ANNE & HENRY ZARROW SCHOOL OF SOCIAL WORK
QUICK GLANCE * Foundation Year * FIELD PRACTICUM CONTRACT
SWK 5413 & SWK 5423
COMPETENCY:
Practice Behavior
SUPERVISION:
Exhibit personal
responsibility for
effective use of
supervision and
consultation;
develop a practice
of soliciting,
receiving,
accepting and
utilizing
constructive
guidance and
feedback to
improve practice;
incorporate
supervision into a
developmental
progression
towards
autonomous social
work practice.
Part I SWK 5413
Practice Tasks
1. Utilize supervision for feedback and ongoing
development of the field education contract.
2.
Prepare for supervision with questions, cases,
concerns and issues to analyze, critique, and discuss.
3.
Use supervision to explore and integrate differential
use of self in professional relationships.
4.
Use supervision to integrate classroom learning in the
practice setting.
5.
Actively seek out and utilize supervisory feedback to
evaluate and improve practice.
COMPETENCY:
Practice Behavior
SUPERVISION:
Exhibit personal
responsibility for
effective use of
supervision and
consultation;
develop a practice
of soliciting,
receiving,
accepting and
utilizing
constructive
guidance and
feedback to
improve practice;
incorporate
supervision into a
developmental
progression
towards
autonomous social
work practice
Part
II SWK 5423
Practice Tasks
1. Utilize supervision for feedback and ongoing development
of the field education contract.
2.
Prepare for supervision with questions, cases, concerns
and issues to analyze, critique and discuss.
3.
Use supervision to explore and integrate differential use
of self in professional relationships.
4.
Use supervision to integrate classroom learning in the
practice setting.
5.
Actively seek out and utilize supervisory feedback to
evaluate and improve practice.
PB #6
PB #6
PROFESSIONAL
BEHAVIOR:
Exhibit personal
responsibility for
professional
behavior.
PB #4
School required professional behavior standards are set
forth in the Anne & Henry Zarrow School of Social Work
Academic and Professional Behavior Policy. This policy can
be found in the Master of Social Work Handbook and in the
Field Practicum Manual, both of which are located on the
school website: www.ou.edu/socialwork.
PROFESSIONAL
BEHAVIOR:
Exhibit personal
responsibility for
professional
behavior.
PB #4
School required professional behavior standards are set forth in
the Anne & Henry Zarrow School of Social Work Academic and
Professional Behavior Policy. This policy can be found in the
Master of Social Work Handbook and in the Field Practicum
Manual, both of which are located on the school website:
www.ou.edu/socialwork.
PROFESSIONAL
CONTEXT:
Function within
the structure of
organizations and
service delivery
systems.
1.
Articulate the mission and history of the practicum
facility, program, or unit, and how its structure has
evolved over time.
1.
Assess agency culture in terms of its impact on achieving
agency goals.
2.
2.
Identify the social service delivery system(s) of which
the practicum site is a part.
Assess the adequacy of agency resources for achieving
agency goals.
3.
3.
Communicate effectively within the agency structure;
adhere to agency protocol.
PROFESSIONAL
CONTEXT:
Assess
organizational
policies,
functioning,
resources, and
agency culture for
their impact on
service delivery.
Assess how organizational policies relate to organizational
functioning.
4.
4.
Demonstrate knowledge of relevant community
resources.
Identify organizational changes that have impacted client
groups
5.
Compare the formal and informal decision-making
processes within the agency.
PROFESSIONAL
IDENTITY:
Establish and
maintain
professional roles
and boundaries
during the
assessment
process.
1.
Articulate the difference between professional role and
personal experience during the assessment process. PB #3
2.
In supervision, identify how one’s own biases and/or life
experiences impact the assessment process; demonstrate
the ability to modify one’s behavior accordingly PB #15
3.
Identify various ways professional boundaries can be
compromised in the assessment process PB #3
PB #3
4.
Accurately maintain and convey the operative extent of
client confidentiality PB #13
PB #28(general
developmental
precursor)
PROFESSIONAL
IDENTITY:
Demonstrate the
ability to
understand the
role of the social
worker
PB #1
(developmental
precursor)
1.
Define a professional relationship and how it differs
from other helping relationships.
2.
Define the role of a professional social worker in
relationship to other professional roles. PB #3
3.
Identify various social work practice roles assumed by
social workers at the practicum site (advocate, broker,
therapist, administrator, educator, etc.) PB #3
4.
Describe the social worker’s scope of professional
responsibility and authority at the practicum site. PB
#3
PB #28 (direct
developmental
precursor)
VALUES AND
ETHICS:
Demonstrate an
understanding of
the value base of
the profession and
its ethical
standards and
principles
5.
Demonstrate an understanding of professional roles
and boundaries both within the practicum
organization and in other contexts related to agency
services. PB #3
6.
In supervision, identify how one’s own biases and life
experiences affect the development of professional
relationships, including work with clients and
colleagues; demonstrate the ability to modify one’s
behavior accordingly. PB #15
7.
Recognize times when self reflection, self monitoring,
and self correction are needed to assure professional
development PB #2
Identify how the values embraced by the social work
profession (respect for the strengths, dignity and
worth of every individual; non-judgmental attitude;
cultural sensitivity; the right to self-determination and
a just share of society’s resources, etc.) guide work
with vulnerable and/or oppressed client populations at
the practicum site. PB #7
1.
2.
Identify differences and similarities in the values that
guide other health and human service disciplines.
3.
Identify personal values as they reflect or conflict with
the values of the profession. PB #7
PB #7
DIVERSITY:
Practice without
discrimination ,
with respect and
with knowledge
and skills related
to age, class, color,
culture, disability,
ethnicity, family
structure, gender,
marital status,
national origin,
race, religion, and
sexual orientation
PB #15
CRITICAL
THINKING:
Apply critical
thinking skills
within the context
of professional
social work
practice
This statement
does not map to
CSWE PB’s # 11,
#12, #13
VALUES AND
ETHICS:
Demonstrate an
understanding of
how personal and
professional values
guide the
assessment
process.
5.
Demonstrate the ability to know when to seek out
supervision during the assessment process. PB #6
1.
Understand and apply the following principles of social
work practice to the assessment process: self-awareness,
appropriate empathy, beginning where the client is, nonjudgmental attitude, and client self determination PB #30
2.
Identify personal values that may influence the
assessment process. PB #7
3.
Demonstrate ethical behavior in professional
communication and documentation during the
assessment process. PB #4
4.
Identify differences and similarities in the values that
guide the assessment processes of other agencies and
institutions that serve practicum site clients. PB #7
1.
Describe one’s own stereotypes and biases toward
diverse cultures and population groups. PB #15
2.
Articulate how those stereotypes and biases might impact
an assessment. PB #14; PB #15
3.
Conduct assessments with respect and skill and critique
the outcome in relation to non-discrimination. PB #15
4.
Identify how the standardized agency based assessment
process is or is not sensitive to diversity PB #14
1.
Gather and assess relevant information using abstract
concepts to synthesize and interpret client information
effectively. PB #11
2.
Critique the assessment process. PB #12
3.
Demonstrate awareness of how other service providers
interpret client data in order to authorize services. PB #27
PB #7
4.
Recognize how personal values may influence
professional values and guide or misguide practice
decisions. PB #7
5.
Discuss with field instructor practicum site practices as
they relate to the NASW Code of Ethics. PB #8
6.
Understand the ethical obligations involved in fulfilling
service roles and responsibilities with clients at the
site, and with other professionals and the community.
PB #8
1.
Identify special concerns related to meeting the needs
of the populations mentioned above within the agency
context. PB #16
2.
Communicate an understanding of the importance of
‘difference’ in shaping life experience PB #16
3.
Consider, explore and evaluate life experiences of
clients that may be similar or different from one’s own
PB # 16; PB #17
4.
Recognize and discuss critically, thoughtfully, and
professionally clients’ unfamiliar cultural practices PB
#17
5.
Articulate and demonstrate ability to work with special
populations and clients who are experiencing
discrimination in some form PB #14
Identify initial belief system with regard to practicum
site clients, client problems, and client services. PB #7
1.
2.
3.
Engage field instructor in discussion when one’s belief
system is challenged by new information,
circumstances or when one feels uncomfortable. PB #7
Demonstrate ability to raise important questions and
problems in social work and to formulate them clearly
and precisely. PB #6; PB #13
DIVERSITY:
Assess client
systems without
discrimination and
with respect,
knowledge and
skill. PB #14
CRITICAL
THINKING:
Distinguish
multiple sources of
knowledge,
including research
based knowledge
and practice
wisdom, in the
assessment
process.
PB #11
HBSE/THEORY:
Identify theoretical
frameworks
utilized in the
agency setting to
understand
individual and
organizational
development and
behavior.
PB #23
PRACTICE:
Apply the
knowledge and
skills of an
integrated and
contextualized
social work
perspective to
practice with
systems of all sizes
– individuals,
families, groups,
organizations and
communities
This does not map
to any specific PB
1.
Explore and list theoretical frameworks used for
practice within the agency setting. PB #23
2.
Critically analyze the extent to which the site’s
theoretical frameworks are compatible with a personin- environment perspective. PB # 24
HBSE/THEORY:
Demonstrate
application of
theoretical
frameworks
utilized in the
assessment
process. PB #23
1.
Identify the appropriate theoretical framework utilized in
the assessment process. PB #23; PB #35
2.
Demonstrate use of knowledge about client/client system
development and behavior in the assessment process. PB
#24
3.
Critically analyze the extent to which the assessment
process incorporates identification of client system
strengths and coping patterns.
PB #23; PB #24; PB
#33
This section of the Contract is devoted to the generalist practice process. Foundation Year students must progress through the beginning, middle
and ending phases of this process over the span of the practicum. These phases are broken into practice steps the student must demonstrate by the
end of the practicum. Individual students progress at different rates and practicum sites vary widely in the types of social services they offer.
Therefore, some placements may include all practice steps early in the practicum and others may introduce the student to them gradually. Ideally,
students will get a chance to practice directly with and in behalf of as many systems sizes as possible.
In addition to practice steps, assignments in this section must also include written professional communication which is directly linked to practice
with clients/client systems. If needed, professional writing assignments can be created only for use in the practicum and destroyed later.
DEMONSTRATIONS OF PRACTICE COMPETENCE MUST BE DIRECTLY OBSERVED AND EVALUATED BY THE FIELD INSTRUCTOR OR BY A PRECEPTOR
FOR EACH PRACTICE STEP. There are two grading check points, one at mid-practicum and one at the end of the practicum. Instructor observations
should occur when the student has achieved his/her highest level of performance in each practice step.
During the first part of the practicum, practice steps which have not been demonstrated can be marked “delayed.” During the second part of the
practicum, practice steps which have been demonstrated only during the first part of the practicum can be marked “see part 1.”
At evaluation, along with a performance rating for each practice behavior, each instructor will signify the process by which the student was
exposed to and given opportunity to participate in each step of the practice process. This will be signified by entering all relevant numbers from the
scale below. A student could have as many as six numbers (e.g., 1-6) for one practice step, depending on the learning processes involved.
Learning Process
1 = Read about or receive oral information
2 = Shadowed during client system interactions
3 = Shared responsibility for parts of an interaction/project
4 = Took full responsibility for parts of interaction/project
5 = Took full leadership in organizing interaction/project
6 = Took full leadership in implementing interaction/project
PRACTICE
PRACTICE
Preparation
1.
Actively prepare for work with clients by collecting, organizing and interpreting client system information
2.
Affectively prepare for action with client systems. PB #29
3.
Demonstrate the ability to know when to seek out supervisory guidance. PB #6
PB #29; PB #32
Engagement
1.
Demonstrate ability to develop and maintain strengths based relationships and processes with a variety of client systems
2.
Identify special engagement needs of diverse agency clients PB #16
3.
Demonstrate ability to explain to clients the “big picture,” i.e. the context of your engagement with them, the nature of your role, how the
process of continued engagement will work and what is known about what to expect. PB #3
4.
View self as a “learner” and clients as “informants.” PB #17
5.
Apply basic interviewing skills (active listening, appropriate use of empathy & compassion, differential use of self, language that is affirmative,
constructive and encouraging, etc.) to respectfully engage diverse client systems; recognize and demonstrate other interpersonal skills as
needed when working with clients
PB #17; PB #30
6.
Generate verbal and nonverbal skills that communicate insight and understanding of the impact of ‘difference’ in life experiences. PB #16
7.
PRACTICE
PRACTICE
Develop a mutually agreed upon focus of work and desired outcomes. PB #31
8. Accurately convey the operative extent of client confidentiality PB #13
Assessment
Required Assessment
Assignment
1. Work collaboratively with client systems to assess
(SWK 5423)
strengths, assets, problems and limitations PB #33
Eight (8) practice behaviors in
2. Develop mutually agreed-upon intervention goals and
the second part of the Field
objectives PB #34
Practicum Contract are linked
to assessment. Although
students may use assessment
3. Select appropriate intervention strategies. PB #35
instruments to help guide
them, by the second part of the
practicum they must assess by
engaging client systems in an
interview format. If
opportunities to conduct this
type of assessment are not
available at the practicum site,
field instructors will need to
create opportunities for the
student. In that event, the
student may do a social history,
needs assessment, Genogram,
focus group, community
assessment, ecomap, etc. At
evaluation, the student’s final
ratings must be based on actual
observation of assessment
interviewing performance and
professional communication
about the assessment process
and outcome.
1.
Demonstrate familiarity with requirements
of the specific assessment process.
2.
3.
Utilizing an ecological perspective,
demonstrate ability to assess specific
strengths, problems and challenges, coping
patterns, motivation and opportunities faced
by the client system. PB #33
Demonstrate effective use of engaging skills
when performing assessments. PB #17; PB
#30
4.
Demonstrate ability to use both close-ended
and open-ended questions and an
understanding of when each is more
effective.
5.
Recognize and distinguish between verbal
and non-verbal communication as expressed
by clients during the assessment process.
6.
Demonstrate ability to translate data
collection into the assessment form or
format. PB #32
7.
Demonstrate effective oral and written
communication of assessment process and
outcome. PB #13
8.
Define the assessment outcome with
implications for both micro and macro
change. PB #23
9.
Identify and select appropriate intervention
strategies. PB #35
Intervention
1.
Initiate actions to achieve organizational goals. PB #36
2.
Help clients resolve problems. PB #38
3.
Demonstrate ability to execute micro/mezzo tasks working directly with client systems. PB #1? PB #23; PB # 36; PB #37; PB #38
4.
Demonstrate ability to execute macro tasks on behalf of client systems. PB #1; PB #23; PB #36; PB #37; PB #38
5.
Implement prevention intervention strategies that enhance client system capacities. PB #1? PB #37
6.
Apply knowledge of resources appropriate to client systems. PB #35; PB #37
7. Facilitate appropriate referrals, transitions and endings with the agency. PB #1; PB #40
Evaluation
PRACTICE
1. Critically monitor, analyze and evaluate intervention effectiveness. PB #41
2. Utilize evaluation feedback to confirm, update or alter intervention strategies. PB #32; PB #35
Incorporate evaluation information into ongoing practice behavior. PB #2 PB #5
Practice personal reflection, self monitoring and self-correction to assure continual professional development PB #2
RESEARCH:
Use critical
thinking to
evaluate research
studies applicable
to practice. PB #22
1.
Demonstrate familiarity with research relevant to the
client population and practicum setting. PB #22
2.
Identify best practices applicable to clients at the
practicum site. PB #22
3.
SOCIAL POLICY:
Demonstrate an
awareness of the
impact of social
policy on practice.
Utilize research findings to identify intervention
possibilities applicable to clients at the practicum site.
PB #22
1.
Identify a social policy that impacts the agency.
2.
Discuss the history and rationale for this policy. PB #25
3.
Identify how this policy and other policies influence
practice at the practicum site. PB #25
Developmental
precursor to
PB # 25
HUMAN RIGHTS
AND SOCIAL
JUSTICE:
Demonstrate an
understanding of
the forms and
mechanisms of
oppression and
discrimination.
PB #18
PROFESSIONAL
COMMUNICATION:
Apply critical
thinking skills,
social work ethics,
professional
discernment and
judgment in
communicating
with, about, or in
behalf of client
systems - in both
oral and written
format.
PB# 4, 13, 32, 3
1.
2.
Understand and communicate the forms and
mechanisms of oppression and discrimination that
might negatively impact the service population of the
practicum site. PB #18
Recognize the extent to which one’s culture and values
may oppress, marginalize, and alienate; or, create or
enhance privilege and power. PB #14
3.
Review the agency’s stated mission for its impact on
social, political and economic justice.
1. Demonstrate appropriate, focused, and well-organized
oral communication skills with
clients and at agency and community meetings.
PB # 13, 4, 3
2. Demonstrate ability to organize and record accurate
client data, assessments, intervention efforts and outcomes,
in appropriate formats utilizing professional terminology. PB
#3, 13, 32
3. Demonstrate appropriate, focused and well -organized
written communication skills in reports and professional
correspondence. PB #3, 4, 13
RESEARCH:
Evaluate the
assessment
process based on
research relevant
to the client
population and
setting. PB #22
SOCIAL POLICY:
Assess how social
policy impacts
client systems,
agencies and
communities.
Developmental
precursor to PB
#25
HUMAN RIGHTS
AND SOCIAL
JUSTICE:
Address relevant
issues of
oppression and
social change
when completing
an assessment. PB
#18
PROFESSIONAL
COMMUNICATION:
Apply critical
thinking skills,
social work ethics,
professional
discernment and
judgment in
communicating
with, about, or in
behalf of client
systems - in both
oral and written
format.
PB# 4, 13, 32, 3
1.
Critically analyze research relevant to the client
population and practicum setting and apply one research
source to improve the assessment process.
2.
Based upon research findings, identify important client
information that is not routinely sought in the assessment
process. PB #22
3.
Develop empirically answerable questions based on
problems and needs which have been encountered or
identified in the client assessment process. PB #21
Assess the impact of a specific social policy on client
systems within the agency setting. PB #25
1.
2.
Assess the impact of a specific agency policy on client
systems within the agency setting. PB #25
1.
Identify how the standardized agency based assessment
process may contribute to or diffuse oppression. PB #20
2.
Articulate how the assessment process may relate to
social change.
1. Demonstrate appropriate, focused, and well-organized oral
communication skills with
clients at agency and community meetings.
2. Demonstrate ability to organize and record accurate client
data, assessments, intervention efforts and outcomes, in
appropriate formats utilizing professional terminology.
3. Demonstrate appropriate, focused and well -organized
written communication skills in reports and professional
correspondence.