Identify with the social work profession and behave professionally COURSE POLICIES PARTICULARLY RELEVANT TO THIS COURSE (Other, general policies are listed at the end of the syllabus in Grading Issues) Written Work & Submission of Assignments Your written work should show thoroughness, accuracy and professionalism. All work must be carefully proofread and corrected. Case Studies, Journals and Process Recordings should be free of errors in spelling, grammar, and punctuation. If you do not proofread carefully, you run the risk of having your paper rejected for re-write, with penalty for lateness. Late papers will lose one full letter grade (10%) for every 24-hour period they are late (including weekends). Any Word documents submitted electronically and uploaded to BlazeView D2L must have a .doc (Word 2003) file extension. No revisions of assignments will be allowed without explicit permission—However, please feel free to meet with me (face-to-face, online, or by phone) to discuss your papers before the final due dates. Make-up exams, as a rule, will not be permitted. Only in extraordinary circumstances will such work be accepted. ASSIGNMENTS You will demonstrate your achievement of course objectives through your submitted projects, and assignments: 1. Construct the 6600/6610 Learning Plan Worksheet 2. Triadic Process Recordings (Giddings & Vodde, 2001) will be assigned. In order to emphasize the team approach to field experiences, students are expected to complete process recordings on the assigned dates. The recordings are first turned in to practicum seminar instructors who provide written feedback to the student. 3. A Student Assessment will be assigned. The assessment will include a 2-3 page paper in which students must self-assess their skills in the following dimensions: Interpersonal Communication Skills: Identify and critique your interpersonal skills with clients, colleagues and other professionals. Evaluate your beginning level of skills as you begin to engage in client contacts. Foundation Content Knowledge: Describe your strengths and weaknesses as you reflect on the content that you learned during the fall semester. Consider all areas of the curriculum including human behavior,
Name________________________________________ Learning Plan Worksheet — SOWK 6600/6610 Template W/BIs Semester Evaluation Section/Course Outcomes (Was task performed and how well?) The following fourteen Practicum Objectives are designed to cover the first semester of Foundation Practicum. Students must demonstrate skill in all fourteen objectives. The student’s level of performance of the objective will be rated by the practicum seminar instructor with input from the field instructors well as the student. Student performance will be rated according to the following scale: 1 – Unsatisfactory (did not meet expectations) 2 – Marginal performance 3 – Satisfactory performance (met expectations) 4 – Above average performance 5 – Outstanding performance (consistently exceeded expectations) 6 – Not Applicable Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum tasks will I carry out?) Behavioral Indicators (What is the Midpoint/Satisfactory) Semester Evaluation Section/ Course Outcomes FPO1. Conduct multi-level generalist practice based on the planned intervention process. Student will apply the PIP model to micro (individual), mezzo (groups) and macro (community) levels within the Practicum Setting with sufficient supervision and have the ability to identify correctly the steps being discussed with few errors. Student can to use more number of skills in order to effectively manage an interview, some errors, supervision needed. (see indicator) Students will classroom content into work with clients, groups, community and begin to make ______ Observe and label PIP in practicum setting. ______ Link classroom content to multilevel generalist practice to agency practice. ______ Engage with client systems in practicum. _____ Demonstrate the beginning ability to perform basic interviewing skills with client systems: -Attending behavior -Effective questioning (open/closed questions; minimal encouragement) -Reflecting content (paraphrasing; summarizing) -Reflecting feeling (identifying and accurately
connections of how these are integrated Student will use engagement skills with client systems, somewhat appropriately and correctly, supervision needed. Students will use interviewing skills (as identified on the list) with client systems and demonstrate the use of these skills; moderate supervision needed; performance errors expected. Student can begin to identify presenting problems in clear, concise, and meaningful ways. Student can begin to show this skill through documentation, supervision content, and in seminar, frequently and with some errors. More work needed. re-stating [not repeating] client’s feelings) -More advanced or additive empathy -Confronting (identifying discrepancies) -Communicating feeling and immediacy (identifying and communicating the worker’s own feelings) -Self-disclosure (caution! Use sparingly and with caution) -Interpreting (identifying underlying meanings; proposing alternative perspective) -Information giving (instructions; directions; knowledge) -Structuring for exploration, clarification, action (organizing and pacing the interview) -Enlisting cooperation (overcoming client reluctance/resistance) ______ Summarize a presenting problem as presented by a client system. ______ Average (To Be Completed by Faculty Liaison)
(Was task performed and how well?) FPO3. Analyze and the values and ethics of the social work profession Student is able to these concepts in discussing client systems served by the practicum agency; generally accurate, needs supervisory help. Student is fairly familiar with the cardinal social work values from the NASW Code of Ethics, and with help from the supervisor, can apply these values to client situations. Student’s verbal and written descriptions of clients are in nature. With supervisory feedback, student increasingly is accurate in his/her ability to identify value and ethical conflicts in practice; student can describe these conflicts with increasing levels of accuracy. Conduct self in accord with social work values and ethics such as: Confidentiality Self Determination Dignity of Client ______ Identify core social work values as defined in the Code of Ethics and apply these concepts to practicum. _____ Describe client behaviors in non-judgmental ways. ______ Identify value and ethical conflicts that arise in practice. ______ Average (To be completed by Faculty Liaison) Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum tasks will I carry out?) Behavioral Indicators (How will I know if objective is met?) Semester Evaluation Section/Course Outcomes (Was task performed and how well?) FPO4. Using the strengths perspective, practice without Student can accurately identify the populations served by agency and ______ Identify populations at risk served by practicum agency. judgmental
discrimination and with respect, knowledge, and skills that are appropriate for the range of human differences. describe client system strengths and factors that increase risk for the population; some errors, increasing understanding. Student increasingly exhibits beginning awareness of personal biases that act as barriers to work with client systems. Student does this with minimal prompting, some errors, and increasing accuracy. Student increasing sensitivity to clients and colleagues who are different from self. Student is able to identify and discuss these differences in supervision and to use these discussions to inform his/her client interactions. Student will to accurately identify factors that increase the vulnerability of populations served by the agency. Through reading and discussion with staff, student exhibits familiarity of agency history and development. Student can assess if/how well agency uses strengths-based approach and how the agency responds to human differences among employees and client systems. ______ Identify personal biases and concerns through supervision and seminar. ______ Demonstrate sensitivity in interactions with clients and colleagues who are different from oneself. ______ Identify risk factors contributing to client problems. ______ Average (To be completed by Faculty Liaison) Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum tasks will I carry out?) Behavioral Indicators (How will I know if objective is met?) Semester Evaluation Section/Course Outcomes (Was task performed and how well?) FPO5. Understand and challenge mechanisms of oppression and discrimination. Student understands the concepts of discrimination, oppression and injustice, and is able to identify instances when concepts ______Identify issues of discrimination, oppression, and
emerge in practice; increasing accuracy, but some errors. Student is able to raise questions and concerns about human differences in practice and to examine his/her interactions as well as agency interactions that are impacted by human differences. Student can begin to identify clients different from the student; student can begin to differentiate situations in which the student can respond to client systems reasonable accurately and appropriately, and situations in which the student is less effective or ineffective. Much supervision needed. injustice that one encounters in practice. ______ Describe differences as they impact practice. ______ Asses one’s skill in responding to human differences. ______ Average (To be completed by Faculty Liaison) Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum tasks will I carry out?) Behavioral Indicators (How will I know if objective is met?) Semester Evaluation Section/Course Outcomes (Was task performed and how well?) FPO6. Apply strategies of advocacy and social change to advance justice. Student is able to describe how client advocacy is used in agency and to identify advocacy roles that are appropriate for the agency. ______ Describe how client advocacy is used in practicum agency.
Student exhibits ability to track client access as well as barriers that preclude services; increasing accuracy; some errors, supervision needed. Student is able to identify client systems situations in the advocacy role is needed; supervision needed, increasing accuracy. ______ Identify client access to service, policies that impact client access to services and or barriers to service. ______ Average (To be completed by Faculty Liaison) Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum will I carry out?) Behavioral Indicators (How will I know if objective is met?) Semester Evaluation Section/Course Outcomes (Was task performed and how well?) FPO7. Understand and interpret the history, development, and current trends of the profession. Using knowledge gained from the agency, student can explain _________ history in the community along with current trends/practice. Student will begin to identify the role of social work practice in the agency and can begin to implement this role. Educate one’s peers in seminar on the current trends of the agency. ______ Average (To be completed by Faculty Liaison) Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum tasks will I carry out?) Behavioral Indicators (How will I know if objective is met?) Semester Evaluation Section/Course Outcomes (Was task performed and how well?) FPO8. Select and apply human behavior theory and evidence to inform practice using the ecosystems perspective as an organizing framework. Student is able to describe interactions with client systems; some accuracy, frequent errors; supervision needed. Student is able to explain how theory impacts agency practice; some ability to do this, errors ______ Engage with field instructor and seminar instructor in regards to interactions with client systems. ______ Discuss the application of knowledge and theory to practice.
Student is able to listen to supervisory feedback, deal with the emotional content of feedback, and respond neutrally to this content. Student shows the ability to apply supervisory feedback to cases; some errors; supervision needed. Student has learned the importance of feedback, in receiving and in giving this information. (covered in indicators above) _____ Respond non-defensively to feedback on professional performance. _____ Demonstrate the ability to integrate supervisory feedback into practice. _____ Demonstrate the ability to offer feedback to supervisors on student’s needs in supervision and practicum. ______ Average (To be completed by Faculty Liaison) Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum will I carry out?) Behavioral Indicators (How will I know if objective is met?) Semester Evaluation Section/Course Outcomes (Was task performed and how well?) FPO13. Demonstrate ability to function with the structure of organizations, delivery systems and community networks and seek organizational change. Student can begin to conduct generalist practice with supervisory direction with multiple client systems. Students can accurately describe both formal and informal sources of support for client systems; increasing accuracy and complexity. _____ Carry out generalist practice roles in relation to client systems. Identify formal and informal support systems for a specific client system. _____ Link a client with needed resources and monitor the outcome of the linkage.
Student is able to a client for services and is able to follow up to determine the outcome of the referral. Student has become familiar with typical agency referral services and seeks out identification of new sources. _____ Identify agency referral sources that are available in the community. ______ Average (To be completed by Faculty Liaison) Program Objectives (as indicated on syllabus) Learning Tasks/assignments (What practicum tasks will I carry out?) Behavioral Indicators (How will I know if objective is met?) Semester Evaluation Section/Course Outcomes (Was task performed and how well?) Identity with the social work profession and behave professionally. Student is able to describe the role of a social work professional in the practicum agency through observation and interaction. Student will present cases in supervisory addressing strengths and limitations; some errors, increased accuracy; supervision needed. Student is able to evaluate him or herself according to the practicum assignment; product is thoughtful and relates to observations by instructor. _____ Exhibit beginning understanding of identifying with the profession and appropriate professional behavior. _____ Discuss in supervision student’s strengths and limitations in their work with client systems. _____ Complete self assessment in the areas of interpersonal skills, human diversity, and biases.
FPO 10. Continue to evaluate and apply research findings to practice and evaluate individual practice interventions at multi levels appropriately. Student is able to explain the purpose of assessment in problem-solving with client systems and to develop more complex ways of eliciting client data. Student can discuss client systems and interactions in such a way that his/her bias is not apparent in a description of the case. Errors present; increasing accuracy. Student is able to identify how the agency uses evaluation and research and how these skills impact clients and the agency. In using the PIP, student is able to devise measurable goals and objectives for client systems; some errors, increasing accuracy. Using class content on SSDs or agency protocols, student can begin to determine when and if a client is making progress; some errors, increasing accuracy, supervision needed. Student is able to conduct a brief literature review on a topic related to client population of agency. Content is accurate, information can be used to inform agency practice. Student exhibits beginning ability to evaluate a client’s response to an intervention; some errors, some accuracy, responsive to supervisory feedback. Continue to explain the purpose of client assessment. _____ Continue to demonstrate the ability to separate facts from one’s own bias and attitude. _____ Continue to explain how the process of research is used in the agency. _____ Continue to demonstrate the ability to operationalize client problems into measurable goals and objectives. _____ Continue to demonstrate the ability to measure client progress using a Single Subject Design. _____ Continue to identify the connection between a student intervention and a client response. _____ Apply research findings in the literature to inform practice. _____ Demonstrate the application of practices that have measurable evidence of effectiveness for given populations and problems. ________ Average (To be completed by Faculty Liaison)
Triadic Process Recording Form Department of Social Work • Valdosta State University • Valdosta, Georgia 31698 Student’s Name __________________________________________________________ Date __________________________________ Context of interview (Meeting, Group, etc.): Brief notes: (1) 1–2 sentence description of client system; (2) Previous association with client system or prior contact before this interaction; (3) Context and focus of this session. Verbatim (who said what, etc.) Student’s Feelings Client's Experience (what do you think the client is experiencing or feeling?) Student’s Analysis (what were you trying to do? How do you explain what is going on?) Instructor ’s Feedback