Cswe Competencies and Curent Foundation Field Learning Objectives

Directions for Completing the Advanced Level Learning Agreement (MSW II)

The Learning Agreement (LA) should be completed by the student in collaboration with the field instructor within the first month of the field placement. This agreement is used to:

 ASSESS the student’s baseline level of experience at the beginning of the placement, so that the field instructor can select appropriate learning activities;  CLARIFY expectations of the Division of Social Work, the student, and the field instructor;  STRUCTURE the field placement by identifying the specific activities the student will engage to progress towards the desired outcomes; and  MONITOR the success of the placement and the student’s performance.

When developing this agreement, the student and field instructor should also review the end-of-semester Field Evaluation for an idea of performance criteria for each desired outcome.

Learning Agreement Format The Learning Agreement is a list of ten (10) competencies and associated behavioral indicators that the student is expected to achieve during the year. In the column next to each competency the Field Instructor and student should list all activities the student will undertake in the placement to grow in each competency. Activities should be listed to cover all competencies and their behavioral indicators. A sample learning agreement containing examples of placement activities is available on the field ‘FORMS’ page of the website. The student, Field Instructor (FI), and Task Supervisor (TS) should sign the LA. The student is responsible for obtaining and delivering hard copies to the following:

 The Field Instructor  The Task Supervisor  The Faculty Field Liaison  The Division of Social Work (field box, Mariposa 4010)

The student must keep his or her own copy of this agreement.

Directions for Completing all Learning Agreements Although this agreement should include activities that span the entire year, it can be modified at any time by the field instructor and/or student, signed by both. At minimum, this agreement should be reviewed and/or revised at the beginning of the Spring semester. All questions regarding this agreement should be directed to the student’s faculty liaison.

This form must accompany the Field Placement Safety Protocol, Confidentiality & Mandated Reporting Verification form, found on the FORMS page of the field website. Complete and attach as page 6 of this document. Faxed copies of this document will not be accepted by the Division. COMPETENCIES ACTIVITIES SEMESTER

STUDENT WILL: 1. Student identifies as a professional social worker and conducts self accordingly. 1.1-1.3. Shadow and observe social workers, debrief Fall experience during supervision. 1.1. Student can verbally describe own internal process of developing self-awareness of emotions and judgments in relation to all aspects of field experience. Be assigned cases when FI assess readiness. Cases will be assigned until maximum of ___ is attained. Both 1.2. Student demonstrates behavior change and growth in self-awareness as a result of receiving feedback. Address self-awareness in all supervision sessions. Both

1.3. Student verbally describes appropriate professional roles and boundaries of field Complete one process recording per month. setting. Student demonstrates ability to self-monitor when there are questions about boundaries and uses supervision to clarify.

1.4. In all interactions at the field setting, student engages in productive problem-solving 1.4. Read agency policy and procedure manual, organization and appropriate conflict resolution. Student follows agency chain of command. Student chart. FI will review these with student. Fall directs concerns to the appropriate person. Student uses open communication. 1.5.-1.6. Complete a weekly time sheet and submit to FI. Both 1.5. Student is on-time to the placement and is not excessively absent or tardy. Student completes tasks within allotted timeframe and proactively seeks help when difficulties arise.

1.6. Student meets agency expectations regarding attire, demeanor, and conduct.

1.7. Student attends required trainings, reads policy and procedure manuals, and takes 1.7. See 1.5. Obtain in-house training schedule. Submit Both responsibility for knowing relevant agency protocol. Student is able to explain basic evidence of attendance. Go through agency orientation agency mission, services, structure and population. process. Make brief presentation about agency during a community meeting. 1.8. Student proactively seeks out additional trainings, written materials, conversations with knowledgeable persons, and other opportunities to deepen knowledge about the 1.7 Consult with FI and other staff regarding learning Both placement and population(s) served. opportunities.

1.9. Student is able to express self verbally in a manner that is clear and in line with 1.9. Discuss with FI appropriate verbal communication and Fall

Directions for Completing all Learning Agreements Directions for Completing the Advanced Level Learning Agreement (MSW II) agency standards. Student communicates in manner consistent with professional setting. receive and use feedback if needed.

1.10. Student writes reports, case notes, emails, and other products according to agency 1.10. Receive training in formatting of case notes & other Fall/Spring format and professional expectations. Student’s writing is legible and correct grammar is documents & be responsible for producing these documents used. according to agency standards.

COMPETENCIES ACTIVITIES SEMESTER

STUDENT WILL: 2. Student applies social work ethical principles to guide professional practice. 2.1. Receive orientation on agency protocol regarding Fall confidentiality, HIPPA, mandated reporting law, use of 2.1. Can verbally articulate familiarity with the NASW Code of Ethics and agency computer records, how to deal with clients outside of agency policies that relate to it. setting, role conflicts, etc. Discuss with FI own understanding of Code of Ethics. Student is responsible for letting FI about 2.2. Follows agency procedures that safeguard client confidentiality. any confusion or uncertainty.

2.3. Communicates non-judgmental stance through words and behavior in work with Ethical issues will be a topic in every supervision meeting. Fall/Spring clients. 2.2. Share knowledge of ethical decision- making steps Fall & Spring 2.4. Interacts with clients only within the confines of the social worker role, as that role gleaned from classes or previous experience, and refine with is enacted in the agency setting. Does not engage in excessive self-disclosure. FI’s input. Explain how these steps are followed in actual cases. 2.5. Verbally describes steps in the principles and process of ethical decision making. Student seeks field instructor guidance when ethical dilemmas arise, and follows that 2.3-2.4. Openly share with FI when personal values clash Fall & Spring guidance in resolving them. with the professional, and when student experiences discomfort with process. Be open to feedback and self- 2.6. Articulates when personal values clash with professional values. Student uses reflection. supervision to develop ways to manage the conflict.

2.7. Recognizes and acknowledges internal experience of dealing with ambiguity – often discomfort, fear, or frustration, and is willing to use supervision to resolve the situation.

3. Student applies critical thinking to inform and communicate professional judgments.

3.1. Able to analyze complex material.

3.2. Applies abstract concepts to practice experience.

Directions for Completing all Learning Agreements 3.3. Examines own assumptions and is able to test them against evidence and other perspectives.

COMPETENCIES ACTIVITIES SEMESTER STUDENT WILL: 4. Student engages diversity and difference in practice. In all levels and areas of practice, with regard to diversity factors such as age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex and sexual orientation, student:

4.1. From the beginning of the placement, articulates self-awareness regarding own 4.1.-4.2. Discuss with FI own self-knowledge regarding Fall/Spring identity, biases, and fears related to various groups and/or when discussing/planning identity and diversity “sensitive spots”. Bring diversity issues client work. to discuss of all cases.

4.2. Consistently considers the role of diversity, oppression, privilege and culture in understanding client situations. 4.3. Consult with FI & other designated staff regarding Fall diversity-sensitive practice in agency. Attend trainings, read articles, etc. as needed. 4.3. Employs diversity-sensitive practice skills.

5. Student advances human rights to include social and economic justice. 5. Attend meeting of constituent Advisory Board. Spring

5.1. Identifies opportunities in the placement setting to advocate for human rights, social Participate in community awareness event.. Spring & economic justice, and becomes involved in such an effort.

6. Student engages in research-informed practice and practice-informed research.

6.1. Identifies strategy for evaluating own practice within agency.

6.2. Demonstrates familiarity with evidence-based for agency practice.

6.3. Applies research findings to practice.

7. Student applies knowledge of human behavior and the social environment. 7. In all case discussions, incorporates knowledge from Fall & Spring HBSE courses and other applicable resources. 7.1. Articulates knowledge of human behavior specifically relevant to the field setting.

7.2. Plans and implements services incorporating this knowledge.

Directions for Completing all Learning Agreements Directions for Completing the Advanced Level Learning Agreement (MSW II)

8. Student engages in policy practice to advance social and economic well-being 8. Reads and articulates understanding of key policies that Fall delivering effective social work services. govern field setting, e.g., enabling legislation, grant requirements, governmental regulations. 8.1. Articulates understanding of key organizational, regulatory, and governing policies relevant to agency clients and communities. Collaborates with clients and colleagues in some aspect of policy process relevant to them.

STUDENT WILL: 9. Student engages, assesses, intervenes and evaluates with individuals, families, groups, organizations and communities. 9.1-9.12. Please indicate if the skills were demonstrated with one or more of the following client Observe other staff & identify how they demonstrate key Fall groups: elements of engagement, assessment, and intervention.

Individuals______Practice engagement skills with clients in informal settings Fall Families______such as waiting rooms, playgrounds, activity groups, etc. Groups______Organizations_____ Answer telephone calls and provide information. Fall/Spring Communities______Visit agencies that work with our clients. Fall/Spring Engagement 9.1. Establishes effective working relationships with clients/client systems. Conduct intakes and assessments. Spring

9.2. Able to develop and maintain trust, communicate empathy, and respect. Make home visits. Fall/Spring

9.3. Effectively prepares for work with clients. Develop written case plans according to agency standards. Spring

9.4. Develops mutually agreed upon focus of work and desired outcomes with clients. Plan a 6-week group with co-facilitator. Spring

Assessment – Using the strengths and ecological perspectives: Co-facilitate group. Spring 9.5. Collects, organizes, and interprets client data. Communicate with other agencies and resources on behalf of Fall 9.6. Assesses client strengths and limitations. client.

9.7. Develops mutually agreed on intervention goals and objectives. Be able to articulate rational for interventions. Fall/Spring

Directions for Completing all Learning Agreements 9.8. Selects appropriate intervention strategies. Attend case staffings. Fall/Spring

Intervention 9.9. Implements intervention strategies.

9.10. Helps clients resolve problems.

9.11. Negotiates, mediates, and advocates for clients.

9.12. Facilitates transitions and endings for clients.

STUDENT WILL: 10. Student takes a leadership role during the course of the placement in an effort Develops and delivers presentation for high school students Spring to further social work values and improve or enhance services to clients. on services provided by agency.

10.1. Proactively identifies and/or responds to opportunities for leadership role.

10.2. Organizes an activity or project involving clients, colleagues, and/or community.

(REQUIRED) Student Signature: ______Date: ______Student Printed Name: ______Student Phone: ______CSUS ID: ______Preferred Email: ______Faculty Liaison Printed Name:______

(REQUIRED) (If Applicable) FI Signature: ______TS Signature: ______

Directions for Completing all Learning Agreements Directions for Completing the Advanced Level Learning Agreement (MSW II)

FI Printed Name: ______TS Printed Name: ______Field Instructor, please check one: ( ) BASW ( ) MSW ( ) LCSW

This form must be accompanied by a completed Field Placement Safety Protocol, Confidentiality & Mandated Reporting Verification form, found on the FORMS page of the field website. Please attach as page 6 of this agreement. Faxed copies of this document will not be accepted by the Division.

Directions for Completing all Learning Agreements