School of Social Work – Field Education
MSW Advanced Field Internship– SOCW 6950 and 6960
LEARNING AGREEMENT and EVALUATION
INSTRUCTIONS
This document serves as a learning agreement and an evaluation instrument. At the beginning of the semester, the student
and agency Field Instructor (and Task Supervisor if applicable) use this form to design agency based assignments. Throughout the
semester, the Student, Field Instructor and Task Supervisor (if applicable) should review the Learning Agreement to assess student
progress on the learning goals. At the end of the internship, this form is used for the final evaluation of the student’s progress on
their internship learning goals.
The Learning Agreement reflects the educational goals of the ECU School of Social Work and the Core Competencies of
CSWE, the Council on Social Work Education. The CSWE Core Competencies are comprised of knowledge, values and skills essential
to social work practice. These Competencies are further operationalized in Practice Behaviors. Internship activities should provide
students with opportunities to master Core Competencies and Practice Behaviors, and achieve the goals of the program.
Preparing the Learning Agreement
1. Fill out the information on the first page of the Learning Agreement.
2. Review the Competencies and Practice Behaviors on the Learning Agreement below, and consider you own individual learning
needs.
3. The first week of the internship, with your Field Instructor and (if applicable) Task Supervisor, review the Core Competencies,
your individual learning goals, and the learning opportunities available at your internship. In consultation with your Field
Instructor and (if applicable) Task Supervisor, identify your internship activities. You may utilize the suggested learning activities
listed on page 3 as a starting point to create your personal learning activities.
4. Make a list of your proposed internship activities. Compare your internship activities to the 10 Core Competencies and match
each proposed activity to the Competencies. Then enter each activity in the “Learning Activities” box under the corresponding
Competency.
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5. The student will turn in a draft of their Learning Agreement to the Faculty Field Liaison (Seminar Instructor) for review. The
Seminar instructor will approve it, or suggest necessary revisions. Once the Seminar Instructor approves the Learning
Agreement, the student, Field Instructor and (if applicable) Task Supervisor will sign the Learning Agreement.
6. The Student should make three copies of the signed Learning Agreement: one for the Field Instructor, one for the student and
one to be given to the Seminar Instructor.
Evaluating Student Performance with the Learning Agreement
Field Performance Rating Scale:
1= Unsatisfactory (does not demonstrate command of essential knowledge and/ or competency in practice behaviors)
2= Acceptable (demonstrates limited understanding of essential knowledge and/or limited competency in practice skills)
3 = Satisfactory (able to apply knowledge to practice and practice skills at beginner professional level)
4 = Above Average (utilizes a variety of theories and practice skills for effective practice)
5 = Outstanding (readily adapts skills to the setting and demonstrates mastery of skill in new, diverse and difficult contexts)
The Final Evaluations – to be completed at the end of each semester
1.
At the end of the internship, the Field Instructor rates the student’s performance for each Practice Behavior, using the scale
above. The Field Instructors should consult with Task Supervisors (if applicable) for input on the student’s performance.
2.
The Field Instructor and Task Supervisor (if applicable) should complete the narrative Evaluation Summaries at the end of the
agreement. This provides an opportunity to address any other issues, and summarize the student’s field performance.
3.
Once all sections are completed, the Field Instructor and Task Supervisor (if applicable) should sign the Learning Agreement,
and the Field Instructor recommends a letter grade for the student’s performance in the internship.
4.
The Field Instructor should review the final evaluation with the student in the final supervisory session. The student then
signs the Learning Agreement. The student’s signature does not mean that the student agrees or disagrees with the
evaluation, only that they have reviewed the evaluation with their Field Instructor.
At the end of the semester, students will turn in the completed and signed Learning Agreement to the Faculty Field Instructor.
Students should keep a copy of the signed Learning Agreement for their own records! ECU School of Social Work cannot be
responsible for providing copies of the final Learning Agreement.
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Developing Individual Learning Activities
MSW Field learning activities should all be appropriate for the MSW learning goals identified by CSWE and the ECU School of Social
Work. However, MSW internship learning activities will be varied and individual based on the student’s personal learning goals and
the activities available in the internship agency. Below are some suggested learning activities for each of the Core Competencies.
These can be used as a starting point for developing individual learning activities that match the specific agency and student. At the
end of each section of suggested activities there is an example of a specific, individualized learning activity.
2.1.1 Professionalism
Demonstrate the ability to maintain appropriate professional client centered relationships.
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Have candid and open discussions with your Field Instructor about your ability to maintain appropriate professional client
centered relationships with clients and community members and demonstrate the ability to accept constructive criticism and
make improvements as needed.
Develop knowledge related to advocacy skills as a social worker and be able to demonstrate competence.
Work on a team that is developing new programs or grant proposals designed to expand service delivery.
Accompany clients to other agencies and observe how other agencies treat clients and respond to their needs.
Student will become aware of professional standards related to boundaries, dual relationships and behavior through the
NASW Code of Ethics.
Student will engage in respectful oral and written communication with field liaison, field instructor and colleagues in
adherence with the NASW Code of Ethics.
Engage in opportunities that support career long learning through attendance at professional workshops, seminars, and
lectures in the community.
Student will be able to explain to field instructor the theories that they use in practice
Practice self-reflection and self-awareness, being critical of your interactions with client systems.
Examples: “Solicit feedback from my Field Instructor on my strengths and challenges in interviewing and relationship building with
clients.”
“Develop a plan to improve one or more of my interviewing or relationship building skills. Review my progress in weekly supervision
with my Field Instructor.”
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2.1.2 Ethics
Identify and use knowledge of relationship dynamics, including power differentials in clinical community social work practice
from a relational perspective applying social work ethics.
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Choose an interaction or situation with a client which requires you to ground an action with a client in the NASW Code of
Ethics and provide a rationale for your behavior.
Identify and discuss with your Field Instructor power differentials affecting client systems.
Research ethical decision making models and identify a model that will demonstrate a working knowledge of the NASW Code
of Ethics.
Identify and discuss ethical dilemmas with Field Instructor, demonstrating an ability to present possible solutions to the
dilemma and tolerating ambiguity in the resolution.
Articulate and demonstrate social work values, ethics and principles in clinical community social work practice from a
relational perspective.
Examples: “Identify possible power differentials between myself as a social worker and the clients of the homeless shelter. Consider
the ethical implications and discuss with my Field Instructor.”
“Identify an ethical issue or dilemma in my internship setting that does not have a clear resolution. In my Field Seminar Journal,
reflect on my personal reaction to this ambiguity.”
2.1.3 Critical Thinking
Apply critical thinking to inform profession judgment in creating, maintaining, and repairing the working alliance with clients and
or representatives of client systems.
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Demonstrate an ability to conduct assessments, interventions, prevention methods, and evaluations that demonstrate a
working alliance with clients and/or representatives of client systems.
Analyze agency assessment, intervention, and evaluation procedures from a relational perspective and present suggestions
to your agency on how to align the procedures with a clinical-community practice model.
Participate in group meetings while demonstrating professional, empathetic communication skills that contribute to the
working alliance.
Practice self-awareness to eliminate the influence of personal biases in communicating with diverse groups.
Reflect on how personal assumptions impact professional conduct and interactions with clients.
Clearly articulate the complexities of clinical-community practice in supervision, case presentations, professional meetings,
and/or written reports.
Example: “Analyze an intervention or service at my agency from a relational perspective and develop suggestions to incorporate the
clinical community practice model. Discuss my suggestions with my Field Instructor/Task Supervisor and explore ways they could be
implemented.”
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2.1.4 Diversity
Demonstrate an understanding of how diverse community contexts shape individuals, and how individuals shape their
communities.
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Identify issues that promote inequality and discuss with your Field Instructor and propose strategies to address the
inequalities (advocacy efforts).
Participate in agency or community meetings that examine how marginalization and discrimination impact members of the
community.
Describe to your Field Instructor the ways in which your clients have been marginalized and the cultural and societal
dynamics which promote the marginalization (i.e., ethnicity, religious beliefs, socioeconomic status, rural vs. urban
environment, gender, sexual orientation, ageism, etc.).
Demonstrate self-awareness about personal biases when working with diverse client groups.
Make referrals to community agencies that reflect the values and cultural beliefs of the client or client system.
Identify and practice strategies for addressing social worker and client differences in ways that strengthen the professional
relationship.
Example: “Interview a client, a community leader and a social worker in my agency about how clients of my agency may/may not be
marginalized and discriminated against, and the contributing factors. Compare their perspectives, using knowledge from my social
work classes and current research.”
2.1.5 Social Justice
Apply Clinical-Community/Relational Perspective formulations of human rights and social justice to a community development
model.
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Identify underserved needs of the client population and develop strategies to meet these needs at both an individual and
community level.
Demonstrate an understanding of how the client system is influenced/impacted by larger social systems.
Attend interagency, community, state meetings/forums for human rights advocacy and social justice issues.
Participate in agency and community meetings to improve social services.
Utilize a clinical-community perspective and incorporate the family and community into interventions with individuals.
Utilize the relational perspective to assist clients in developing skills to mitigate the impact of oppression and discrimination.
Examples: “Identify ways to increase input and participation of clients and client systems in the design and oversight of agency
services. In consultation with my Field Instructor (and/or Task Supervisor), select one strategy and present it to the agency in an
appropriate way.”
“Develop a client/family advisory committee to give clients and client systems an opportunity to provide feedback on agency services
and policies. Advocate for a representative of the committee to be a member of the agency advisory board.”
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2.1.6 Research/Practice
Use multiple forms of research to inform clinical practice decisions
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Utilize theories and research to guide clinical-community practice interventions and discuss outcomes with field instructor.
Apply and assess the efficacy of a clinical practice approach that is implemented with a client system.
Review agency quality/outcome measures being used to evaluate practice and assess how this information is impacting client
service delivery.
Identify an agency problem or issue that needs to be addressed and develop a plan to address it that includes gathering data
and evaluating outcomes.
Conduct a literature review related to my agency’s population or practice area.
Critically appraise and interpret the results of research studies informing clinical community practice in the agency and
discuss findings with field instructor.
Examples: “Interview three agency social workers regarding the types of research and evidence that they use to make practice
decisions”.
“Examine the research basis of my own practice decisions, seeking additional information and knowledge as needed to make
informed practice decisions. Discuss with my Field Instructor during weekly supervision.”
2.1.7 Human Behavior
Integrate and critically apply theories of human behavior and the social environment to guide clinical community practice.
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Demonstrate an understanding of human developmental stages and integrate this understanding to guide clinical community
practice.
Demonstrate the ability to conduct a comprehensive assessment, identifying issues related to transitions over the course of
the life cycle.
Display the ability to mutually develop intervention plans with client systems that are goal oriented and aligned with clinical
community practice.
Articulate multiple theoretical frameworks used in clinical-community practice and evaluate the degree to which each
framework is supported by research literature and outcome studies, across diverse populations.
Example: “Apply theories of human developmental stages to create age-appropriate units on healthy relationships and
communication for two after-school groups, one for girls ages 8 to 10, and one for girls ages 11 to 13.”
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2.1.8 Policy Practice
Identify a policy and formulate a policy alternative that would improve service delivery and advance social and economic wellbeing.
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Perform an analysis of the impact of a key agency policy that impacts service delivery and share analysis with Field Instructor
and discuss in field seminar.
Discuss strategies with Field Instructor about addressing policy concerns that adversely affect clients.
Participate in meetings where policy issues that impact service delivery and advance social and economic well-being are
discussed.
Analyze the program operations data and prepare reports on the analysis that reveals the consequences of a specific law or
regulation.
Advocate for agency policies that facilitate clinical-community practice and support the empowerment of clients.
Assess and discuss the impact of a social policy on an individual client or client system, and on the client’s community.
Prepare a new or revised written policy or procedure for your agency and discuss with field instructor how policy will impact
service delivery.
Example: “Attend and participate with the Craven County Child Mental Health Collaborative monthly meetings to discuss policies that
impact my clients and make recommendations to improve service delivery.”
2.1.9 Context
Anticipate, evaluate, and respond to dynamic social contexts to propose sustainable system change.
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Review scholarly journals and select the journals that apply to the internship setting to enhance knowledge of population
served.
Assess and discuss with your Field Instructor the various issues affecting the agency, clients, and community and then discuss
how practice and service delivery are changing as a result of these issues.
Utilize clinical–community practice from a relational perspective to demonstrate an ability to be flexible in your interactions
with client.
Complete an agency SWOT (strengths, weaknesses, opportunities, threats) analysis.
Explore the influences and implications of culture, geography, community, gender, religion, politics, ideology, and
orientations on different world views and how these views impact both clients and the community.
Propose and implement a project to address an agency need for knowledge, resources, program development, or
organizational change.
Example: “Identify an intervention or resource that would address an unmet client need in my agency. Create and conduct a staff
training to discuss ways in which the intervention or resource can be utilized with clients.”
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2.1.10a Engagement
Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic
relationship.
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Organize and facilitate a community action group related to a specific issue.
Seek feedback from supervisor, clients, and colleagues about ways to build rapport and trust in interpersonal interactions.
Conduct effective interviews that demonstrate relationship-building skills and an ability to establish rapport with a client
system.
Read case files and any other pertinent information to prepare for initial meeting with client, client systems, groups,
organizations, and communities.
Example: “Thoroughly prepare for the initial meeting with clients by reviewing intake form, case notes, assessments, and all relevant
information prior to meeting.”
2.1.10b Assessment
Use the professional relationship to assess the fit of intervention strategies to client needs.
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Identify and verbalize your own strengths and limitations in interacting with client systems and completing comprehensive
assessments (self-awareness).
Gather thorough and relevant information for clinical-community assessment in a manner that is responsive to the client’s
immediate concerns and builds the therapeutic relationship.
Assess client’s interpersonal and environmental strengths and vulnerabilities and how these impact individual and
community well-being.
Provide a copy of a written assessment to your Field Instructor for review. Assess whether the intervention strategies are
reasonable, likely to reach the client’s goal, and within the agency’s scope of practice.
Example: “During weekly supervision discuss at least one intervention that I utilized with a client; include my rationale for the
intervention and assessment of its appropriateness.”
2.1.10c Intervention
Demonstrate the ability to develop and apply integrative interventions from various theoretical perspectives.
 Develop an intervention plan with the client system that appropriately addresses the client needs, strengths, and limitations
and is aligned with clinical community practice from a relational perspective.
 Demonstrate an ability to revise the intervention plan to better meet client goals/needs.
 Be able to explain the theory/practice model used with the intervention plan (why did you select the intervention you did).
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Demonstrate in-depth understanding of one identified practice approach for clinical-community practice and the ability to
implement practice strategies consistent with this approach.
Communicate and coordinate services with other professionals, agencies, or organizations as needed for clinical-community
practice with client and client systems.
Example: “Participate with the Tri-County Domestic Violence task force committee to discuss and make recommendations for
community interventions to address the needs of victims of domestic violence.”
2.1.10d Evaluation
Use objective and intersubjective information to evaluate treatment effectiveness.
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Carry out a self-evaluation of your practice using client/supervisor feedback and discuss results with your Field Instructor.
Demonstrate the ability to collect and analyze data as it relates to evaluation (is it qualitative, quantitative, valid, reliable).
Discuss and asses the agency’s use of data to evaluate practice/services; demonstrate the appropriate use of discernment in
evaluating data/outcomes.
Develop intervention plans that specify measurable objectives and outcomes appropriate to clients and services provided.
Identify and utilize appropriate, ethical practice evaluation strategies to assess progress, barriers, outcomes, and continuity
of care in clinical-community practice with clients, client systems, and the community.
Example: “Conduct and interpret the results of the Vanderbilt Assessment scale to evaluate the effectiveness of treatment modalities
and medication.”
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School of Social Work – Field Education
MSW Advanced Field Internship – SOCW 6950 and 6960
LEARNING AGREEMENT and EVALUATION
Student Name
Semester
Banner ID #
Year
Field Instructor Name:
Agency Name:
Faculty Field Liaison:
______________________________________________________
At the beginning of the semester, when the Student has filled out the learning activities, the following people must sign and
date this Learning Agreement to show that they have reviewed and approved the learning plan:
Student
/____/_______
Date
Field Instructor
/____/_______
Date
Task Supervisor (if applicable)
/____/_______
Date
__________________________
Faculty Field Liaison
8.6.2014
____________________
________
/____/______
Date
Competency 2.1.1 - Identify as a professional social worker & 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 and growth.
Foundation Practice Behaviors:
• Advocate for client access to the services of social work.
• Practice personal reflection and self-correction to assure continual development.
• Attend to professional roles and boundaries.
• Demonstrate professional demeanor in behavior, appearance & communication.
• Social workers engage in career-long learning.
• Use supervision and consultation.
Advanced Practice Behavior
1. Demonstrate the ability to maintain appropriate professional
client centered relationships.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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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.
Foundation Practice Behaviors:
• Recognize & manage personal values in a way that allows professional values to guide practice.
• Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable,
of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work,
Statement of Principles.
• Tolerate ambiguity in resolving ethical conflict.
• Apply strategies of ethical reasoning to arrive at principled decisions.
Advanced Practice Behavior
2. Identify and use knowledge of relationship dynamics, including
power differentials in clinical community social work practice form a
relational perspective applying social work ethics.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Competency 2.1.3 Apply critical thinking to inform & 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 the synthesis and communication of relevant information.
Foundation Practice Behaviors:
• Distinguish, appraise & integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
• Analyze models of assessment, prevention, intervention, and evaluation.
• Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and
colleagues.
Advanced Practice Behavior
3. Apply critical thinking to inform professional judgment in
creating, maintaining and repairing the working alliance with clients
and/or client systems.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Competency 2.1.4 - Engage diversity & 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, and acclaim.
Foundation Practice Behaviors:
• Recognize the extent to which a culture’s structures & values oppress, marginalize, alienate, or create or enhance privilege & power.
• Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups.
• Recognize and communicate their understanding of the importance of difference in shaping life experiences.
• View themselves as learners & engage those with whom they work as informants.
Advanced Practice Behavior
4. Demonstrate an understanding of how diverse community
contexts shape individuals, and how individuals shape their
communities.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Competency 2.1.5 Advance human rights & social & 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.
Foundation Practice Behaviors:
• Understand the forms & mechanisms of oppression & discrimination.
• Advocate for human rights and social and economic justice.
• Engage in practices that advance social and economic justice and human rights for clients/consumers and communities.
Advanced Practice Behavior
5. Apply a Clinical-Community Relational Perspective formulation of
human rights and social justice to a community development model.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Competency 2.1.6 - Engage in research-informed practice & 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 building knowledge.
Foundation Practice Behaviors:
• Use practice experience to inform scientific inquiry.
• Use research evidence to inform practice.
Advanced Practice Behavior
6. Use multiple forms of research to inform Clinical Community
practice decisions.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Competency 2.1.7 - Apply knowledge of human behavior & 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.
Foundation Practice Behaviors:
• Utilize conceptual frameworks to guide the process of assessment, intervention & evaluation.
• Critique & apply knowledge to understand person & environment.
Advanced Practice Behavior
7. Integrate and critically apply theories of human behavior and the
social environment to guide clinical community practice.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Competency 2.1 8 - Engage in policy practice to advance social & economic well-being & to deliver effective social
work services.
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.
Foundation Practice Behaviors:
•Analyze, formulate & advocate for policies that advance social well-being.
•Collaborate with colleagues and clients for effective policy action.
Advanced Practice Behavior
8. Identify a policy and formulate a policy alternative that would
improve service delivery and advance social and economic wellbeing.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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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 and skill to respond proactively.
Foundation Practice Behaviors:
• Continuously discover, appraise & attend to changing locales, populations, scientific & technological developments & emerging
societal trends to provide relevant services.
• Provide leadership in promoting sustainable changes in service delivery & practice to improve the quality of social services.
Advanced Practice Behavior
9. Anticipate, evaluate and respond to dynamic social contexts to
propose sustainable system change.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Competency 2.1.10 (A-D) Engage, assess, intervene & evaluate with individuals, families, groups, organizations &
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; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and
providing leadership for policies and services; and promoting social and economic justice.
A. Engagement
Foundation Practice Behaviors:
• Substantively & affectively prepare for action with individuals, families,
groups, organizations and communities.
• Use empathy & other interpersonal skills.
•Develop a mutually agreed-on focus of work & desired outcomes.
6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Advanced Practice Behavior
10. Attend to the interpersonal dynamics and contextual factors
that both strengthen and potentially threaten the helping
relationship.
Learning Activities:
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B. Assessment
Foundation Practice Behaviors
• Collect, organize, and interpret client data.
• Assess client strengths and limitations.
• Develop mutually agreed-on intervention goals & objectives.
• Select appropriate intervention strategies.
6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Advanced Practice Behavior
11. Critically examine the use of the professional relationship to assess
the fit of intervention strategies to client needs.
Learning Activities:
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C. Intervention
Foundation Practice Behaviors
• Initiate actions to achieve organizational goals.
• Implement prevention interventions that enhance client capacities.
• Help clients resolve problems.
• Negotiate, mediate, and advocate for clients.
• Facilitate transitions and endings.
6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Advanced Practice Behavior
12. Demonstrate the ability to develop and apply integrative
interventions from various theoretical perspectives.
Learning Activities :
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D. Evaluation
Foundation Practice Behaviors
• Critically analyze, monitor & evaluate interventions.
Advanced Practice Behavior
13. Use objective and intersubjective information to evaluate
intervention effectiveness.
Learning Activities:
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6950 Evaluation
6960 Evaluation
Field Instructor
Field Instructor
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Fall Evaluation Summary (SOCW 6950): To be completed at the end of the fall semester.
Task Supervisor’s Summary – (If applicable, not all students will have a Task Supervisor)
Please comment on student’s internship activities, accomplishments, strengths and areas for further growth and development.
Task Supervisor signature: ______________________________________ Date: _______________________
8.6.2014
Fall Evaluation Summary (SOCW 6950): To be completed at the end of the fall semester.
Field Instructor’s Summary
Please comment on student’s internship activities, accomplishments, strengths and areas for further growth and development.
Fall Final Evaluation Signatures
Student:
Date:
Field Instructor:
Date:
Field Seminar Instructor:
Date:
8.6.2014
Recommended Grade: ________________
Spring – Final Evaluation Summary (SOCW 6960): To be completed at the end of the spring semester.
Task Supervisor’s Summary – (If applicable, not all students will have a Task Supervisor)
Please comment on student’s internship activities, accomplishments, strengths and areas for further growth and development.
Task Supervisor signature: ______________________________________ Date: _______________________
8.6.2014
Spring - Fall Evaluation Summary (SOCW 6960): To be completed at the end of the spring semester.
Field Instructor’s Summary
Please comment on student’s internship activities, accomplishments, strengths and areas for further growth and development.
Spring Final Evaluation Signatures
Student:
Date:
Field Instructor:
Date:
Field Seminar Instructor:
Date:
8.6.2014
Recommended Grade: ________________