Student Learning Plan/Contract

Student Name

Field Placement Site

Semester/Year

Practice Behavior

STUDENT LEARNING PLAN/CONTRACT

Internship Placement Program

Michigan Department of Human Services

College/University

Field Instructor Name

Field Liaison

Associated Task/Activity

Competency 1 – Identify as a professional social worker and conduct oneself accordingly. a. Advocate for client access to the services of social work b. Practice personal reflection and self-correction to assure continual professional development.

Review and become familiar with the variety of services available to support family preservation. This would include, but not limited to:



Review of FC/Adoption policy and practice



Meet and shadow FC, Adoption,

JJ and licensing staff



Meet and shadow FF, FTBS,

Family Court and Wraparound service providers

(CPS) Demonstrate the ability to check potential voluntary/non-voluntary placements consistent with policy and utilizing appropriate forms.

(CPS) Shadow CPS workers during multiple phases of investigations and through various disposition types.

(CPS) Shadow CPS workers during joint investigations with LE/PA’s.

(CPS) Shadow workers during investigations which involve CAC interviews.

(CPS) Shadow workers during all phases of court hearings; preliminaries,

Timeline

DHS-1315 (Rev. 9-13) MS Word 1

Status/Comments

Practice Behavior c. Attend to professional roles and boundaries.

DHS-1315 (Rev. 9-13) MS Word



Timeline Associated Task/Activity pre-trials, adjudication and termination.

(Foster Care) Attend home visits to learn and demonstrate knowledge of

DHS policy and required documenttation related to home visits.

(Foster Care) Shadow a worker performing an initial relative placement home study and completing a relative placement home study.

(Foster Care) Shadow a worker performing foster home licensing home studies.

(Foster Care) Shadow a worker performing a guardianship home study.

Possibly perform guardianship home studies.

(Foster Care) Shadow a worker performing a parenting time assessment. Learn to prepare a parenting time assessment.

(Foster Care) Shadow a HLO worker.

(Foster Care) Shadow an IVE eligibility specialist.

(Foster Care) Shadow a Families First worker.

(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system.


(CPS) Shadow CPS workers during

2

Status/Comments





Timeline Associated Task/Activity joint investigations with LE/PA’s.


(CPS) Shadow workers during all phases of court hearings; preliminaries, pre-trials, adjudication and termination.

(Adoption) Attend home visits and demonstrate the ability to discuss required topics and document as required by DHS policy.

(Adoption) Draft Child Adoption

Assessments – shadow adoption worker when interviews are conducted.

(Adoption) Draft Adoptive Family



DHS policy and required documentation related to home visits.





(Foster Care) Shadow a worker

3

Status/Comments

Practice Behavior d. Demonstrate professional demeanor in behavior, appearance, and communication




Timeline Associated Task/Activity performing a parenting time assessment. Learn to prepare a parenting time assessment.





Read the Crucial Conversations book and attend trainings if necessary.

Prepare a paper on what the intern has seen in DHS offices that would require

Crucial Conversations training in our locals (identify communication errors at the local offices).






(Adoption) Assist children and families with Life Books.


DHS policy and required document-

4

Status/Comments

Practice Behavior e. Engage in career-long learning.




Timeline Associated Task/Activity ation related to home visits.










Observe multiple MiTEAM meetings and demonstrate the ability to facilitate a meeting.

Review and become familiar with

Mandated Reporting trainings and guidelines (resource guide, online trainings, and comprehension of CPL requirements).

5

Status/Comments



Timeline Practice Behavior Associated Task/Activity f. Use supervision and consultation.

Participate in recruitment/retention activities.

(Adoption/Foster Care) Attend PRIDE training to learn foster parent expectations as well as foster parent/child perspectives.

Review and be tested on DHS policy in foster care, adoption, and CPS

(regardless of the program in which they intern. Policies are inter-related and so should their knowledge).

(CPS) Demonstrate the ability to write a petition consistent with policy and local

Family Court/PA expectations.

(CPS) Demonstrate the ability to write a report consistent with proper evaluation of safety and risk and meeting policy expectations.

Competency 2 – Apply social work ethical principles to guide professional practice. a. Recognize and manage personal values in a way that allows professional values to guide practice


(CPS) Shadow CPS workers during joint investigations with LE/PA’s.



(Adoption) Attend home visits and demonstrate the ability to discuss required topics and document as

DHS-1315 (Rev. 9-13) MS Word 6

Status/Comments

Practice Behavior b. Make ethical decisions by




Timeline Associated Task/Activity required by DHS policy.















Review and become familiar with the

7

Status/Comments

Practice Behavior applying standards of the

Nation Association of Social work Code of Ethics (NASW) and, as applicable, of the

International Federation of

Social Workers/International

Association of Schools of

Social Work Ethics in Social

Work, State of Principles c. Tolerate ambiguity in resolving ethical conflicts




Timeline Associated Task/Activity variety of services available to support family preservation. This would include, but not limited to:



Review of FC/Adoption policy and practice.




JJ and licensing staff.




Family Court and Wraparound service providers.











(CPS) Shadow CPS workers during

8

Status/Comments





Timeline Associated Task/Activity joint investigations with LE/PA’s.














(Foster Care) Shadow a worker

9

Status/Comments

Practice Behavior d. Apply strategies of ethical reasoning to arrive at principled decisions




Timeline Associated Task/Activity performing a parenting time assessment. Learn to prepare a parenting time assessment.




(CPS) Assist the Field Instructor and family in developing realistic, concrete and effective service and safety plans.










10

Status/Comments



Practice Behavior Associated Task/Activity







Competency 3 – Apply critical thinking to inform and communicate professional judgments. a. Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom

(CPS) Review and become familiar with a wide variety of training tools, including, but not limited to:



Forensic Interview Protocol.



REID Technique training for interrogation.



Model Child Abuse Protocol.



CPS Investigative Training Tool.



Drug Endangered Children (DEC)

Protocol.





DHS-1315 (Rev. 9-13) MS Word 11

Timeline Status/Comments

Practice Behavior b. Analyze models of assessment, prevention,




Timeline Associated Task/Activity













(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system

Review and become familiar with the variety of services available to support

12

Status/Comments

Practice Behavior intervention, and evaluation c. Demonstrate effective oral and written communication in working with individuals, families groups, organizations, communities, and colleagues




Timeline Associated Task/Activity family preservation. This would include, but not limited to:
















Attend one or more report writing trainings consistent with DHS policies and procedures.


(CPS) Demonstrate the ability to write a petition consistent with policy and local

Family Court/PA expectations.

(CPS) Demonstrate the ability to write a report consistent with proper evaluation of safety and risk and meeting policy expectations.


13

Status/Comments





Timeline Associated Task/Activity



(Adoption) Assist children and families with Life Books.

(Foster Care) Review foster care reports prepared by PAFC agencies to become familiar with acceptable and unacceptable forms of report writing.










(Foster Care) Shadow a Families First

14

Status/Comments



Timeline Practice Behavior Associated Task/Activity worker.

Competency 4 – Engage diversity and difference in practice. a. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups c. Recognize and communicate their understanding of the importance of difference in shaping life experiences


(CPS) Review policy and practice specific to the issues of substance use/abuse, domestic violence, and mental health concerns, and demonstrate an awareness of how prevalent these issues are in CPS, the trends and patterns that are common in the investigation types and how to most affectively evaluate safety and mitigate risk.







(Foster Care) Shadow a worker performing foster home licensing home

15

Status/Comments

Practice Behavior d. View themselves as learners and engage those with whom they work as informants




Timeline Associated Task/Activity studies.




















(Foster Care) Review foster care reports prepared by PAFC agencies to become familiar with acceptable and unacceptable forms of report writing.

(Foster Care) Interview foster parents and relative providers to learn their

16

Status/Comments



Timeline Practice Behavior Associated Task/Activity perspective of the foster care system.

Competency 5 – Advance human rights and social and economic justice. a. Understand the forms and mechanisms of oppression and discrimination b. Advocate for human rights and social and economic justice c. Engage in practices that advance social and economic justice


Demonstrate the ability to comprehend the Child Welfare continuum of care and how all children’s services are linked and dependent upon one another for the best possible outcomes for families.



















Assessments – shadow adoption

17

Status/Comments



Timeline Practice Behavior Associated Task/Activity worker when interviews are conducted

Competency 6 – Engage in research-informed practice and practice-informed research. a. Use practice experience to inform scientific inquiry b. Use research evidence to inform practice


















(Adoption) Research Post-Adoption services in the community and Post-

Adoption best practices.

(Adoption) Research best practices in preparing children and adoptive families for adoption and create informational materials for children, families and workers.

(Foster Care) Review foster care reports prepared by PAFC agencies to become familiar with acceptable and

DHS-1315 (Rev. 9-13) MS Word 18

Status/Comments



Timeline Practice Behavior Associated Task/Activity unacceptable forms of report writing.

Competency 7 – Apply knowledge of human behavior and the social environment. a. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation b. Critique and apply knowledge to understand person and environment








(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.


DHS-1315 (Rev. 9-13) MS Word 19

Status/Comments



Practice Behavior Associated Task/Activity Timeline Status/Comments

(CPS) Demonstrate the ability to do effective background checks (CR,

LEIN, obtaining and reviewing police reports, reviewing and understanding various DHS data systems for CPS/FC and Assistance provision).

(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system

Competency 8 – Engage in policy practice to advance social and economic well-being and to deliver effective social work services. a. Analyze, formulate, and advocate for policies that advance social well-being b. Collaborate with colleagues and clients for effective policy action

Review and become familiar with CPS policy, including, but not limited to:



Use of online manual.



Review of training tools.



Review and use J-Jolt trainings for policy release.





Competency 9 – Respond to contexts that shape practice. a. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging


Attend court hearings related to all children’s services programs to develop a foundation of knowledge regarding the progression of cases.

20



Practice Behavior Associated Task/Activity Timeline societal trends to provide relevant services

(CPS) Review policy and practice specific to the issues of substance use/abuse, domestic violence, and mental health concerns, and demonstrate an awareness of how prevalent these issues are in CPS, the trends and patterns that are common in the investigation types and how to most affectively evaluate safety and mitigate risk.

(CPS) Assist the Field Instructor and family in developing realistic, concrete and effective service and safety plans. b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

Competency 10 – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Engagement: a. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities b. Use empathy and other interpersonal skills




(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the

DHS-1315 (Rev. 9-13) MS Word 21

Status/Comments

Practice Behavior c. Develop a mutually agreed-on focus of work and desired outcomes

Assessment: d. Collect, organize, and interpret client data e. Assess client strengths and




Timeline Associated Task/Activity oversight of the Field Instructor.















(CPS) Demonstrate the ability to do effective background checks (CR,



(CPS) Review and become familiar with

22

Status/Comments

Practice Behavior limitations f. Develop mutually agreed-on intervention goals and objectives g. Select appropriate intervention strategies

Intervention: h. Initiate actions to achieve organizational goals i. Implement prevention interventions that enhance client capacities



Timeline Associated Task/Activity other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.
















(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the

DHS-1315 (Rev. 9-13) MS Word 23

Status/Comments



Timeline Practice Behavior Associated Task/Activity oversight of the Field Instructor. j. Help clients resolve problems (CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor. k. Negotiate, mediate, and advocate for clients l. Facilitate transitions and endings



(CPS) Review and become familiar with other service providers and the steps to

Evaluation: make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor. m. Critically analyze, monitor, and evaluate interventions



(CPS) Demonstrate the ability to do

DHS-1315 (Rev. 9-13) MS Word 24

Status/Comments



Practice Behavior Associated Task/Activity Timeline Status/Comments effective background checks (CR,


Additional Competencies Required by MSU Corresponding to SW 494A and SW894A (Fall Semester) and SW 494B and 894B (Spring Semester)

Fall SW 494A and SW 894A

Competencies 1: e) Articulate the agency’s history, purpose and mission (services offered and populations served)

Competency 2: c) Explain how social work values guide practice with vulnerable and/or oppressed client populations (identify a social work value and discuss how it impacts an agency service or policy)

Competency 4: b) Utilize diversity sensitive interviewing skills (demonstrate consideration for age, color, gender, handicapper status, height, marital status, national origin, political persuasion, race, religion, sexual orientation, veteran status, or weight)

DHS-1315 (Rev. 9-13) MS Word 25


Competency 5: b) Differentiate case and cause advocacy regarding human rights, social and economic justice (identify clients, systems and situations where oppression and discrimination exist)

Competency 6: b) Identify the agency’s need for knowledge building (use the internet and other resources to research current topics that could positively impact the agency’s program or policy development)

Competency 7: b) Articulate the connection between developmental stages and appropriate intervention (identify unique needs across the life span)

Competency 9: a) Reflect upon the meaning of change in your life and the lives of your clients

Competency 10:

Intervention: a) Identify major social work interventions to help clients and systems solve




Associated Task/Activity Timeline

26

Status/Comments


problems b) Initiate culturally sensitive and developmentally appropriate actions to

achieve client/system goals c) Consider prevention strategies as an integral part of the intervention

process

Evaluation: a) Assess personal and professional strengths and challenges b) Remain open to selfreflection and feedback

Spring SW 494B and SW 894B

Competency 4: a) Evaluate agency resources and tools for sensitivity to diversity (use of inclusive language, environmental awareness, etc.)

Competency 5: a) Identify barriers to promoting social and economic justice (laws, policies, procedures)

Competency 6: a) Review and discuss agency accountability and evaluation procedures (statistical





27

Status/Comments

Practice Behavior reports, audits, tools, software programs) b) Identify current or potential agency-based research questions that could advance practice knowledge (what agency research is or could be initiated to add to the practice knowledge base through scientific inquiry) c) Suggest an agency-based research project

(including the type of research and any ethical principles involved).

Student Signature

Field Instructor Signature

Field Liaison/Director Signature




Date

Date

Date

Status/Comments

Department of Human Services (DHS) will not discriminate against any individual or group because of race, religion, age, national origin, color, height, weight, marital status, sex, sexual orientation, gender identity or expression, political beliefs or disability. If you need help with reading, writing, hearing, etc., under the Americans with

Disabilities Act, you are invited to make your needs known to a DHS office in your area.

DHS-1315 (Rev. 9-13) MS Word 28

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