Competency 5: Engage in Policy Practice Learning Plan Tasks Reflective Field Journal Field Practicum Field Evaluation 2, 3 Values Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Reflective Field Journal Field Practicum Field Evaluation 2, 4, 5 Values, Skills, Cognitive & Affective Processes Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Reflective Field Journal Field Practicum Field Evaluation 2, 4, 5 Values, Skills, Cognitive & Affective Processes Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Reflective Field Journal Field Practicum Field Evaluation 2, 4, 5 Values, Skills, Cognitive & Affective Processes Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Learning Plan Tasks Reflective Field Journal Field Practicum Field Evaluation 2, 4, 5 Values, Skills, Cognitive & Affective Processes Learning Outcomes Upon successful completion of this course, students will be able to: Knowledge Demonstrate knowledge and understanding of competencies 3, 5, and 7-9 connecting field experiences to the competencies. Values Engage in activities to promote justice for population served at the practicum agency. Skills
Knight, C. (2006). Groups for individuals with traumatic histories: Practice considerations for social workers. Journal of Social Work. 51, 20-30. Maschi, T. (2006). Unraveling the link between trauma and male delinquency: The cumulative versus differential risk perspectives. Journal of Social Work. 51, 59-70. Megivern, D. (2007). Quality of care: Expanding the social work dialogue. Journal of Social Work. 52, 115-124. Moses, T. (2006). Social workers' attitudes about psychotropic drug treatment with youth. Journal of Social Work. 51, 211-222. Murdach, A. (2007). Situational approach to direct practice: Origin, decline. Journal of social Work. 52, 211-218. NASW (1996). Code of ethics of the National Association of Social Workers. Washington, DC: NASW. NASW (2001). NASW standards for cultural competence in social work. Washington, DC: NASW. Nybell, L. (2004). Race, place, space: The meaning of cultural competence in three child welfare agencies. Journal of Social Work. 49, 17-26. Pollio, D (2006). Living with severe mental illness-What families and friends must know: Evaluation of a one-day psychoeducation workshop. Journal of Social Work. 51, 31-38. Reamer, F. (2003). Boundary issues in social work: Managing dual relationships. Journal of Social Work, 48, 121-123. Ruffolo, M (2006). Developing a parent-professional team leadership model in group work: Work with families with children experiencing behavioral and emotional problems. Journal of Social Work. 51, 31-38. Western Kentucky University (2016). Process for academic dishonesty. Bowling Green, KY: Author. Retrieved from Zakutansky, T. J. & Sirles, E. (1993). Ethical and legal issues in field education: Shared responsibility and risk. Journal of Social Work Education, 29, 338-347. Zhang, W. (2007). Information technology acceptance in the social services sector context: An exploration . Journal of Social Work. 52, 221-231.
APPENDIX A SWRK 561 Weekly Schedule Week Competency Focus Field Assignments 1 Review Syllabi Review/Revise Learning Plan Timesheets Practicum hours 2 Schedule phone call with field liaison Practicum hours 3 Core Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Journal 1 Due Practicum hours 4 Practicum hours 5 Core Competency 5: Engage in Policy Practice Schedule midterm visit with Field Liaison Journal 2 Due Practicum hours 6 Practicum hours 7 Student self-assessment due to Field Liaison Practicum hours 8 Midterm Learning Plan midterm comments due to Field Liaison Practicum hours 9 Core Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Journal 3 Due Practicum hours 10 Practicum hours 11 Core Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Journal 4 Due Practicum hours 12 Schedule Final Visit Practicum hours 13 Core Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Journal 5 Due Schedule Final Visit Practicum hours 14 Evaluation of student field performance Final Evaluation of Field Placement- Student keeps a copy, Liaison turns original in to the Field Office Practicum hours (cannot finish hours before this week) Finals Week Can be used to finish practicum hours, if needed, but hours MUST be completed by Friday of this week
Appendix C WKU SW 560/561 Advanced Field Practicum Journal Grading Rubric Level of Performance Content Failing (0-1) Failing (2) Passing with Minimal Expectations (3) Passing with Proficiency (4) Passing with Distinction (5) Score Attention to details •Did not submit OR submitted but incomplete •did not follow instructions; •needs to submit or revise; requires consultation with field liaison •Submitted •did not follow instructions; •revision needed; requires consultation with field liaison •Submitted; •followed instructions; •no revision needed but may need consultation with field liaison •Submitted; •followed instructions; •no revision needed; consultation with field liaison not required •Submitted; •followed instructions consistently in all content areas; •no revision needed; consultation with field liaison not required Application to competency and expected behaviors •Major problems or inconsistencies in requested content areas •identified no learning goals; •written response reflects little or no understanding as evidence of mastery •Major problems with some requested content areas; •identified vague or very broad learning goals that can apply to any situation; •written response reflects low level of understanding as evidence of mastery •Some minor problems with requested content areas; •some inconsistencies but clear identifiable learning goals; •written response reflects beginning/average level of understanding as evidence of mastery •Minimal or no problems with requested content areas; •minimal or no inconsistencies in clearly identifying learning goals; •written response reflects above average level of understanding as evidence of mastery •No problems with requested content areas; •consistently and clearly identifies learning goals; •written response reflects advanced level of understanding as evidence of mastery Demonstrates effective written communication •No written response OR written response is not clear in all or most areas; •very noticeable errors in mechanics of writing, usage of language, and •Written response is not clear in multiple areas; •noticeable errors in mechanics of writing, usage of language, and sentence structure on each page; •Written response is clear; •some noticeable errors in mechanics of writing, usage of language, and •Written response is very clear; •minimal or no noticeable errors in mechanics of writing, usage of language, and •Written response is very clear, •no noticeable errors in mechanics of writing, usage of language, and sentence structure on each page;
sentence structure on each page; •difficult to understand; •fails to clearly cite sources and references in APA style when appropriate •revision needed & refer to WKU Writing Center •difficult to understand; •major inconsistencies with clearly and accurately citing sources and references in APA style when appropriate •revision needed & refer to WKU Writing Center sentence structure on some pages; •generally not affect understanding; •some inconsistencies with clearly and accurately citing sources and references in APA style when appropriate •no revision needed but might benefit from referral to WKU Writing Center sentence structure on each page; •easy to understand; •minimal or no inconsistencies in clearly and accurately citing sources and references in APA style when appropriate •no revision needed; no referral to WKU Writing Center •easy to understand; •consistently inserts and accurately cites sources and references in APA style when appropriate •no revision needed; no referral to WKU Writing Center Attention to self-assessment and self-reflection •Fails to provide clear comments and examples in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides very vague, general comments and examples with major inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides some clear comments and examples but with some inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides clear comments and examples with minimal or no inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. •Provides very clear comments and examples with no inconsistencies in describing personal strengths, challenges, and managing personal values encountered in supervision, interactions with clients and staff, etc. Total ____ Field Liaison Comments: