Foundation Competencies powerpoint

Report
Foundation Competencies
New CSWE procedures 2010-11
EPAS: Educational Policy and
Accreditation Standards
CSWE: Council on Social Work Education
CSWE CORE COMPETENCIES (see
handout)
2
Ten SW Competencies- CSWE
• Identify and conduct
oneself as a SW
professional
• Apply SW ethical
principles to practice
• Apply critical thinking to
inform professional
judgements
• Engage diversity and
difference in practice
• Advance human rights
and social/economic
justice
• Engage in researchinformed practice
• Apply knowledge of
human behavior in the
social environment
• Engage in policy practice
to advance social and
economic well-being
• Respond to contexts that
shape practice
• Engage, assess,
intervene, and evaluate at
micro, mezzo, macro
levels of practice
Competency Based Education:
- Focuses on outcomes of learning.
- Addresses what students are expected to do
rather than on what they are expected to learn
about.
- Advocates defining educational goals in terms
of precise measurable descriptions of
knowledge, skills, and behaviors students
should possess at end of the quarter/year.
Competency Definitions and Goals
Competencies are measurable practice
behaviors that are comprised of
knowledge, values, and skills.
The goal of the outcome approach is to
demonstrate the integration and
application of the competencies in practice
with individuals, families, groups,
organizations and communities.
Competency Based Education
1. Specific, measurable competency activities.
2. Content based on student goals
(outcome/competencies).
3. Student continues in program until
demonstrating competency.
4. Uses a variety of instructional techniques and
group activities.
Competency Based Field
Education
5. Focus is on what the student needs to
learn/demonstrate, in a social work practice context.
6. Provides students with immediate feedback on
assessment performance.
7. Paces instruction to the students needs.
8. Have students demonstrate competency based on
measurable learning activities.
Compentency Assessment
9. Assessment/Measurement Methods may
Include:
observed practice
oral/written reports
video/audio tapes
reflective journal entries
presentations
case consultations
Field Education
 Build Competencies (set by CSWE/EPAS standards)
and
 Practice Behaviors (defined by CSWE/SSW) through
 Learning experiences (Student/Field Instructor),
evaluated by
 Assessment/Measurement Methods (Field
Instructor/Student), and documented in
 Evaluation (Field Instructor/Student/Field Faculty)
Learning Activity A
MICRO:
Determine baseline functioning of three mental health
clients based on criteria determined with Field
Instructor. Use appropriate interventions and
treatment plan over the course of practicum;
evaluate change over time based on criteria.
 Use practice experience to inform scientific inquiry.
 Use research evidence to inform practice.
Report outcomes and discuss with Field Instructor.
Three Levels of Skills: 1) Micro
MICRO ACTIVITIES:
e.g. client interviews, case management,
assessments and intervention with individuals
and families.
Meet with client to assess their progress in
completing treatment plan.
Teach and reinforce social skills with 2 children
and their families.
2) Mezzo Skills
MEZZO ACTIVITIES:
e.g. plan, organize and lead/co-lead support,
educational or therapy group, serve on agency
committee, work on a task or multidisciplinary
team
Attend 1 agency Board of Directors meeting and
discuss the dynamics in supervision.
Attend and organize training sessions.
3) Macro Skills
MACRO ACTIVITIES:
e.g. participate in one or more of the following: program
planning and/or evaluation, policy analysis, legislative
advocacy, community organizing, coalition building,
grant writing/fund development.
 Develop a resource manual for homeless women and
children.
 Organize and convene a multiagency task force to
address domestic violence issues in the community.
Liaison Visit: The Three Way
Conference
Field Faculty Assess Fit and Progress via
 Review
> roles and responsibilities of each party
> student interests, goals, background, abilities
> Student fit with opportunities at agency
> Learning Contract development and specificity of
activities related to competencies
> Progress, feedback, and evaluation of student
> Credit hours, yearly plan
 Develop strategies for integrating theory and
practice and for successful supervision
 Questions, challenges, trouble-shooting, next steps

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