FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE 113 W. 60 th Street, 726B, New York, NY 10023-7479 212-636-6610 FIELD WORK EVALUATION for CLINICAL (2 nd year) PLACEMENTS Student Name: Agency Name: Field Instructor: Faculty Advisor: Period Covered: Fall Date Spring Date Description of basic agency services: Description of learning assignments: (individuals, families, groups, team meetings, task group participation, organization and community involvement) Evaluation rubrics 1. Not Competent: Student does not demonstrate any evidence of competency in this area 2. Developing Competency: Student performance is below the expected level; student provides inconsistent evidence of competency. 3. Competent: Student is able to demonstrate proficiency on a consistent basis in the understanding of key concepts or acquisition of skills taught. 4. Advanced Competence: Student exceeds basic standards for competency on a consistent basis. 5. NR: Not rated. Assessor has insufficient evidence to rate competency in this area. Evaluation of Clinical Skills: At mid-year (January), a student with an overall rating of Developing Competency may be required to have an administrative review. Field instructors should indicate whether they recommend a review. By the end of the year, the student is expected to demonstrate overall proficiency in each competency that is evaluated, i.e. an average rating of 3 for the competency. Ratings of 4 are not expected and should be reserved for truly remarkable performance. All ratings should be substantiated through specific examples.
COMPETENCY #1: STUDENT IDENTIFIES AS A PROFESSIONAL SOCIAL WORKER AND CONDUCTS HIM/HERSELF ACCORDINGLY. A. Practice Behavior: Demonstrates professional use of self in relation to client, agency, and others, including other professionals. 1. Seeks and responds to feedback about professional performance. 2. Accepts and tolerates differences among clients and between client and self. 3. Maintains effective working relationships with staff and colleagues. 4. Demonstrates understanding of one s role in the agency s structure. 5. Represents the agency in a professional manner. 6. Takes initiative in engaging with new people and learning experiences. 7. Uses relationship effectively in helping clients meet goals. 8. Maintains appropriate boundaries with clients and staff. 9. Participates in the establishment of an educational contract. 10. Prepares and submits process recordings promptly 11. Completes required agency documentation in a timely manner. 12. Plans and organizes work, using time productively. 13. Prepares adequately for meetings, conferences, and supervision. Please comment on student s overall professional behavior, with specific examples supporting ratings.
COMPETENCY #2 : STUDENT APPLIES SOCIAL WORK ETHICAL PRINCIPLES TO GUIDE PROFESSIONAL PRACTICE. A. Practice Behavior: Identify ethical issues in clinical practice and demonstrate ability to resolve such dilemmas and/or to seek consultation as needed. 1. Practices in accordance with the NASW Code of Ethics. 2. Recognizes aspects of clinical practice that may pose ethical dilemmas. 3. Consults appropriately with field instructor relative to ethical dilemmas. 1 2 3 4 NR Please comment on student s overall ethical behavior, with specific examples supporting ratings. COMPETENCY #3 : STUDENT APPLIES CRITICAL THINKING TO INFORM AND COMMUNICATE PROFESSIONAL JUDGMENTS. A. Practice Behavior: Engage in reflective practice including developing awareness of personal and institutional biases and their impact on practice. 1. Demonstrates commitment to self-awareness and reflection. 2. Identifies and explores socio-cultural assumptions that influence practice (i.e., ageism, sexism, ableism, cultural traditions, etc.) 3. Honors clients self-determination and self-actualization in practice. 4. Identifies transference as a variable in the helping process. 5. Identifies countertransference as a variable in the helping process. B. Practice Behavior: Communicate professional judgments to other social workers and to professionals from other disciplines in both verbal and written formats. 1. Conceptualizes and organizes ideas clearly and concisely in speech.
2. Conceptualizes and organizes ideas clearly and concisely in written work. Please comment on student s overall ability for critical thinking, with specific examples supporting ratings. COMPETENCY #4: ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE A. Practice Behavior: Work with diverse client values, beliefs, and practices in clinical social work. 1. Views clients as unique individuals within their families and communities. 2. Recognizes strengths and dilemmas which stem from cultural, racial, and religious origins. Please comment on student s overall ability for engaging diversity in his/her practice, with specific examples supporting ratings. COMPETENCY #5: ADVANCE HUMAN RIGHTS AND SOCIAL AND ECONOMIC JUSTICE A. Practice Behavior: Use knowledge of the effects of oppression, discrimination, and historical trauma on clients and client systems to guide treatment planning and intervention. N C DC C AC NR 1. Demonstrates understanding of how oppression, discrimination and historical trauma shapes clients views and perspectives. 2. Develops culturally appropriate treatment and intervention plans addressing the effects of such discrimination, oppression and trauma.
Please comment on student s overall ability for advancing human rights and social and economic justice in his/her practice, with specific examples supporting ratings. COMPETENCY #6: ENGAGE IN RESEARCH-INFORMED PRACTICE AND PRACTICE-INFORMED RESEARCH A. Practice Behavior: Select, evaluate, and use relevant research to inform clinical practice. 1. Consults literature regarding appropriate interventions for work with clients. 2. Utilizes evidence-informed interventions to the extent possible in work with clients. 3. Demonstrates ability to transfer and adapt evidence-based knowledge and skills to practice. Please comment on student s overall ability for using research-informed practice and practiceinformed research, with specific examples supporting ratings. COMPETENCY #7: APPLY KNOWLEDGE OF HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT. A. Practice Behavior: Utilize theoretical frameworks that promote well-being to guide advanced clinical practice. 1. Identifies and works with appropriate theoretical framework appropriate to the individual s phase of development in work with clients. B. Practice Behavior: Identify and respond to the impact of power, privilege, and oppression in clinical practice. 1. Elicits clients perspectives and feelings about help-seeking and/or the treatment relationship.
2. Recognizes and articulates the impact that power differential(s) within the treatment relationship may have on client response and engagement. 3. Works effectively with clients who are mandated to treatment. 4. Displays willingness to sensitively reach out to vulnerable people. C. Practice Behavior: Apply multi-axial diagnostic classification when appropriate. 1. Demonstrates ability to formulate an appropriate diagnosis. Please comment on student s overall ability for applying knowledge of human behavior in the social environment, with specific examples supporting ratings. COMPETENCY #8: ENGAGE IN POLICY PRACTICE TO ADVANCE SOCIAL AND ECONOMIC WELL BEING AND TO DELIVER EFFECTIVE SERVICES. A. Practice Behavior: Apply policy practice skills to facilitate the provision of clinical services. 1. Uses appropriate means to suggest the need for changes and/or revisions to current agency policies/practices that would benefit clients. 2. Supports clients in self-advocacy. Please comment on student s overall ability to engage in policy practice, with specific examples supporting ratings. COMPETENCY #9 RESPOND TO CONTEXTS THAT SHAPE PRACTICE
A. Practice Behavior: Engage in multidisciplinary and transdisciplinary collaboration to promote systemic changes. 1. Demonstrates awareness of the impact of social, economic, and policy changes on clinical practice. 2. Participates actively in an agency or community task force. 3. Contributes to the development of a prospective plan for change with key stakeholders in the agency and community. Please comment on student s overall ability to respond to contexts that shape practice, with specific examples supporting ratings. COMPETENCY #10: ENGAGE, ASSESS, INTERVENE AND EVALUATE INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES 10.1 ENGAGE INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Use empirically-based, culturally responsive strategies to engage client systems 1. Engages in self-education in advance of engaging with diverse client systems. NC 1 DC 2 C 3 AC 4 NR NR 2. Considers strategies of engagement specific and relevant to each client system. B. Practice Behavior: Demonstrate the use of differential engagement strategies to develop and maximize the therapeutic alliance with diverse client systems, for example culture, conditions, gender, sexual orientation. 1. Engages all clients in ways that respect their stage of development, life circumstances, and cultures 2. Demonstrates ability to engage with diverse clients who do not perceive the need for help. Please comment on student s overall ability to engage with the client system.
10.2 ASSESS INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Use theoretical and empirical knowledge to complete bio, psycho, social, spiritual, and cultural assessments relevant to client well-being. 1. Elicits pertinent data from client system (cognitive, affective, behavioral and historical). 2. Demonstrates ability to assess non-verbal cues. 3. Identifies areas of strength as well as areas of stress, conflict and challenges. 4. Identifies environmental, psychological, and social and cultural influences on client. 5. Clarifies problem definition, case formulation, and priorities. B. Practice Behavior: Use differential diagnoses to inform interventions. 1. Demonstrates ability to use assessment tools to reach a diagnosis. 2. Demonstrates ability to select intervention strategies appropriate to the diagnosis, client preference, situation and context. 3. Discusses plan of intervention with client system, encouraging feedback. Please comment on student s overall ability to assess the client system and problem/situation. 10.3 INTERVENE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Identify, critically evaluate, select, and apply evidence-based change strategies across the stages of clinical practice. 1. Establishes goals for work with the client system.
2. Accepts necessary and limited goals. 3. Demonstrates flexibility in developing alternative or contingency plans as needed. 4. Demonstrates ability to work through challenges presented by the client system, situation, and context. 5. Demonstrates ability to implement an evidence-informed intervention with the client system, situation, and context. 6. Recognizes manifest and latent communications and is able to respond appropriately after assessing their meaning. 7. Helps clients consider pros/cons of thoughts, emotional responses and behavior, and assesses opportunities for change. 8. Demonstrates ability to tolerate silences, ambivalence, and ambiguity (not knowing) in treatment setting. 9. Deals with difficult and/or sensitive issues skillfully. 10. Refrains from pre-emptive problem solving for clients when appropriate. 11. Engages in active collaborative problem solving when appropriate. 12. Demonstrates appropriate use of teaching strategies to provide information, teach skills, and support competent coping. 13. Demonstrates ability to enhance reciprocity in client systems, such as mutual aid. 14. Facilitates clients actions to establish a positive relationship in the community, utilizing needed social services. 15. Prepares client system for positive endings. 16. Explores future application of any newly acquired skills. 17. Makes appropriate referrals if necessary. Please comment on student s overall ability to intervene with the client system.
10.4 EVALUATE WORK WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES. A. Practice Behavior: Use relevant tools to evaluate the process and outcomes of clinical practice to develop best practice interventions for a range of client conditions. 1. Evaluates progress and areas needing further work with client. 2. Encourages client assessment of services provided. 3. Utilizes appropriate measures to document treatment outcomes. Please comment on student s overall ability to evaluate his/her work with the client system. General Summary: Please individualize the student, commenting on learning patterns and on areas where additional effort is needed. Overall, this student has performed in the field instruction course for the semester at the following level: Not Competent : Student does not demonstrate any evidence of competency overall At mid-year, this rating will require an Administrative Review. At end-of-year, this rating represents a failing grade for field work. Developing Competency: Student performance is below the expected level overall; student provides inconsistent evidence of competency. This rating is a valid option only for mid-year, at which point an Administrative Review may be required.
Student is performing at a level expected at mid-year. Student is expected to be competent by the end of placement. Administrative review is not recommended at this time. Student s performance below level expected at mid-year. Student performance may not improve sufficiently by end of placement. Administrative review is recommended. A student performing below expected levels/inconsistently at end-of-year should be rated as Not Competent. Competent: Student is able to demonstrate proficiency on a consistent basis in the understanding of key concepts of acquisition of skills taught. At end-of-year, this rating represents a passing grade for field work. Advanced Competence: Student exceeds basic standards for competency on a consistent basis. This rating is reserved for exceptional performance. Signature of Field Instructor: Date: Signature of Student: Date: To the Student: Your signature indicates that you have read this evaluation. In the event you do not agree with any aspect of this judgment of your performance by your field instructor, append a statement describing your specific disagreements and reasons for them.