University of Nevada, Reno
School of Social Work
Bachelor of Social Work (BSW)
Outcome Data
2012-2013
BSW Assessment Report 2012-2013: Page 1
Background
The Bachelor of Social Work (BSW) program at UNR engages in ongoing evaluation efforts to
assess the program’s attainment of its competencies. In accordance with the Council on Social
Work Education’s (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS), the BSW
program has adopted a competency-based approach to social work education. This perspective
has focused the BSW program’s assessment efforts squarely on the ten (10) core competencies
identified by CSWE and the forty-one (41) associated social work practice behaviors.
The School’s Program Evaluation Committee is responsible for designing and implementing
assessment plans for the both the BSW and MSW programs. The committee consists of the
SSW Director, the BSW Program Coordinator, the MSW Program Coordinator, the Field
Education Program Coordinator, one faculty member, and 1-2 graduate assistants. The BSW
program’s assessment plan, including the evaluation questions, benchmarks and measures are
presented below.
Assessment Plan
Designing the Plan
In designing our assessment plan, the first question we asked was “What is the purpose of the
BSW program?” The answer to this query took us to our BSW program mission and goals—and
the competencies and practice behaviors we have chosen to operationalize them. The next
question we raised was “How does the program go about preparing its students to become
proficient in carrying out these practice behaviors?” In answering this, we adopted a layered
theory of change. As illustrated in Figure 1, this perspective depicts student learning as
BSW Assessment Report 2012-2013: Page 2
beginning in the classroom with the lectures, discussions, assignments and skill-building
exercises that constitute the first level of our explicit curriculum. Students then build on this
layer of knowledge, values and skills in their field placements (Level 2)—where they are given
opportunities to “practice” the behaviors that define competent professional social work.
The level of proficiency students demonstrate with respect to these behaviors, when
aggregated, yields an assessment of how well the program is doing in achieving its
competencies.
Figure 1 Theory of Change
Level 1: Course-Based Outcomes (Explicit Curriculum - Generalist Practice Courses)
Inputs = class lecture/discussion, assignments, readings, skill labs, simulations
Student Outcomes
Level 2: Practice-Based Outcomes (Explicit Curriculum - Field Education)
Inputs = shadowing, practice, reflection, critique, and use of supervision.
Increase
Knowledge
Student Outcomes
Increase
Skills
Develop &
Clarify
Values
Demonstrate
Generalist
Practice
Behaviors
Program Outcomes (Social Work Generalist Practice)
Demonstrated integration and application of social
work core competencies in practice with individuals,
families, groups, organizations and communities.
Achievement of Social Work Competencies
Undergirding the layers depicted in Figure 4.1 is the environment in which the explicit
curriculum is delivered. Often referred to as the “implicit curriculum,” this program component
is viewed as also playing an important role in shaping our students’ character and competency.
BSW Assessment Report 2012-2013: Page 3
Deciding on the Questions
Program evaluations can serve many purposes. The purposes chosen determine which
questions are asked and what data are gathered. Drawing from the work of Stepney and Rostila
(2011),1 the UNR School of Social Work developed its program assessment plan around three
key purposes: 1) Accountability; 2) Program Development; and 3) Advancing our understanding
of “best practices” with respect to social work education (i.e., knowledge development). Figure
2 depicts these foci, along with the key assessment question accompanying each purpose.
Figure 2 BSW Program Assessment Purposes and Questions
Accountability
Purpose is to assess overall
program outcomes.
•To what extent do students demonstrate the core
competencies and practice behaviors?
Developmental
Purpose is understand where
and how the program can be
modified and/or enhanced to
improve program outcomes.
•To what extent did curriculum changes improve
student performance on demonstrated practice
behaviors?
Knowledge
Purpose is to strive for a more
cirtical understanding of best
practices in social work
education.
•Under what conditions do students learn new
skills (i.e. simulation, skills labs, problem-based
learning, distance learning, etc.)?
1
The three perspectives and evaluation questions were adapted from Stepney & Rostila (2011). Towards an integrated model
of practice evaluation balancing accountability, critical knowledge and developmental perspectives. Health Sociology Review,
20(2).
BSW Assessment Report 2012-2013: Page 4
Evaluation Design
Given competency-based education’s emphasis on students’ ability to demonstrate the
requisite practice behaviors, we began building our assessment plan from the accountability
perspective. In so doing, the key assessment question we posed is: To what extent do our BSW
students demonstrate mastery of the 10 core competencies and their associated practice
behaviors?
Table 1
To what extent do students demonstrate the core competencies and practice behaviors?
Benchmark
Measures
Timing
85% of BSW students will 1. Field Instructor Assessment 1. At the completion of
achieve an overall mean
of Field Practicum Student
SW481 – Field Experience
of 8 for each
Performance
in Social Work II
competency.*
2. Student Self-Efficacy Survey
2. End of Spring
As noted in Table 1, we are using two outcome measures to evaluate the extent to which our
BSW students are able to demonstrate attainment of the 10 core competencies. Both
instruments use the same 9 point rating scale (1=Lacking Performance through 9=Mastered
Performance). In establishing our benchmark, we chose to use a combined (or overall) mean
score of 8. We then set our program performance level at 85%. Thus, using data derived from
our field instructor and student self-efficacy assessments, we expect at least 85% of our BSW
students each year will achieve overall means of eight (8) for each of the 10 competencies. A
mean of eight (8) represents an unanchored value falling mid-way between “superior
performance” (7) and “mastered performance” (9).
BSW Assessment Report 2012-2013: Page 5
While at this stage we are emphasizing the accountability question, we also see the
developmental and knowledge questions posed above as essential ingredients for ongoing
program renewal. Therefore, at the end of this segment we discuss how we envision
incorporating these into our assessment plan.
Data Collection Methods
Instruments and Procedures
Measure One - Field Instructor Assessment of Field Practicum Student Performance

Description: This instrument is designed to assess the student’s demonstrated
performance of the 41 practice behaviors that comprise the 10 core competencies of
generalist social work practice. With this measure, data are gathered from the field
instructors’ perspective.

Benchmark: As noted above, the benchmark we have set encompasses an overall mean
of 8 (computed using both our field instructor and student self-efficacy measures) for at
least 85% of our students. This is to say, that we expect 85% of BSW students each year
to achieve an overall mean score of 8 (or higher) for each of the 10 core competencies.

Protocol: This instrument is administered at the completion of SW 481, Field Experience
in Social Work II. This is the 2nd of a 2-course field placement (SW 480 & SW 481), which
requires students to complete a minimum of 225 hours each semester in a supervised
field setting. Field Instructors are introduced to, and trained on how to use, the
assessment form during the fall Field Instructor Orientation and Training. Student
performance is rated on the basis of the criteria set forth in the student’s learning
BSW Assessment Report 2012-2013: Page 6
agreement and reflects the field instructor’s evaluation of the student’s ability to
demonstrate each practice behavior.
 Data Analysis: Field Instructors submit their completed Field Practicum Student
Performance forms to the School of Social Work during the final week of spring
semester. Data from these forms are then entered directly to the Statistical Package for
Social Sciences (SPSS) for analysis. Utilizing the descriptive statistics feature of this
program, mean scores are computed for all 41 practice behaviors. Then, an overall
competency mean is calculated by averaging the means of the measures of its
associated practice behaviors.
Measure Two - Student Self-Efficacy Survey

Description: This instrument is designed to assess the student’s “beliefs, expectations
and confidence” in their ability –at this moment–to perform each of the 41 practice
behaviors (organized around the 10 core competencies).

Benchmark: As indicated earlier, the benchmark we have set encompasses an overall
mean of 8 (computed using both the field instructor and student self-efficacy measures)
for at least 85% of our students. This is to say, that we expect 85% of BSW students
each year to achieve an overall mean score of 8 (or higher) for each of the 10 core
competencies.

Protocol: The student self-efficacy survey is administered during the final weeks of
spring semester to students completing SW481 – Field Experience in Social Work II.
Data are collected via a web-based interface using “SurveyMonkey.” Students are given
BSW Assessment Report 2012-2013: Page 7
time to complete the survey during a field seminar class session, which is scheduled in
an on-campus computer lab.
 Data Analysis: Utilizing tools included in the “SurveyMonkey” program, data are
downloaded directly into SPSS. Using the descriptive statistics feature of this program,
mean scores are computed for all 41 practice behaviors. Then, an overall competency
mean is calculated by averaging the means its associated practice behaviors.
Overall Percentage of Students Achieving Benchmark
To calculate the percentage of students that meet the benchmark for each competency,
the mean scores (of the practice behaviors used to operationalize it) are calculated
independently for each instrument (i.e., the Field Instructor Assessment of Field
Practicum Student Performance and the Student Self-Efficacy survey). These data are
then combined and “averaged” to yield overall mean scores. As the data presented in
summary reports appended to this segment of the self-study convey, overall mean
scores are generated for each practice behavior, as well as for each core competency.
To determine the percentage of students achieving benchmark, the “overall
competency mean” is divided by our designated benchmark mean of eight (Holloway,
2012).
Feedback Loops
An important component of any evaluation plan is the ongoing involvement of the program’s
key stakeholders. To ensure strong connections between the BSW program and its’ varied
constituencies, the maintenance of ongoing feedback loops with members of the following
groups is essential:
BSW Assessment Report 2012-2013: Page 8

Administration: SSW Director, BSW, MSW and Field Program Coordinators – as members of the
program evaluation committee, the director and program coordinators play an important role in
ensuring that assessment data is collected, analyzed, and shared with appropriate constituent
groups. Not only do these leaders facilitate discussions with faculty, field, and advisory groups, but
they also guide curriculum changes and other program enhancements.

Faculty: Findings from the previous spring are presented to the full faculty at the SSW faculty fall
retreat. These data are then used throughout the year to inform the work of program level (400,
600,700) and curriculum content (i.e., research, policy, field, practice, HBSE) committees.

Students: As data are reviewed and addressed by faculty, they are then shared with student
representatives through School Meetings, and special sessions with student constituencies who may
be directly impacted by the data (e.g., the Undergraduate Student Social Work Association, parttime students, students new to the program when course requirements change due to assessment
findings, and so forth).

Employers/Field Supervisors: Findings are shared with field instructors during the fall field
instructor orientation.

Other stakeholders: Benchmark data are posted each fall to the School’s website. Assessment
findings are also presented to the SSW Advisory Council, as they become available.
Procedures to Evaluate Outcomes and Implications for Program Renewal
As outcome data are gathered, the first layer of review focuses on the identification of
competencies that fall below benchmark. The Program Evaluation Committee identifies areas
of concern, which are shared by the appropriate program coordinator (i.e., BSW, MSW, or Field)
with the faculty of the whole. Following general discussion and review, the matter is referred to
the relevant curriculum committee (practice, research, policy, etc.) for deeper assessment and
identification of possible actions. After review, the committee shares ideas regarding potential
actions (e.g., changes in assignments, activities or readings) with the program coordinator—
and, where substantial curriculum changes are involved—the faculty of the whole. The next
layer of review involves the identification of practice behaviors that fall below benchmark.
Once identified, these data are reviewed by the appropriate Program Coordinator (BSW, MSW,
BSW Assessment Report 2012-2013: Page 9
or Field) to determine if it is a programmatic matter; if not, it is referred to the appropriate
curriculum committee (policy, practice, research, field, HBSE) for further review and action.
Summary of Results by Competency
Summary data (i.e., overall mean and benchmark) gathered for each of the core competencies
during spring 2013 in the table below.
Competency
Fall 2012
Spring 2013
Benchmark = 85% of BSW students will achieve an
overall mean of 8 for each competency.
Overall
Mean
Benchmark
Result
Overall
Mean
Benchmark
Result
2.1.1
Identify as a professional social worker and conduct
oneself accordingly
5.99
75%
7.27
91%
2.1.2
Apply social work ethical principles to guide professional
practice
5.47
68%
7.27
91%
2.1.3
Apply critical thinking to inform and communicate
professional judgments
5.50
69%
7.00
88%
2.1.4
Engage in diversity and difference in practice
5.94
78%
7.33
92%
2.1.5
Advance human rights and social and economic justice
5.46
68%
7.11
89%
2.1.6
Engage in research-informed practice and practiceinformed research
4.96
62%
6.74
84%
2.1.7
Apply Knowledge of human behavior and the social
environment
5.54
69%
7.14
89%
2.1.8
Engage in policy practice to advance social and economic
well-being and to deliver effective social work services
4.88
61%
6.96
87%
2.1.9
Respond to contexts that shape practice
5.00
63%
7.10
89%
2.1.10
Engage, assess, intervene and evaluate individuals,
families, groups, organizations and communities
5.36
67%
7.14
89%
BSW Assessment Report 2012-2013: Page 10
Appendix A
Outcome Data Reports
BSW Assessment Report 2012-2013: Page 11
The Council on Social Work Education’s (CSWE) 2008 Educational Policy and Accreditation
Standards (EPAS) included a provision for assessment of accredited social work programs. At
the BSW and MSW foundation levels, each program must evaluate the extent to which students
master the 10 CSWE identified core competencies and the 41 associated practice behaviors.
Below, please find performance summaries for the BSW graduates of May 2013.
Spring 2013
Competency 2.1.1: Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values. They
know the profession’s history. Social workers commit themselves to the profession’s enhancement
and to their own professional conduct & growth.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Field Instructor
Self-Efficacy
Practice Behavior
Assessment
Survey
Overall
Mean
Assessment
F1 Advocate for client access to the
7.02
6.85
6.94
services of social work.
F2 Practice personal reflection and selfcorrection to assure continual professional
7.10
7.19
7.15
development.
F3 Attend to professional roles and
7.08
7.46
7.27
boundaries.
F4 Demonstrate professional demeanor in
behavior, appearance, and
7.35
7.50
7.43
communication.
F5 Engage in career-long learning.
7.37
7.42
7.40
F6 Use supervision and consultation.
7.35
7.54
7.45
Mean Score
Percent of Students
Achieving
Competency
7.27
91%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 12
Competency 2.1.2: Apply social work ethical principles to guide professional practice.
Social workers have an obligation to conduct themselves ethically and to engage in ethical decision
making. Social workers are knowledgeable about the value base of the profession, its ethical
standards and relevant law.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
7.05
7.19
7.12
7.02
7.15
7.09
6.97
6.88
6.93
7.02
6.81
6.92
F7 Recognize and manage personal
values in a way that allows professional
values to guide practice.
F8 Make ethical decisions by applying
standards of NASW Code of Ethics and,
as applicable, principles of the
International Federation of Social Workers
and the Association of Schools of Social
Work Ethics in SW.
F9 Tolerate ambiguity in resolving ethical
conflicts.
F10 Apply strategies of ethical reasoning
to arrive at principled decisions.
Mean Score
Percent of Students
Achieving
Competency
7.02
88%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 13
Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments
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 synthesis and communication of relevant information.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
6.82
6.88
6.85
6.91
7.00
6.96
7.00
7.38
7.19
F11 Distinguish, appraise, and integrate
multiple sources of knowledge, including
research-based knowledge, and practice
wisdom.
F12 Analyze models of assessment,
prevention, intervention, and evaluation.
F13 Demonstrate effective oral and
written communication in working with
individuals, families, groups,
organizations, communities, and
colleagues.
Mean Score
Percent of Students
Achieving
Competency
7.00
88%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 14
Competency 2.1.4: Engage diversity and difference in practice
Social workers understand how diversity characterizes and shapes the 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 consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization and alienation, as well as privilege, power & acclaim.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
7.31
7.31
7.31
7.39
7.38
7.39
7.23
7.23
7.23
7.40
7.38
7.39
F14 Recognize the extent to which a
culture’s structures and values may
oppress, marginalize, alienate, or create
or enhance privilege and power.
F15 Gain sufficient self-awareness to
recognize the influence of personal biases
and values in working with diverse
groups.
F16 Recognize, value, and communicate
their understanding of the importance of
difference in shaping life experiences.
F17 View themselves as learners and
engage those with whom they work as
experts of their own circumstances/lives.
Mean Score
Percent of Students
Achieving
Competency
7.33
92%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 15
Competency 2.1.5: Advance human rights and 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.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
7.16
7.38
7.27
7.05
6.96
7.01
7.10
7.00
7.05
F18 Understand the forms and
mechanisms of oppression and
discrimination
F19 Advocate for human rights and social
and economic justice.
F20 Engage in practices that advance
social and economic justice.
Mean Score
Percent of Students
Achieving
Competency
7.11
89%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 16
Competency 2.1.6: Engage in research-informed practice and practice-informed 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 knowledge building.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
6.63
6.58
6.61
6.88
6.84
6.86
F21 Use practice experiences to inform
scientific inquiry.
F22 Use research evidence to inform
practice.
Mean Score
Percent of Students
Achieving
Competency
6.74
84%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 17
Competency 2.1.7: Apply knowledge of 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. Social workers apply theories and knowledge from the liberal arts to
understand biological, social, cultural, psychological, and spiritual development.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
7.20
6.92
7.06
7.18
7.23
7.21
F23 Utilize conceptual frameworks to
guide the processes of assessment,
intervention, and evaluation.
F24 Critique and apply knowledge to
understand person and environment.
Mean Score
Percent of Students
Achieving
Competency
7.14
89%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 18
Competency 2.1.8: Engage in policy practice to advance social and economic well-being and
to deliver effective social work services.
Social work practitioners understand that policy affects service delivery and they engage in policy
practice. Social workers know the history and current structures of social policies
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
6.83
6.92
6.88
6.92
7.15
7.04
F25 Analyze, formulate, and advocate for
policies that advance social well-being.
F26 Collaborate with colleagues and
clients for effective policy action.
Mean Score
Percent of Students
Achieving
Competency
6.96
87%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 19
Competency 2.1.9: Respond to contexts that shape practice
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 & skill to respond proactively.
Competency Benchmark:
Based upon data gathered during previous years, we expect 85% of our graduates to achieve an
overall mean of 8 for the competency-related practice behaviors.
Practice Behavior
Field Instructor
Assessment
Mean
Self-Efficacy
Survey
Assessment
Overall
6.90
7.87
7.39
6.75
6.85
6.80
F27 Continuously discover, appraise, and
attend to changing locales, populations,
scientific and technological developments,
and emerging societal trends to provide
relevant services.
F28 Provide leadership in promoting
sustainable changes in service delivery
and practice to improve the quality of
social services.
Mean Score
Percent of Students
Achieving
Competency
7.10
89%
Results for Competency:
0
No
Opportunity
1
Lacking
Performance
2
3
Inadequate
Performance
4
5
Competent
Performance
6
7
Superior
Performance
8
9
Mastered
Performance
BSW Assessment Report 2012-2013: Page 20
Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment,
intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to
practice with individuals, families, groups, organizations and communities. Practice knowledge
includes identifying, analyzing and implementing evidence-based interventions designed to achieve
client-goals; using research and technological advances; developing, analyzing, advocating, and
providing leadership for policies and services; and promoting social and economic justice.
Competency Benchmark: Based upon data gathered during previous years, we expect 85% of our
graduates to achieve an overall mean of 8 for the competency-related practice behaviors.
Field Instructor
Self-Efficacy
Practice Behavior
Assessment
Survey
Overall
Mean
Assessment
F29 Substantively and affectively prepare
for action with individuals, families, groups,
7.10
7.12
7.11
organizations, and communities
F30 Use empathy and other interpersonal
7.52
7.69
7.61
skills
F31 Develop a mutually agreed-on focus of
7.10
7.12
7.11
work and desired outcomes
F32 Collect, organize and interpret client
7.10
7.15
7.13
data
F33 Assess client strengths and limitations
7.25
7.23
7.24
F34 Develop mutually agreed-on intervention
6.98
7.23
7.11
goals and objectives
F35 Select appropriate intervention
7.05
6.92
6.99
strategies
F36 Initiate actions to achieve
7.10
6.92
7.01
organizational goals
F37 Implement prevention interventions that
7.02
6.96
6.99
enhance client capacities
F38 Help clients resolve problems
7.16
7.27
7.22
F39 Negotiate, mediate, and advocate for
7.25
7.31
7.28
clients.
F40 Facilitate transitions and endings
7.07
7.12
7.10
F41 Critically analyze, monitor, and evaluate
6.96
6.96
6.96
interventions
Results for Competency:
Mean Score
7.14
Percent of Students
Achieving
Competency
89%
BSW Assessment Report 2012-2013: Page 21