BSW Student CompetenciesMid-Term Field Practicum Evaluation
Doyle K. Pruitt, PhD, LCSW-R & Ed Silverman, PhD
Student: Click here to enter text.
Field Instructor:Click here to enter text.
Cohort Advisor: Click here to enter text.
Agency: Click here to enter text.
Cohort #: Click here to enter text.
Phone #: Click here to enter text.
Today’s Date: Click here to enter a date.
Start Date: Click here to enter a date.
End Date: Click here to enter a date.
Hours Completed: Click here to enter text.
Field instructors, in conjunction with the student they are supervising, are asked to review this evaluation and
submit to the cohort advisor at two points in time:
(1) Mid-term point of the experience, (due at 2nd site visit) and
(2) last week of the student’s practicum experience (week 26).
The purpose of this tool is to assist in the determination of each student’s competence, adherence and progress
across the ten competencies identified by CSWE as critical to successful generalist practice. The various practice
behaviors, tasks, assignments, communications, and interactions a student partakes in while engaged in agency
functions inform this evaluation. This tool also serves as the basis in which an action plan, when necessary, will be
developed for the remainder of the experience for students deficient in particular areas.
AGENCY DEMOGRAPHIC INFORMATION
Please indicate if the student worked with the following during their field practicum:
Yes No
Client Systems Served
Diversity of Client Systems
Individuals
Black/African American
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Families
Asian-Indian
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Communities
Asian-Pacific
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Groups
Hispanic/Latino
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Lower Socioeconomic Status
Caucasian/White
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Middle Socioeconomic Status
Native Americans
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Upper Socioeconomic Status
Amish/Mennonites
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Children
LGBT
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Youth/Adolescents (12-18)
Developmentally Disabled
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Adults (19-65)
Physically Disabled/Impaired
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Elderly (65+)
On Probation/Parole
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Mandated
Location of Services Provided
Community-Based
Voluntary
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In-home
Military Veterans
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Residential
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Copyright 2014, Doyle Pruitt & Ed Silverman
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Yes
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No
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Questions Pertaining to Student Activities
Supplemental training? (including guest lectures, certifications, etc)
Attendance at professional conferences?
Engage in program evaluations, research, publications, and presentations?
Other:
Comments:Click here to enter text.
Yes
☐
☐
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No
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The following are the ten core competencies identified by CSWE as critical for the competent generalist
practitioner. According the CSWE, “Competencies are measurable practice behaviors that are comprised
of knowledge, values, and skills.” Competency-based education’s aim is to demonstrate student
proficiency, integration, and application of the ten competencies with individuals, families, groups,
organizations, and communities.
(Acknowledgement to the Council on Social Work Education (2008). Educational Policy and Accreditation Standards.)
The tool is not used for grading purposes.
Please use the Likert scale below to rate the student’s current knowledge and skills:
1= Not knowledgeable/skilled at all (Student has no knowledge in this area or experience with this skill)
2= Beginning knowledge/skill (Student has to consciously work at this skill)
3= Moderate knowledge/skill (Student’s knowledge/skill is becoming more integrated in behaviors)
4= Average knowledge/skill (Student’s knowledge/skill is integrated in behaviors but requires additional
time to develop)
5= Above Average knowledge/skill (Student’s knowledge/skill is an integral part of professional self &
part of practice: Skill is completed with more confidence)
6= Advanced knowledge/skill (Student’s knowledge level and skills exceptional)
7= Absolute knowledge or skill (Student’s knowledge level and skill at or exceeds a generalist BSW
practitioner in the field)
CA= cannot assess student’s knowledge and/or skill at this time
1
Not
knowledgeable
or skilled at all
2
Beginning
knowledge
or skill
3
Moderate
knowledge
or skill
4
Average
knowledge
or skill
5
Above
Average
knowledge
or skill
6
7
Advanced
Absolute
knowledge knowledge
or skill
or skill
**Students are to be rated in the context of an emerging BSW practitioner**
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C/A
Cannot
Assess
I. PROFESSIONAL IDENTITY
“Social workers serve as representatives of the profession, its mission and its core values. They know the
professions history. Social workers commit themselves to the profession’s enhancement and to their own
professional conduct and growth” (CSWE, 2008, pp. 3).
Knowledge/Skills: 1) Advocacy (ability to “advocate for client access to services of social work” and linking
resources while maintaining client self-determination), 2) Self-Awareness (“personal reflection and self-correction
to assure continued professional development”; recognition of transference and counter-transference issues, inner
thought processes and biases, strengths, and weaknesses), 3) Professional Boundaries (recognize the importance and
need for, as well as demonstrate an ability to develop and maintain professional roles and boundaries), 4)
Professional Demeanor (behavior, appearance and communication is professional), 5) Professional Growth
(awareness of the importance of and dedication to continued growth and development through various avenues,
such as supervision, reading, learning opportunities, consultation, trainings, and own therapeutic work).
Assessment Questions:
1. Demonstrates an ability to locate, advocate, and ensure client access to the services of
social work
2. Utilize personal reflection and feedback to self-correct in order to assure continual
professional development
3. Demonstrates self-awareness
4. Responsive to feedback
5. Demonstrates an ability to attend to professional roles and boundaries
6. Cognizant of the importance of professional boundaries with colleagues and clients
7. Cognizant of the harm boundary violations can cause clients
8. Presents self in a professional manner (i.e. attire, meeting deadlines, communication)
9. Utilizes resources for professional growth
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Knowledge/
Skill Level
(1-7, CA)
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II. ETHICAL PRINCIPLES UTILIZED TO GUIDE PRACTICE
“Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making” that
is consistent with the NASW Code of Ethics. “Social workers are knowledgeable about the value base of the
profession, in ethical standards, and relevant law” (CSWE, 2008, pp. 4).
Knowledge/Skills: 1) Self-Reflection (recognition, management, and modification of personal values in ways that
allow “professional values to guide practice”), 2) Adherence to NASW Code of Ethics (consideration of NASW
Code of Ethics in decision making and guiding ethical dilemmas), 3) Ethical Reasoning (ability to “tolerate
ambiguity in resolving ethical conflicts”; application of ethical strategies and “reasoning in arriving at principled
decisions”), 4) Self-determination (allowing others to be responsible for their own lives by encouraging and
facilitating opportunities for others to make their own choices; recognizing that others will act in their own best selfinterest)
Assessment Questions:
1. Recognize and manage personal values in a way that allows professional values to guide
practice
2. Awareness of NASW Code of Ethics and principles
3. Utilizes the NASW Code of Ethics, and as applicable, the International Federation of
Social Workers/International Association of Schools of Social Work Ethics in Social Work,
Statements of Principles
4. Tolerates ambiguity of client situations
5. Supports self-determination, even when client decisions diverge from or conflict with
students own
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III. CRITICAL THINKING
“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” CSWE, 2008, pp.4). This involves analyzing collected assessment data,
developing logical intervention plans based on the data, and evaluating outcomes of the intervention.
Knowledge/Skills: 1) Critical Reflection (“distinguish, appraise, and integrate multiple sources of knowledge,
including research-based knowledge, and practice wisdom”; a “multidimensional process that includes critical
examination and discussion of concrete, daily experiences, internalized beliefs and behaviors, and the re-evaluation
and reinterpretation of individual and group experience in relation to wider social and environmental factors and
forces (Kemp et al, 1997, pp. 57), 2) Intervention Planning (identify needs, create goals, “analyze models of
assessment, prevention, intervention, and evaluation” that demonstrate a linkage between client needs and
resources), 3) Communication Skills (“demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues”).
Assessment Questions:
1. Demonstrates an ability to distinguish, evaluate, and integrate multiple sources of data,
information, and knowledge
2. Demonstrates an understanding and use of multiple sources of information (i.e. empirical
literature, diversity, policy, person-in-environment) in decision-making
3. Reflects on the stages of a helping relationship (assessment, intervention, outcome,
diversity)
4. Clearly identify and prioritize client needs
5. Able to apply (or refer to) appropriate interventions
6. Cognizant of the various effects an intervention(s) has on client systems
7. Demonstrates effective, logical and accurate oral and written communication regarding
the problem solving process with identified clients in a timely manner
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Knowledge/
Skill Level
(1-7, CA)
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IV.HUMAN RIGHTS & SOCIAL AND ECONOMIC JUSTICE
“Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an
adequate standard of living, health care, and education. Social workers recognize the global interconnections 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” (CSWE, 2008, pp. 5).
Knowledge/Skills: 1) Dignity & Worth (“understand the forms and mechanisms of oppression and discrimination”),
2) Social Action (“advocate for human rights and social and economic justice”:), 3) Social Responsibility (“engage
in practices that advance social and economic justice”)
Assessment Questions:
1. Understands the forms and mechanisms of oppression and discrimination
2. Engages in practices that advance social and economic justice
3. An ability to advocate for human rights and social and economic policy
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V. DIVERSITY
“Social workers understand how diversity characterizes and shapes human experience and is critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality 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 consequences of
difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as
privilege, power, and acclaim” (CSWE, 2008, pp. 4-5).
Knowledge/Skills: 1) Cultural Awareness (recognizes the extent and impact of the structure of culture and values in
the oppression, marginalization, alienation, and/or creation or enhancement of privilege and power; engaged with
and open to input from diverse others), 2) Self-Awareness (“gain sufficient self-awareness to eliminate the influence
of personal biases and values in working with diverse groups”; open to input about self from others through
engagement; cognizant of themes of authority in interpersonal relationships, situations, and policies), 3) Sensitivity
(“recognize and communicate their understanding of the importance of difference in shaping life experiences”), 4)
Ethnoconscious Practice (concerned with social justice & equality in participation and access; emphasis on cultural
awareness, development of group pride and identity, and empowerment).
Assessment Questions:
1. Working understanding of, and sensitivity to, the impact of culture and values on
oppression, alienation and issues of power
2. Able to recognize diverse cultural variables impacting client situations
3. Understanding of the link between cultural values in policy development and the life
circumstances of client systems
4. Aware of own biases and values
5. Open and reflective to feedback about self from others pertaining to cultural awareness
and practices to eliminate personal bias in working with diverse groups
6. Demonstrates knowledge of diversity from a strategic perspective, and its enhancement of
group/organization functioning
7. Recognizes the importance of observing cultural differences in the assessment,
intervention, and evaluation process
8. Integrates cultural awareness and sensitivity in communications
9. Understands the importance of inclusiveness of all relevant groups perspectives in
decision making through inclusive participation
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VI. RESEARCH INFORMED PRACTICE & COMMITMENT TO 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” (CSWE, 2008, pp. 5).
Knowledge/Skills: 1) Research-Informed Practice (use of research to provide ethical, sound, and supported
interventions), 2) Practice-Informed Research (conduct research to inform scientific inquiry and/or support services
provided)
Assessment Questions:
1. Understands the importance of empirical and conceptual research in guiding practice
2. Able to critically evaluate research findings
3. Demonstrates an ability to integrate practice experience into scientific inquiry
4. Engages in practices that make the connection between research principles and methods
in evaluating practice effectiveness
5. Understands the importance of remaining current with the social work knowledge base
Knowledge/
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(1-7, CA)
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VII. 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” (CSWE, 2008, pp.6). Social workers apply and integrate theories, concepts, and knowledge from the
liberal arts to understand biological, social, cultural, psychological, and spiritual development and to inform practice
(assessment, intervention, and evaluation)
Knowledge/Skills: 1) Theoretical Awareness (utilization of “conceptual frameworks to guide the processes of
assessment, intervention, and evaluation”), 2) Theoretical Application (“critique and apply knowledge to understand
person-in-environment”)
Assessment Questions:
1. Critically understands and applies knowledge of the developmental stages in an
environmental context impact on functioning
2. Understands various interactions of biopsychosocial influences on life stage development
and functioning
3. Able to apply theoretical framework in assessment, intervention and evaluation practices
4. Understands the importance of integrating theoretical knowledge into practice
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VIII. SOCIAL& ECONOMIC POLICY
“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” (CSWE, 2008, pp.6).
Knowledge/Skills: 1) Policy Awareness (“analyze, formulate, and advocate for policies, [agency-based, local,
national, and international], that advance social well-being”), 2) Collaborative Practice (“collaborate with
colleagues and clients for effective policy action”)
Assessment Questions:
1. Awareness of social policies at multiple levels influence on client systems
2. Possesses the ability to analyze, formulate, and advocate for policies that advance social
well-being
3. Demonstrates an ability to advocate for fair, supportive, and effective policies within an
agency, community, state, national, or international setting
4. Capable of collaborating with colleagues and clients for effective policy action
Knowledge/
Skill Level
(1-7, CA)
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IX. ECOLOGICAL SYSTEMS PERSPECTIVES
“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” (CSWE, 2008, pp.6).
Knowledge/Skills: 1) Flexible, Adaptive and Strategic Use of Resources (students “continuously discover, appraise,
and attend to changing locales, populations, scientific and technological developments, and emerging societal trends
to provide relevant services”; ongoing investigation into client system issues, resources, and worthy services), 2)
Leadership (provision of “leadership in promoting sustainable changes in service delivery and practice to improve
the quality of social services”), 3) Technologically Competent (familiarity and comfort with technology and its
advances; use of technology in practice, i.e. internet, multi-media, social networking)
Assessment Questions:
1. Willingness to use all technological resources that allows for the most efficient and
effective service provision
2. Demonstrates a willingness to engage in flexible, adaptive, and informed practice
3. Provides leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social services (i.e. initiative, active engagement, positive)
4. Understands the importance of improving service delivery and quality
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X. PRACTICE: ENGAGEMENT, ASSESSMENT, INTERVENTION & EVALUATION
“Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and
evaluation at multiple levels”. The engagement process typically precedes an effective working relationship and
occurs when the practitioner creates a safe and trusting environment for client(s) to actively and openly engage in
services. “Social workers have the knowledge and skills to practice with individuals, families, groups,
organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidencebased interventions designed to achieve client goals; using research and technological advances; evaluating program
outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and
services; and promoting social and economic justice” (CSWE, 2008, pp6-7).
Knowledge/Skills: 1) Prepared & Organized (“substantively and affectively prepare for action with individuals,
families, groups, organizations, and communities”), 2) Empathic (being tuned-into others emotional states; having
an awareness of others feelings and putting it into words; displaying understanding of others feelings through
words, gestures, body language, expression), 3) Interpersonal skills (interactional style allows for the creation of a
positive working relationship that permits work and progress to be made; tuning-in, active listening, clarifying and
providing feedback in a manner that confirms mutual understanding), 4) Rapport and Trust building (ability to
develop and maintain a working relationship that allows for the honest expression of both positive and negative
feelings; a willingness to share ideas, thoughts, feelings, mistakes and successes), 5) Collaborative Partnerships
(active formation of relationships and partnerships that foster committed mutual and reciprocal alliances between
stakeholders to increase efficiency, effectiveness and empowerment of client systems)
Assessment Questions:
1. Demonstrates an ability to meet client needs with individuals, families, groups,
organizations, and communities
2. Organizational skills allow student to meet professional obligations
3. Accurately tuned-in to others
4. Demonstrates compassion, sensitivity, and understanding of others
5. Effectively communicates an understanding of others affective states
6. Capable of developing various working relationships (i.e. with clients, colleagues,
administrators, referral sources, legal entities, etc) that have a mutually agreed-on focus of
work and desired outcomes
7. Engages in active listening and reflective feedback with others
8. Demonstrates an ability to develop open, trusting, respectful and engaging relationships
9. Demonstrates a readiness to develop and engage in collaborative partnerships with various
stakeholders that promote efficient, effective, and supportive services aimed at empowering
and improving client systems
10. Adept in collecting, organizing, and interpreting client data
11. Proficient in assessing client strengths and limitations
12. Ability to develop mutually agreed-on intervention goals and objectives
13. Competent in selecting appropriate intervention strategies
14. Possesses the knowledge and skills to initiate actions to achieve organizational goals
15. Possesses the knowledge and skills to help clients resolve problems
16. Equipped with the knowledge and skills to negotiate, mediate, and advocate for clients
17. Prepared with the knowledge and skills to facilitate transitions and endings
18. Capable of critically analyzing, monitoring, and evaluating interventions
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Action Plan:
Action plans are necessitated in the following cases: (1) student is rated at a one in any core competency assessment
question or (2) student earns ratings of two in 50% or more of a core competency. Action plans are designed to
assist students in identifying, addressing and improving this area of concern. The following are components of an
action plan:
1- identify the assessment question or core competency of concern
2- clearly define the cause for concern, i.e. behaviors, statements, that has contributed to this rating
3- student and field instructor are to devise a specific course of action to be taken to address/improve this
area. This includes detailed activities and time frames in which tasks are to be completed and when
follow-up review is to be conducted.
4- share action plan with cohort advisor
☐ Student does not require action plan
☐ Student requires action plan, included below:
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______________________________________
Student Signature
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_______________________
Date
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______________________________________
Field Instructor Signature
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_______________________
Date
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_______________________________________
Reviewed by BSW Field Director
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________________________
Date
Copyright 2014, Doyle K. Pruitt & Ed Silverman. For information about this work, please contact Dr. Pruitt at dpruitt@keuka.edu. Permission is hereby
granted to reproduce and distribute copies of this work for nonprofit educational purposes, provided that the author, source, and copyright notice are included
on each copy. This permission is in addition to the rights of reproduction granted under Sections 107, 108, and other provisions of the U.S. Copyright Act.
Copyright 2014, Doyle Pruitt & Ed Silverman
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