Student Learning Plan/Contract

STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Michigan Department of Human Services

Student Name College/University

Field Placement Site Field Instructor Name

Semester/Year Field Liaison

Practice Behavior Associated Task/Activity Timeline Status/Comments

Competency 1 – Identify as a professional social worker and conduct oneself accordingly. a. Advocate for client access to Review and become familiar with the the services of social work variety of services available to support family preservation. This would include, but not limited to:  Review of FC/Adoption policy and practice  Meet and shadow FC, Adoption, JJ and licensing staff  Meet and shadow FF, FTBS, Family Court and Wraparound service providers

(CPS) Demonstrate the ability to check potential voluntary/non-voluntary placements consistent with policy and utilizing appropriate forms.

b. Practice personal reflection (CPS) Shadow CPS workers during and self-correction to assure multiple phases of investigations and continual professional through various disposition types. development. (CPS) Shadow CPS workers during joint investigations with LE/PA’s.

(CPS) Shadow workers during investigations which involve CAC interviews.

(CPS) Shadow workers during all phases of court hearings; preliminaries, pre-trials, adjudication and termination.

DHS-1315 (Rev. 9-13) MS Word 1 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments (Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required document- tation related to home visits.

(Foster Care) Shadow a worker performing an initial relative placement home study and completing a relative placement home study.

(Foster Care) Shadow a worker performing foster home licensing home studies.

(Foster Care) Shadow a worker performing a guardianship home study. Possibly perform guardianship home studies.

(Foster Care) Shadow a worker performing a parenting time assessment. Learn to prepare a parenting time assessment.

(Foster Care) Shadow a HLO worker.

(Foster Care) Shadow an IVE eligibility specialist.

(Foster Care) Shadow a Families First worker.

(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system.

c. Attend to professional roles (CPS) Shadow CPS workers during and boundaries. multiple phases of investigations and through various disposition types.

(CPS) Shadow CPS workers during joint investigations with LE/PA’s.

(CPS) Shadow workers during DHS-1315 (Rev. 9-13) MS Word 2 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments investigations which involve CAC interviews.

(Adoption) Attend home visits and demonstrate the ability to discuss required topics and document as required by DHS policy.

(Adoption) Draft Child Adoption Assessments – shadow adoption worker when interviews are conducted.

(Adoption) Draft Adoptive Family Assessments – shadow adoption worker when interviews are conducted.

(Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required documentation related to home visits.

DHS-1315 (Rev. 9-13) MS Word 3 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments (Foster Care) Shadow a HLO worker.

d. Demonstrate professional Read the Crucial Conversations book demeanor in behavior, and attend trainings if necessary. appearance, and Prepare a paper on what the intern has communication seen in DHS offices that would require Crucial Conversations training in our locals (identify communication errors at the local offices).

(Adoption) Assist children and families with Life Books.

(Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required document- action related to home visits.

(Foster Care) Shadow a worker performing an initial relative placement home study and completing a relative DHS-1315 (Rev. 9-13) MS Word 4 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments placement home study.

e. Engage in career-long learning. Observe multiple MiTEAM meetings and demonstrate the ability to facilitate a meeting.

Review and become familiar with Mandated Reporting trainings and guidelines (resource guide, online trainings, and comprehension of CPL requirements).

Participate in recruitment/retention activities.

(Adoption/Foster Care) Attend PRIDE training to learn foster parent expectations as well as foster DHS-1315 (Rev. 9-13) MS Word 5 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments parent/child perspectives.

f. Use supervision and Review and be tested on DHS policy in consultation. foster care, adoption, and CPS (regardless of the program in which they intern. Policies are inter-related and so should their knowledge).

(CPS) Demonstrate the ability to write a petition consistent with policy and local Family Court/PA expectations.

(CPS) Demonstrate the ability to write a report consistent with proper evaluation of safety and risk and meeting policy expectations.

Competency 2 – Apply social work ethical principles to guide professional practice. a. Recognize and manage (CPS) Shadow CPS workers during personal values in a way that multiple phases of investigations and allows professional values to through various disposition types. guide practice (CPS) Shadow CPS workers during joint investigations with LE/PA’s.

(Adoption) Draft Adoptive Family

DHS-1315 (Rev. 9-13) MS Word 6 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments Assessments – shadow adoption worker when interviews are conducted.

(Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required documentation related to home visits.

b. Make ethical decisions by Review and become familiar with the applying standards of the variety of services available to support Nation Association of Social family preservation. This would work Code of Ethics (NASW) include, but not limited to: and, as applicable, of the  Review of FC/Adoption policy and International Federation of practice. Social Workers/International  Meet and shadow FC, Adoption, Association of Schools of JJ and licensing staff. Social Work Ethics in Social  Meet and shadow FF, FTBS, DHS-1315 (Rev. 9-13) MS Word 7 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments Work, State of Principles Family Court and Wraparound service providers.

c. Tolerate ambiguity in resolving (CPS) Shadow CPS workers during ethical conflicts multiple phases of investigations and through various disposition types.

(CPS) Shadow CPS workers during joint investigations with LE/PA’s.

(CPS) Shadow workers during all phases of court hearings; preliminaries, pre-trials, adjudication and termination. DHS-1315 (Rev. 9-13) MS Word 8 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments

(Foster Care) Shadow a Families First DHS-1315 (Rev. 9-13) MS Word 9 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments worker.

d. Apply strategies of ethical (CPS) Assist the Field Instructor and reasoning to arrive at principled family in developing realistic, concrete decisions and effective service and safety plans.

(Foster Care) Shadow a HLO worker. DHS-1315 (Rev. 9-13) MS Word 10 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments

Competency 3 – Apply critical thinking to inform and communicate professional judgments. a. Distinguish, appraise, and (CPS) Review and become familiar integrate multiple sources of with a wide variety of training tools, knowledge, including research- including, but not limited to: based knowledge, and practice  Forensic Interview Protocol. wisdom  REID Technique training for interrogation.  Model Child Abuse Protocol.  CPS Investigative Training Tool.  Drug Endangered Children (DEC) Protocol.

(CPS) Assist the Field Instructor and family in developing realistic, concrete and effective service and safety plans.

(Foster Care) Shadow a worker performing an initial relative placement DHS-1315 (Rev. 9-13) MS Word 11 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments home study and completing a relative placement home study.

(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system

b. Analyze models of Review and become familiar with the assessment, prevention, variety of services available to support intervention, and evaluation family preservation. This would include, but not limited to:  Review of FC/Adoption policy and practice.  Meet and shadow FC, Adoption, JJ and licensing staff.  Meet and shadow FF, FTBS, Family Court and Wraparound service providers.

(CPS) Assist the Field Instructor and family in developing realistic, concrete and effective service and safety plans. DHS-1315 (Rev. 9-13) MS Word 12 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments

c. Demonstrate effective oral and Read the Crucial Conversations book written communication in and attend trainings if necessary. working with individuals, Prepare a paper on what the intern has families groups, organizations, seen in DHS offices that would require communities, and colleagues Crucial Conversations training in our locals (identify communication errors at the local offices).

Attend one or more report writing trainings consistent with DHS policies and procedures.

(CPS) Demonstrate the ability to write a petition consistent with policy and local Family Court/PA expectations.

(CPS) Demonstrate the ability to write a report consistent with proper evaluation of safety and risk and meeting policy expectations.

(Adoption) Assist children and families with Life Books.

(Foster Care) Review foster care reports prepared by PAFC agencies to become familiar with acceptable and unacceptable forms of report writing.

(Foster Care) Attend home visits to DHS-1315 (Rev. 9-13) MS Word 13 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments learn and demonstrate knowledge of DHS policy and required documentation related to home visits.

Competency 4 – Engage diversity and difference in practice. a. Recognize the extent to which (CPS) Review policy and practice a culture’s structures and specific to the issues of substance values may oppress, use/abuse, domestic violence, and marginalize, alienate, or create mental health concerns, and or enhance privilege and power demonstrate an awareness of how prevalent these issues are in CPS, the trends and patterns that are common in the investigation types and how to most affectively evaluate safety and mitigate risk.

DHS-1315 (Rev. 9-13) MS Word 14 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments (Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system.

b. Gain sufficient self-awareness (CPS) Assist the Field Instructor and to eliminate the influence of family in developing realistic, concrete personal biases and values in and effective service and safety plans. working with diverse groups (Foster Care) Shadow a worker performing foster home licensing home studies.

c. Recognize and communicate (CPS) Demonstrate the ability to check their understanding of the potential voluntary/non-voluntary importance of difference in placements consistent with policy and shaping life experiences utilizing appropriate forms.

(Foster Care) Shadow an IVE eligibility specialist. DHS-1315 (Rev. 9-13) MS Word 15 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments

d. View themselves as learners Review and become familiar with the and engage those with whom variety of services available to support they work as informants family preservation. This would include, but not limited to:  Review of FC/Adoption policy and practice.  Meet and shadow FC, Adoption, JJ and licensing staff.  Meet and shadow FF, FTBS, Family Court and Wraparound service providers.

Competency 5 – Advance human rights and social and economic justice. a. Understand the forms and Demonstrate the ability to comprehend mechanisms of oppression and the Child Welfare continuum of care discrimination and how all children’s services are linked and dependent upon one another for the best possible outcomes for families.

b. Advocate for human rights and Review and become familiar with the social and economic justice variety of services available to support family preservation. This would include, but not limited to:  Review of FC/Adoption policy and practice. DHS-1315 (Rev. 9-13) MS Word 16 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments  Meet and shadow FC, Adoption, JJ and licensing staff.  Meet and shadow FF, FTBS, Family Court and Wraparound service providers.

c. Engage in practices that (CPS) Assist the Field Instructor and advance social and economic family in developing realistic, concrete justice and effective service and safety plans.

(Adoption) Draft Adoptive Family Assessments – shadow adoption worker when interviews are conducted

Competency 6 – Engage in research-informed practice and practice-informed research. a. Use practice experience to Review and become familiar with the inform scientific inquiry variety of services available to support family preservation. This would include, but not limited to:  Review of FC/Adoption policy and practice.  Meet and shadow FC, Adoption, JJ and licensing staff.  Meet and shadow FF, FTBS, Family Court and Wraparound service providers.

b. Use research evidence to Read the Crucial Conversations book inform practice and attend trainings if necessary. DHS-1315 (Rev. 9-13) MS Word 17 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments Prepare a paper on what the intern has seen in DHS offices that would require Crucial Conversations training in our locals (identify communication errors at the local offices).

Review and be tested on DHS policy in foster care, adoption, and CPS (regardless of the program in which they intern. Policies are inter-related and so should their knowledge).

(Adoption) Research Post-Adoption services in the community and Post- Adoption best practices.

(Adoption) Research best practices in preparing children and adoptive families for adoption and create informational materials for children, families and workers.

Competency 7 – Apply knowledge of human behavior and the social environment. a. Utilize conceptual frameworks Read the Crucial Conversations book to guide the processes of and attend trainings if necessary. assessment, intervention, and Prepare a paper on what the intern has evaluation seen in DHS offices that would require Crucial Conversations training in our locals (identify communication errors at the local offices).

Demonstrate the ability to comprehend the Child Welfare continuum of care and how all children’s services are linked and dependent upon one another for the best possible outcomes for families.

DHS-1315 (Rev. 9-13) MS Word 18 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments (CPS) Shadow CPS workers during multiple phases of investigations and through various disposition types.

b. Critique and apply knowledge (CPS) Review and become familiar to understand person and with other service providers and the environment steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

(CPS) Demonstrate the ability to do effective background checks (CR, LEIN, obtaining and reviewing police reports, reviewing and understanding various DHS data systems for CPS/FC and Assistance provision).

(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system

Competency 8 – Engage in policy practice to advance social and economic well-being and to deliver effective social work services. a. Analyze, formulate, and Review and become familiar with CPS advocate for policies that policy, including, but not limited to: advance social well-being  Use of online manual.  Review of training tools.  Review and use J-Jolt trainings for policy release. DHS-1315 (Rev. 9-13) MS Word 19 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments

b. Collaborate with colleagues Review and be tested on DHS policy in and clients for effective policy foster care, adoption, and CPS action (regardless of the program in which they intern. Policies are inter-related and so should their knowledge).

Competency 9 – Respond to contexts that shape practice. a. Continuously discover, Attend court hearings related to all appraise, and attend to children’s services programs to develop changing locales, populations, a foundation of knowledge regarding scientific and technological the progression of cases. developments, and emerging societal trends to provide (CPS) Review policy and practice relevant services specific to the issues of substance use/abuse, domestic violence, and mental health concerns, and demonstrate an awareness of how prevalent these issues are in CPS, the trends and patterns that are common in the investigation types and how to most affectively evaluate safety and mitigate risk.

b. Provide leadership in (CPS) Assist the Field Instructor and promoting sustainable changes family in developing realistic, concrete in service delivery and practice and effective service and safety plans. to improve the quality of social services

Competency 10 – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Engagement:

DHS-1315 (Rev. 9-13) MS Word 20 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments a. Substantively and affectively Demonstrate the ability to comprehend prepare for action with the Child Welfare continuum of care individuals, families, groups, and how all children’s services are organizations, and linked and dependent upon one communities another for the best possible outcomes for families.

(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

b. Use empathy and other (CPS) Review and become familiar interpersonal skills with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

c. Develop a mutually agreed-on Review and become familiar with the focus of work and desired variety of services available to support outcomes family preservation. This would include, but not limited to:  Review of FC/Adoption policy and practice.  Meet and shadow FC, Adoption, JJ and licensing staff.  Meet and shadow FF, FTBS, Family Court and Wraparound service providers.

(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families DHS-1315 (Rev. 9-13) MS Word 21 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments with the oversight of the Field Instructor.

Assessment: d. Collect, organize, and interpret (CPS) Review and become familiar client data with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

e. Assess client strengths and (CPS) Review and become familiar limitations with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

f. Develop mutually agreed-on (CPS) Review and become familiar intervention goals and with other service providers and the objectives steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

g. Select appropriate intervention Demonstrate the ability to comprehend strategies the Child Welfare continuum of care and how all children’s services are linked and dependent upon one DHS-1315 (Rev. 9-13) MS Word 22 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments another for the best possible outcomes for families.

Intervention: h. Initiate actions to achieve Review and become familiar with the organizational goals variety of services available to support family preservation. This would include, but not limited to:  Review of FC/Adoption policy and practice.  Meet and shadow FC, Adoption, JJ and licensing staff.  Meet and shadow FF, FTBS, Family Court and Wraparound service providers.

(CPS) Shadow CPS workers during multiple phases of investigations and through various disposition types.

i. Implement prevention (CPS) Review and become familiar interventions that enhance with other service providers and the client capacities steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

j. Help clients resolve problems (CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

k. Negotiate, mediate, and (CPS) Review and become familiar advocate for clients with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

DHS-1315 (Rev. 9-13) MS Word 23 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments (CPS) Assist the Field Instructor and family in developing realistic, concrete and effective service and safety plans.

l. Facilitate transitions and (CPS) Review and become familiar endings with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

Evaluation: m. Critically analyze, monitor, and Demonstrate the ability to comprehend evaluate interventions the Child Welfare continuum of care and how all children’s services are linked and dependent upon one another for the best possible outcomes for families.

(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

Additional Practice Behaviors Required by MSU Corresponding with the CSWE 2015 EPAS Competencies

DHS-1315 (Rev. 9-13) MS Word 24 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments Competency 1 (d.) use technology ethically and appropriately to facilitate practice outcomes.

Competency 4 (b.) apply critical thinking to engage in analysis of qualitative and qualitative research methods and research findings.

Competency 5 (a.) identify social policy at the local, state, and federal level that impacts well-being, service delivery and access to social services.

(b.) Assess how social welfare and economic policies impact the delivery of and access to social services.

Competency 6 (a.) Apply knowledge to human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and DHS-1315 (Rev. 9-13) MS Word 25 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments constituencies.

Competency 8 (c.) Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.

(d.) Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.

Competency 9 (a.) Select and use appropriate methods for evaluation of outcomes.

(b.) Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

(d.) Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

DHS-1315 (Rev. 9-13) MS Word 26 STUDENT LEARNING PLAN/CONTRACT Internship Placement Program Practice Behavior Associated Task/Activity Timeline Status/Comments

Student Signature Date

Field Instructor Signature Date

Field Liaison/Director Signature Date

Department of Human Services (DHS) will not discriminate against any individual or group because of race, religion, age, national origin, color, height, weight, marital status, sex, sexual orientation, gender identity or expression, political beliefs or disability. If you need help with reading, writing, hearing, etc., under the Americans with Disabilities Act, you are invited to make your needs known to a DHS office in your area.

DHS-1315 (Rev. 9-13) MS Word 27