Making Ethical Decision

For each competency, students should describe a minimum of three (3) tasks and more as applicable.

1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.
EXAMPLE: The student reviews client files to determine is a strengths-based approach is evident. Activity:

1.2 Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
EXAMPLE: The student puts aside her personal values about drug use when helping clients who abuse drugs.
Activity:

1.2 Uses self-regulation and self-management to maintain professional roles and boundaries with
coworkers, field instructors, and/or colleagues/classmates.
EXAMPLE: Despite personal differences with a co-worker, the student displays respectful behavior. Activity:

1.2 Tolerates ambiguity in resolving ethical conflicts.
EXAMPLE: The student works in a clinic and navigates the differing views on abortion. Activity:

1.3 Demonstrates professional appearance.
EXAMPLE: The student understands that the organization has a dress code and follows it accordingly.
Activity:

1.3 Demonstrates professionalism in oral communication.

EXAMPLE: The student avoids professional jargon when she communicates with her client. Activity:
1.3 Demonstrates professionalism in written communication/documentation. EXAMPLE: The student provides quality written notes in case records.
Activity:

1.3 Demonstrates professionalism in electronic communication.
EXAMPLE: The student presents himself with professional salutations and good grammar when communicating via E-mail.
Activity:

1.3 Demonstrates accountability in meeting field placement requirements in a timely manner (i.e., attendance, paperwork, and assigned casework or projects).
EXAMPLE: The student is punctual in submitting paperwork and assignments. Activity:

1.4 Uses technology ethically and appropriately to facilitate practice outcomes.
EXAMPLE: In accordance with agency policies and procedures, the student monitors activity in an online support group.
Activity:

1.5 Uses supervision/field instruction and/or consultation to guide professional judgment and behavior.
EXAMPLE: The student takes feedback from field instruction and employs it in the field to improve communication skills.
Activity:

Comments for Competency #1:
Competency 2 – Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status,
political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, because of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
2.1 Communicates her/his understanding of the importance of diversity and differences in shaping life experiences in practice.
EXAMPLE: The student respects and encourages involvement from family members to develop a case plan that reflects their cultural values.
Activity:

2.2 Engages clients and constituencies (micro, mezzo, and macro) as experts of their own experiences.
EXAMPLE: The client has a mental illness. The student respectfully asks the client to describe her experience in a home environment where mental illness is stigmatized.
Activity:

2.3 Applies self-regulation and/or self-management to eliminate the influence of personal biases in working with diverse clients and constituencies.
EXAMPLE: The student attends a training to manage influence of personal biases and values. Activity:

Comments for Competency #2:
Competency 3 – Advance Human Rights and Social, Economic, and Environmental Justice Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and

responsibilities are distributed equitably, and that civil, political, environmental, economic, social, and cultural human rights are protected.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
3.1. Applies an understanding of social, economic, and environmental justice to advocate for human rights within the scope of the organization’s mission.
EXAMPLE: The student advocates for her transgender client to be allowed to use the women’s restroom at her school.
Activity:

3.2 Engages in practices that advance social, economic, and environmental justice within the scope of the organization’s mission.
EXAMPLE: The student participates in a political strategy related to policy action. Activity:
Comments for Competency #3:
Competency 4 – Engage in Practice-informed Research and Research-Informed Practice Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multidisciplinary sources and multiple ways of knowing. They also understand the processes of
translating research findings into effective practice.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
4.1 Use practice experience and theory to inform scientific inquiry and research.
EXAMPLE: The student completes a literature review related a client(s) system served by the agency.
Activity:

4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
EXAMPLE: The student analyzes client data from the agency and develops a survey to evaluate policies.
Activity:

4.3 Translates and integrates research findings with professional judgment to inform and improve practice.

EXAMPLE: The student applies research evidence to suggest an improvement of process delivery at the agency.
Activity:

Comments for Competency #4:
Competency 5 – Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand 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. Social workers understand
their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings.
Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
5.1 Identify how social policy at the local, state, and federal level affects the delivery of and access to social services.
EXAMPLE: The student understands the local and/or state policies that impact agency services. Activity:

5.2 Assess social welfare and economic policies that impact services for individuals, groups, and/or communities.
EXAMPLE: The student assists in policy development that improves the client experience within the agency.
Activity:

5.3 Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
EXAMPLE: The student educates others about a needed policy action. Activity:

Comments for Competency #5:
Competency 6 – Engage with Individuals, Families, Groups, Organizations, and Communities Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to specialized practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to
effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.
*Please note, students must demonstrate exposure to a diverse client group throughout Field Experience, to include individuals, families, groups, organizations, and communities.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
6.1 Applies knowledge of human behavior and the social environment to engage clients (micro, mezzo, and macro) and constituencies.
EXAMPLE: The student reads about the diverse population served by the agency and discusses with the field instructor ways to establish trust and build relationships with community members.
Activity:

6.1 Uses knowledge of practice context to inform engagement with clients and constituencies. EXAMPLE: The student identifies the school setting as a forum for student peer support groups to prevent school dropout.
Activity:

6.2 Uses empathy, reflection, and interpersonal skills to engage diverse clients and constituencies. EXAMPLE: The client is a recent refugee with mistrust of the government system. The student understands her client’s reluctance to provide personal information required to obtain government assistance.
Activity:

Comments for Competency #5:
Competency 7 – Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive

process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to specialized practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of interprofessional collaboration in
this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision making.
*Please note, students must demonstrate exposure to a diverse client group throughout Field Experience, to include individuals, families, groups, organizations, and communities.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
7.1 Collect and organize data and apply critical thinking to interpret information from clients and constituencies (micro, mezzo, and macro).
EXAMPLE: The student identifies client strengths and limitations in discussions with the field instructor.
Activity:

7.2 Applies knowledge (including human behavior and the social environment, person-in environment, and other relevant frameworks) in analyzing data from clients and constituencies (micro, mezzo, and macro.
EXAMPLE: During the intake process at a domestic violence shelter, the student gathers comprehensive information about the survivor and her children to get a full picture of their circumstances.
Activity:

7.3 Develop mutually agreed-on intervention goals and objectives based on the assessment of strengths, needs, challenges of the client population.
EXAMPLE: The student and client work together to develop measurable goals and objectives. Activity:

7.4 Select an appropriate intervention strategy based on the assessment, research knowledge, and values and preferences of the clients and constituents.
EXAMPLE: The student identifies a community problem and develops an intervention strategy to be discussed in supervision.
Activity:

Comments for Competency #7:
Competency 8 – Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and interorganizational collaboration.
*Please note, students must demonstrate exposure to a diverse client group throughout Field Experience, to include individuals, families, groups, organizations, and communities.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
8.1 Critically choose and implement appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies (micro, mezzo, and macro).
EXAMPLE: The student identifies options for a specific client system and discusses with the field instructor the benefits and challenges of each option.
Activity:

8.2 Applies knowledge (including human behavior and the social environment, person-in environment, and other relevant frameworks) while implementing interventions to achieve practice goals of clients and constituencies (micro, mezzo, and macro).
EXAMPLE: The student identifies intervention strategies for a client to resolve a specific problem. Activity:

8.3 Uses inter-professional collaboration as appropriate to achieve beneficial practice outcomes. EXAMPLE: The student’s client has been removed from preschool due to behavioral problems. The student observes meetings with the client’s parents, preschool teacher, and primary care physician. Activity:

8.4 Intervenes on behalf of clients and constituencies through, for example, negotiation, mediation, and/or advocacy on behalf of diverse populations.
EXAMPLE: The student develops a strong working relationship with the local housing authority to locate stable housing for his clients.
Activity:

8.5 Intervenes on behalf of clients and constituencies to facilitate transitions and endings that advance mutually agreed-upon goals.
EXAMPLE: The student works collaboratively with the client to identify and secure community resources or care needed as the therapeutic relationship is terminated.
Activity:

Comments for Competency #8:
Competency 9 – Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers
understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative
methods for evaluating outcomes and practice effectiveness.
*Please note, students must demonstrate exposure to a diverse client group throughout Field Experience, to include individuals, families, groups, organizations, and communities.
For each competency, students should describe a minimum of three (3) tasks and more as applicable.
9.1 Use appropriate methods for evaluation of outcomes within the context of the agency. EXAMPLE: The student identifies that administering a standardized instrument in English for the organization’s primarily Spanish-speaking clients is not an appropriate method for evaluation.
Activity:

9.2 Applies knowledge (including human behavior and the social environment, person-in environment, and other relevant frameworks) in analyzing data from clients and constituencies to evaluate intervention processes and outcomes.
EXAMPLE: The student recommends follow up interviews or surveys to evaluate agency interventions.
Activity:

9.3 Critically analyze, monitor, and evaluate interventions and program processes and outcomes. EXAMPLE: The student’s field organization conducted an evaluation study of its parent education program. The student used the study findings (e.g., parenting skills increased) to inform her clients about effective parent stress management.
Activity:

9.4 Apply evaluation findings to improve program effectiveness at the micro, mezzo, and macro levels.
EXAMPLE: The student explains how program evaluation can be used to improve program effectiveness.
Activity:

Comments for Competency #9:

Overall statement of student strength’s and/or areas for further development:
Hour Log
Field Education hours are tracked through the Tevera platform. Students’ total hours per week should average 13–15 hours if enrolled in SWRK/405 or SWRK/420, and a minimum of 26-30 hours if enrolled in SWRK/425. Learning Contract Signatures

Student Signature Date

Field Instructor Signature Date

Field Faculty Signature Date