BSW Learning Agreement
George Fox University School of Social Work
__________________________________________________________________________________________
I. General Information:
Date: __________________________________
Student Name: ______________________________________________________________________
Cell Phone: _________________________________
Field Agency Name: __________________________________________________________________
Program or department (if applicable)___________________________________________________
Address: _____________________________________
Phone: _________________________
_____________________________________
_____________________________________
Field (Task) Supervisor: ________________________________
Title: __________________________________
Email: ________________________________________________
Phone: ________________________________
MSW Supervisor: _____________________________________
Title: _________________________________
Email: ________________________________________________
Phone: ________________________________
Additional Agency Team Members:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Days and Hours of Practicum:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
II. The Learning Agreement:
Using the Learning Agreement format, please specify learning activities and practice experiences through which
the intern may develop and demonstrate practice behaviors associated with areas of Social Work Competency.
The Learning Agreement is a working document that can be updated throughout the two semesters of the
internship. The tasks and assignments are designed to promote the development of practice competency
through practical and concrete engagement in tasks, projects and professional activities.
The Learning Agreement is constructed collaboratively between the field instructor and student intern, and
assisted by the field faculty. The needs of the student, as well as the service context and agency mission inform
the content of the learning agreement. This plan for the internship provides a context for the classroom based
theoretical and practice content to be integrated in the reality of agency based social service.
The first ten areas of competency are expectations set by the 2008 Educational Policy and Accreditation
Standards (EPAS) of the Council on Social Work Education (CSWE); the eleventh area of competency reflects
the commitment of the George Fox School of Social Work mission to integrate faith competently and ethically
with professional social work practice.
This Learning Agreement form includes an identification of each competency, and associated social work
practice behaviors are listed. Observed practice behaviors identified as tasks provide the evidence for the end of
semester evaluation.
Competence #1: Intern identifies as a professional social worker and conducts himself/herself
accordingly.
1.1
1.2
1.3
Knows the profession’s history (2.1.1)
Has a commitment to enhancing the profession (2.1.1)
Has a commitment to conducting himself/herself as a professional
social worker (EPAS 2.1.1)
1.4
1.5
Has a commitment to career-long learning and growth (2.1.1e)
Advocates well for client access to services of social work (2.1.1a)
1.6
Practices personal reflection and self-correction to assure continual
professional development (2.1.1b)
1.7
1.8
1.9
1.10
Attends well to professional roles and boundaries (2.1.1c)
Demonstrates professional demeanor in behavior (2.1.1d)
Demonstrates professional demeanor in appearance (2.1.1d)
Demonstrates professional demeanor in communication (2.1.1d)
1.11
Uses supervision and consultation effectively (2.1.1f)
Task #1:
Task #2:
Task #3:
Task #4
Competence #2: Intern applies social work ethical principles to guide his or her professional practice.
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Knowledgeable about the value base of the profession (2.1.2)
Is knowledgeable of, and abides by, the ethical standards of the
profession. (2.1.2)
Is knowledgeable of, and abides by laws relevant to social work
(2.1.2)
Recognizes and manages personal values in a way that allows
professional values to guide practice (2.1.2a)
Applies standards of the NASW Code of Ethics and, as applicable, of
the International Federation of Social Workers (2.1.2b)
Tolerates well ambiguity in resolving ethical conflicts (2.1.2c)
Task #1:
Task #2:
Task #3:
Task #4
Is able to apply strategies of ethical reasoning to arrive at principled
decisions (2.1.2d)
Competence #3: Intern applies critical thinking to inform and communicate professional judgments.
3.1
3.2
3.3
Is knowledgeable about the principles of logic and scientific inquiry,
and reasoned discernment (2.1.3)
Uses critical thinking augmented by creativity and curiosity (2.1.3)
Synthesizes and communicates relevant information in practice
(2.1.3)
Task #1:
Task #2:
3.4
3.5
3.6
3.7
Is skilled at appraising and integrating multiple sources of knowledge;
including research-based knowledge and practice wisdom (2.1.3a)
Is skilled at analyzing models of assessment, prevention, intervention,
and evaluation (2.1.3b)
Demonstrates effective oral communication in working with
individuals, families, groups, organizations, communities, and
colleagues (2.1.3c)
Demonstrates effective written communication in working with
individuals, families, groups, organizations, communities, and
colleagues (2.1.3c)
Task #3:
Task #4
Competence #4: Intern engages diversity and difference in practice.
4.1
4.2
4.3
4.4
4.5
4.6
Treats diverse clients with dignity and respect (2.1.4)
Is knowledgeable and respectful of clients who differ by such factors
as age, class, color, culture, disability, ethnicity, gender identity and
expression, immigration status, political ideology, race, religion, sex,
and sexual orientation (2.1.4)
Recognizes the extent to which a culture’s structures and values may
oppress, marginalize, alienate, or create or enhance privilege and
power (2.1.4a)
Has sufficient self-awareness to eliminate the influence of personal
biases and values in working with diverse groups (2.1.4b)
Recognizes and communicates her or his understanding of the
importance of difference in shaping life experiences (2.1.4c)
Views herself or himself as a learner and engages those he or she
works with as informants (2.1.4d)
Task #1:
Task #2:
Task #3:
Task #4
Competence #5: Intern advances human rights and social and economic justice
5.1
5.2
5.3
5.4
5.5
Recognizes that 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 (2.1.5)
Recognizes the global interconnections of oppression and is
knowledgeable about theories of justice and strategies to promote
human and civil rights (2.1.5)
Understands the forms and mechanisms of oppression and
discrimination (2.1.5a)
Is skilled at advocating for human rights and social and economic
justice (2.1.5b)
Is skilled at engaging in practices that advance social and economic
justice (2.1.5c)
Task #1:
Task #2:
Task #3:
Task #4
Competence #6: Intern engages in research-informed practice and practice-informed research.
6.1
Is skilled at using practice experience to inform research (2.1.6a)
Task #1:
6.2
Is skilled at employing evidence-based interventions (2.1.6b)
6.3
Is skilled at evaluating her or his practice (2.1.6)
6.4
Task #3:
6.5
Is skilled at using research findings to improve practice, policy, and
social service delivery (2.1.6)
Comprehends quantitative research (2.1.6)
6.6
Comprehends qualitative research (2.1.6)
Task #4
6.7
Understands scientific and ethical approaches to building knowledge
(2.1.6)
Task #2:
Competence #7: Intern applies knowledge of human behavior and the social environment.
7.1
7.2
7.3
7.4
7.5
7.6
Is knowledgeable about human behavior across the life course (2.1.7)
Is knowledgeable about the range of social systems in which people
live
Is knowledgeable about the ways social systems promote or deter
people in maintaining or achieving health and well-being (2.1.7)
Task #1:
Is skilled at applying theories and knowledge about biological
variables, social variables, cultural variables, psychological variables,
and spiritual development (2.1.7)
Uses conceptual frameworks to guide the processes of assessment,
intervention, and evaluation (2.1.7a)
Task #3:
Critiques and applies knowledge to understand person and
environment (2.1.7b)
Task #2:
Task #4
Competence #8: Intern engages in policy practice to advance social and economic well-being and to
deliver effective social work services.
8.1
8.2
8.3
8.4
8.5
8.6
8.7
Is skilled at collaborating with colleagues and clients for effective
policy action (2.1.8b)
Understands that policy affects service delivery (2.1.8)
Actively engages in policy practice (2.1.8)
Task #1:
Is knowledgeable about the history of social policies and services
(2.1.8)
Is knowledgeable about current social policies and services (2.1.8)
Task #3:
Is knowledgeable about the role of practice in policy development
(2.1.8)
Is skilled at analyzing, formulating, and advocating for policies that
advance social well-being (2.1.8a)
Task #2:
Task #4
Competence #9: Intern responds to contexts that shape practice.
9.1
9.2
9.3
9.4
Is informed, resourceful, and proactive in responding to evolving
organizational, community, and societal contexts at all levels of
practice (2.1.9)
Recognizes that the context of practice is dynamic, and has the
knowledge and skills to respond proactively (2.1.9)
Is skilled at continuously discovering, appraising, and attending to
changing locales, populations, scientific and technological
developments, and emerging societal trends in order to provide
relevant services (2.1.9a)
Is skilled at providing leadership in promoting sustainable changes in
service delivery and practice to improve the quality of social services
(2.1.9b)
Task #1:
Task #2:
Task #3:
Task #4
Competence #10: Intern engages, assess, intervenes and evaluates with individuals, families, groups,
organizations and communities.
10.1
10.2
10.3
10.4
10.5
10.6
Is skilled at identifying, analyzing, and implementing evidence-based
interventions designed to achieve client goals (2.1.10)
Is skilled at using research and technological advances (2.1.10)
Is skilled at evaluating program outcomes (2.1.10)
Is skilled at evaluating the effectiveness of her or his practice (2.1.10)
Is skilled at developing, analyzing, advocating, and providing
leadership for policies and services (2.1.10)
Is skilled at promoting social and economic justice (2.1.10)
Engagement Practice Behaviors (EP 2.1.10a). The student:
10.7
10.8
10.9
Task #1:
Task #2:
Prepares for action with individuals, families, groups, organizations,
and communities (2.1.10 a-1)
Uses empathy and other interpersonal skills (2.1.10 a-2)
Develops mutually agreed-on focus of work and desired outcomes
with clients (2.1.10 a-3)
Assessment Practice Behaviors (EP 2.1.10b). The student:
Task #3:
10.10
Collects, organizes, and interprets client data (2.1.10 b-1)
10.11
Assesses client strengths and limitations (2.1.10 b-2)
10.12
Develops mutually agreed-on intervention goals and objectives
(2.1.10b-3)
Selects appropriate intervention strategies (2.1.10 b-4)
10.13
Intervention Practice Behaviors (2.1.10 c). The student:
10.14
Initiates actions to achieve organizational goals (2.1.10 c-1)
10.15
10.16
Implements prevention interventions that enhance client capacities
(2.1.10 c-2)
Helps clients resolve problems (2.1.10 c-3)
10.17
Negotiates, mediates, and advocates for clients (2.1.10 c-4)
10.18
Facilitates transitions and endings (2.1.10 c-5)
Task #4
Evaluation Practice Behaviors (EP 2.1.10 d). The student:
10.19
Critically analyzes, monitors, and evaluates interventions (2.1.10 d)
Competence #11: Intern demonstrates skills and knowledge for social work practice that are spiritually
informed and that recognize religious contexts.
11.1
11.2
11.3
11.4
11.5
Social workers demonstrate knowledge about the role of spirituality
and religion in social work practice.
(EP 2.1.7 a, b).
Social workers are able to incorporate knowledge about the role of
religion and spirituality when working with individuals, families,
groups, organizations, and communities.
(EP 2.1.4 a, c; 2.1.7 a, b)
Attentive to ways others (e.g. clients, co-workers, supervisors, other
helpers) express spiritual and religious matters and concerns (EP 2.1.4
a, c).
Understands guidelines for appropriate integration of faith and
practice in agency context (EP 2.1.2 a)
Follows guidelines for appropriate integration of faith and practice in
agency context (EP 2.1.2 a).
Task #1:
Task #2:
Task #3:
Task #4
III. Signatures:
Student: _______________________________________________________
Date: ______________
Field (Task) Supervisor: _________________________________________
Date: ______________
GFU Faculty Field Liaison: ______________________________________
Date: ______________
GFU Director of Field Education: _________________________________
Date: ______________