School of Social Work BASW Assessment 2014 6-30-14 Program Assessm… · BASW students, due to...

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SAN FRANCISCO STATE UNIVERSITY

SCHOOL OF SOCIAL WORK, BASW PROGRAM

INVENTORY OF PROGRAM ASSESSMENT ACTIVITIES- June 2014

Program Mission: The mission of the School of Social Work is to provide educational

foundations that promote just and secure communities, societies and global networks. It serves

to educate human service providers for versatile, creative, and culturally sensitive practice in

multiple settings and involving diverse populations. It promotes leadership, scholarship,

activism, and change to achieve equity and social justice.

Program Learning Outcomes and Core Competencies:

All Council on Social Work Education programs are required to measure and report student

learning outcomes. Students are assessed on their mastery of the competencies that comprise

the accreditation standards of the Council on Social Work Education. These competencies are

dimensions of social work practice that all social workers are expected to master during their

professional training. Each social work program is mandated to set a measurement benchmark

for each competency, and an assessment score at or above that benchmark is considered by

the program to represent mastery of that particular competency. The Bachelor of Arts in Social

Work (BASW) curriculum prepares its graduates for advanced practice through mastery of the

core and advanced competencies supplemented by knowledge and practice behaviors specific

to advanced social work practice.

Competency-based social work education is an outcome performance approach to the

curriculum, and includes measurable practice behaviors for each competency that are

comprised of knowledge, values and skills. Our program learning outcomes are to teach

students to demonstrate the integration and application of social work competencies in

practice with individuals, families, groups, organizations and communities. The ten core

competencies (CSWE EPAS, 2008) for BASW programs are:

EP 2.1.1- Professional Identity: Identify as a professional social worker and conduct oneself

accordingly

EP 2.1.2- Ethical Practice: Apply social work ethical principles to guide professional practice

EP 2.1.3- Critical Thinking: Apply critical thinking to inform and communicate professional

judgments

EP 2.1.4- Diversity in Practice: Engage diversity and difference in practice

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EP 2.1.5- Human Rights and Social Justice: Advance human rights and social and economic

justice

EP 2.1.6- Research Based Practice: Engage in research-informed practice and practice-informed

research

EP 2.1.7- Human Behavior: Apply knowledge of human behavior and the social environment

EP 2.1.8- Policy Practice: Engage in policy practice to advance social and economic well-being

and to deliver effective social work services

EP 2.1.9- Practice Context: Respond to contexts that shape practice

EP 2.1.10- Engage, Assess, Intervene and Evaluate: Engage, assess, intervene, and evaluate with

individuals, families, groups, organizations and communities.

For the past two years (2012-2014), the School of Social Work faculty have been adapting and

modifying the undergraduate and graduate curriculum to comply with the 2008 Educational

Policies and Accreditation Standards (EPAS) of the Council on Social Work Education. Although

the recent work of our faculty has been informed by the 2008 EPAS, CSWE is currently working

on modifications to the 2008 EPAS, and expects to publish the final revised standards in 2015.

We expect to make some program modifications when the new EPAS is adopted in 2015, as

these will be the standards under which our programs will be evaluated for our 2018

reaffirmation of CSWE accreditation.

Social Work faculty created a matrix to identify the particular practice behaviors for each

competency, and identified core and advanced practice behaviors that students would attain

throughout their two years in the program. This matrix will serve as the context for current and

future assessment activities in the school (See Appendix I, Education Policy & Accreditation

Standards (EPAS) Core & Advance Practice Behaviors).

A variety of assessment measures will be included in this report: Final Field Evaluations by

Agency Field Instructors; BASW Rubric on GWAR and EPAS; Assessment of NASW Legislative

Lobby Days; and 2014 Student Exit Survey.

Field as Signature Pedagogy

Signature pedagogy represents the central form of instruction and learning in which a

profession socializes its students to perform the role of practitioner. Professionals have

pedagogical norms with which they connect and integrate theory and practice. In social work,

the signature pedagogy identified by CSWE is field education. The intent of field education is to

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connect the theoretical and conceptual contribution of the classroom with the practical world

of the practice setting. It is a basic precept of social work education that the two interrelated

components of curriculum—classroom and field—are of equal importance within the

curriculum, and each contributes to the development of the requisite competencies of

professional practice. Field education is systematically designed, supervised, coordinated, and

evaluated based on criteria by which students demonstrate the achievement of program

competencies.

Students in the BASW program enroll in field education courses in their senior year as part of

their degree requirements. They are required to perform a total of 480 hours of internship in

community agencies, and attend a field seminar course each semester.

The assessment data here represent the integration of the ten social work competencies, and

the practice behaviors identified as indicators of competency attainment. The evaluation forms

used by the students’ field instructors measure the competency attainment of the student after

the end of two semesters in their field placement agencies, and uses a 5-point scale to grade

the student’s performance (1=Poor; 2=Fair; 3=Good; 4=Very Good; 5=Excellent). In order to

demonstrate that the students have attained each of the competencies, the program has set

the benchmark that at least 70% of the students will have mastered that particular

competency. (See Appendix II, BASW Final Field Data).

The School of Social Work used the 2014 Final Field Evaluation Data for the BASW program as

outcomes for assessment of the 10 competencies. These data do not reflect the entirety of the

BASW students, due to technological challenges related to the E-Field software package that

has been used by the school for the past two years. Thus, we have discontinued our contract

with the vendor, and are creating our own internal database that will be used in subsequent

years and will generate outcome data for all BASW students.

COMPETENCY COMPETENCY BENCHMARK MEAN

SCORE

PERCENTAGE OF

STUDENTS

ACHIEVING

BENCHMARK

Identifies as a

professional social worker

& conducts oneself

accordingly.

A minimum of 70% of students will

achieve a score of “4” (Consistent

Demonstration of High Level of Skill

Development) or above on their

final field evaluation.

4.57 92%

4

Applies social work

ethical principles to guide

professional practice






4.3 80.2%

Applies critical thinking to

inform and communicate

professional judgments






4.36 80.3%

Engages diversity and

difference in practice






4.47 99.7%

Advances human rights

and social and economic

justice






4.2 80%

Engages in research-

informed practice and

practice-informed

research






4.0 54%

Applies knowledge of

human behavior & the

social environment






4.4 92.5%

Engages in policy practice

to advance social and

economic well-being and

to deliver effective social

work services






4.2 55%

Responds to contexts that

shape practice






3.75 68%

5

Engages, assesses,

intervenes, and evaluates

with individuals, families,

groups, organizations,

and communities






4.29 80%

With the exception of “Engages in research-informed practice and practice-informed research”,

Engages in policy practice to advance social and economic well-being and to deliver effective

social work services”, and “Responds to contexts that shape practice”, competencies that are

not usually a focus of undergraduate level field placements or measured in field placement

evaluations, the data above indicate that BASW students have mastered most of the CSWE

competencies by achieving assessment scores at or above the mean and benchmark considered

by the program to represent mastery of that particular competency. These data provide us with

valuable information that will be used in the continuous training and mentoring of field

instructors that is provided annually by the Field Director and Social Work faculty. These

training sessions enable us to assist the field instructors in creating assignments and projects in

the field that connect to the EPAS competencies.

CSWE requires that each BASW program develop at least two indicators of mastery of the

particular competencies. The final field evaluation represents one indicator of mastery, and

others are being developed as we transform our curriculum and course syllabi to determine

assignments and outcomes that represent competency attainment.

BASW Rubric on GWAR and EPAS

Dr. Jocelyn Hermoso developed an assessment rubric for the GWAR course, Social Policy

Analysis, incorporating the EPAS Core Competencies, Core Practice Behaviors, and

Measurement Indicators for attainment of the specific competencies. Results of this

assessment rubric for 2014 are not yet available, but this document represents the assessment

rubrics that will be developed by faculty for all courses in the social work curriculum. Data

gathered from these assessment tools will be used to demonstrate competency attainment for

BASW students. (See Appendix III, BASW Rubric on GWAR and EPAS)

Assessment of 2013 NASW Legislative Lobby Days

Background: The National Association of Social Workers (NASW) sponsors Legislative Lobby

Days, a two‐day event that educates students and professionals about important legislation

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affecting clients and the social work profession. Twelve students from SF State (4 MSW and 8

BASW) participated in this year’s Lobby Days. Four faculty members participated as faculty

sponsors. After the event, the students were requested to complete an on‐line survey

evaluating the event and assessing their learning outcomes. This document (See Appendix IV)

summarizes the results of data collected from the survey.

Instrument: The evaluation and assessment instrument consisted of ten items. The questions

were a combination of multiple choice questions, Likert scales, and open‐ended questions.

Questions 1 to 3 asked about the respondents’ background (which program they were in and

what emphasis). Question 4 was an evaluative question asking respondents to rate their level of

satisfaction of Lobby Days on a number of elements. Questions 5 to 9 were assessment

questions asking about what students learned from the event, how these relate to their

education and practice, how they think they will use their learning in the future. Question 10

was an evaluative question that asked about participants’ recommendations for future Lobby

Days. The survey was composed and sent out using Survey Monkey.

Sample: A total of 11 students filled‐out the survey. Eight of them were BASW students and

three were MSW students. Ten of the 11 attended a legislative appointment. Eleven

participated as student participants and one volunteered to lead a legislative team.

Results: The survey represented an assessment measure of Policy Practice Behaviors based on

the 2008 EPAS. Respondents indicated that their involvement in Legislative Lobby Days was a

critical element in their ability to attain competence in a variety of practice behaviors related to

EP 2.1.8- Policy Practice: Engage in policy practice to advance social and economic well-being

and to deliver effective social work services.

Student Exit Survey

In our effort as a School to engage in Continuous Quality Improvement, all members of the

BASW Class of 2014 were invited to complete an exit survey in June 2014. Twelve of the 24

graduated students submitted their responses to the survey, which included questions

regarding their experience with social work faculty and staff, informational materials about the

program, advising, and field instruction. In addition to the quantitative data generated from the

survey, graduates also responded to several open-ended qualitative questions regarding the

curriculum scope, depth, range, effectiveness and usefulness of the social work curriculum; and

suggestions for changes in curriculum, courses and the School of Social Work in general (See

Appendix V). These qualitative data will be used to inform the curriculum and program

development process over the next two years.

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In the table below, BASW students were asked, “Please indicate your level of agreement with

the following statements about the BASW Program and the School of Social Work”. This

assessment of the School of Social Work, from the 12 students who responded to the survey,

indicates an average mean score of 4.2, and demonstrates that graduates generally “Agree”

that the BASW program provided them with an overall positive experience in those particular

aspects which were the focus of the questions asked.

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# Question Strongly Disagree

Disagree

Neither Agree

nor Disagree

Agree Strongly

Agree Total

Responses Mean

1

The BASW

Student

Manual gave

useful

information

about the

program.

0 2 3 5 2 12 3.58

2

The School

of Social

Work

website

provided

useful

information

about the

program.

0 2 1 7 2 12 3.75

3

Members of

the SSW

Office Staff

were

courteous

and helpful

when

needed.

0 0 0 9 3 12 4.25

4

My

experience

on obtaining

professional

and/or

personal

advice when

0 0 0 9 3 12 4.25

9

needed from

faculty was

positive.

5

My

experience

on obtaining

professional

and/or

personal

advice when

needed from

the Director

was positive.

0 0 3 6 3 12 4.00

6

Faculty

members

seemed to

take a

genuine

interest in

my

preparation

for the social

work

profession.

0 0 0 7 5 12 4.42

7

The School

of Social

Work is

fulfilling its

mission.

0 0 3 7 2 12 3.92

8

I would

recommend

this program

to others.

0 1 0 10 1 12 3.92

9

My field

instructor (FI

at the

agency)

encouraged

0 0 3 6 3 12 4.00

10

me to use

my strengths

in

developing

social work

skills.

10

My field

instructor

(FI) was

available for

supervision

when

needed.

0 0 1 5 6 12 4.42

11

My faculty

field liaison

was available

for

consultation

and

problem-

solving when

needed.

0 0 0 4 8 12 4.67

12

My field

agency gave

me

instruction

on practice

methods

used in my

field

placement.

0 0 2 5 5 12 4.25

13

My field

placement

contributed

to my overall

development

in social

work

practice

0 0 1 4 7 12 4.50

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Conclusion

As the School of Social Work moves toward preparation for the CSWE 2018 reaccreditation self-

study and site visit, competency indicators are being developed for each course, and data will

be collected related to competency attainment for the 10 core competencies and related

practice behaviors. Our next assessment report will provide summary data generated by each

instructor in the BASW program on student attainment of competencies and practice

behaviors, and provide more substantive data on particular curricular areas reflected in the

EPAS.

from a

generalist

perspective.

14

Through my

experience

in the field, I

was able to

connect

theory to

practice.

0 0 1 5 6 12 4.42

15

My field

seminars

(SW

502/504)

were helpful

in linking

field and

classroom

learning.

0 0 0 5 7 12 4.58

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Education Policy & Accreditation Standards (EPAS) Core

& Advance Practice Behaviors

E.P. 2.1.1. Professional Identity – Identify as a professional social worker and conduct one’s self accordingly Necessary Knowledge, Values,

& Skills Practice Behaviors Core Practice Behaviors Advance Practice Behaviors

• Social workers serve as representatives of the profession, its mission, and its core values.

• Social workers know the profession’s history.

• Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth

• Social workers advocate for client access to the services of social work;

• Social workers practice personal reflection and self-‐ correction to assure continual professional development;;

• Social workers attend to professional roles and boundaries

• Social workers demonstrate professional demeanor in behavior, appearance, and communication;

• Social workers engage in career-‐long learning; and

• Social workers use supervision and consultation.

• Students will develop an understanding for one’s self as part of the profession of social work.

• Students will be able to assess

client needs through a variety of assessment methods, and advocate for client access to services accordingly.

• Students will identify and

practice methods to cultivate self-‐awareness, and develop an understanding of the relationship between self-‐ awareness, self-‐care, and social work practice.

• Students will identify and

develop practice methods that are consistent with

• Students will be able to engage in effective consultation with peers and other professionals.

• Students will have self-‐

awareness around their strengths and challenges in providing services to clients, and a commitment to developing strategies for continued growth.

• Students will demonstrate

professional boundaries and demeanor.

• Students will

demonstrate a commitment through action in advancing the field of social work

APPENDIX I

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NASW Standards for Social

Work Practice. • Students will develop the

understanding of carrying oneself in a professional manner, and develop skills to navigate systems and professional relationships successfully.

• Students will develop the

skills to establish a productive supervisory relationship.

through advocacy and continued learning

APPENDIX I

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E.P. 2.1.2. Ethical Practice – Apply social work ethical principles to guide professional practice

Necessary Knowledge, Values, & Skills

Practice Behaviors Core Practice Behaviors Advance Practice Behaviors

• Social workers have an obligation to conduct themselves ethically and engage in ethical decision-‐ making.

• Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.

• Social workers recognize and manage personal values in a way that allows professional values to guide practice;

• Social workers make ethical decisions by applying standards of the National Association of Social Workers’ Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work, Statement of Principles.

• Social workers tolerate ambiguity in resolving ethical conflicts; and

• Social workers apply strategies of ethical reasoning arrived at principled decisions.

• Students will be able to recognize and manage personal values in a way that allows professional values to guide practice.

• Students will be able to take ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/ International Association of Schools of Social Work Ethics in Social Work, Statement of Principles.

• Students will be able to tolerate ambiguity in resolving ethical conflicts.

• Students will be able to apply strategies of ethical reasoning to arrive at principled decisions.

• Students will be able to apply ethical decision making skills to issues specific to advanced generalist social work.

• Students will be able to employ strategies of ethical reasoning to address the use of technology in advanced generalist practice and its impact on client and larger systems.

• Students will be able to identify and use knowledge of relationship and group dynamics, including power differentials.

• Students will be able to recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients ‘well-‐being, as well as the working relationship with community members.

APPENDIX I

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E.P. 2.1.3 Critical Thinking – Apply critical thinking to inform and communicate professional judgments.



• Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.

• They use critical thinking augmented by creativity and curiosity.

• Critical thinking also requires the synthesis and communication of relevant information

• Social workers distinguish, appraise, and integrate multiple sources of knowledge, including research-‐based knowledge, and practice wisdom;

• Social workers analyze models of assessment, prevention, intervention, and evaluation; and

• Social workers demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

• Be able to identify and distinguish between multiple sources of knowledge, including individual narratives, past and current policy, as well as evidence-‐based and community-‐informed research, and conceptualize ways in which this knowledge may be applied at the micro, mezzo, and macro levels of social work practice.

• Exhibit an understanding of the ways in which existing knowledge can be expanded upon as a foundation for well-‐considered decisions, utilizing a range of theoretical approaches with a variety of populations and issues at the micro, mezzo, and macro levels of social

• Be able to evaluate and synthesize multiple sources of knowledge, including individual narratives, past and current policy, as well as evidence-‐based and community-‐informed research, and effectively apply this knowledge at the micro, mezzo, and macro levels of social work practice.

• Expand upon existing knowledge and utilize creative thinking in the process of assessment, prevention, intervention, and evaluation from a range of theoretical perspectives at the micro, mezzo, and macro levels of social work practice.

APPENDIX I

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work practice.

• Be able to recognize what constitutes effective and culturally appropriate oral communication in working with individuals, families, groups, organizations, and communities.

• Be able to discern the characteristics of well-‐ written communication that synthesizes multiple sources of information and is clear, effective, and appropriate to the client systems served.

• Be able to identify multiple options and conceptualize the most effective action steps when presented with differing or contradictory practice alternatives.

• Be able to implement effective oral communication within the variety of contexts relevant to social work practice incorporating knowledge of the multiple dimensions of culture on communication with individuals, families, groups, organizations, and communities.

• Be able to produce well-‐ written communication that synthesizes multiple sources of information and is clear, effective, and appropriate to the client systems served.

• Be able to discern between multiple options and take the most effective action steps when presented with differing or contradictory alternatives.

• Manifest the capacity to maintain communication that best meets the

APPENDIX I

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interests of the client

systems served. • Utilize supervision and

consultation to enhance professional practice as related to clinical, administrative, educational, and supportive functions.

• Be able to establish communication with colleagues that sustains ethical and collaborative relationships and that advances the interests of the client systems served.

APPENDIX I

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E.P. 2.1.4 Diversity in Practice – Engage diversity and difference in practice.



• Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity.

• The dimensions of diversity are understood as the inter-‐ sectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation.

• Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim.

• Social workers recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.

• Social workers gain sufficient self-‐awareness to eliminate the influence of personal biases and values in working with diverse groups.

• Social workers recognize and communicate their understanding of the importance of difference in shaping life experiences; and

• Social workers view themselves as learners and engage those with whom they work as informants.

social workers need to be aware of their own personal biases; embrace difference; and not allow professional decisions to be influenced by prejudicial or stereotypical ideas and unfounded notions regarding others from multiethnic backgrounds. In their practice, students will be sensitive to and respectful of diverse persons of multiple backgrounds. They will be mindful of multiple values, beliefs, cultures, practices, and contexts that affect all aspects of social work practice. Students will advocate for multiple forms of social justice at the micro, mezzo, and macro levels of practice. Identify underlying values, beliefs, and assumptions that are present in all human interactions.

Further growth in developing cultural competence in their approach to a wide variety of client situations. Know, understand, and analyze factors contributing to oppression and discrimination. Pinpoint implications for diverse populations. Specify theories of discrimination and apply them to multiple situations involving diverse groups. Recognize attitudes, behaviors, and communications that convey intolerance and disrespect for diverse populations. Indicate multiple forms of racism and apply this “ism” to other “isms.”

APPENDIX I

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Pinpoint diverse forms of social

justice and understand their distinctions and applications. Understand the matrix of inter-‐ sectionality of oppression Analyze inter-‐and intra-‐ connecting factors that contribute to oppression. Identify and apply multiple forms of advocacy. Demonstrate ability to apply theories, principles, and concepts of diversity to all levels of Bloom’s Taxonomy of cognition. Understand how multiple contexts impinge on social work practice. Identify historical, political, social, cultural, economic, legal, situational, international, and environmental contexts that relate to social work practice.

Apply advocacy skills to have impact on micro, mezzo, and macro levels of practice. Heighten ability to identify, apply, and evaluate power and control variables that affect the experiences of diverse populations. Know and understand the significance of stories. Write a story involving diversity factors, and apply principles and concepts from theory to the story. Critically analyze the significance of people’s histories and narratives to inform practice interventions. Evaluate the results of one’s practice and utilize evaluation to change intervention methods to enhance culturally-‐sensitive intervention methods.

APPENDIX I

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E.P. 2.1.5 Human Rights & Social Justice – Advance human rights and social and economic justice.



• Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, and adequate standard of living, health care, and education.

• Social workers recognize the global interconnection of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.

• Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.

• Social workers understand the forms and mechanisms of oppression and discrimination.

• Social workers advocate for human rights and social and economic justice; and

• Social workers engage in practice that advance social and economic justice.

• Understand basic human rights theory.

• Understand that social work is

a human rights-‐based profession.

• Understand human rights

within the global context. • Engages in practices that

promote human rights • Advocates for legislation to

address human rights needs. • Advocates for responses to

human rights and economic justice issues in agency and organization level decision making

• Critical analyzes various forms of oppression from a human rights perspective

• Engages in activities that

bring awareness to human rights violations.

• Promotes macro practices that address human rights concerns.

• Promotes ethical practice to address Human Rights concerns.

• Creates proposals and ideas to inform legislative action

• Advocates for responses to human rights and economic justice issues in community and societal level decision making

• Analyze and evaluate

APPENDIX I

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situations for human

rights and social justice practices, policies, and procedures. Take action to promote change to achieve human and civil rights and social justice in all areas of practice at the micro, mezzo, and macro levels.

APPENDIX I

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E.P. 2.1.6 Research based practice – Engage in research-‐informed practice and practice-‐informed research.



• Social workers use practice experience to inform research, employ evidence-‐ based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery.

• Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.

• Social workers use practice experience to inform scientific inquiry.

• Social workers use research evidence to inform practice.

• use research evidence to inform practice

• understand how practice experience can inform the research process

• Understand and appreciate the research process and its relevance to social work practice.

• critically analyze and interpret research articles in the social work/social welfare literature

• be ethically sensitive to social work research

• apply scientific methods to issues of concern for social workers, including how to formulate meaningful research questions, select appropriate research designs, develop and employ basic methods of data collection and conduct quantitative and qualitative analysis.

• use an evidenced based process to identify effective clinical interventions for particular populations, problems and settings

• where possible, apply practice experience to the development of new knowledge through participation in research

• use research methodology to evaluate clinical practice effectiveness and/or outcomes

• Utilize theories of community and organizational behavior in assessment and analysis of macro interventions.

• Construct and utilize best practice, evidence-‐ informed research to develop and implement

APPENDIX I

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• use empirical studies as a

knowledge base to support professional interventions and decisions for the enhancement of client well-‐ being

community, organizational, and societal interventions as demonstrated by capstone experiences or class projects seeking to inform community projects.

• Advance research that is participatory and inclusive of the community and organizational constituencies with whom they practice as demonstrated by the use of or involvement in participatory action research

• view research as a political and ethical process beyond its technical dimensions.

• able to explore positioning and subjectivity in the design and conduct own research.

APPENDIX I

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E.P. 2.1.7 Human Behavior – Apply knowledge of human behavior and the social environment.



• Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-‐being.

• Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development

• Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and

• Social workers critiqued and apply knowledge to understand person and environment.

• Demonstrate a critical understanding of theories of human behavior and the human rights framework within a global context.

• Connect an ecosystemic perspective to social work practice with individuals, families, groups, organizations and communities

• Apply ecosystemic and/or other theories to analyze the multi-‐transactional nature of systems at a Micro, Mezzo and Macro level.

• Identify mechanisms through which a culture’s structures and values may create, oppress or enhance privilege and power.

• Identify descriptive data about forms of oppression and privilege and competently links this data to an understanding of structural inequality within

• Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.

• Critically analyze the forms and mechanisms of human behaviors and related social environment (e.g., oppression, discrimination) that inform assessment, intervention, and evaluation.

• Apply a bio-‐psycho-‐social –spiritual and cultural lens to infant and childhood development.

• Utilize a risk and resiliency lens to understand human development in infancy and childhood in the context of families, communities and the larger social structure.

APPENDIX I

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the community. • Analyze how economic,

political, social, physical, mental, spiritual, and educational factors affect well-‐being at micro, mezzo and macro levels.

• Gain sufficient self-‐ awareness to eliminate the influence of personal biases and values in working with diverse groups.

• Recognize and communicate their understanding of the importance of difference in shaping life experiences

• Advocate for human rights and social and economic justice

• Engage in practices that advance social and economic justice.

• Analyze, formulate, and advocate for policies that advance social well-‐ being.

• Collaborate with colleagues and clients for effective policy action.

APPENDIX I

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E.P. 2.1.8. Policy Practice – Engage in policy practice to advance social and economic well-‐being and to deliver effective social work services.



• Social work practitioners understand that policy affects service delivery and they actively engage in policy practice.

• Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development.

• Social workers analyze, formulate, and advocate for policies that advance social well-‐being; and

• Social workers collaborate with colleagues and clients for effective policy action.

• Identify values, beliefs, and assumptions that affect the formation of policies and policy changes.

• Connect social policies established in the past to social policies that comprise current-‐day social work practices.

• Identify the legacies of social legislation enacted in the United States and other international nation states, particularly as they relate to the development of social work and social services delivery systems.

• Pinpoint national and international forces that affect social welfare and social service polices that have impact on social service delivery systems.

• Identify policy problems and

• Utilize systematic and analytical frameworks to analyze social policies.

• Apply analytical frameworks to plan, organize, and implement policy change processes.

• Apply analytical frameworks to multiple types of desired change entities, from local, state, and federal policies to private organizational, institutional, and community policies.

• Analyze and invoke multiple policy models to engage an activist agenda and to support policy changes to achieve greater equity and social justice.

• Work with and effectively engage action systems to

APPENDIX I

16

state their historical,

political, social, cultural, economic, legal, and environmental contexts.

• Pinpoint driving and restraining forces for and against social policy change. Analyze all forces in terms of their amenability, potency, and consistency for change.

• Work within the structural framework of national, state, and local entities that affect policy and policy making.

• Specify public policy making processes at the federal, state, and local levels.

• Describe planned change and demonstrate understanding of how change occurs in public and private sectors, at micro, mezzo, and macro levels.

• Behave in a professional and ethical manner, consistent with the NASW Code of Ethics.

• Apply all cognitive levels to policy practice: knowledge,

achieve desired policy changes.

• Demonstrate mindful and willful applications NASW’s Code of Ethics.

• Apply all 10 NASW Standards of Cultural Competence in all areas of policy practice and policy change processes.

• Synthesize key data and information garnered from research and utilize it for action planning.

• Evaluate the impact of one’s change efforts, activist agendas, and practice results. Use iterative and reflective approaches to make needed adjustments and corrections in the process toward policy change.

• Evaluate existing policies and make evaluative projections with regard to proposed or potential new policies and policy directions.

• Create alternative policy solutions to social issues

APPENDIX I

17

comprehension, application,

analysis, synthesis, evaluation, and creation.

and problems. Identify creative policy solutions and interventions that are culturally relevant, appropriate, and sensitive to diverse populations affected by the policies.

E.P. 2.1.9. Practice Context – Respond to contexts that shape practice.



• Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice.

• Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.

• Social workers continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments; and emerging societal trends to provide relevant services; and

• Social workers provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Recognition and analysis of complex service delivery system environments in terms of distribution of resources, life chances and disenfranchisement Negotiating with multi-‐ dimensional service delivery systems(schools, health care providers, courts, housing, shelters, nursing homes, CPS and APS) to accessing resources and coordinate provision of services on an ongoing basis; collaboration, advocacy and

Analysis and critical examination of client environments of immediate experience as major determinants of developmental impact and realization of individual and community of identification potential Encouraging and facilitating client involvement in the designing, specification and ongoing elaboration of school, health care, parenting, and personal

APPENDIX I

18

conflict resolution development experiences

that address client needs and developmental interests

E.P. 2.1.10. Engage, Assess, Intervene, Evaluate – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.



• Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels.

• Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities.

• Practice knowledge includes:

o Identifying, analyzing, and implementing evidence-‐based interventions designed to achieve client goals;

o Using research and

Engagement • Social workers substantively

and affectively prepare for action with individuals, families, groups, organizations, and communities.

• Social workers use empathy and other interpersonal skills; and

• Social workers develop a mutually agreed-‐on focus of work and desired outcomes.

Assessment • Social workers collect,

organize, and interpret client data;

• Social workers assess client strengths and limitations

• Social workers develop mutually agreed-‐on

Start where client is at and build working relationship that affirms client’s cultural identity and recognizes individual strengths; incorporate client self-‐determination into the development of the working relationship; provide client with non-‐judgmental, emotionally facilitative relationship focused on the client’s needs, goals, and aspirations within the context of the social worker agency and the externally characterized set of circumstances and considerations Start with the client’s characterization and elaboration of client’s sense of where things are at and what is involved in things changing;

Integrating attention to client personal developmental interests and goals into consideration of change process; incorporation of specialized techniques and methodologies into the ongoing characterization of agency based practice and policies including trauma and risk assessment engagement points Knowledge building specification of differential diagnostic and treatment planning criteria balancing developmental and cultural considerations rather than Pathology grounded

APPENDIX I

19

technological advances;

o Evaluating program outcomes and practice effectiveness;

o Developing, analyzing, advocating, and providing leadership for policies and services; and

o Promoting social and economic justice

intervention goals and objectives; and

• Social workers select appropriate intervention

Intervention • Social workers initiate

action to achieve organizational goals;

• Social workers implement prevention interventions that enhance client capacities;

• Social workers help clients resolve problems

• Social workers negotiate, mediated, and advocate for clients; and

• Social workers facilitate transitions and endings

Evaluation • Social workers critically

analyze, monitor, and evaluate interventions

Build upon client’s perspective to characterize client’s perception of components ‘okay’ in current situation and explore client’s vision of strengths and ‘needs some work’ components of how to make things better; Develop with client a plan of action and agreed upon times and ways of monitoring how things are working, including the client social worker working relationship, incorporating evidence informed options and individualized modifications into planning process; Introducing and exploring best utilization, affirming and shaping of “saying goodbye” process into the ongoing work and the ending of the working relationship; Ongoing monitoring and evaluating of the outcome oriented work, the working relationship, and the role of

guidelines; innovative use of therapeutic modalities with provision for creating evidence for culturally affirmative yet individualized developmental advocacy; facilitating client personal growth and realization of potential with agency context and outcome framework; client integration and consolidation of self; Addressing longer term client developmental goals and resolving personal obstacles and complications presented by institutional settings and operating policies; identifying longer term goals and the situating the incremental work on those goals within the context of the termination process; saying ‘good-‐bye’ and validating the personal purposeful change process While saying ‘good-‐bye’ • documenting and

APPENDIX I

20

agency systems in ‘moving

forward’ in the client’s overall life experience

characterizing evidence of individual change and personal development

APPENDIX I

BASW Seniors Final Field Data

(AY 2013-‐2014)

Competency: Identifies as a professional social worker & conducts oneself accordingly.

Practice Behaviors Score

Average Standard Deviation

Variance # of Records

Practice Behavior: Advocates for client access to the services of social work

4.5 0.91 0.82 7

Practice Behavior: Practices personal reflection and self-‐correction to assure continual professional development

4.5 0.69 0.47 9

Practice Behavior: Effectively attends to professional roles and boundaries

4.5 0.69 0.47 9

Practice Behavior: Demonstrates professional demeanor in appearance

4.75 0.43 0.19 4

Practice Behavior: Demonstrates professional demeanor in behavior

4.7 0.47 0.22 3

Practice Behavior: Demonstrates professional demeanor in communication

4.7 0.47 0.22 6

Practice Behavior: Evidences a commitment to career-‐long

4.2 0.4 0.16 5

APPENDIX II

learning and growth

Practice Behavior: Makes effective use of supervision and consultation

4.7 0.47 0.22 9

Competency: Applies social work ethical principles to guide professional practice.




Practice Behavior: Recognizes and manages personal values in a way that allow professional values to guide practice

4.3 0.7 0.49 7

Practice Behavior: Is able to make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics (2) and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles

4.4 0.73 0.53 7

Practice Behavior: Tolerates ambiguity in resolving ethical conflicts

4.3 0.75 0.56 6

Practice Behavior: Applies strategies of ethical reasoning to arrive at principled decisions

4.2 0.75 0.56 5

APPENDIX II

Practice Behavior: Tolerates ambiguity in resolving ethical issues

4.3 0.94 0.89 3

Competency: Applies critical thinking to inform and communicate professional judgments.




Practice Behavior: Distinguishes, appraises, & integrates multiple sources of knowledge, including research-‐based knowledge, and practice wisdom

4.2 0.63 0.4 5

Practice Behavior: Analyzes models of assessment, prevention, intervention and evaluation

4.5 0.76 0.58 6

Practice Behavior: Demonstrates effective oral & written communication in work with individuals, families, groups, organizations, communities, and colleagues

4.4 0.73 0.53 7

Competency: Engages diversity and difference in practice.

APPENDIX II

Practice Behaviors Score Average

Standard Deviation


Practice Behavior: Recognizes the extent to which a culture's structures & values may oppress, marginalize, alienate, or create or enhance privilege and power

4.5 0.5 0.25 9

Practice Behavior: Works to gains sufficient self-‐awareness to minimize/eliminate the influence of personal biases & values in working with diverse groups

4.4 0.49 0.24 8

Practice Behavior: Recognizes and communicates an understanding of the importance of difference in shaping life experiences

4.4 0.49 0.24 5

Practice Behavior: Views herself or himself as a learner and engages those he or she works with as informants

4.6 0.48 0.23 8

Competency: Advances human rights and social and economic justice.




Practice Behavior: Understands the forms and mechanisms of

4.2 0.68 0.46 5

APPENDIX II

oppression and discrimination

Practice Behavior: Demonstrates ability to advocate for human rights and social and economic justice

4.2 0.98 0.96 5

Practice Behavior: Engages in practice that advances social and economic justice

4.2 0.98 0.96 5

Competency: Engages in research-‐informed practice and practice-‐informed research.




Practice Behavior: Effectively uses practice experience to inform research

4 0.5 0.25 4

Practice Behavior: Effectively uses research evidence to inform practice

4 0.82 0.67 7

Competency: Applies knowledge of human behavior & the social environment.




Practice Behavior: Utilizes conceptual frameworks to guide the processes of assessment,

4.4 0.49 0.24 5

APPENDIX II

intervention, and evaluation

Practice Behavior: Critiques and applies knowledge to understand person and environment

4.4 0.73 0.53 7

Competency: Engages in policy practice to advance social and economic well-‐being and to deliver effective social work services.




Practice Behavior: Analyzes, formulates, and advocates for policies that advance social well-‐being

4.2 0.89 0.8 6

Practice Behavior: Collaborates with colleagues and clients for effective policy action

4.2 0.98 0.96 5

Competency: Responds to contexts that shape practice.




Practice Behavior: Continuously discovers & appraises changing locales, populations, scientific and technological

4 0.82 0.67 6

APPENDIX II

developments, and emerging societal trends in order to provide relevant services

Practice Behavior: Provides a modicum of leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

3.5 1.12 1.25 4

Competency: Engages, assesses, intervenes, and evaluates with individuals, families, groups, organizations, and communities.




Practice Behavior: Substantively and affectively prepares for action with individuals, families, groups, organizations, and communities

4 0.82 0.67 6

Practice Behavior: Effectively uses empathy and other interpersonal skills in work with clients

4.5 0.5 0.25 7

Practice Behavior: Effectively develops a mutually agreed-‐on focus of work and desired outcomes

4.3 0.77 0.6 6

Practice Behavior: Effectively assesses client system strengths

4.3 0.77 0.6 6

APPENDIX II

and obstacles/limitations

Practice Behavior: Collects, organizes, and interprets client data

4.6 0.48 0.23 6

Practice Behavior: Effectively assesses client strengths and limitations

4.3 0.77 0.6 6

Practice Behavior: Effectively develops mutually agreed-‐on intervention goals and objectives

4.3 0.77 0.6 6

Practice Behavior: Effectively selects appropriate intervention strategies

4.4 0.73 0.53 7

Practice Behavior: Effectively initiates actions to achieve organizational goals

4 0.82 0.67 3

Practice Behavior: Effectively facilitates transitions and endings

4.25 0.83 0.69 4

Practice Behavior: Effectively implements prevention interventions that enhance client capacities

4.25 0.83 0.69 4

Practice Behavior: Effectively helps clients to resolve problems

4.6 0.5 0.25 7

Practice Behavior: Effectively negotiates, mediates, and advocates for clients

4 0.71 0.5 4

APPENDIX II

1

APPENDIX III San Francisco State University – School of Social Work

ASSESSMENT RUBRIC FOR SW 301 U.S. Social Welfare II:

Problems, Programs, Policies (GWAR)

EPAS 2008 Accreditation Standards – Core Competencies

Core Practice Behaviors

Greatly Below Expectations

Below Expectations

Meets Expectations Exceeds Expectations

Greatly Exceeds Expectations

Competency EP2.1.1 Identify as a professional social worker and conduct oneself accordingly

1.1 Students will develop an understanding for one’s self as part of the profession of social work.

1 No discussion or apparent awareness of client advocacy

2 Discusses need for client advocacy in supervision but has taken no action

3 Discusses in supervision a plan for client advocacy but no action taken

4 Student has planned action for client advocacy and executed plan

5 Student advocates for client access to services on a consistent basis

1.2 Students will identify and develop practice methods that are consistent with NASW Standards for Social Work Practice.

1 Demonstrates a resistance to personal reflection and self‐correction in supervision. Does not use personal reflection and self – correction to enhance practice

2 Personal reflection and self‐correction not initiated unless prompted by others (e.g., field instructor, professor, etc.).

3 Has demonstrated personal reflection and self‐correction occasionally in supervision

4 Student weekly demonstrates (in supervision) the ability to be self‐ reflective and to take the necessary steps for continued professional development.

5 Consistently comes to supervision prepared with evidence of on‐ going personal reflection and self‐ correcting behavior

2

1.3 Students will develop the understanding of carrying oneself in a professional manner, and develop skills to navigate systems and professional relationships successfully.

1 Student seems unaware of professional role (broker, counselor, advocate, and appropriate boundaries, etc.) as well as the role and function of the agency.

2 When called to his/her attention, the student can identify possible role/boundary and appropriate boundary issues but skill in this area suggests limited ability to transfer to a new situation.

3 Student recognizes different role and boundary issues (e.g., when to act as a broker rather than as a counselor), although on occasion there has been role confusion and/or understanding of agency’s role seems limited.

4 Student evidences the knowledge and skill to identify role/boundary issues and to act appropriately in varying situations.

5 Student demonstrates the ability to anticipate possible role/boundary issues and to prepare a plan for dealing with them professionally. Works within role and function of agency, demonstrating good use of community resources.

3


Practice Behaviors


Below Expectations




Cont.

1.4 Demonstrate professional demeanor in behavior.

1 Student frequently does not maintain a calm and objective demeanor and/or time management skills interfere with the work of the agency. Student punctuality and overall dependability is inconsistent. Student has been advised of the need for corrective action.

2 Student is inconsistent with regard to poise, punctuality, dependability and professional demeanor (according to agency and professional standards).

3 Generally poised, punctual, dependable and objective demeanor under ordinary circumstances. Behavior is generally in accord with agency expectations and professional standards.

4 Calm and objective under usual circumstances and frequently when under stressful situations. Punctual and dependable. Behavior is consistent with agency expectations and professional standards

5 Exhibits calm and objectivity even under stressful situations. Always punctual and dependable, consistent with agency expectations and professional standards. Time management skills are exemplary.

1.5 Demonstrate professional demeanor in appearance;

1 Student frequently does not maintain a professional appearance and has been advised of the need for corrective action.

2 Student is inconsistent with regard to appearance being, at times, not in accord with agency and professional standards. This issue has been discussed in supervision.

3 Appearance is typically in accord with agency expectations and professional standards, including clothing as well as accessories.

4 Appearance is consistent with agency expectations and professional standards.

5 Appearance (including clothing and accessories) is always consistent with agency expectations and professional standards.

4

1.6 Demonstrate professional demeanor in communication;

1 Student frequently does not maintain a professional level of communication (e.g., uses slang, has disregard for titles, uses value‐laden language, has poorly written case notes, etc.) Student has been advised of the need for corrective action.

2 Student is inconsistent with regard to professional oral and written communication (according to agency and professional standards). For example, case notes have errors, value judgments have been discussed in supervision, etc.

3 Communication is typically in accord with agency expectations and professional standards. There is an on‐going need to develop written and oral communication, but improvement is evident.

4 Communication is consistent with agency expectations and professional standards. Both oral and written communication is generally clear, concise, accurate, and respectful of others.

5 Communication is always consistent with agency expectations and professional standards. Skill in this area is beyond that typically evident in a baccalaureate level intern.


Practice Behaviors


Below Expectations




Cont.

1.7 Value a commitment in career‐long learning; and

1

Student does not demonstrate an interest in lifelong learning and/or has shown no initiative to engage in learning beyond what is minimally necessary (e.g., does not seek out or attend trainings, research information pertinent to clients and agency, etc.).

2 Inconsistently attends those learning experiences that are required by the agency or strongly suggested by the field instructor.

3 Attends those learning experiences that are required by agency or strongly suggested by the field instructor.

4 Actively explores opportunities for career‐long learning and demonstrates a strong, clear sense of personal responsibility for career‐long learning.

5 Takes every opportunity to expand knowledge, skills and values through reading, workshop/conference/ meeting attendance and discussion with colleagues.

5


Cont.

1.8 Use supervision and consultation.

1 Doesn’t appear to utilize supervision in a manner consistent with on‐going professional development (e.g., is ill‐prepared, seeming pre‐ occupied, and/or has poor follow‐ through)

2 Inconsistently prepared (no agenda, prior self‐ reflection, etc.). Has trouble accepting constructive input and/or does not follow through on supervisory input.

3 Consistently prepared for supervision and sometimes evidences good follow‐through on feedback.

4 Consistently prepared, able to tactfully disagree, but remains open to constructive feedback. Good follow through

5 Maximizes the use of supervision to grow professionally. Consistently well prepared. Excellent follow through


Practice Behaviors


Below Expectations



Competency EP2.1.2 Apply social work ethical principles to guide professional practice.

2.1 Recognize and manage personal values in a way that allows professional values to guide practice;

1 Allows personal values to interfere with practice (e.g., restricting services or options to clients due to personal values, not advocating in support of legislation beneficial to clients due to personal prejudices). Appears unaware of the values of the profession.

2 Recognizes possible conflicts in personal and professional values but has not shown sufficient skill in either identifying conflicts in values or actively working to manage them. Passive compliance. Appears to have a limited knowledge of professional values and/knows the values but finds application difficult.

3 Once personal/ professional value conflicts have been identified, student appears to engage in self‐ reflection and openly discusses with supervisor ways to manage conflicts.

4 Initiates efforts to identify conflicts in personal and professional values before openly exploring in supervision ways of managing conflicts.

5 Readily identifies personal/professional value conflicts and is frequently able to plan effective ways to manage them.

6

Competency EP2.1.2 Apply social work ethical principles to guide professional practice.

2.2 Make ethical decisions by applying standards of the NASW Code

of Ethics.2

1 Decisions seem to be unrelated to the ethical standards set forth by the profession. Student appears to have limited knowledge of the Code of Ethics and/or how the Code relates to practice.

2 Student appears to be knowledgeable about the content of the NASW Code of Ethics but has difficulty applying the principles to practice situations as they emerge

3 Student has demonstrated a working knowledge of the NASW Code of Ethics and has, applied them in formulating a plan for client work

4 Student has demonstrated, through consistent reference to the Code of Ethics, an understanding and appreciation for the values of the profession. The student typically refers to the values and ethics of the profession in formulating decisions.

5 The student appears to have internalized the values and ethics of the profession so well that all decisions can be directly traced to one or more core values and/or ethical principles.

2.3 Tolerate ambiguity in resolving ethical conflicts; and,

1 Student appears uncomfortable not having one clear, direct answer to each ethical dilemma. Fails to embrace the opportunities for professional growth presented by encountering ethical dilemmas. Stymied when confronted by ethical dilemmas.

2 Student is aware of ethical dilemmas and able to discuss them but often finds ambiguity stressful, which negatively impacts the helping process.

3 Student can readily identify ambiguities in resolving ethical conflicts and often engages in discussions evidencing an appreciation for multiple perspectives.

4 Student can engage in dialogue relative to ethical conflicts, appreciating existing ambiguities, without resulting in undue stress on their practice.

5 Student not only recognizes ethical conflicts but often frequently initiates discussions around their resolution in order to better understand alternative perspectives, thereby enhancing their professional development.

7

2.4 Apply strategies of ethical reasoning to arrive at principled decisions

1 Student does not evidence sufficient knowledge of strategies of ethical reasoning in the practice setting Student is unable to differentiate various approaches to reaching principled, ethical decisions.

2 Student appears to have general knowledge of strategies of ethical reasoning but is limited in applying them to make principled decisions in the practice setting.

3 Student is able to discuss strategies of ethical reasoning and apply them in routine practice situations.

4 Student appears to have a command of strategies of ethical reasoning and can consistently apply them, even in more challenging practice situations.

5 Student often takes a leadership role in initiating discussion of, and applying, strategies of ethical reasoning in all areas of practice.


Practice Behaviors


Below Expectations



Competency EP2.1.3 Apply critical thinking to inform & communicate professional judgments.

3.1 Synthesize multiple sources of knowledge, including research‐based knowledge, and practice wisdom;

1 Student is unaware of various sources of knowledge on which they can draw and/or cannot effectively integrate learning from multiple sources into professional practice.

2 While the student seems to have a general understanding of multiple sources of knowledge, s/he has difficulty applying it to improve practice.

3 The student has been able on occasion to demonstrate the ability to draw upon various knowledge bases, with consideration given to their relative value.

4 Student consistently applies knowledge from various sources differentially, dependent on the client system and the weight of evidence to support each perspective.

5 Student readily integrates knowledge from various sources after carefully appraising each. Student initiates opportunities to enhance practice by investigating additional sources of knowledge appropriate for various client population.

3.2 Analyze different models of assessment, prevention,

1 Student has not demonstrated an

2 Student has demonstrated

3 Student has demonstrated the ability

4 Student routinely analyzes various

5 Student is well informed about various

8

intervention, and evaluation;

awareness of models of assessment, prevention, intervention and evaluation and is unable to apply them in the practice setting

limited ability to analyze models of assessment, prevention, intervention and evaluation and to apply them in a well planned practice approach.

to analyze models on several occasions but has not routinely used results to inform judgments.

models and accurately applies them to the practice setting.

models and their differential levels of effectiveness for specific client systems. Student seeks out opportunities to learn more in this area.

Competency EP2.1.3 Apply critical thinking to inform & communicate professional judgments.

Cont.

3.3 Demonstrate effective oral communication consistent with professional social work standards

1 Student is not able to articulate clearly and use appropriate language. Communication is not consistent with professional standards.

2 Student has limited oral ability to communicate clearly even with support.

3 Student’s oral communication is clean and meets professional standards.

4 Oral communication is clear, concise, cogent and always timely.

5 Oral communication is excellent. Communication is crafted with due consideration of the audience (e.g., literacy level, cultural background, etc.)

3.4 Demonstrate effective written communication consistent with professional social work standards

1 Written communication is not consistent with professional standards. Communication is not accurate and contains grammatical and/or typographical errors and/or deadlines are not met.

2 Student has limited ability to write clearly and in a professional manner.

3 Written communication is clear and professional.

4 Written communication is clear, concise, cogent and professionally appropriate.

5 Written communication is excellent. Communication is crafted with due consideration of the audience (e.g., literacy level, cultural background, etc.) and of the highest quality.

9

Competency EP2.1.4 4.1 Treat clients 1 2 3 4 5 Engage diversity and with dignity and difference in respect Student does not When called to Student has Even under stressful Student consistentlypractice. respect the inherent

dignity and worth of the individual.

his/her attention,the student at times demonstrates respect for clients.

demonstrated the abilityto treat clients with dignity and respect.

situations studentconsistently demonstrates the ability to treat clients with dignity and respect.

demonstrates theability to treat all clients with dignity and respect, mindful of individual differences and diverse backgrounds.

4.2 Practice in a way that demonstrates the extent to which a culture’s structures and values may oppose, marginalize, alienate, or create or enhance privilege and power;

1 Student has evidenced little or no ability to understand possible links between culture, power and privilege.

2 Student can identify oppressed populations, marginalized groups, and those who have been alienated, but seldom sees cultural values and structures as determinants of power and privilege in practice.

3 Student has demonstrated the ability to identify several specific cultural values/structures that have served to enhance or reduce power/privilege for a client population in her/his practice.

4 Student demonstrates a good working knowledge of differences in cultural values/ structures and has used that knowledge to engage clients in practice. Consideration of power/privilege is consistent in that engagement.

5 Student has evidenced a strong understanding of power and privilege and has initiated discussions at the agency on ways in which client diversity/difference relates to power/privilege in order to enhance service delivery.

4.3 Articulate sufficient self‐ awareness to eliminate the influence of personal biases and values in working with diverse groups;

1 Student seems reluctant or unable to engage in self‐ assessment and/or to address personal biases and values which may impact work with diverse client populations.

2 Student seems to be aware of personal biases and values but has had difficulty in supervision addressing how they will be managed in the practice setting.

3 Student’s awareness of personal biases and values is consistent. Student demonstrates in supervision an ability to discuss openly ways to work on eliminating their influence on practice.

4 Student comes to supervision after careful self‐ reflection, well aware of potential biases and values that may impede the helping process. The student typically seeks assistance in

5 Student is able to anticipate how personal biases and values may mitigate against the helping process and actively seeks out assistance in managing biases and values in the best interests of the client.

10

eliminating personal biases and growing in even greater self‐ awareness.


Practice Behaviors


Below Expectations



Competency EP2.1.4 Engage diversity and difference in practice.

Cont.

4.4 Articulate his/her understanding of the importance of difference in shaping life experiences; and,

1 Student appears to have little understanding of the impact of difference in shaping life experiences. Student seldom, if ever, references client differences in designing or implementing plans or evaluations.

2 Student seems to appreciate how difference may shape life experiences but seldom integrates that appreciation into their plans for work with clients.

3 Student has demonstrated an ability to understand how client differences have impacted life experiences. Student is able to provide concrete examples.

4 Student consistently demonstrates an understanding of how client differences shape life experiences and has routinely been able to discuss several ways in which this is evident in his/her clients.

5 Student understands very well the importance of difference in shaping the human experience that s/he actively investigates resources useful in selecting assessment, intervention and evaluation strategies that are most appropriate for the client.

4.5 View him/herself as learner and engages those with whom he/she works as informants.

1 Student uses few, if any, opportunities to learn from others (colleagues, clients and/or other professionals.)

2 Student is open to learning what is provided but seldom, if ever, shows initiative in seeking out learning opportunities (e.g., student may attend a recommended training but has not

3 Student is open to participating in recommended trainings or other learning activities and has, on occasion sought information from colleagues, clients, or other professionals to enhance his/her practice.

4 Student routinely engages in activities and discussions with informants at the agency (clients, workers, supervisors) to learn more about the client populations served, thereby enhancing

5 Student consistently engages all appropriate resources at the agency (clients, workers and supervisors) as informants and has demonstrated how information gleaned from others has shaped his/her practice with

11

sought out learning opportunities to enhance his/her work with clients).

practice. clients.


Practice Behaviors


Below Expectations



Competency EP2.1.5 Advance human rights and social and economic justice.

5.1 Identify the forms and mechanisms of oppression and discrimination;

1 Student appears to have little or no knowledge of the forms and mechanisms of oppression and discrimination that may have impacted clients.

2 Student appears to identify the forms and mechanisms of oppression and discrimination but has had only limited success in demonstrating how it has impacted clients served by the agency.

3 Student evidences an identification of the forms and mechanisms of oppression and discrimination and has clearly articulated how clients served have been negatively impacted.

4 Student has evidenced the ability to consistently apply his/her identification of the forms and mechanisms of oppression and discrimination through an empowerment based approach to working with clients.

5 Student has evidenced the ability to use his/her understanding of the form and mechanisms of oppression and discrimination to help mobilize others at the agency (clients, co‐ workers, supervisors) to take some action to advance human rights and social and economic justice.

5.2 Advocate for human rights and social and economic justice; and

1 Student has not demonstrated the ability and/or desire to advocate for human rights and social and economic justice.

2 Student has demonstrated an openness to advocating for human rights and social and economic justice but has not taken the initiative

3 Student has participated in an activity advocating for human rights and social and economic justice although the student did not initiate or plan the activity.

4 Student has consistently taken advantage of opportunities to advocate for human rights and social and economic justice.

5 Student has consistently taken advantage of opportunities to advocate for human rights and social and economic justice and has engaged others

12

to participate fully in a planned activity.

(clients, co‐workers and supervisors) to also participate in these activities.

Competency EP2.1.5 Advance human rights and social and economic justice.

5.3 Engage in practices that advance social and economic justice

1 Student has not engaged in practices that advance social and economic justice.

2 Student has engaged in practices that advance social and economic justice, participating when called upon.

3 Student has engaged in activities to advance social and economic justice.

4 Student has engaged in practices that advance social and economic justice and encouraged others to do so.

5 Student initiated activities with the goal of advancing social and economic justice, serving as a leader (planner and organizer) for the activity.


Practice Behaviors


Below Expectations



Competency EP2.1.6 Engage in research‐ informed practice and practice‐ informed research.

6.1 Apply practice experiences to inform scientific inquiry; and

1 Student has been unable to demonstrate how practice experience has informed their scientific inquiry.

2 Student has been able to discuss practice experience as a source of knowledge useful in planning scientific inquiry.

3 Student has been able to present examples of ways in which practice experience would shape scientific inquiry (e.g., in formulating a research plan, constructing a survey).

4 Student consistently provides examples of how practice experience would be used by him/her to inform scientific inquiry.

5 Student has demonstrated the ability to fully integrate into a research proposal considerations gleaned from their practice experience (e.g., cross‐ cultural considerations, best practices with specific client populations, etc.)

13

Competency EP2.1.6 Engage in research‐ informed practice and practice‐ informed research.

6.2 Demonstrate skill in using research findings to improve practice

1 Student has been unable to demonstrate how evidence gleaned from research could be useful in shaping their work with clients (e.g., findings from research suggesting best practice intervention).

2 Student has been able to discuss the potential value of research in providing best practice, but has not provided evidence of actually incorporating such information into his/her work.

3 On occasion student has been able to successfully demonstrate the ability to use research evidence to inform practice (e.g., in selecting a best‐ practice assessment instrument or intervention).

4 Student has demonstrated the ability to integrate into their practice plan information gleaned from research.

5 The student understands very well the relationship between research and practice that s/he frequently initiates discussions and activities with supervisor and colleagues to better incorporate research evidence into agency practice.


Practice Behaviors


Below Expectations



Competency EP2.1.7 Apply knowledge of human behavior and the social environment.

7.1 Utilize conceptual frameworks to guide the process of assessment.

1 Student has provided no evidence to support that s/he is able to use conceptual frameworks to guide practice. Student is unable to clearly discuss major conceptual frameworks underlying human behavior in the social environment or to apply them to clients.

2 Major conceptual frameworks are generally understood by the student but the ability to use the frameworks to conduct an appropriate assessment, is limited (e.g., student fails to consider stages of human development in developing an intake assessment.

3 Major conceptual frameworks are understood by the student who has demonstrated the ability to apply that knowledge in concrete ways

4 Student routinely has considered conceptual frameworks underpinning the person‐in‐ environment approach in designing assessments.

5 Student consistently integrates into the design and implementation of his/her assessment plan, with clients information gleaned from knowledge of human behavior and the social environment (especially the major conceptual frameworks).

14


Cont.

7.2 Utilize conceptual frameworks to guide the process of intervention.

1 Student has provided no evidence to support that s/he is able to use conceptual frameworks to guide intervention. Student is unable to clearly discuss major conceptual frameworks underlying human behavior in the social environment or to apply them to clients

2 Major conceptual frameworks are generally understood by the student but the ability to use the frameworks to conduct an appropriate intervention, is limited (e.g., student fails to consider stages of human development in developing an intervention

3 Major conceptual frameworks are understood by the student who has demonstrated the ability to apply that knowledge in concrete ways (e.g. in selecting an intervention appropriate for a teenage girl.)

4 Student routinely has considered conceptual frameworks underpinning the person‐in‐ environment approach in designing interventions.

5 Student consistently integrates into the design and implementation of his/her intervention plans with clients information gleaned from knowledge of human behavior and the social environment (especially the major conceptual frameworks).

7.3 Utilize conceptual frameworks to guide the process of evaluation.

1 Student has provided no evidence to support that s/he is able to use conceptual frameworks to guide evaluation. Student is unable to clearly discuss major conceptual frameworks underlying human behavior in the social environment or to apply them to clients

2 Major conceptual frameworks are generally understood by the student but the ability to use the frameworks to conduct an appropriate evaluation, is limited (e.g., student fails to consider stages of human development in the evaluation process.

3 Major conceptual frameworks are understood by the student who has demonstrated the ability to apply that knowledge in concrete ways

4 Student routinely has considered conceptual frameworks underpinning the person‐in‐ environment approach in designing evaluation. (e.g., using asset‐ based community development approaches to gather information re: a community).

5 Student consistently integrates into the design and implementation of his/her evaluation plans with clients information gleaned from knowledge of human behavior and the social environment (especially the major conceptual frameworks).

15


Cont.

7.4 Synthesize and apply knowledge to understand person and environment.

1 Student has not provided evidence of being able to synthesize knowledge of human behavior in the social environment in his/her work with clients (e.g., fails to consider all dimensions of the human experience in making assessments).

2 Student has been able to synthesize some knowledge from HBSE in working with clients but has not done so consistently or has only done so when prompted (e.g., culture not considered on a consistent basis).

3 Student has been able to synthesize knowledge from HBSE, applying only what is appropriate to a given client system.

4 Student routinely demonstrates the ability to accurately synthesize knowledge from HBSE and apply pertinent information in his/her work with clients.

5 Student consistently and accurately synthesize knowledge from HBSE, applying valuable knowledge in all facets of his/her work with clients (e.g., assessments, interventions and evaluations)


Practice Behaviors


Below Expectations



Competency EP2.1.8 Engage in policy practice to advance social and economic well‐being and to deliver effective social work services.

8.1 Analyze, policies that advance social well‐being; and

1 Student demonstrates very limited skill and/or interest in policies that would advance social well‐being. Policy practice is generally not seen as part of his/her work with clients (e.g., student makes referrals for heating

2 Skill in analyzing policy has been demonstrated but the student has not demonstrated skill in applying those skills within the practice setting at the agency.

3 Student is able to discuss ways of using his/her knowledge of policy analysis, in this practice setting but has been unable to engage in policy practice thus far.

4 Student has been able to accurately apply techniques to analyze policies and their impact on social well‐being. Alterative polices that would further enhance client social well‐being have also been offered by the student in

5 Student has integrated into his/her practice on‐going analysis of policies in terms of social well being.

16

assistance but does not avail him or herself of opportunities to promote policies to expand assistance).

supervision.

Competency EP2.1.8 Engage in policy practice to advance social and economic well‐being and to deliver effective social work services.

Cont.

8.2 Advocate for policies that advance social well‐being

1 Student demonstrates very limited skill and/or interest in policies that would advance social well‐being. Policy practice is generally not seen as part of his/her work with clients (e.g., student makes referrals for heating assistance but does not avail him or herself of opportunities to promote policies to expand assistance).

2 Skill in advocating for policy change has been demonstrated but the student has not demonstrated skill in applying those skills within the practice setting at the agency.

3 Student is able to discuss ways of using his/her knowledge of advocacy in this practice setting but has been unable to engage in policy practice thus far.

4 Student has been able to apply techniques to advocate for policies that advance social well‐being. Alterative polices that would further enhance client social well‐being have also been offered by the student in supervision.

5 Student has integrated into his/her practice on‐going advocacy for policies that advance social well being.

8.3 Collaborate with colleagues and clients for effective policy action.

1 Student has been unable to contribute to effective policy action with colleagues (e.g., if the agency was undertaking a letter‐writing

2 Student has engaged in discussions with colleagues around effective policy action.

3 Student has worked with colleagues to effect policy change

4 Student has worked with colleagues to effect policy change and has occasionally assumed a leadership role in that effort.

5 Student actively seeks opportunities to engage colleagues in effective policy action and assumes a key leadership role in planning and executing supportive activities (e.g., student initiates a

17

campaign, student has not been a contributor).

letter writing campaign to support a bill to increase benefits to low‐income citizens).


Practice Behaviors


Below Expectations



Competency EP2.1.9 Respond to contexts that shape practice.

9.1 Is skilled at discovering, appraising, and attending to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and,

1 Student does not appear to attend to, or incorporate into his/her work with clients changing realities, new trends, or other relevant information to improve services (e.g., possible opportunities with the new G.I. bill not shared with clients). Student seems uninformed on emerging developments.

2 Student is able to identify changing contexts and their implications for clients but has not incorporated that knowledge into his/her practice at the agency (e.g., newinformation on working with clients with PTSD).

3 Student is readily able to identify and to discuss shifting contexts and their impact on work with clients. S/he has demonstrated skill in applying new information in working with clients.

4 Student evidences skill in acquiring, evaluating and incorporating new information, technologies and trends into his/her practice with due consideration for providing the most appropriate services.

5 Student is continually aware of changing social contexts shaping practice and has demonstrated a high level of skill in acquiring and evaluating its relative value in providing quality services to clients (e.g., incorporating knowledge from classes).

9.2 Provide leadership in promoting sustainable changes in service delivery and practice to

1 Student has not yet worked towards promoting sustainable changes in service delivery.

2 Student has been supportive of others at the agency working towards effecting changes in service delivery that

3 Student has worked cooperatively with others at the agency to promote changes in service delivery and has played a significant role in

4 Student has worked in a leadership role to develop and implement sustainable changes in service delivery.

5 Student continually plays a leadership role in promoting sustainable changes in service delivery, engaging others in

18

improve the quality of social services

can be maintained over time, but has been unable to participate in this area.

effecting those changes, although has not assumed a leadership role.

making modifications that would qualitatively improve client services (e.g., assists in identifying ways to make the agency more user‐friendly and welcoming to diverse populations)


Practice Behaviors

Greatly BelowExpectations

BelowExpectations

Meets Expectations ExceedsExpectations

Greatly ExceedsExpectations

Competency EP2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

EP2.1.10(a) – Engagement

10.1 Substantively & effectively prepare for action with clients/ consumers;

1 Student approaches his/her work with client systems without sufficient preparation and planning, as evidenced by discussions in supervision.

2 Student has a general working knowledge of effective planning/ preparation needed for work with clients but has, at times, been unable to articulate that knowledge in developing a plan for work with a given client system.

3 Student evidences an understanding of good planning processes but has, at times, been inadequately prepared for action with clients (e.g., failed to bring needed materials, failed to read case notes in advance, etc.)

4 Student meets the expectation of work with clients although all preparation has been within the range of that normally required.

5 Student is consistently well prepared, beyond what is normally required, for action with clients as evidenced by the quality of service delivery and planning discussions.

10.2 Effectively utilize empathy and other interpersonal skills with clients/ consumers;

1 Student has not been able to approach his/her work with clients with empathy and

2 Student has been able to make a human connection with clients but has had difficulty in

3 Student generally engages well with clients, evidencing good interpersonal skills, but has not been consistent

4 Student has effectively used empathy and other interpersonal skills (e.g., attending skills,

5 Student’s high level of skill in demonstrating empathy and using other interpersonal skills (e.g., silence,

19

interpersonal skills. Student may, for example, mistake sympathy for empathy.

some areas, or with specific client populations.

across groups or situations (e.g., engages readily with children but appears intimidated by some adults)

reflective listening, etc.) on a consistent basis to engage clients in the helping process.

confrontation, etc.) has been a key determinant of the student’s success in working with clients.


Cont.

10.3 Develop mutually agreed‐ upon focus of work & desired outcomes with clients/ consumers.

1 Student appears to have limited skill in being able to identify, with the client, a plan for work (e.g., discussions lose focus, client is able to deter worker from the task, or student appears to independently determine focus of work and planned outcomes).

2 Student has been able, in supervision, to discuss an approach to developing a mutually agreeable plan for work with the client system but has not carried out such a plan with a client system.

3 While the student appears to be focused on developing a plan for work with the client system, an actual focus ofwork and desired outcomes are seldom identified in a timely manner with the client system

4 The focus of work and desired outcomes are completed in a timely manner but appear to lack sufficient client input, reflecting limited client system engagement.

5 The student has demonstrated skill in developing a mutually agreed‐upon focus of work and desired outcomes that are relevant, culturally sensitive, timely, and supportive of attempts to engage the client system in the helping process.

EP2.1.10(b) – Assessment

10.4 Demonstrate ability to collect, organize, and interpret client/consumer data;

1 Student appears to have limited skill in gathering necessary client data, organizing information and interpreting client data. Assessments do not meet agency or professional standards as demonstrated through case notes or DAPs.

2 Student has, in supervision, discussed data collection, organization and interpretation, but has been unsuccessful in demonstrating this skill on a consistent basis with client systems. Data have been inaccurate and/or incomplete.

3 The student has demonstrated skill in gathering and organizing data, although the accuracy of interpretations has been inconsistent at times, requiring follow‐up discussion in supervision.

4 The student has demonstrated, the ability to gather, organize and accurately interpret client data

5 The student has demonstrated skill in developing, gathering, organizing, and interpreting client data;

20


Cont.

10.5 Assess client/consumer strengths and limitations;

1 Student seems unable to assess client strengths/ limitations, resulting in inaccurate or inappropriate assessments as demonstrated through case notes or DAPs.

2 Student has discussed attempts to assess client strengths and limitations in supervision but assessments are not generally reflective of client strengths and/or not completed in a timely manner.

3 The student has demonstrated skill in assessing client strengths/limitations but has been inconsistent at times, requiring follow‐ up discussion in supervision.

4 The student has demonstrated skill in accurately assessing client strengths and limitations, providing this evidence in case notes or DAPs.

5 The student has demonstrated, multiple times, skill in assessing client strengths and limitations

EP2.1.10(b) – Assessment cont.

10.6 Develop mutually agreed‐ upon intervention goals & objectives with clients/consumer s; and

1 Student has had difficulty working on goals and objectives with clients. Student appears unclear about how goals differ from objectives or how to develop either with the client system.

2 Student has limited skill in developing goals and objectives with clients. The process seems to inhibit, rather than facilitate, further work with the client system.

3 Student has demonstrated skill in crafting goals and objectives with clients that are clear, comprehensive and appropriate.

4 Student has demonstrated the ability to engage clients in developing mutually agreed‐ upon goals and objectives that are relevant, clear and comprehensive.

5 Student is able to work very effectively with clients in developing mutually agreed‐upon goals and supporting objectives. Goals and objectives are developed with ease and clarity, engaging the client in each step of the process.

10.7 Select appropriate intervention strategies.

1 Student knowledge of intervention strategies is limited and/or student is not able to select an appropriate strategy for the situation.

2 Student has knowledge of various strategies but has difficulty making the connection between client need and an effective strategy to employ.

3 On occasion, student has been able to appropriately connect client needs to an appropriate strategy. More practice needed.

4 Student typically demonstrates an ability to discern and to use an appropriate strategy to meet client needs.

5 Student is very discerning, choosing from among a repertoire of strategies the most appropriate one to meet client needs.

21


Cont.

EP2.1.10(c) – Intervention

10.8 Initiate actions to achieve organizational goals;

1 Student is unaware of agency mission and goals and, therefore, has difficulty initiating actions to achieve stated organizational goals.

2 Student has knowledge of agency mission and goals, but has shown no initiative in acting to achieve goals.

3 On several occasions, student has worked with colleagues in the agency to initiate some action to achieve agency goals.

4 Student initiates actions to achieve agency goals on a fairly consistent basis.

5 Student has been proactive in initiating actions and has taken a leadership role.

EP2.1.10(c) – Intervention cont.

10.9 Implement prevention interventions that enhance client/consumer capacities;

1 Student does not use appropriate prevention interventions with clients (e.g., educate regarding dangers of drinking and smoking while pregnant; recommend a stress reduction class when seeing client stress escalating, etc.)

2 Student shows some initiative in using prevention interventions, especially when suggested by supervisor, but under‐utilizes prevention as an intervention strategy.

3 Student has shown initiative to implement prevention interventions that support client capacities (e.g., referred client for smoking cessation class).

4 Student typically is able to anticipate client needs and ways to support the client through prevention strategies. Good follow‐through in designing and implementing plans.

5 Student actively investigates available prevention interventions with clients on a consistent basis and takes a leadership role in promoting opportunities to expand prevention interventions available to clients.

10.10 Assist clients/ consumer in resolving problems;

1 Student has limited ability to recognize client problems and to employ a strengths‐ based approach in resolving them.

2 Student is able to recognize client problems and strengths but fails to include the client in the process.

3 Student has been able to demonstrate skill in working with clients to identify and resolve problems.

4 Student typically encourages the client and supports the client in resolving the problem.

5 Student consistently supports the client in resolving the problem, using a strengths‐based perspective.

22


Practice Behaviors


Below Expectations




Cont.

10.11 Negotiate, as appropriate with clients; and

1 Student appears to be unaware of the roles of a social work as broker.

2 Student is aware of this social work role but his/her comfort and skill level do not provide him/her with the ability to negotiate for clients.

3 Student has negotiated with clients. Comfort level with these skills is developing.

4 Student is readily able to negotiate with clients and does so effectively.

5 Student is accomplished in this area, having fine tuned these skills to the degree that the student is comfortable.

10.12 Mediate, as appropriate with (and on behalf of) clients

1 Student appears to be unaware of the role of a social work as mediator.

2 Student is aware of this social work role but his/her comfort and skill level do not provide him/her with the ability to mediate with clients.

3 Student has mediated with clients. Comfort level with these skills is developing.

4 Student is readily able to mediate on behalf of clients and does so effectively.


10.13 Advocate, as appropriate with (and on behalf of) clients

1 Student appears to be unaware of the role of a social work

as advocate.

2 Student is aware of this social work role but his/her comfort and skill level do not provide him/her with the ability to advocate for clients.

3 Student has advocated, for clients. Comfort level with these skills is developing.

4 Student is readily able to advocate on behalf of clients and does so effectively.


EP2.1.10(c) – Intervention cont.

10.14 Facilitate transitions and

1 Student lacks the knowledge and skill to recognize and plan for transitions

2 Student has the knowledge but avoids transitions and endings (e.g.,

3 Student is able to plan for transitions and endings in supervision but has difficulty fully executing

4 Student can plan and execute transitions and endings, appropriately

5 Student has developed sufficient skill to be able to use transitions and endings as

23

endings, as appropriate with (and on behalf of) clients.

and endings. has difficulty discussing endings in supervision, procrastinates in telling client of pending need to terminate, or transfer the client, etc.).

the plan. facilitating the process for the client as well as for his/her colleagues.

opportunity for both client and worker growth.


Cont.

EP2.1.10(d) – Evaluation 10.15 Critically analyze, monitor, and evaluate interventions.

1 Student does not acknowledge assessment as an on‐going process and therefore does not monitor and evaluate interventions.

2 Student recognizes the need for evaluation but lacks the skill to monitor and evaluate interventions.

3 Student has been able to use supervision to discuss and enhance their knowledge of evaluation.

4 Student demonstrates on‐ going ability to analyze, monitor and evaluate interventions in practice and within supervisory process.

5 Student shows excellent evaluative skills, critically and accurately analyzing, monitoring and evaluating interventions on an on‐ going basis.

Adapted from: Salve Regina University, Department of Social Work

1

SF State School of Social Work

Legislative Lobby Days 2013

Student Evaluations & Assessment

Background. The National Association of Social Workers (NASW) sponsors Legislative Lobby Days, a two‐day event that educates students and professionals about important legislation affecting clients and the social work profession. Twelve students from SF State (4 MSW and 8 BASW) participated in this year’s Lobby Days. Four faculty members participated as faculty sponsors. After the event, the students were requested to fill‐up an on‐line survey evaluating the event and assessing their learning outcomes. This document summarizes the results of data collected from the survey.

Instrument. The evaluation and assessment instrument used consisted of ten items. The questions were a combination of multiple choice questions, Likert scales, and open‐ended questions. Questions 1 to 3 asked about the respondents’ background (which program they were in and what emphasis). Question 4 was an evaluative question asking respondents to rate their level of satisfaction of Lobby Days on a number of elements. Questions 5 to 9 were assessment questions asking about what students learned from the event , how these relate to their education and practice, how they think they will use their learning in the future. Question 10 was an evaluative question that asked about participants’ recommendations for future Lobby Days. The survey was composed and sent out using Survey Monkey.

Sample. A total of 11 students filled‐out the survey. Eight of them were BASW students and three were MSW students. Ten of the 11 attended a legislative appointment. Eleven participated as student participants and one volunteered to lead a legislative team. The breakdown of the 3 MSW respondents can be seen in Table 1.

Table 1. If MSW, please check all that apply to you.

Answer Options Response Frequency

Response Count

IFG 2 Title IV E 1 PPSC 2 Mental Health Stipend 0

answered question 3

APPENDIX IV

2

Summary Results of Evaluation & Assessment

Using a five‐point Likert scale (1=very dissatisfied to 5=very satisfied), students were asked to evaluate Lobby Days by rating their satisfaction with its different elements, namely themes or topics, advertisement, student participation, faculty participation, and fundraising. The mean scores for these elements ranged from 3.0 to 4.4. The student respondents were moderately satisfied with the preparatory work for Lobby Days (advertisement and fundraising) and with student and faculty participation. A summary of the mean scores can be found in Table 2. Details of these results can be found in Appendix A.

Table 2: Evaluation of Lobby Days Mean Score

Themes or topics 4.4

Advertisement within the SSW 3.4

Student Participation 4.0

Faculty participation 4.4

Fundraising 3.0

Assessment of Learning Outcomes

Using a five‐point Likert scale (1=strongly disagree to 5=strongly agree), students were asked to assess their policy competencies following their participation in Lobby Days. The mean scores for these elements ranged from 3.8 to 4.5. The student respondents generally agreed that Lobby Days enhanced their policy competencies. They were neutral in terms of how Lobby Days enhanced their competency in policy evaluation. A summary of the mean scores can be found in Table 3. Details of these results can be found in Appendix A.

APPENDIX IV

3

Table 3: Policy Competencies Mean Score

Knowledge of historical & philosophical foundations of social policy

4.0

Policy Analysis 4.4

Policy Implementation 4.5

Policy Evaluation 3.8

Policy Research

Policy Advocacy

4.1

4.5

Using a five‐point Likert scale (1=strongly disagree to 5=strongly agree), students were asked to assess policy or practice behaviors based on the 2008 EPAS following their participation in Lobby Days. The mean scores for these elements ranged from 3.7 to 4.5. The student respondents generally agreed that Lobby Days enhanced their policy practice behaviors based on the EPAS. A summary of the mean scores can be found in Table 3. Details of these results can be found in Appendix A.

APPENDIX IV

4

Table 3: Policy Competencies & EPAS Mean Score

Professional Identity 4.5

Ethics 4.4

Critical Thinking 4.3

Diversity 4.4

Social Justice & Human Rights

Research

HBSE

Policy

Respond to context that shape practice

Engage, assess, intervene, & evaluate

4.1

3.9

4.5

4.5

3.7

4.3

How Lobby Days enhanced education about social policy

Ten respondents elaborated on how Lobby Days enhanced their education about social policy. The following is a summary of the main lessons learned:

Lobby Days provided me with a variety of new experiences and insights related to the profession of social work. Dr. Eggman's discussion regarding the intersecting nature of macro, mezzo and micro level practice had a particularly strong impact. I feel that the assessment process was well integrated and applied through each presentation which helped reinforce the idea presented by Dr. Eggman.

APPENDIX IV

5

Knowing how social work practice is linked to social justice and reform. As Assembly Woman Eggman mentioned macro and micro are connected and not separate at all. Social policy analysis is an integral part of social work practice and it enhanced my knowledge and skills on how I can be a more effective advocator for my clients in the macro level.

Policy can feel really overwhelming and daunting. Lobby days brings policy to life and demystify the entire process.

This activity is very informative on the policy process and enhanced my skills by participating in advocacy instead of just learning about it.

The whole day program apart from explaining the details of different bills, it also presented the strategies of lobby as well as the appropriate attitudes of meeting with legislator.

This is one of the only real times that I get to interact with current policy in my education. Both times that I attended Lobby Days I feel more empowered and excited for social change.

It was my first experience so I learned how laws are passed and what occurs at the State Capital.

It made state government more real and reachable seeming to me. I will have more confidence in policy work in the future.

The event really focused on educating us about the various steps involved in social policy. I think Lobby Days walked us through a process I was unfamiliar with and now I can more clearly see how crucial social policy is for creating change.

Each of the bills that we lobbied stood to enhance the quality of services provided to a particular population. It was critical to understand, discuss and evaluate the needs of these populations and how these bills might positively benefit those populations.

Bills that had the greatest impact and why

SB 61. Dr. Eggman was definitely the highlight of the event!

SB61 ‐ Limiting solitary confinement in Juvenile factors. My track is adolescents and youth development. My thesis will be based on the zero tolerance policy on out‐of school suspension for behaviorally ‐challenged students and I am saying that it is counter‐productive. The bill is very relevant and affirms my argument that such harsh punitive measures do not correct behavior but exacerbates it. The keynote speaker Eggman was the highlight of the event. She was awesome! Such a dynamic speaker and what a heart and passion for social work. She inspires me.

APPENDIX IV

6

The bill re: solitary confinement felt the most important to me.

AB 663 and SB 61, I feel very strongly about these two issues and speak to the heart of social work practice. The highlight of the event was keynote speaker Susan Eggman, she ROCKS! and participating in the legislative appointment.

LGBT residential administrative training. I am LGBT and it affects me personally along with the social worker title protection.

The AB 252 ‐ Social Worker Title Protection had the greatest level of importance to me as I think that clients' protection and needs should always be put on the top of the priority list of social workers. Having corresponding training like minimum of 400 fieldwork hours and code of ethics education is the only means in guaranteeing the quality services.

I believe that the solitary confinement was most important to me. I believe that this way of punishment or "treatment" is detrimental to youth and adults. I am glad that NASW decided to choose this bill.

The LGBT elderly care in facilities was important to me because it touches a couple of our NASW codes of ethics, Dignity and the importance of relationships.

Probably SB61, limiting youth in solitary confinement. It is a matter of very basic human rights. Highlights of the event were legislative appointment and Assemblywoman Eggman's speech.

I think AB 252 had the greatest importance because of the harm to our clients that non‐social workers can cause. In protecting our title, we can ensure the abiding of the code of ethics which will help our clients receive better services. By unifying, social workers will then have more impact in addressing other issues of importance to our communities and clients. The highlight of the event was the rally.

Highlight of the events were hearing the assembly members support our goals for change and actually present the issues and feel that we were heard, welcomed, and considered.

How the students will use what they learned from Lobby Days

When asked what ways will they be using what they learned from Lobby Days, the student respondents came up with the following:

APPENDIX IV

7

I will definitely bring the idea of blurring the lines between micro, mezzo and macro levels of practice to my classes/practice. I also feel like I will be more capable of engaging in my policy classes now that I am more aware of the process. Finally, I think I will probably be much more likely to engage in policy action in the future!

Definitely in my thesis and later in my practice for community organisation and lobbying.

The process of lobbying and policy still feels vague to me but I know that it's not impossible now and that I could figure it out if I had a

bill I wanted to bring to a representative. In general policy feels more accessible.

I have a more comprehensive idea on the implementation of social policy in California. Learning about integrating social work practice methods on the Macro scale will help me further develop my social policy skills.

I understand the process of lobbying and advocacy first hand. I can tell other classmates about the experience I had and encourage them

to participate.

I think that the skills of lobbying will be very practical when I enter the social work field for advocacy.

I will continue to be impressed and excited for change. It is always inspiriting to see that 1,200 people can join together and make a difference.

Better understanding of the legislative process and role of state government.

I think I am more mindful now that I understand more about social policy and social justice. My interest has always been more micro,

and now I understand that we need both pieces.

Empowered through action. Ways that Lobby Days can be improved for the future

The student respondents listed some recommendations for the future. The following is a summary of the recommendations:

I am not sure how practical this is given the difficulty of scheduling legislative appointments, but I was a little disappointed in the social action rally and the overall planning of the second day. It didn't feel like there was a sufficient event‐wide closing or debriefing process

APPENDIX IV

8

and I was unable to attend most of the rally because of the time of my legislative appointment. Perhaps more coordinated socializing events would have been nice as well. I would also have enjoyed discussion groups centered around the various bills ‐ I don't know how other groups operated, but our group immediately split up to start planning what we would say. I would have appreciated the opportunity to benefit from the diversity within diversity and hear perspective from other social workers on each bill.

More interactive discussion among the participants to discuss the bills and strategizing.

It was great but the lunch was awful.

Less NASW membership advertisement.

It will be great if more time is allowed for participants of different programs to interact.

I think this event went really well. It was helpful to have the rooms purchased for us, make the event easier.

Better student attendance, employing earlier and student recruitment.

Legislative appointments could have been distributed to those on the waiting list in a more organized manner. I would have also like

more information on what to expect from the event, to better prepare.

APPENDIX IV

9

Appendix A

Question 3 On a scale of 1‐5, with 1 being the least satisfied and 5 being the most satisfied, please rate your satisfaction with the following elements of Lobby Days:

Lobby Days Evaluation

On a scale of 1-5, with 1 being the least satisfied and 5 being the most satisfied, please rate your satisfaction with the following elements of Lobby Days:

Answer Options Very

satisfied Satisfied

Neither satisfied

nor dissatisfied Dissatisfied

Very dissatisfied NA

Response Count

Themes or topics 6 4 1 0 0 0 11 Advertisement within the SSW 2 3 5 0 1 0 11 Student participation 5 2 3 0 1 0 11 Faculty participation 5 5 1 0 0 0 11 Fundraising 3 2 3 0 0 3 11 Additional comments 0

answered question 13 skipped question 0

APPENDIX IV

10

Policy Competencies

On the following scale, please rate the extent to which you agree to the following statements. My participation in this year’s Legislative Lobby Days honed my competencies in the following elements of social policy practice:

Answer Options Strong Agree Agree

Neither agree nor disagree Disagree

Strongly Disagree NA

Response Count

Knowledge of the historical and philosophical foundations of social policy.

2 7 1 1 0 0 11

Policy Analysis 4 7 0 0 0 0 11 Policy Implementation 6 5 0 0 0 0 11 Policy Evaluation 2 5 4 0 0 0 11 Policy Research 3 6 2 0 0 0 11 Policy Advocacy 6 4 0 0 0 0 10 Additional comments 0

answered question 11 skipped question 0

APPENDIX IV

11

Policy Competencies & EPAS 2008

6. On the following scale, please rate the extent to which you agree to the following statements. My participation in this year’s Legislative Lobby Days honed the following policy practice behaviors based on the 2008 Educational Policy and Accreditation Standards (EPAS):

Answer Options Strong Agree Agree

Neither agree nor disagree Disagree

Strongly Disagree NA

Response Count

Ability to recognize the importance of professional conduct and of personal/professional development for practicing in policy settings

6 5 0 0 0 0 11

Ability to ascribe to the values and ethics advanced by NASW and CSWE for professional conduct and, thus, engage in ethical decision‐making in policy practice.

5 6 0 0 0 0 11

Ability to approach policy problem‐solving using logical, scientific and reasoned frameworks for analysis and synthesis toward intervention.

4 6 1 0 0 0 11

Ability to recognize diversity through multiple factors including age, race, class, color, culture, disability, ethnicity, gender, gender identity, religion, political ideology, immigration status, sex and sexual orientation and how these differences can influence oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim in policy practice.

4 7 0 0 0 0 11

APPENDIX IV

12

Knowledge of the global interconnections of oppression, and theories and strategies to promote social justice and human rights.

4 5 1 1 0 0 11

Ability to integrate members of communities and organizations in the process and outcome evaluations of policies.

4 5 1 0 0 0 10

Ability to recognize the central importance of human relationships and utilize the interconnection between people and place, between people and the micro and macro systems of which they are a part, and relationships of people with the social systems they have created to respond to human needs.

6 5 0 0 0 0 11

Ability recognize that social work is a non‐partisan political profession and that political processes and policies affect the social, economic and environmental well‐being of individuals, families, communities and organization, as well as social work practice itself.

6 5 0 0 0 0 11

Ability to recognize and react to the changing landscape of the public, nonprofit, service and for‐profit organizations that comprise the social service sector, as well as to the social, economic, political and environmental contexts that shape these organizations and community

1 6 4 0 0 0 11

APPENDIX IV

13

life. Understand participatory methods and the importance of the worth and dignity of persons in all engagement, assessment, intervention and evaluation efforts.

4 6 1 0 0 0 11

Additional comments 0 answered question 11

skipped question 0

APPENDIX IV

1. What did you like and appreciate most about the SFSU BASW Program?

The introduction of understanding one's own experience and background along with other members of the program.

the cohort and set curriculum, eliminating the problem of not being able to get the classes needed to complete the program in two years.

I appreciate most about the program is few instructors really showed me how to become a good social worker and changed my perspective as a social worker.

Internship

Social work knowledge and skills, professors' support in learning progress.

Everything I learned in the program and the helps of the professors.

Professors had interests in many different aspects of SW, social/cultural/historic dynamics were discussed, different types of learning.

Development of community amongst my cohort.

Total Responses 8

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2. What did you like and appreciate least about the SFSU BASW Program?

The lack of guidance and preparation in making the right decision for choosing a field placement

Lack of communication and length of time to get an answer from staff.

Confusing instructions of some class

None

None!

Some classes were redundant, not enough technical info (DSM?), intervention methods, busy work and bureaucratic nonsense like E-field.

I didn't like the teaching style of one professor and the undue grief it presented me with. I got the least from these courses and wish I could have gotten more especially becausethey were my SW practice courses.

Total Responses 7

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3. Related to the BASW Curriculum, please provide your comments andassessments related to curriculum scope, depth, range, effectiveness, andusefulness.

Curriculum was understood, but needs more relativity and practicality

Too much repetition of diversity & cultural competency without actual instruction in how to communicate and treat clients of different cultures.

the BASW courses are very helpful for working as a social worker; it gives me power to working as social worker in any positions.

I like the curriculum and all of the classes are very useful.

Best practices would be having a mix or direct practice and theory classes. Takahashi and Hermos put a lot of effort and thought into their materials and required a high level ofcommitment. Classes like theirs should be balanced with actual experienctial learning like social policy internships and community projects.

I feel that the scope of the curriculum was inclusive of the pressing issues in social work and strongly encompassed the history of social work. I feel that I am at a deeper level inmy thinking process and have been able to hone in on important skills that are useful to help empower others. I have a greater level of consciousness in the area of humanrights and have confidence that I will be instrumental in the bay area with whatever I focus on in the field of social work. I attribute a great deal of this to the BASW curriculum asit was the catalyst that allowed me to develop and synthesize key frameworks that support the betterment of oppressed peoples.

Total Responses 6

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4. In the spirit of continuous quality improvement, please provide suggestionsand justifications for curriculum or course changes and revisions.

Would be nice to include element of understanding California laws and policies/procedures relative to social work, and what current trends students need to pay attention to tostay in the 'know'

Need a course in theories and how to practice using the various approaches, such as narrative therapy, etc.

The last two years of the program should have internship to give more experience and time to gain a better understanding of the field work.

None.

I like the curriculum. Some of curriculum could be explained in more details.

A decision need to be made if the GWAR class is about teaching good writing skills, or if it is about teaching good RESEARCH writing skills. There should be an option of takingthe GWAR class out of the department and having a straight research class that involves actual projects using stats and field work. I did not like having my writing class bebased on hiow many citations I could throw in a sentence, I don't consider that writing. I would like more collaborations with agencies to do actual projects or inititives. I think theBSW curriculum, rather than be a less internsive version of the MSW program, should have two internships, one in policy and one in front line social services ( shelters,kitchens, GAP/CCAPI office) for proferssional skills in non-clinical social service delivery.

Consistencies between professors and content of curriculum so that classes can clearly build on one another. This will help enhance understanding and elevate confusion.

Total Responses 7

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5. Please share your comments/assessments about any aspect of the School ofSocial Work, and suggestions for changes and improvement.

Present more opportunity for students to understand field agency and create a joint effort in deciding whether or not choice is good decision. Continue to allow collegiallearning and 'self-reflection'.

Require faculty to not require textbooks which will not be used or are used for only a couple of chapters. Books are expensive. Additional material to main textbook should beposted on iLearn instead.

None.

Overall the program is very good. However, I do wish that if we could have more practice on motivational interviewing.

Please help us get more funding or opportunities for skill-building with agencies in return for scholarships or job offers. If we knew we could do a year -long internship with saySSI and have an option to work there, and/or a scholarship, that woud be great for students who were not planning or could not afford to go directly to grad school.

Improved community among professors to demonstrate to students solidarity in the social work community.

Total Responses 6

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