Assessment Report Calvin College Social Work Program Academic Year

Transcription

1 Assessment Report Calvin College Social Work Program Academic Year This report presents the results of the assessment of the program-level student learning outcomes in the Calvin College Social Work Program. The assessment plan for academic year is based on the 2015 Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS). All CSWE and two program-specific competencies and practice behaviors (i.e. student learning outcomes) are assessed every year. 1. Program Competencies and Practice Behaviors (Student Learning Outcomes) The list below includes all of the competencies and practice behaviors (CSWE, 2015) that were assessed during the academic year. Table 1. CSWE EPAS (2015) EPAS 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; 1.4. Use technology ethically and appropriately to facilitate practice outcomes; and 1.5. Use supervision and consultation to guide professional judgment and behavior. EPAS 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 own experiences; and 2.3. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. EPAS 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; and 3.2. Engage in practices that advance social, economic, and environmental justice. EPAS 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; and 4.3. Use and translate research evidence to inform and improve practice, policy, and service delivery EPAS 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; 1

2 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. EPAS 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; and 6.2. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. EPAS 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; and 7.4. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies. EPAS 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; and 8.5. Facilitate effective transitions and endings that advance mutually agreed-on goals. EPAS 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; and 9.4. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. Competency 10: Apply an integration of a Reformed Christian perspective to social work practice Explore the connections between the natural, cultural, societal, and spiritual contexts of persons and communities Maintain appropriate boundaries between personal faith and professional social work. Competency 11: Understand and apply the principles of the strengths perspective to generalist practice 11.1 Understand the principles of the strengths perspective. 11.2Applies the strengths perspective to social work practice. 2

3 2. Assessment Measures and Results for the Academic Year For the program assessment, each practice behavior is measured through at least two assessment methods one in field education (SOWK 380) and one through the Social Work Education Assessment Project (SWEAP) Foundation Curriculum Exit Survey. The field education measure consists of a final evaluation, completed by the field supervisor, which rates all practice behaviors (i.e. learning outcomes) on a scale of 1 (does not demonstrate competency) to 5 (demonstrates excellent competency). The SWEAP survey calculates scores by curricular area, therefore, it reports mean scores for seven curricular areas, matched with competencies, as shown below (See Table 2). The program appends summary data for each field measure used to assess the attainment of each of the 11 competencies for the academic year. The Appendix gives instructions for how to read the field measure assessment tables. Although not used to assess student performance on learning outcomes, the SWEAP General Exit Survey includes provides data on the implicit curriculum, an important element of CSWE standards in social work education. The General Exit Survey (results beginning on p. 6) measures student perception of learning in all of the competencies and practice behaviors, as well as other aspects of the learning environment. Results from the SWEAP Foundation Curriculum Exit Survey Students who graduated in May 2017 are included in the Curriculum Exit Survey section of the report (N = 33). Overall scores from the Calvin College social work program are slightly above the national averages, however, there is not a statistically significant difference (See Table 2). Table 2. Program Cumulative Scores Compared with all Student Scores for Score # Students Standard t-test p- Average Score Range Exceeding Deviation Value value % Correct Competency Program N = % % /33 (94 %) National N = % % Most curricular areas show mean scores similar to the national average, however, several areas are higher than the national norm, with two competencies higher at a statistically significant level. These include Advance Human Rights and Social, Economic, and Environmental Justice, and Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities (See Table 3). The majority of students exceed the competency benchmark in all but one competency, with 42% of students exceeding the benchmark in Engage in Policy Practice. However, several competencies show less than 80% of students achieving the benchmark; these include: 2.1.1, 2.1.2, 2.1.4, 2.1.5, 2.1.6, and

4 Table 3. Program Section Scores Compared with all FCAI section scores Curricular Area National Section Standard Section t-test Score Deviation Score value % Q % Q Correct Correct EPAS 2015 Score : Demonstrate Ethical and Professional Behavior EPAS 2015 Score : Engage Diversity and Difference in Practice EPAS 2015 Score : Advance Human Rights and Social, Economic, and % % 3.47 Environmental Justice EPAS 2015 Score : Engage in Practice-informed Research and Researchinformed Practice EPAS 2015 Score : Engage in Policy Practice EPAS 2015 Score : Engage with Individuals, Families, Groups, Organizations and Communities EPAS 2015 Score : Assess Individuals, Families, Groups, Organizations, and Communities EPAS 2015 Score : Intervene with Individuals, Families, Groups, Organizations, and Communities EPAS 2015 Score : Evaluate Practice with Individuals, Families, % % 3.33 Groups, Organizations, and Communities Note: * indicates the difference is significant at the p<.05 level p-value # Students Exceeding Competency % % /33 (73 %) % % /33 (67 %) < ** 31/33 (94 %) % % /33 (73 %) % % /33 (42 %) % % /33 (70 %) % % /33 (79 %) % % /33 (94 %) < ** 29/33 (88 %) 4

5 Results from the Field Assessment The following presents the summary of assessment findings on overall competencies as measured by the field evaluation. Field measures show that all 10 competencies meet the standard of 80% of students on average reaching the benchmark (4). Field measures show that mean scores exceed the benchmark (4) on all 10 competencies. BSW performance on core competencies as averaged from field measures (ranked from highest percentage of benchmark attainment is as follows: Table 4. Competencies by Percent of Students Meeting in Field Average Percentage Achieving Score Competency 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 Apply an integration of a Reformed Christian perspective to social work practice Understand and apply the principles of the strengths perspective to generalist practice Summary of Departmental Discussion On September 12, 2016, the social work program discussed the assessment results. In reviewing areas in which students scored lower than national scores, the program recommended the following actions: Integrate policy across the curriculum: Faculty will include this as a major agenda item for the 2017 summer retreat, and will identify content and assignments that can be added across the major courses to infuse policy content throughout the curriculum. Similarly, faculty have agreed to review the SWEAP Foundation Curriculum tests in order to identify important content that may not be covered adequately within the current curriculum. During the academic year, the new SOWK 380 format, which includes both a class session and a lab (i.e. seminar) will allow more in-depth coverage of how competencies and practice behaviors can be demonstrated within field. This will also provide the space to explicitly connect learning from previous coursework to one s field of practice. 5

6 In response to assessment of the implicit curriculum, the faculty made some recommendations for improvement, even though the program scored high (at least 7 on a 9-point scale) on all items. 1. The quality of advising was rated at a While this is a good score, the program notes the heavy advising loads of social work faculty. In addition to the large number of majors assigned to each advisor, three of four regular faculty have advising loads outside the department. As such, the program will advocate to the College about appropriate advising loads. 2. Students scored lower on the items assessing student opportunities to participate in program policy decisions and student organizations. The program will work with student representatives on the Social Work Program Committee (SWPC) and the Organization of Students in Social Work (OSSW) to advertise the existence of these groups and recruit students to be involved. Review of Previous Action Plans On September 16, 2015, the social work program discussed the assessment results. The program identified the need for ongoing training with field supervisors and field liaisons to work with students to identify appropriate tasks that cover all competencies and practice behaviors. The SWPC decided not to collect data from signature assignments during Instead, Social Work Educational Assessment Plan (SWEAP) measures were used to assess student learning outcomes, which went well during the first year of implementation. Training of new SOWK 380 Field Supervisors occurred in August, Plan for Program-Level Assessment Activities in The social work program will continue to use the same Assessment Plan for Results related to the Implicit Curriculum SWEAP General Exit Survey Results Students who graduated in December 2016 and May 2017 are included in this section of the report (N = 32). Employment Upon Graduation The majority (81%) of students plan to work for pay upon graduation. The majority (82%) of students are planning to work in the field of social work. At the time of graduation, 9 of 29 (31%) had already secured paid employment, 8 of which were in the field of social work; five were full-time and four were part-time. Of the 9 positions secured, 6 required a BSW. Six positions were considered urban and 3 were considered suburban. Six positions are not-forprofit, 4 of which are religiously affiliated; 1 is private for profit; a1 is public, federal government; 1 is public, state government. The average reported income was approximately $20,000. Primary job functions include practice with individuals (6), practice with families (3), teaching/training (2), practice with groups (1), and research and evaluation (1). Fields of practice include mental/behavioral health or community mental health (2), child welfare/child protective services (1), correctional/criminal justice (1), family service (2), homelessness (1), and mental retardation/developmental disabilities (1). 6

7 Post-Graduation Educational Plans All (100%) students assessed their preparation for further education as good or very good. Twenty-seven (84%) plan to go on for further education; 24 would pursue an MSW; 6 would pursue another Master s Degree, and 3 would pursue a Doctorate in Social Work. Six of 27 (22%) submitted an application and all were accepted; 5 plan to enroll full-time and 1 plans to enroll part-time. 8 of whom were accepted. Of those accepted into programs, 4 are campus-based and 2 are hybrid/blended. Educational Program Experience (Implicit Curriculum) On average, students provided high rankings on measures related to the implicit curriculum. The following items were rated on a scale of 1 (very poor) to 9 (very good). Compared to assessment data, scores are slightly higher in relation to quality of advising and opportunities to participate in student organizations. Table 5. Implicit Curriculum Area MEAN MEAN The faculty of the social work program models commitment to the advancement of the social work profession The social work program models respect for difference The social work program provided a learning environment that respected all persons Please rate the quality of advising you received during your social work program The social work program provides students with opportunities to participate in program policy decisions The social work program provides opportunities to participate in student organizations When describing the activities involved in advising, students stated that they discussed course selection (100%), planning for employment (77%), and planning for further education (90%). Student Evaluation of Social Work Preparation The following provides a summary of students perception of their preparation in all competency areas, including individual practice behaviors. This table is organized by competency. These questions were rated on a scale of 1 (very poor) to 9 (very good). All of the practice behaviors are rated on average in a range between good and very good. EPAS Competency 1: Demonstrate Ethical and Professional Behavior MEAN 1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant 7.91 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 8.53 in practice situations; 1.3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and 8.56 electronic communication; 1.4. Use technology ethically and appropriately to facilitate practice outcomes; and Use supervision and consultation to guide professional judgment and behavior

8 EPAS Competency 2: Engage Diversity and Difference in Practice 2.1 Apply and communicate understanding of the importance of diversity and difference in 8.10 shaping life experiences in practice at the micro, mezzo, and macro levels; 2.2.a Present themselves as learners to clients and constituencies; b Engage clients and constituencies as experts of their own experiences Apply self-awareness and self-regulation to manage the influence of personal biases and 8.38 values in working with diverse clients and constituencies. EPAS Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice 3.1.a. Apply their understanding of social justice to advocate for human rights at the individual 8.00 and system levels; 3.1.b. Apply their understanding of economic justice to advocate for human rights at the 7.50 individual and system levels; 3.1.c. Apply their understanding of environmental justice to advocate for human rights at the 7.47 individual and system levels; 3.2. Engage in practices that advance social, economic, and environmental justice EPAS Competency 4: Engage In Practice-informed Research and Research-informed Practice 4.1.a. Use theory to inform scientific inquiry and research; a. Use practice experience to inform scientific inquiry and research; a Apply critical thinking to engage in analysis of quantitative research methods and 7.94 research findings; 4.2.a Apply critical thinking to engage in analysis of qualitative research methods and research 7.56 findings; 4.3. Use and translate research evidence to inform and improve practice, policy, and service 7.66 delivery EPAS Competency 5: Engage in Policy Practice 5.1. Identify social policy at the local, state, and federal level that impacts well-being, service 7.50 delivery, and access to social services; 5.2. Assess how social welfare and economic policies impact the delivery of and access to 7.69 social services; 5.3.a Apply critical thinking to analyze policies that advance human rights and social, 7.91 economic, and environmental justice. 5.3.b Apply critical thinking to formulate policies that advance human rights and social, 7.44 economic, and environmental justice. 5.3.c Apply critical thinking to advocate for policies that advance human rights and social, 7.84 economic, and environmental justice. EPAS Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities 6.1. Apply knowledge of human behavior and the social environment, person-in-environment, 8.38 and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and 6.2. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and 8.69 constituencies. 8

9 EPAS Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities 7.1. Collect and organize data, and apply critical thinking to interpret information from clients 8.13 and constituencies; 7.2. Apply knowledge of human behavior and the social environment, person-in-environment, 8.22 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 8.22 assessment of strengths, needs, and challenges within clients and constituencies; and 7.4. Select appropriate intervention strategies based on the assessment, research knowledge, 8.00 and values and preferences of clients and constituencies. EPAS Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities 8.1. Critically choose and implement interventions to achieve practice goals and enhance 7.97 capacities of clients and constituencies; 8.2. Apply knowledge of human behavior and the social environment, person-in-environment, 8.00 and other multidisciplinary theoretical frameworks in interventions with clients and constituencies; 8.3. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes; Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; 7.91 and 8.5. Facilitate effective transitions and endings that advance mutually agreed-on goals EPAS Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities 9.1. Select and use appropriate methods for evaluation of outcomes; Apply knowledge of human behavior and the social environment, person-in-environment, 8.16 and other multidisciplinary theoretical frameworks in the evaluation of outcomes; 9.3. Critically analyze, monitor, and evaluate intervention and program processes and 8.10 outcomes; and 9.4. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and 8.03 macro levels. The following provides the same summary of students perception of their preparation in all competency areas, including individual practice behaviors, however, this table is organized from highest to lowest. These questions were rated on a scale of 1 (very poor) to 9 (very good). Commented [RV1]: Is this necessary? 9

10 APPENDIX 10

11 CALVIN COLLEGE BACCALAUREATE SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON August 16, 2017 Form AS4 (B) This form is used to assist the Council on Accreditation (COA) in the evaluation of the program s compliance with the accreditation standards and which require that the program provides summary data on each of its competencies, including the percentage of students achieving the benchmark. The program is required to report assessment outcomes routinely (minimally every 2 years) on its website. All Council on Social Work Education programs measure and report student learning outcomes. Students are assessed on their mastery of the competencies that comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training. The rating scale for assessment ranges from 1 or Does not demonstrate competency, to 5 or excellent competency. A measurement benchmark is set by the Calvin College social work program at 4 or Strong competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency. Table 6. Competencies by Percent of Students Meeting in Field Average Percentage Achieving in Field (%) Score Competency 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 Apply an integration of a Reformed Christian perspective to social work practice Understand and apply the principles of the strengths perspective to generalist practice

12 12 SUMMARY DATA FROM FIELD MEASURES SAMPLE Overall Competency Results Results for competency based on field evaluation measure only. Field Evaluation Competency Score 4.5 Scores Meeting 133/140 Percentage Meeting 95% 12

13 SAMPLE Field Education Measure The number (frequency) of students who attained the column rating. In this example, 11 students demonstrated strong competency on in field. The number of students who received a 4 or 5 on the row s practice behavior. 13 score for the practice behavior on the assessment measure. Competencies are bolded and followed by corresponding practice behaviors Identify as a professional social worker and conduct oneself accordingly (N=24) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting Practice behaviors are listed by row below the competency Advocate for client access to services Personal reflection and selfcorrection for professional development Attend to professional roles and boundaries Demonstrate professional demeanor Engage in career-long learning Use supervision and consultation The N indicates the number of students who are included in the assessment data for the particular measure. In this example, 24 students completed a final field evaluation in =No competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 5-point scale used to assess students. 13

14 14 EP 2.1.1: Demonstrate Ethical and Professional Behavior Overall Competency Results Table 1 Field Evaluation Competency Score 4.5 Scores Meeting 171/180 Percentage Meeting 95% Field Education Measure Table 2 Demonstrate Ethical and Professional Behavior (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting 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 situations; Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication; Use technology ethically and appropriately to facilitate practice outcomes; and Use supervision and consultation to guide professional judgment and behavior

15 15 EP 2.1.2: Engage Diversity and Difference in Practice Overall Competency Results Table 3 Field Evaluation Competency Score 4.4 Scores Meeting 104/108 Percentage Meeting 96% Field Education Measure Table 4 Engage Diversity and Difference in Practice (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting 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 experiences; and Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies =Lacks competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 15

16 16 EP 2.1.3: Advance Human Rights and Social, Economic, and Environmental Justice Overall Competency Results Table 5 Field Evaluation Competency Score 4.2 Scores Meeting 65/72 Percentage Meeting 90% Field Education Measure Table 6 Advance Human Rights and Social, Economic, and Environmental Justice (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and Engage in practices that advance social, economic, and environmental justice =No competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 16

17 17 EP 2.1.4: Engage in Practice-informed Research and Research-informed Practice Overall Competency Results Table 7 Field Evaluation Competency Score 4.2 Scores Meeting 96/108 Percentage Meeting 89% Field Education Measure Table 8 Engage in Practice-informed Research and Research-informed Practice (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting Use practice experience and theory to inform scientific inquiry and research; Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and Use and translate research evidence to inform and improve practice, policy, and service deliver =Lacks competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 17

18 18 EP 2.1.5: Engage in Policy Practice Overall Competency Results Table 9 Measure Results for Field Evaluation Competency Score 4.2 Scores Meeting 99/108 Percentage Meeting 92% Field Education Measure Table 10 Engage in Policy Practice (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting 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 =No competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 18

19 19 EP 2.1.6: Engage with Individuals, Families, Groups, Organizations, and Communities Overall Competency Results Table 11 Field Evaluation Competency Score 4.5 Scores Meeting 67/72 Percentage Meeting 93% Field Education Measure Table 12 Engage with Individuals, Families, Groups, Organizations, and Communities (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies =No competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 19

20 20 EP 2.1.7: Assess Individuals, Families, Groups, Organizations, and Communities Overall Competency Results Table 13 Field Evaluation Competency Score 4.4 Scores Meeting 134/144 Percentage Meeting 93% Field Education Measure Table 14 Assess Individuals, Families, Groups, Organizations, and Communities (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting 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 within clients and constituencies; and Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies =Lacks competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 20

21 21 EP 2.1.8: Intervene with Individuals, Families, Groups, Organizations, and Communities Overall Competency Results Table 15 Field Evaluation Competency Score 4.3 Scores Meeting 159/180 Percentage Meeting 88% Field Education Measure Table Intervene with Individuals, Families, Groups, Organizations, and Communities (N=36) Analyze, formulate, and advocate for policies that advance social well-being Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting Collaborate with colleagues and clients for effective policy action Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes; Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and Facilitate effective transitions and endings that advance mutually agreed-on goals =No competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 21

22 22 EP 2.1.9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Overall Competency Results Table 17 Field Evaluation Competency Score 4.3 Scores Meeting 134/144 Percentage Meeting 93% Field Education Measure Table 18 Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting 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; and Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels =Lacks competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 22

23 23 EP : Apply an integration of Reformed Christian Perspective to Social Work Practice Overall Competency Results Table 19 Field Evaluation Competency Score 4.4 Scores Meeting 63/70 Percentage Meeting 90% Field Education Measure Table 20 Apply an integration of Reformed Christian Perspective to Social Work Practice (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting Understand the religious, faith, and spirituality dimensions of persons and communities Examine one s own religious and spiritual frameworks and know how these aspects self-inform and conflict with their social work practice =Lacks competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 23

24 24 EP : Understand and apply the principles of the strengths perspective to generalist practice Overall Competency Results Table 21 Field Evaluation Competency Score 4.7 Scores Meeting 69/70 Percentage Meeting 99% Field Education Measure Table 22 Understand and Apply the Principles of the Strengths Perspective to Generalist Practice with Client Systems of all Sizes. (N=36) Does not demonstrate competency (1) emerging competency (2) basic competency (3) strong competency (4) excellent competency (5) Total Meeting Understand the principles of the strengths perspective Apply the strengths perspective to social work practice =Lacks competency, 2=Emerging competency, 3=Basic competency, 4=Strong competency, 5=Excellent competency 24