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