Engage with individuals, families, groups, organizations and communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.

1. Apply and demonstrate knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

2. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Student learning opportunities or tasks

Note: Providing social work services (whether it be case management, crisis intervention, supportive counseling, advocacy, information and referral) to X number of clients throughout the year is a task associated with all competencies.

 Complete process recordings (including the assignment from SWK 601 class) and share with field instructor.

Complete initial intakes and assessment

Audio tape or video tape a client meeting and analyze your engagement skills (only if this is allowable in your setting and there is a policy and procedure for this)

Conduct a self-assessment of interpersonal skills and discuss strengths and areas of growth with field instructor

Complete a reflection note after each significant client interaction that focuses on your reflections of what engagement skill you are intentionally using and others that you may need to practice more.

Purposeful discussion around engagement within the workplace with peers, supervisors and leadership.

Intentionally focus on analyzing use of non-verbal attending skills and assessing non-verbal cues.

Set up informational meetings with key individuals in the organization to engage with the organization more fully

Go to a community meeting that is relevant to this population

Assess engagement skills when in a group setting

Attend a staff meeting and introduce self

Attend a Board Meeting and introduce self

Attend a community meeting and introduce self

Field Instructor tasks that support learning in this competency:

Provide opportunities for supervisor to observe student with clients and give feedback specific to engagement skills.

Intentionally observe how student engages with others in the workplace and provide feedback

Assign journal reflections

Ask about engagement in supervisory sessions

Assess with individuals, families, groups, organizations and communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.

1. Collect and organize data and apply critical thinking to interpret information from   clients and constituencies.

2. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

3. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths needs, and challenges of clients and constituencies.

4. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Student learning opportunities or tasks:

Complete client intakes and assessment (document in writing when possible)

Complete process recordings for a time when you were collecting and gathering information from the client.

Complete client system review paper for SWK 601 course and share with field instructor

Write a reflection on what explanatory theories of human behavior are relevant to the setting. 

Utilize a bio-psycho-social-spiritual-cultural framework to college information and determine plan.

Write goal/treatment/service/program development/community development plans consistent with the setting

Discuss intervention strategies that are most effective with population served

Assist in completing a SWOT analysis of the program (Strengths, Weaknesses, Opportunities and Threats)

Utilize a force field analysis to analyze an organizational change

Develop a logic model for the program

Conduct a community asset and needs assessment

Participate in the collection of program data and outcomes

Informational meeting with Quality Improvement Program to discuss how they assess program and organizational quality.

Review employee handbook, and policies and procedures

Attend trainings that allow student to develop knowledge of theoretical frameworks

Review organizations structural map and discuss the pros and cons with this structure

Field Instructor tasks that support learning in this competency:

Supervisor should observe student when assessing and give feedback

Intentionally observe how student assesses workplace strengths and challenges and give feedback

Assign journal reflections

Ask students to explain how they understand human behavior, group dynamics, organizational culture, and community behavior

Review written assessments and give feedback

Discuss taboo topics (ex:  client attraction, racial differences)

Intervene with individuals, families, groups, organizations and communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessionalinter-professional, and inter-organizational collaboration.

1. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies

2. Use inter-professional collaboration as appropriate, to achieve beneficial practice outcomes

3. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies

4. Facilitate effective transitions and endings that advance mutually agreed-on goals

Discuss intervention strategies that are most effective with population served

Read about effective intervention strategies for the population

Discuss intervention strategies for the program based off of a SWOT analysis

Identify current community organizing interventions that are occurring in your geographic area

Explore what the inter-professional collaborations are within you service delivery area

Participate in inter-professional meetings/group supervisions

Complete a written discharge summary and discuss the ending process in supervision

Complete progress note (SOAP, SAP or utilizing the framework at the organization)

Field Instructor tasks that support learning in this competency:

Supervisor should discuss what intervention “looks like” within their role and function

Ask students to describe how they understand intervention in this setting

Assign journal reflections

Ask students to explain their rationale for specific intervention strategies

Review goal/service/tasks plans and give feedback

Review student’s progress notes (even if not required by the program) to assess ability to articulate what they are doing and why with clients

Evaluate with individuals, families, groups, organizations and communities.

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

1. Select and use appropriate methods for evaluation of outcomes.

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

3. Critically analyze, monitor, and evaluate intervention and program processes and outcomes.

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

Student Learning Opportunities:

Review how the program evaluates program outcomes

Review how the program works with social workers to evaluate individual intervention outcomes with individuals, families or groups.

Become familiar with the program’s logic model or program outcome model

Complete program evaluation data collection and assist in analysis of data

Complete client satisfaction survey

Meet with the HR department to ask how employee satisfaction is measured

Discuss how outcome reporting occurs

Read key reports that are submitted to key funders to get a sense of what funders are asking about outcomes

Field Instructor tasks that support learning in this competency:

Supervisor should discuss what evaluation methods they utilize to evaluate their intervention effectiveness with individuals, families and groups

Provide information about how the program develops outcomes and how they achieve outcomes

Ask students to describe how they understand evaluation in this setting

Assign data collection as a task so that the student is aware of how information is gathered to evaluate program outcomes

Program

Competency

Resulting Practice Behavior

AIP Example Field Opportunities/Tasks

1. Demonstrate Ethical and Professional Behavior

1. Uphold professional ethical standards within their specialized areas of practice

2. Use purposeful reflection and insight to negotiate the direction of supervision.

3. Effectively navigate multiple levels of social work practice by engaging in varied professional roles and/or functions.

4. Demonstrate leadership in professional collaboration, service delivery team, task force or committee.

Student learning opportunities or tasks

• Attend regularly scheduled supervision and come prepared with

• ethical questions, concerns and dilemmas

• reflections on weekly learning experiences

• review of clients and projects

• Read the NASW Standards for the specialized area of practice (ex:  Standards for SWK practice in Health Care Settings,  SWK Case Management, Practice with older Adults, Clients with AOD,  Child Welfare, with service Members or Veterans,  Long Term Care Facilities).

https://www.socialworkers.org/Practice/Practice-Standards-Guidelines

• Research professional organizations related to the specialized practice area and report back what was learned to supervisor.     Such as New York State School Social Work Association https://nyssswa.org/

• Navigate and review the NY State Office of Professions Social Work Licensure website, discuss what you learned in supervision.

• Participate in group supervision and present at least one case or project.

• Lead a workshop (either employee oriented or for clients)

• Write bi-weekly journal reflections and submit to field instructor, focusing on personal values and conflicts.

• Attend the agency ethics review board  (if they have one) or investigate how the agency responds to ethical dilemmas  (ex: who responds to ethical issues/concerns)

• Research the topic of ethical use of technology in social work practice and report what you learned.

• Set up informational meeting with other social workers in the organization at all levels of the organization to discuss how they navigate and attend to the different levels of social work practice  (ex:  direct practice, administrative, executive leadership, Continuous Quality Improvement)

Field Instructor tasks that support learning in this competency:

• Make social work ethics a regular theme in supervisory sessions and focusing more on the responsibilities to work settings, to the profession and to society.

• Discuss social work and leadership

• Identify and discuss with supervisee potential value conflicts within the practice setting.  

• Purposeful discussion of how your own personal values may influence your practice within your organizations.

• Discuss application of agency ethical standards and possible conflicts.

• Contract around supervision including discussing purpose of supervision, expectations in giving and receiving feedback, reviewing the evaluation process

• Review technology related policies

• Discuss expectations around appearance, and oral, written or electronic communication

2. Engage diversity and difference in practice

1. Engage in an ongoing self-assessment to mitigate the influence of personal and professional biases.

2. Integrate diverse and culturally responsive perspectives to guide practice within the context of multi-level and multi-professional systems.

3. Conceptualize and analyze how systemic oppression, discrimination, and marginalization impacts individuals and/or the communities with which they identify

Student learning opportunities or tasks

• Research how wellness and illness are is viewed by different cultural groups that your clients may be a part of. 

• Supervision topic related to how you ensure that your practices are compatible with the client,  group, organizational and/or community culture.

• Read articles focused on multicultural practice with a focus on your specialized area of practice.  (Ex:  multicultural social work practice in the Health Care Setting) 

• Complete a weekly journal reflection and submit to field instructor, focusing on insights around personal biases or values that may influence working with clients,  groups, communities and organization.  

• Journal about client and staff cultural differences, similarities and what questions and insights you may have.

• Research the demographic composition of Executive and Board Leadership to assess for diversity at the leadership level

• Discuss the diversity (remember diversity is more than race) in the organizations staff, leadership and board of directors, assess if it is representative of the client population. 

Field Instructor tasks that support learning in this competency:

• Identify, explore and discuss how narrow or broad the students perception is about diversity.

• Ask about assumptions, values, and biases in supervision.

• Make diversity a consistent topic in supervisor sessions  (students won’t know what is ok to talk about until you “put it on the table”).

• Identify and discuss the cultural difference between clients, and between client and student.,  between staff groups and between leadership and direct practitioners in the organization.

• Ensure that students are incorporating a diversity perspective in their engagement, assessment, intervention and evaluation activities.

• Engage student in conversations about client culture, agency culture, supervisor culture and the students culture.

3. Advance human rights and social, economic and environmental justice

1. Develop advocacy strategies that alleviate causes of oppression

2. Assume leadership through varied social work roles and functions that advance or protect civil, political, environmental, economic, social, and cultural human rights

Student learning opportunities or tasks

• Explore social justice issues related to the population served by the organization.  Put this in writing or present in supervision. 

• Explore Voting is Social Work National Campaign ahttps://votingissocialwork.org/ and engage the organization is advancing voter engagement and voter registration.

• Explore social, economic and environmental justice issues from a staff perspective (ex:  workplace safety issues, living wage,  group dynamics).  

• Discuss how prejudice, oppression, privilege and power can influence all aspects of social work practice, with staff groups and within organizations etc.

• Develop a plan for how the agency might address a social, environmental or economic justice issue that the population you serve or with staff groups.  

• Explore and participate in a macro level Advocacy efforts related to your specialized area of practice  

(Ex: What is the New York State United Teachers (NYSUT) Union advocating in relationship School Social Work and student issues)  

• Purposeful discussion in supervision and with colleagues of the challenges, discrimination and oppression  they may face,  their clients may face,  the groups may face in the community  

• Individual advocacy for clients  (with insurance company, larger systems)

• Send a letter to state or federal representatives advocating for social, environmental or economically just policy

• Research what environmental justice is and relate back to the client, organization or community.  (Ex:  Flint Michigan Lead Poison in the water is an environmental justice issue)

• Participate in an advocacy effort that would benefit the clients, groups, communities the student serves.

• Participate in advocacy for workplace issues.

• Research the Grand Challenges for Social Work  http://www.socialjusticesolutions.org/2016/01/18/grand-challenges-for-social-work-identify-12-topsocial-issues-facing-america/   

Field Instructor tasks that support learning in this competency:

• Make social justice a regular topic in supervisory sessions

• Allow the student to take a lead on an advocacy effort or support them in the Voting is Social Work Campaign.  

• Ask about human rights, social, economic and environmental justice issues and /or identify them as you discuss client specific struggles

• Ask students to research a social justice issue that is relevant to the work you do and present what they learned (to you or a group)

4. Engage in research informed practice and practice informed research

1. Use the evidence-base of social work practice to guide intervention strategies with individuals and communities

2. Will be able to use observations from their practice to identify questions for further study

Student learning opportunities or tasks

• Reading assignments:  books and/or several empirically supported articles that are relevant to evidence/ research informed practices  

• Research specialized practice and a relevant  Evidenced Based Practices 

• Conduct a literature review on practice area and present to staff team  (practice area can be social work administration)

• Present a summary of a journal article and discuss its relevance in a staff meeting. 

• Read, critically analyze and write a critique regarding the research that supports the evidence-based program.

• Identify the evidence that supports the practices within the program.

• Attend a training that focuses on research informed practice or a training on a specific evidence-based practice

Field Instructor tasks that support learning in this competency:

• Provide students with information about the practice informed research models that are utilized and supported at the agency.

• Provide any readings that validate the effectiveness of the practice model used.

• Discuss what journals or other resources you use to stay up to date on research evidence that supports effective practice.

• Discuss with students what they 

5. Engage in policy practice  

1. Take into consideration a range of economic and social factors to analyze social and organizational policies, and demonstrate the ability to convey their insights for the purpose of improving and modifying these policies to better serve vulnerable individuals

2. Participate in or lead policy assessment aimed at modifying existing policy or developing new policy at the agency, local, state, or federal level where there is impact on social work practice or delivery systems

Student learning opportunities or tasks

• Explore what policy development is currently in progress at the agency level.

• Identify one organizational policy and  critically analyze, discuss history and rationale for the policy and how it impacts your internship setting

• Research the federal/state/local funders websites and report back what was learned

• Read at least one federal/state/ or local policy / law that is relevant to practice population and discuss how it impacts the population

• Read about NASW New York State Chapter  Legislative Action Agenda for this year

• Explore advocacy Tool Kits  (ex:  National Healthcare for the Homeless Council has an advocacy tool kit) or other Advocacy group agendas as relevant to your internship

• Participate in state legislative day that is relevant to practice area  

• Review policies that govern social work practice and investigate what kind of advocacy is happening to support our profession  (licensure laws)

• Engage with NASW as a student member to advocate for member or participate in other advocacy

• Write letter to legislatures to promote a policy change or support a policy

• Write a mock “white paper”

Field Instructor tasks that support learning in this competency:

• Discuss strategies that social workers within the agency have utilized to promote policy change at the organizational level

• Assist students to see how macro level  policy influences practice decisions.

• Show how state law can impact organizational policies and procedures

• Show how federal law can impact organizational policies and procedures

Engage with individuals, families, groups, organizations and communities

1. Are able to identify and describe the conceptual basis of the engagement approach they use to work with diverse individuals and communities

2. Effectively utilize engagement skills appropriate to diverse individuals, communities, and settings in order to foster cooperative relationships

Student learning opportunities or tasks

• Complete direct practice oriented initial intakes and assessment

• Audio tape or video tape a client or organizational meeting and analyze your engagement skills (only if this is allowable in your setting and there is a policy and procedure for this)

• Conduct a self-assessment of interpersonal skills and discuss strengths and areas of growth with field instructor

• Complete a reflection note after client interaction or meeting interaction that focuses on your reflections of what engagement skill you are intentionally using  with others  (clients and coworkers)  that you may need to practice more. 

• Purposeful discussion around engagement within the workplace with peers, supervisors and leadership.

• Intentionally focus on analyzing use of non-verbal attending skills and assessing non-verbal cues.

• Set up informational meetings with key individuals in the organization to engage with the organization more fully

• Go to a community meeting that is relevant to this population

• Self-assess engagement skills when in a group setting

• Attend a staff meeting and introduce self and role

Field Instructor tasks that support learning in this competency:

• Observe students with clients (in person, audio or video, or mirror work) and give feedback specific to engagement skills.

• Intentionally observe how student engages with others in the workplace and provide feedback •   Assign journal reflections

• Ask about engagement and what concepts information how they engage in supervisory sessions

7. Assess with individuals, families, groups, organizations and communities

1. Independently identify applicable assessment frameworks and tools to collect and organize data;

2. Utilize an integrated approach to collect and organize information from varied sources to develop a comprehensive assessment

3. Identify multidimensional intervention strategy based on thoroughly integrated assessment

Student learning opportunities or tasks

• Complete client intakes and assessment  (document in writing when possible)

• Complete an organizational assessment. (ex:  organizational cultural competency assessment)

• Complete a project assessment and plan (ex:  project management model) 

• Discuss in supervision what explanatory theories of human behavior  are relevant to the setting.  

• Discuss in supervision organizational theories that influence indirect practice.

• Discuss intervention strategies that are most effective with population served  (focusing on all levels of practice) 

• Utilize a force field analysis to analyze an organizational change

• Review organizations structural map and discuss the pros and cons with this structure

• Assess the community either through an assets and needs framework,  or as a report to the community 

• Assist or lead writing a grant

• Attend a Board Meeting

• Attend an administrative level meeting

• Attend a community meeting

• Attend a quality improvement oriented meeting 

• Participate in a SWOT analysis 

Field Instructor tasks that support learning in this competency:

• Supervisor should observe student when assessing and give feedback

• Intentionally observe how student assesses workplace strengths and challenges and give feedback •       Assign journal reflections

• Ask students to explain how they understand human behavior, group dynamics, organizational culture, and community behavior 

• Review written assessments and give feedback

• Discuss taboo topics   (ex:  client attraction,  racial differences)

8. Intervene with individuals, families, groups, organizations and communities

1. Identify an appropriate empirically supported intervention for a client or client system

2. Articulate a sound rationale for the selection of interventions

3. Independently plan and implement appropriate interventions with attention to:  client values and desires, organizational capacities, practitioner expertise, and professional collaboration

• Discuss intervention strategies that are most effective with population served

• Identify a project,  and outline a plan and effective intervention strategies related to the project plan

• Read about effective intervention strategies for the  population or for the organizational type, structure 

• Discuss and implement direct practice, organization or community intervention strategies 

• Complete a written discharge summary and discuss the ending process 

• Complete clinical notes , administrative documentation, (SOAP, SAP or utilizing the framework at the organization)

• Assist or lead writing a grant

• Participate in the organizational  strategic planning process

Field Instructor tasks that support learning in this competency:

• Supervisor should discuss what intervention “looks like” within their role and function

• Ask students to describe how they understand intervention in this setting

• Assign journal reflections

• Ask students to explain their rationale for specific intervention strategies

• Review goal/service/tasks plans and give feedback

9. Evaluate with individuals, families, groups, organizations and communities.

1. Frame evaluations based upon program theory and multi-disciplinary theories of practice

2. Select information sources and data collection strategies that are culturally appropriate and relevant to the evaluation question

3. Can lead or participate in evaluation activities in multi-professional settings, which includes effectively communicating findings to multiple stakeholder audiences

• Complete either Program Evaluation or Clinical Evaluation Course Assignment  

• Review how the program evaluates both individual intervention outcomes with individuals, families or groups  and overall program outcomes.

• Practice clinical evaluation and/or program data collection  

• Read key reports that are submitted to key funders to get a sense of what funders ask about outcomes

• Design a logic model for the program

Field Instructor tasks that support learning in this competency:

• Supervisor should discuss what evaluation methods they utilize to evaluate both direct practice and program effectiveness

• Ask students to describe how they understand evaluation in this setting

Program

Competency

Resulting Practice Behavior

(this is what the student will be evaluated on)

Example Field Opportunities/Tasks

1. Demonstrate Ethical and Professional Behavior

1. Uphold professional standards within the scope of practice for clinical social workers

2. Engage in clinical supervision/consultation 

3. Utilize ethical decision-making, ethical use of technology in clinical practice.

4. Engage in self-reflection to identify value conflicts, strengths, and challenges/areas for growth 

Student learning opportunities or tasks

• Attend regularly scheduled formal clinical supervision and come prepared with

• ethical questions, concerns and dilemmas

• reflections on weekly learning experiences

• review of clients and projects

• Read the NASW Standards for Clinical Social Work:   

https://www.socialworkers.org/LinkClick.aspx?fileticket=YOg4qdefLBE%3d&portalid=0Technology

• Research professional organizations related to being a  clinical social worker and report back what was learned to supervisor   Such as New York State Society for Social Work https://www.nysscsw.org/

• Navigate and review the NY State Office of Professions Social Work Licensure website, discuss what you learned in supervision

• Participate in clinical group supervision and present at least one case.

• Actively participate in staff meetings 

• Write bi-weekly journal reflections and submit to field instructor, focusing on personal values and conflicts.

• Attend the  agency ethics review board  (if they have one) or investigate how the agency responds to ethical dilemmas  (ex: who responds to ethical issues/concerns)

• Research the topic of ethical use of technology in clinical practice and report what you learned.

Field Instructor tasks that support learning in this competency:

• Make social work ethics a regular theme in  clinical supervisory sessions.

• Identify and discuss with supervisee potential value conflicts within the practice setting.  

• Purposeful discussion of how your own personal values may influence your practice with the population your agency serves.

• Discuss application of agency ethical standards

• Contract around supervision including discussing purpose of supervision, expectations in giving and receiving feedback, reviewing the evaluation process

• Review technology related policies

• Discuss expectations around appearance, and oral, written or electronic communication

2. Engage diversity and difference in practice

1. Engage in an ongoing self-assessment to mitigate the influence of personal biases in the therapeutic relationship

2. Articulate how wellness and illness are defined differently depending on clients’ culture and values 

3. Incorporate clinical practices that are compatible with client culture and values.

 Student learning opportunities or tasks

• Research how wellness and illness is viewed by different cultural groups that your clients may be a partof.

• Supervision topic related to how you ensure that your clinical practice are compatible with the client culture.

• Read articles focused on multicultural clinical practice.  

• Complete a weekly journal reflection and submit to field instructor, focusing on insights around personal biases or values that may influence working with clients.

• Journal about client cultural differences, similarities and what questions and insights you may have.

• Discuss the diversity (remember diversity is more than race) in the organizations staff, leadership and board of directors, assess if it is representative of the client population. 

Field Instructor tasks that support learning in this competency:

• Identify, explore and discuss how narrow or broad the students perception is about diversity.

• Ask about assumptions, values, and biases in supervision.

• Make diversity a consistent topic in supervisor sessions  (students won’t know what is ok to talk about until you “put it on the table”).

• Identify and discuss the cultural difference between clients, and between client and student. 

• Ensure that students are incorporating a diversity perspective in their engagement, assessment, intervention and evaluation activities.

3. Advance human rights and social, economic and environmental justice

1. Recognize the presence of social, economic, environmental and other forms of injustice within clinical practice. 

2. Identify barriers to treatment from prejudice, oppression, privilege and power

3. Demonstrate the ability to provide leadership in advancing human rights and social, economic and environmental justice within a clinical context  

Student learning opportunities or tasks

• Explore the social justice issues and present what you learned about how it affects the client population your serve.  Put this in writing or present in supervision. 

• Discuss how prejudice, oppression, privilege and power can influence how and if clients engage in clinical treatment.

• Develop a plan for how the agency might address a social, environmental or economic justice issue that the population you serve experiences.  

• Explore and participate in an advocacy effort related to clinical practice  (Ex:  National Alliance on Mental Illness,  Faces and Voices of Recovery,   American Psychological Association's Society for Child and Family Policy and Practice)  

• Purposeful discussion in supervision and with colleagues of the challenges, discrimination and oppression  their clients face in the community  (access to mental health and addictions services, societal stigma, lack of healthcare, neighborhood issues,   educational issues, fair housing, absentee landlords, profiling,  distrust by authority, limited grocery stores)

• Individual advocacy for clients  (with insurance company, larger systems)

• Send a letter to state or federal representatives advocating for social just or economically just policy

• Research what environmental justice is and relate back to the clients served

• Participate in an advocacy effort that would benefit the clients the student serves.

• Research the Grand Challenges for Social Work  http://www.socialjusticesolutions.org/2016/01/18/grand-challenges-for-social-work-identify-12-topsocial-issues-facing-america/   

Field Instructor tasks that support learning in this competency:

• Make social justice a regular topic in supervisory sessions

• Ask about human rights, social, economic and environmental justice issues and /or identify them as you discuss client specific struggles

• Ask students to research a social justice issue that is relevant to the work you do and present what they learned (to you or a group

4. Engage in Practice informed Research

1. Apply practice-informed research and theory to guide and improve clinical practice 

2. Apply critical thinking skills in interpreting and applying theoretical concepts and research findings in clinical work with client systems

Student learning opportunities or tasks

• Reading assignments:  clinical books and/or several empirically supported articles that are relevant to evidence research informed clinical practice.  

• Research the  OMH and OASIS Evidenced Based Practices 

• Conduct a literature review on practice area and present to staff team

• Present a summary of a journal article and discuss its relevance in a staff meeting. 

• Read, critically analyze and write a critique regarding the research that supports the evidence-based program.

• Identify the evidence that supports the practices within the program.

• Attend a training that focuses on research informed practice or a training on a specific evidence-based practice 

Field Instructor tasks that support learning in this competency:

• Provide students with information about the practice informed research models that are utilized and supported at the agency.

• Provide any readings that validate the effectiveness of the practice model used.

• Discuss what journals or other resources you use to stay up to date on research evidence that supports effective practice.

5. Engage in policy practice  

1. Articulate the processes through which relevant policy is influenced and developed.

2. Articulate how specific policies effect and inform clinical practice settings.

3. Apply knowledge and expertise from direct clinical practice to influence relevant policy change.

4. Communicate to stakeholders the priority for policies that advance the socio-political and economic wellbeing of client systems 

Student learning opportunities or tasks

• Explore what policy development is currently in progress at the agency level.

• Identify one mental health, addictions or child welfare policy and  critically analyze, discuss history and rationale for the policy and how it impact clients

• Research the federal/state/local funders websites and report back what was learned

• Read at least one federal/state/ or local policy / law that is relevant to practice population and discuss how it impacts the population

• Read about NAMI New York State Legislative Action Agenda for this year

• Explore he NAMI Advocacy Tool Kit or other Advocacy group agendas

• Participate in state legislative day that is relevant to practice area http://events.r20.constantcontact.com/register/event?llr=zga6rzjab&oeidk=a07eexkbfb214fc4219 

• Review policies that govern social work practice and investigate what kind of advocacy is happening to support our profession  (licensure laws)

• Engage with NASW as a student member to advocate for member or participate in other advocacy

• Write letter to legislatures to promote policy change or support a policy

Field Instructor tasks that support learning in this competency:

• Discuss strategies that social workers within the agency have utilized to promote policy change at the organizational level

• Assist students to see how policy influences practice decisions.

• Show how state law can impact organizational policies and procedures

Engage with individuals, families, groups, organizations and communities

1. Utilize a bio-psycho-social-cultural-spiritual approach to engage clients in clinical practice

2. Demonstrate effective strategies for initiating and developing a therapeutic relationship

3. Identify how personal experiences and affective reactions may influence the ability to effectively engage with diverse clients.

4. Engage community resources to enhance treatment outcomes

Student learning opportunities or tasks

Note: Providing clinical social work services to X number of clients throughout the year is a task associated with all competencies. 

• Complete initial intakes and assessment with assigned psychotherapy clients.

• Facilitate a therapy group  (make sure to add what kind of therapy group ex:  Dialectical Behavior Therapy (DBT) 

• Audio tape or video tape a client meeting and analyze your engagement skills (only if this is allowable in your setting and there is a policy and procedure for this)

• Conduct a self-assessment of interpersonal skills and discuss strengths and areas of growth with field instructor

• Complete a reflection note after client interaction that focuses on your reflections of what engagement skill you are intentionally using and others that you may need to practice more. 

• Purposeful discussion around engagement within the workplace with peers, supervisors and leadership.

• Intentionally focus on analyzing use of non-verbal attending skills and assessing non-verbal cues.

• Set up informational meetings with key individuals in the organization to engage with the organization more fully

• Go to a community meeting that is relevant to this population

• Self-assess engagement skills when in a group setting

• Attend a group supervision regularly

Field Instructor tasks that support learning in this competency:

• Observe students with clients  (in person, audio or video, or mirror work) and give feedback specific to engagement skills.

• Intentionally observe how student engages with others in the workplace and provide feedback •   Assign journal reflections

• Ask about engagement in supervisory sessions

7. Assess with individuals, families, groups, organizations and communities

1. Demonstrate knowledge of family systems, the DSM and other relevant frameworks for clinical assessment

2. Engage in critical thinking to interpret information from client systems

3. Demonstrate awareness of personal and professional biases that may influence clinical assessment

Student learning opportunities or tasks

• Complete client intakes and assessment with assigned psychotherapy clients (document in writing when possible)

• Discuss diagnostic impressions with supervisor.

• Discuss in supervision what explanatory theories of human behavior are relevant to the setting.  

• Complete and write assessment.

• Write treatment plan.  

• Discuss clinical intervention strategies that are most effective with population served

• Utilize a force field analysis to analyze an organizational change

• Review organizations structural map and discuss the pros and cons with this structure

Field Instructor tasks that support learning in this competency:

• Supervisor should observe student when assessing and give feedback

• Intentionally observe how student assesses workplace strengths and challenges and give feedback •       Assign journal reflections

• Ask students to explain how they understand human behavior, group dynamics, organizational culture, and community behavior 

• Review written assessments and give feedback

• Discuss taboo topics   (ex:  client attraction,  racial differences)

8. Intervene with individuals, families, groups, organizations and communities

1. Provide interventions that are consistent with clinical scope of practice and service delivery objective.

2. Present sound rationale for the use of treatment modalities and evidence-informed clinical intervention.

3. Develop mutually determined clinical interventions and goals based on client values and priorities, clinical assessment, and research knowledge.  

• Discuss intervention strategies that are most effective with population served •                Identify and utilize the appropriate practice models for each unique client served.

• Read about effective intervention strategies and practice models for the population

• Discuss and implement clinical  intervention strategies

• Complete a written treatment plan for each client 

• Complete a written discharge summary and discuss the ending process in supervision

• Complete clinical notes  (SOAP, SAP or utilizing the framework at the organization)

Field Instructor tasks that support learning in this competency:

• Supervisor should discuss what intervention “looks like” within their role and function

• Ask students to describe how they understand intervention in this setting

• Assign journal reflections

• Ask students to explain their rationale for specific intervention strategies

• Review goal/service/tasks plans and give feedback

• Review student’s  progress notes (even if not required by the program) to assess ability to articulate what they are doing and why with clients

9. Evaluate with individuals, families, groups, organizations and communities.

1. Establish evaluative methods in clinical practice to determine intervention effectiveness 

2. Utilize supervision as a mechanism for clinical practice evaluation to inform best practice knowledge

3. Evaluate clinical practice in an effort to strengthen knowledge, values, and skills 

4. Utilize empirical literature that critically evaluates practice effectiveness

• Complete Clinical Evaluation Course Assignment  

• Review how the program works with clinical social workers to evaluate individual intervention outcomes with individuals, families or groups.

• Practice clinical evaluation data collection  

• Read key reports that are submitted to key funders to get a sense of what funders are asking about outcomes

Field Instructor tasks that support learning in this competency:

• Supervisor should discuss what evaluation methods they utilize to evaluate their intervention effectiveness  with individuals, families and groups

• Ask students to describe how they understand evaluation in this setting