STUDENT INTEGRATIVE LEARNING CONTRACT – Areas of Learning: Academic Year Start Please identify a minimum of one competency for each Learning Objective: Learning Objective I: Learning Objective II: Learning Objective : Effectively apply a biopsychosocial conceptual framework to individual sessions with agency target population. Effectively select and apply developmentally and culturally competent assessment, intervention and evaluation models to psychoeducational or group modalities Effectively integrate environmental scans when interacting with client systems. Incremental Task Assignments: Incremental Task Assignments: Incremental Task Assignments: 1. Research the critical components of a biopsychosocial model 1 Research group modalities known to work effectively work with agency population 1. Research the critical components of an environmental scans 2. Research the history of this model’s effectiveness with agency’s target population 2 Research the history of group modalities’ effectiveness with agency’s target population 2. Identify & describe the impact of changes in economic stability, deindustrialized communities, and shifting migrating/immigration on service delivery 3. Shadow/Observe implementing model with client systems 3 Shadow/Observe staff intervening with client system using group modalities 3. Shadow/Observe assessing for the impact of environmental scans when interacting with client systems 4. Integrate biopsychosocial conceptual framework into individual sessions 4 Intervene with agency client systems using psychoeducational and process-oriented group modalities 4. Integrate environmental when interacting with client systems 5. Review the effectiveness of framework on client system. 5 Review the effectiveness of psychoeducational and process-oriented group modalities on client system 5. Review the effectiveness of environmental scans on the social functioning of client systems Student Initials: PW Field Instructor: SA Faculty Liaison:TM
STUDENT INTEGRATIVE LEARNING CONTRACT – Areas of Learning: Academic Year Start Please identify a minimum of one competency for each Learning Objective: Learning Objective I: Learning Objective II: Learning Objective : Consistently demonstrates the professional use of self, critical thinking, and ongoing learning within and outside of assigned agency. Consistently demonstrates and apply professional clarity of personal and societal values in ethical decision-making with individuals, families and groups. Effectively document practice experiences providing data reflective of and building upon evidence-based intervention. Competency: Competency: Competency: Incremental Task Assignments: Incremental Task Assignments: Incremental Task Assignments: 1. Create & submit weekly agendas identifying person-behavior connection 1 Review ethical guidelines outlined by various disciplines represented at agency 1. Identify one’s own culture influencing personal biases and values that may create prejudices in working with diverse groups; 2. Utilize supervision to identify professionals illustrating exemplar examples of use of self, critical thinking, and lifelong learning 2 Incorporate illustrations of ethical in weekly supervision as an ongoing agenda item 2. Research the impact of social structure & cultural values on the functioning of client systems 3. Attend & participate in agency meetings 3 Identify examples of professional clarity in observed interactions with client system 3. Identify & describe in supervision the impact on practice as one attains knowledge of differences and similarities, and the dimensions of diversity. 4. Attend & participate in external meetings 4 Attend & participate in training/seminar/podcast highlighting the consequences of unethical decision-making on client systems 4. Design and include weekly notes of examples of practice experiences supported by interventions 5. Review ongoing feedback from internal & external interactions 5 Conduct oral and written feedback from various systems, especially client system on student’s demonstration of professional clarity of person and societal 5. Review with field instructor documentation of practice experiences with evidence-based interventions.