SOWK 488 BSW FIELD PLACEMENT COMPETENCY ASSESSMENT SCALE Competency 1: Demonstrate Ethical Professional Behavior a. Make ethical decisions by applying the stards of the NASW Code Ethics, relevant laws regulations, models for ethical decisionmaking, ethical conduct of, additional codes of ethics as appropriate to context b. Use reflection/selfregulation to manage personal values maintain ism in situations No evidence of knowledge of the Code of Ethics, relevant laws regulations, does not identify ethical dilemmas does not apply an ethical decision-making framework to Unable to recognize personal values impact on, /or allows personal values to interfere with Has basic knowledge about the NASW Code of Ethics, but has difficulty applying them to /or recognizing ethical dilemmas Appears to have limited knowledge of personal values, limited ability to identify how personal values might interfere with, /or finds it difficult to adhere to values Demonstrates a working knowledge of the NASW Code of Ethics, relevant laws regulations has, on several occasions, applied them in formulating a plan for working with client client systems Once conflicts between personal /or values are identified, appears to engage in self-reflection openly discusses with supervisor ways to manage conflicts applies the Code of Ethics, relevant laws regulations, identifies ethical dilemmas, typically refers to values ethics in formulating decisions Initiates efforts to identify conflicts between personal /or values explores in supervision ways to manage conflicts applies the Code of Ethics, relevant laws regulations, demonstrates an advanced ability in identifying ethical dilemmas, demonstrates leadership in bringing social work ethical principles to all areas of Independently identifies conflicts between personal /or values implements plans to effectively manage them
c. Demonstrate demeanor in behavior, appearance, oral, written, electronic communication Does not maintain a demeanor; poor time management communication interfere with the work /or violates agency Inconsistently demonstrates demeanor; time management, communication, /or adherence to agency policies, procedures, stards Professional behavior typically in accord with agency stards, though improvement needed in some areas demonstrates behavior in accord with agency stards; communication is clear, concise, accurate, respectful of others demonstrates behavior in accord with agency stards, even under stressful circumstances; communication skills reflect behavior d. Use technology ethically appropriately to facilitate e. Use supervision consultation to guide judgment behavior Does not use technology ethically appropriately; limited ability to utilize technology in Does not prepare for or utilize supervision Utilizes technology (i.e.: email, library, text, social media) but does not recognize ethical implications of use on Inconsistently prepares (e.g. no agenda, prior selfreflection, etc.); has trouble accepting constructive input /or does not follow through on supervisory input Utilizes technology (i.e.: email, library, text, social media) discusses ethical implications of use on in supervision prepares for utilizes supervision sometimes evidences follow through on feedback Utilizes technology (i.e.: email, library, text, social media) integrates supervision feedback regarding ethical implications of use into prepares for supervision, able to voice differences, but remains open to constructive feedback; follows through on feedback Utilizes technology (i.e.: email, library, text, social media) ethically appropriately in with clients/client systems agency colleagues prepares for supervision, bringing difficult/new material, attends to the supervisory relationship as well as the information on client systems; consistently follows through on feedback
Competency 2: Engage Diversity Difference in Practice f. Cope with stress, crisis, conflict understs the signs of burnout, vicarious trauma, develops s a self-- care plan a. Apply communicate their understing of the importance of diversity difference in shaping life experiences in at the micro, mezzo, macro levels b. Present self as a learner engage clients as experts of their own experiences Unaware of the impact of stress, conflict, vicarious trauma on self ; frequently overwhelmed in a manner that impacts performance Little or no ability to underst the impact of social, cultural, /or spiritual identities s on power privilege Uses few, if any, opportunities to learn from others (colleagues, service users, /or other s) Aware of the impact of stress, conflict, vicarious trauma on self, though unable to develop a self-care plan; occasionally overwhelmed in a manner that impacts performance Able to identify oppressed, marginalized alienated groups with limited recognition of the i impact of social, cultural, /or spiritual identities s on power privilege Expresses openness to learning from others, but seldom seeks feedback from others Aware of the impact of stress, conflict, vicarious trauma on self, though inconsistent implementation of the plan /or times of being overwhelmed Able to identify the impact of social, cultural, /or spiritual identities, s on power privilege ;able to discuss ways to engage client systems around these issues Beginning to seek information feedback from others to enhance Aware of the impact of stress, conflict, vicarious trauma on self consistently implements a selfcare plan Able to identify the impact of social, cultural, /or spiritual identities s on power privilege; uses knowledge to engage client systems around how these issues impact their lives seeks information feedback from others Advanced awareness of the impact of stress, conflict, vicarious trauma on self, colleagues, ; brings observations to supervision, consistently implements a selfcare plan, engages others in dialogue about these issues Has a strong understing of power privilege initiates agency discussions on how diversity/difference power/privilege relate to agency service delivery seeks information feedback from others demonstrates how information has shaped by integrating feedback
Competency 3: Advance Human Rights Social, Economic, Environmental Justice c. Apply selfawareness self-regulation to manage the influence of personal biases values in working with diverse clients a. Apply their understing to social, economic, environmental justice to advocate for human rights at the individual system levels Reluctant or unable to engage in self-- assessment /or to address personal biases values which may impact work with diverse population Demonstrates little or no understing of the forms mechanisms of oppression discrimination that may impact systems Emerging awareness of personal biases values but has difficulty addressing in supervision how they will be managed in the setting Understs the forms mechanisms of oppression discrimination but has had only limited success in identifying how they impact specific systems served by agency curious aware of personal biases values; openly discusses in supervision ways to work on minimizing their influence on Understs the forms mechanisms of oppression discrimination has articulated how specific systems have been negatively impacted Comes to supervision after careful self-- reflection; is well aware of potential biases values that may impede the helping process; typically seeks assistance in managing personal biases growing in even greater selfawareness applies an understing of the forms mechanisms of oppression discrimination to identify ways to take action to advance justice Anticipates how personal biases values may impact actively seeks assistance in managing biases values applies an understing of the forms mechanisms of oppression discrimination to mobilize others (service users, coworkers, supervisors) to take action b. Engage in s that advance social, economic, environmental justice Does not engage in advocacy for social, economic, or environmental justice human rights at any client system level Demonstrates an interest in advocating for with client/client systems but has not taken action Participated in an action advocating for justice human rights with minimal collaboration Participates regularly in collaborative actions to advocate for justice human rights Participates regularly in collaborative actions to advocate for justice human rights; engages others to participate, /or provides leadership in planning action
Competency 4: Engage in Practice-informed Research Research- Informed Practice a. Use experience theory to inform scientific inquiry b. Apply critical thinking to engage in analysis of quantitative qualitative methods findings c. Use translate evidence to inform improve policy service delivery Unable to demonstrate how experience theory have informed their scientific inquiry Unable to demonstrate how evidence gleaned from could be useful in shaping work with service users Unable to demonstrate how evidence gleaned from could be useful in shaping Able to discuss how experience theory inform scientific inquiry, but unable to apply to Able to discuss the potential value of qualitative quantitative in supervision Able to discuss the potential value of in providing best, but has not provided evidence of actually incorporating into Able to identify how experience theory shapes scientific inquiry Demonstrates analysis of quantitative qualitative in supervision Able to demonstrate the ability to use evidence to inform (i.e., in selecting a best assessment instrument or intervention) identifies how experience theory shapes scientific inquiry plans to carry out demonstrates analysis of quantitative qualitative in supervision able to demonstrate the ability to integrate information gleaned from into Plans conducts that integrates experience theory Demonstrates analysis of quantitative qualitative in supervision begins to apply to demonstrates the ability to integrate information gleaned from into frequently initiates discussions activities to better incorporate evidence into agency
Competency 5: Engage in Policy Practice a. Identify social policy at the local, state, federal level that impacts well-being, service delivery, access to social services. Unable to identify policies that impact services users, service providers the community Identifies policies relevant to service population with limited skill in articulating how they impact service delivery Identify policies relevant to service population how they impact service delivery Identifies articulates policies that impact the service users providers Identifies articulates policies on multiple levels (agency, profession, community, state, national) that impact service users, service providers, /or the community b. Assess how social welfare economic policies impact the delivery of access to social services c. Apply critical thinking to analyze, formulate advocate for policies that advance human rights social, economic, environmental justice Does not assess the impact of policies on service delivery access Demonstrates little interest or ability to analyze promote policy that advance human rights justice Assesses policies relevant to service population with limited skill in articulating how they impact service delivery Discusses analysis of effective policy action, but demonstrates little effort to promote policy that advances human rights justice Assesses policies relevant to service population how they impact service delivery Discusses analysis of policy action has contributed to an effort that promotes human rights justice Assesses articulates policies that impact the service users providers Discusses policy action at least once has taken a leadership role to promote policy that promotes human rights justice Assesses articulates policies on multiple levels (agency, profession, community, state, national) that impact service users, service providers, /or the community Discusses policy action assumes key leadership roles in planning executing action to promote policy change; formulates policy ideas
Competency 6: Engage with Individuals, Families, Groups, Organizations, Communities Competency 7: Assess Individuals, Families, Groups, Organizations, Communities a. Apply knowledge of HBSE, PIE other engage clients b. Use empathy, reflection, interpersonal skills to effectively engage diverse clients a. Collect organize data apply critical thinking to interpret information from clients Provides no evidence of being able to apply knowledge of human behavior the social environment to Unable to engage attend to a wide range of service users /or colleagues with empathy unconditional positive regard (i.e., may mistake sympathy for empathy) ; uncomfortable or avoidant of conflict strong emotions Unable to collect, organize, analyze interpret assessment information from strengths-based, culturally informed perspective Beginning to apply knowledge of human behavior the social environment to Able to engage attend to some service users /or colleagues with empathy unconditional positive regard, but has difficulty in some areas or with specific populations; some discomfort with conflict or strong emotions but attempts to respond Able to discuss in supervision the importance of strengths-based, culturally informed assessments, but assessments do not reflect these perspectives knowledge of human behavior the social environment to Generally, engages well attends to service users colleagues, with empathy unconditional positive regard, but still has difficulty in some areas /or with specific populations; able to respond effectively to conflict or strong emotions Able to conduct assessments from a strengths-based culturally informed perspective; assessments lack organization knowledge of human behavior the social environment to ; engages with a culturally responsive lens engages well attends to service users colleagues with empathy unconditional positive regard; comfortable with conflict strong emotions Able to conduct assessments from a strengths-based culturally informed perspective; assessments lack organization information clearly effectively integrates knowledge of human behavior the social environment into culturally responsive engagement with client systems. skill in engaging attending to a wide range of service users colleagues, utilizing a wide range of skills that are tailored to the situation the relationship; invites necessary conflict /or strong emotions when appropriate Conducts assessments from a strengths-- based, culturally informed perspective; presents Comprehensive, relevant interpretation of information
b. Apply HBSE, PIE, other theory for analysis of assessment data of clients c. Develop mutually agreed-on intervention goals objectives based on assessment of strengths, needs, challenges of clients d. Select appropriate intervention strategies based on assessment,, values preference of client Does not apply assessment of clients, client systems, Does not identify client centered goals objectives; appears unclear about how to collaboratively develop either with the client/client system Does not work collaboratively with clients/client systems to select interventions Beginning to apply assessment of clients, client systems, Has limited skill in developing goals objectives /or develops goals objectives that are not mutually defined with the client/client system Understs importance of collaborative work discusses in supervision; not yet engaging clients/client systems in selecting interventions assessment of Has limited skill in developing goals objectives /or develops goals objectives that are not mutually defined with the client/client system Works collaboratively with client/client systems; beginning to select interventions based on assessment,, client preferences assessment of clients, client systems ; assesses with a culturally responsive lens Routinely demonstrates the ability to collaboratively develop goals objectives with client/client systems; goals objectives are relevant, clear, Comprehensive Works collaboratively with client/client systems; invites feedback to select interventions based on assessment,, client preferences integrates frameworks into culturally responsive assessment at all levels of Works effectively with multiple client systems to mutually develop goals objective that are strengths based culturally informed collaborates with client/client systems to select interventions based on assessment,, client preferences
Competency 8: Intervene with Individuals, Families Groups, Organizations, Communities a. Critically choose implement interventions to achieve goals enhance capacities of clients Unable to apply assessment data to inform intervention appropriate to the client/client system Able to discuss in supervision how assessment data can inform the intervention; difficulty making the connection between client/client system needs in own assessment data to inform intervention; beginning to connect client/client system needs to Routinely applies assessment data to inform intervention; strategies implemented are appropriate to client/client system needs applies assessment data to inform intervention strategies appropriate to client/client system identified goals b. Apply HBSE, PIE, other theory for analysis in interventions with clients c. Use inter collaboration as appropriate to achieve beneficial Does not apply frameworks in interventions with Unable to collaborate inter-ly Beginning to apply frameworks in interventions with Discusses the importance of inter collaboration in supervision; not yet applying to frameworks in interventions with Able to identify when inter- collaboration is required to achieve ; beginning to collaborate within placement ; intervenes with cultural humility Able to identify when inter- collaboration is required to achieve ; beginning to collaborate within placement integrates frameworks into culturally responsive interventions with clients. uses inter- collaboration to achieve ; collaborates with all necessary multisystem s
Competency 9: Evaluate with Individuals, Families, Groups, Organizations, Communities d. Negotiate, mediate, advocate with on behalf of diverse clients e. Facilitate effective transitions endings that advance mutually agreed-on goals a. Select use appropriate methods for with clients Does not demonstrate ability to negotiate, mediate, advocate on behalf of with clients, client systems, Does not facilitate effective processes for transitions endings Does not select or use appropriate methods for evaluation Discusses need for collaborative intervention in supervision but has taken no action or is reluctant to negotiate, mediate, or advocate on behalf of with Aware of the importance of processes for transitions endings, but has not implemented that knowledge into Recognizes the need for evaluation but lacks the skill to select use evaluation methods Discusses plans for negotiation, mediation, advocacy in supervision at least once has implemented intervention Able to plan for transitions endings in supervision, but has difficulty fully executing the plan with client systems Discusses evaluation methods selection to benefit programs or services of the agency in supervision Plans for negotiation, mediation, advocacy interventions on behalf with Able to plan facilitate processes for transitions endings; appropriately facilitates the process for the client system as well as with colleagues community partners Demonstrates ability to select use appropriate methods for programs services negotiates, mediates advocates on behalf of with Effectively integrates work around transitions endings; acknowledges client/client system work, strengths accomplishments demonstrates ability to select use appropriate methods for programs Provides leadership in program/ agency discussion around evaluation
b. Apply HBSE, PIE, other theory for analysis in with clients c. Critically analyze, monitor, evaluate interventions program processes diverse clients d. Apply evaluation findings to improve effectiveness at micro, mezzo, macro levels Does not apply frameworks in the Does not analyze, monitor, or evaluate processes Unable to demonstrate how evaluation findings can be useful in shaping work with Beginning to apply frameworks in the Recognizes importance of evaluating interventions, processes discusses in supervision Able to discuss the potential value of evaluation findings in providing best, but has not provided evidence of incorporating such information into frameworks in the Able to critically analyze, monitor, evaluate interventions processes related to agency based work Demonstrates the ability to use evaluation findings to inform with (i.e.: in selecting a best assessment instrument or intervention) evaluation; evaluates with a culturally informed lens analyzes, monitors, evaluates interventions processes related to agency based work able to demonstrate the ability to integrate evaluation findings into with integrates ; integrates analyzes, monitors, evaluates interventions processes related to agency based work uses to inform demonstrates the ability to integrate evaluation findings into frequently initiates discussions activities to better incorporate evaluation findings into agency