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Foundation Competencies New CSWE procedures 2010-11.

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Presentation on theme: "Foundation Competencies New CSWE procedures 2010-11."— Presentation transcript:

1 Foundation Competencies New CSWE procedures

2  EPAS: Educational Policy and Accreditation Standards  CSWE: Council on Social Work Education  CSWE CORE COMPETENCIES (see handout) 2

3 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 research- informed 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

4 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.

5 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.

6 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.

7 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.

8 Compentency Assessment 9. Assessment/Measurement Methods may Include:  observed practice  oral/written reports  video/audio tapes  reflective journal entries  presentations  case consultations

9 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)

10 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.

11 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.

12 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.

13 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.

14 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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