enroll in a course sequential to one in which he or she has an I or F letter grade. An incomplete not removed by the end of the next semester will be changed to an F. Academic Policies The student has the right to expect competent, well-organized instruction for the full number of clock hours allotted for a course; written assignments graded fairly and with reasonable promptness to show the student's academic standing in the course at least before mid-semester; ample opportunity to confer with the professor at published office hours in order to review graded written work; freedom from ridicule, discrimination, harassment Or accusations in the presence of other students or faculty members; and an avenue for appealing to higher academic authority in case of alleged unfairness by an instructor. Academic Misconduct Texas A&M University-Kingsville students are expected to assume individual responsibility for maintaining a productive learning environment and conduct themselves with the highest regard for respect and consideration of others. On-going or one-time behaviors considered distracting (including, but not limited to, coming late to class, performing a repetitive act that is annoying, sleeping, or reading newspapers or outside materials, etc.) may be addressed by the course instructor initially, either generally or individually, in an effort to manage the classroom. Cases in which behavior becomes excessive and the student refuses to response to the faculty member s efforts may be referred to the Dean of Students. Academic Dishonesty Students are expected to do their own course work. Plagiarism constitutes one form of academic dishonesty. The student handbook defines plagiarism as portrayal of another s work or ideas as one s own. Other examples of academic dishonesty include cheating, fabrication, lying, multiple submissions of the same assignment, bribery, threat, and aiding or facilitating another in an act of academic dishonesty. The University policy states the usual penalty for academic dishonesty is a grade of F on the particular

8 Page 8 of 23 assignment or in the course. More serious cases of academic dishonesty involving repeat offenses, conspiracy with other students, or theft of exam questions may result in suspension or expulsion from the university. For complete discussion of the definitions and University policy related to academic misconduct, please refer to the Texas A&M University-Kingsville Student Handbook located at: for the university policies concerning students with disabilities. A copy of the student handbook is also available for your review in the Social Work Program office. Harassment and Discrimination Harassment and discrimination constitute non-academic misconduct. The University defines harassment as to conduct by any means with intent to harass, annoy, alarm, abuse, torment, intimidate, bully or embarrass another and would cause a reasonable person substantial emotional distress and undermine his or her ability to work, study, learn or participate in regular life or university activities. Harassing conduct may be verbal, written, visual, electronic or physical in nature, and include only one instance to be considered harassing. Jokes and other comments interpreted as threats are taken seriously and acted upon to the full extent of the University s procedures. Sexual misconduct represents one form of discrimination and includes sexual assault, sexual harassment, domestic violence, dating violence, and stalking. It is the policy of the University that upon learning that an act of sexual misconduct has taken place, immediate action will be taken to address the situation and hold the accused student accountable. This includes working with state and local law enforcement to bring possible criminal charges and seeking disciplinary action through the university. The University encourages prompt and accurate reporting of sexual misconduct. The University is committed to protecting the privacy of victims of sexual misconduct and will work closely with students who wish to obtain confidential assistance. However, the University cannot guarantee complete confidentiality but will share only information as needed to address the issue. For complete discussion of the University policy related to non-academic misconduct, including harassment and discrimination, please refer to the Texas A&M University-Kingsville Student Handbook located at: for the university policies concerning students with disabilities. A copy of the student handbook is also available for your review in the Social Work Program office. Students with Disabilities The Disability Center at Texas A&M University-Kingsville promotes an inclusive environment free of physical and attitudinal barriers to ensure that students with disabilities engage in a full- range of college experiences. It is the responsibility of the student to provide documentation that verifies the student s condition meets the definition of a disability as defined by applicable laws. To request services, the student must submit disability documentation and a detailed class schedule in writing to the Disability Center. This request must be delivered in person or by FAX to at least 2-3 weeks in advance of the requested accommodation. The Disability Center is located in the Student

9 Page 9 of 23 Health and Wellness Department at 700 University Blvd, MSC 112. The phone number is Please refer the Disability Resource Center s website at if you have questions or need additional information. Federal Law requires that requests for services for students with disabilities be considered on an individual, case-by-case basis. A student who feels he or she has been subject to discrimination in an academic program or university department based on disability may file a written grievance to the Compliance Office or the Disability Resource C e n t e r. Please refer to the most recent version of the Texas A&M University-Kingsville Student Handbook located at: for a complete explanation of the University policies concerning students with disabilities. A copy of the Student Handbook is also available for your review in the Social Work Program office. State Six-Drop Policy ADD/DROP Policies Texas State Senate Bill 1231 limits the number of drops that certain undergraduate students may accrue without a punitive grade. Students are permitted only six (6) nonpunitive drops during their undergraduate studies. Non-punitive grades including in the maximum number of drops will be identified on the student s transcript with a grade of QI. One a student accumulates six QI grades, the only grade that may be awarded for a dropped course is a grade of QF, regardless of the student s academic standing in the class. Drops processed while withdrawing from the university will not be included in the maximum number of non-punitive drops. A student may also drop a course with a grade of QI after the 12 th week of the semester or the mid-point of the summer session if the student is passing at the time the drop is processed. A student who is not passing after the mid-point and drops a course will receive a grade of QF. Refer to the university website if you have questions or need additional information. Specific Course Policies Students are encouraged to ask questions and utilize my office hours. Remember that I am here for you and I want you to succeed. Classroom attendance and participation is necessary and expected. Students are responsible for understanding the Texas A&M University-Kingsville Class Attendance policy. Students must notify the course instructor of any absence in writing, or the absence will be considered unexcused and make-up work may not be allowed. A student with three unexcused will be referred to the Social Work Program Director. A student having five unexcused absences will be dismissed from the course. Students who fail to complete an assignment due to a valid, documented reason will be allowed to make-up the assignment within 3 days of notification of late assignment. It

10 Page 10 of 23 is the student s responsibility to the instructor the day the assignment is due and present written documentation (if requested) to the professor at or before the next scheduled class. Only after these steps are followed will the student be allowed to makeup the assignment. All students are expected to follow the National Association of Social Workers Code of Ethics located at: additionally, adherence to expected to the Javelina Honor Code and the Student Code of Conduct found in the Texas A&M University-Kingsville Student Handbook located at: Make-up examinations and course assignments will be considered on a case-by-case basis, and will only be allowed for emergencies, university approved absences, or course instructor approved absences. Late submission of assignments will be considered on a case-by-case basis, and only allowed for emergencies, University approved absences, or absences approved by the course professor. Assignments will be subject to the lowering of one letter grade for each day the assignment is late when there is no university accepted approved excuse for non-submission of assignment on due date. Electronic devices of any kind, including cell phones, Blackberries, audio or video recorders, laptops, and so forth, are not to be turned on or used in class unless such use is preapproved by the university or course instructor.

11 Page 11 of 23 This syllabus is subject to change. Any such changes will be discussed in class and be posted through announcements on Blackboard Learn. ** Means subject to change or revise. Course Schedule* Week/Dates Readings**/Lecture Topics/Assignments/Examinations EPAS Standards, Behaviors And Cognitive/ Affective Domains Week 1 8/22-8/26 Week 2 8/29-9/2 Course Introduction Reading: Chapters 1-2 (Garthwait) Lecture Topic: Purpose and Expectations for Practicum, Implementing a Learning Plan Reading: Chapter 3 (Garthwait) Lecture Topic: Learning from Supervision Weekly Journal and Time Sheets, Due 8/29/2016 Learning Plan, Due 8/30-9/12/2016 (your specific Learning Plan Conference day will be assigned by SCWK Field Education Director) , 1.5, , , , , , , , Ethical Decision-Making , , , , , , Ethical Decision Making

12 Page 12 of 23 Week 3 9/5-9/9 (9/5 is Labor Day Holiday) Week 4 9/12-9/16 Week 5 9/19-9/23 Reading: Chapters 4 (Garthwait) Lecture Topic: Personal Safety Reading: Chapter 4 (Garthwait) Lecture Topic: Personal Safety Weekly Journals and Time Sheets, Due 9/12/2016 Reading: Chapter 4 (Garthwait) Lecture Topic: Personal Safety Weekly Journal and Time Sheets, Due 9/19/ , , Ethical Decision Making , , Ethical Decision Making , , Ethical Decision Making Week 6 9/26-9/30 Reading: Chapter 5 (Garthwait) Lecture Topic: Communication Weekly Journal and Time Sheets, Due 9/26/ , 1.5, , , , , , , , Ethical Decision-Making

13 Week 7 10/3-10/7 Reading: Chapter 5 (Garthwait) Lecture Topic: Communication Weekly Journal and Time Sheets, Due 10/3/2016 Page 13 of , 1.5, , , , , , , , Ethical Decision- Making Affective Reactions

14 Page 14 of 23 Weeks /10-10/17 Reading: Chapter 6 (Garthwait) Lecture Topic: Organizational Context of Practice Weekly Journal and Time Sheets, Due 10/10/2016 Mid-Term Evaluations Due, 10/11-10/28/2016 (your specific Mid-Term Evaluation Conference day will be assigned by SCWK Field Education Director) Reading: Chapter 7 (Garthwait) Lecture Topic: The Community Context of Practice Weekly Journal and Time Sheets, Due 10/17/ , 1.5, , , , , , , , Ethical Decision- Making Affective Reactions

15 Page 15 of 23 Week 10 10/24-10/28 (10/27 is last day to drop with a Q) Reading: Chapter 8 (Garthwait) Lecture Topic: The Social Problem Context of Practice Weekly Journal and Time Sheets, Due 10/24/ , 1.5, , , , , , , , Ethical Decision- Making Affective Reactions Week 11 10/31-11/4 Reading: Chapter 8 (Garthwait) Lecture Topic: The Social Problem Context of Practice Weekly Journal and Time Sheets, Due 10/31/ , 1.5, , , , , , , , Ethical Decision- Making Affective Reactions

16 Page 16 of 23 Week 12 11/7-11/11 Reading: Chapter 9 (Garthwait) Lecture Topic: The Social Policy Context of Practice Weekly Journal and Time Sheets, Due 11/7/ , Ethical Decision- Making Affective Reactions Week 13 11/14-11/18 Week 14 11/21-11/25 (11/24 & 11/25 is Thanksgiving Holiday) Reading: Chapter 10 (Garthwait) Lecture Topic: Cultural Competence Weekly Journal and Time Sheets, Due 11/14/2016 Reading: Chapter 10 (Garthwait) Lecture Topic: Cultural Competence Weekly Journal and Time Sheets, Due 11/21/ , 1.5, , , , , , , , Ethical Decision- Making Affective Reactions , 1.5, , , , , , , , Ethical Decision- Making Affective Reactions

17 Page 17 of 23 Week 15 11/28-12/2 11/30 is Last Class Day Lecture Topic: Discussion of Weekly Events-Integrating Classroom Learning with Practice Weekly Journal and Time Sheets, Due 11/28/2016 Final Evaluation Conferences, Due 11/17-12/5 (your specific Final Evaluation conference Day will be assigned by SCWK Field Education Director) , 1.5, , , , , , , , Ethical Decision- Making Affective Reactions Week 16 12/2-12/5 Final Evaluation, Due 12/72016 (your specific Final Evaluation conference Day will be assigned by SCWK Field Education Director) , , , , , , , , Ethical Decision- Making Affective Reactions *The course schedule is subject to modification depending on the needs of the students and rate at which class covers study materials. **Textbook readings should be completed before the Monday class each week to ensure adequate preparation for classroom discussion.

18 Page 18 of 23 Course Matrix with CSWE Competencies, Behaviors, Learning Outcomes, Units, Measures and Cognitive/Affective Dimensions CSWE Competencies Behaviors Competency Develop a teacher-student relationship with the Field Instructor based on mutual respect and trust Course Learning Outcomes Units Measures Cognitive/Affective Dimensions Define and apply social work values and ethics and begin to develop a professional identity as a social worker Respect and act in accordance with the NASW Code of Ethics as witnessed by field instructor/agency staff observation of students performance Demonstrate self-awareness to better one s practice competence; such as professional reactions to field instructor feedback and active participation in supervision Chps Learning Contract Mid-term and Final Evaluation Ethical Decisionmaking Competency Gain a clear understanding of the field agency, its mission, factors which imped the fulfillment of that mission, and how this could impact client needs Investigate social justice in social work practice with regard to the strengths, values, beliefs, and unique attributes in clients social identities Critically explore the extent, causes, and consequences of poverty and inequality, and social welfare policy responses to these issues Display an awareness of an appreciation for human diversity and its importance in generalist practice Chps. 1-8, 10 Learning Contract Mid-term and Final Evaluation Weekly Journal Ethical Decisionmaking

19 Page 19 of 23 Competency Build familiarity with the placement agency, its services, programs, and clients Gain a clear understanding of the field agency, its mission, factors which imped the fulfillment of that mission, and how this could impact client needs Investigate social justice in social work practice with regard to the strengths, values, beliefs, and unique attributes in clients social identities Chps. 1-3, 5-8, 10 Learning Contract Weekly Journal Ethical Decisionmaking Critically explore the extent, causes, and consequences of poverty and inequality, and social welfare policy responses to these issues Competency Build familiarity with the placement agency, its services, programs, and clients Gain a clear understanding of the field agency, its mission, factors which imped the fulfillment of that mission, and how this could impact client needs Investigate social justice in social work practice with regard to the strengths, values, beliefs, and unique attributes in clients social identities Analyze the impact of public policy on the delivery of services to clients Chps. 1, 2, 5-8, 10 Learning Contract Mid-term and Final Evaluation Ethical Decisionmaking Competency Gain a clear understanding of the field agency, its mission, factors which imped the fulfillment of that mission, and how this could impact client needs Critically explore the extent, causes, and consequences of poverty and inequality, and social welfare policy responses to these issues Analyze the impact of public policy on the delivery of services to clients Chps. 1, 2, 5-10 Learning Contract Mid-term and Final Evaluation Ethical Decisionmaking

20 Page 20 of 23 Competency Define and apply social work values and ethics and begin to develop a professional identity as a social worker Respect and act in accordance with the NASW Code of Ethics as witnessed by field instructor/agency staff observation of students performance Demonstrate self-awareness to better one s practice competence; such as professional reactions to field instructor feedback and active participation in supervision Display an awareness of an appreciation for human diversity and its importance in generalist practice Demonstrate professional behavior and professional growth including communication, acquisition of social work skills, and dependability Chps. 1-8, 10 Learning Contract Weekly Journal Mid-term and Final Ethical Decisionmaking

21 Page 21 of 23 Competency Build familiarity with the placement agency, its services, programs, and clients Gain a clear understanding of the field agency, its mission, factors which imped the fulfillment of that mission, and how this could impact client needs Develop a teacher-student relationship with the Field Instructor based on mutual respect and trust Define and apply social work values and ethics and begin to develop a professional identity as a social worker Investigate social justice in social work practice with regard to the strengths, values, beliefs, and unique attributes in clients social identities Critically explore the extent, causes, and consequences of poverty and inequality, and social welfare policy responses to these issues Analyze the impact of public policy on the delivery of services to clients Respect and act in accordance with the NASW Code of Ethics as witnessed by field instructor/agency staff observation of students performance Demonstrate self-awareness to better one s practice competence; such as professional reactions to field instructor feedback and active participation in supervision Display an awareness of an appreciation for human diversity and its importance in generalist practice Demonstrate professional behavior and professional growth including communication, acquisition of social work skills, and dependability Chps. 1-3, 5-8, 10 Learning Contract Mid-term and Final Evaluation Ethical Decisionmaking

22 Page 22 of 23 Competency Build familiarity with the placement agency, its services, programs, and clients Gain a clear understanding of the field agency, its mission, factors which imped the fulfillment of that mission, and how this could impact client needs Develop a teacher-student relationship with the Field Instructor based on mutual respect and trust Chps. 1-3, 5-8, 10 Learning Contract Weekly Journal Mid-term and Final Evaluation Ethical Decisionmaking Define and apply social work values and ethics and begin to develop a professional identity as a social worker Investigate social justice in social work practice with regard to the strengths, values, beliefs, and unique attributes in clients social identities Critically explore the extent, causes, and consequences of poverty and inequality, and social welfare policy responses to these issues Analyze the impact of public policy on the delivery of services to clients Respect and act in accordance with the NASW Code of Ethics as witnessed by field instructor/agency staff observation of students performance Demonstrate self-awareness to better one s practice competence; such as professional reactions to field instructor feedback and active participation in supervision Display an awareness of an appreciation for human diversity and its importance in generalist practice Demonstrate professional behavior and professional growth including communication, acquisition of social work skills, and dependability

23 Page 23 of 23 Competency Build familiarity with the placement agency, its services, programs, and clients Gain a clear understanding of the field agency, its mission, factors which imped the fulfillment of that mission, and how this could impact client needs Investigate social justice in social work practice with regard to the strengths, values, beliefs, and unique attributes in clients social identities Chps 1-3, 5-8, 10 Learning Contract Mid-term and Final Evaluation Ethical Decisionmaking Demonstrate self-awareness to better one s practice competence; such as professional reactions to field instructor feedback and active participation in supervision Display an awareness of an appreciation for human diversity and its importance in generalist practice