1. A PATHWAY FROM COURSE COMPETENCIES TO LESSON PLANS : ILLUSTRATING A STUDENT FOCUSED, COMPETENCY BASED APPROACH Mrs. Sok Phaneth B.A, M.Sc. in Counseling Psychology Part-time instructor, Department of Social Work, Royal University of Phnom Penh Clinic Manager/ Trainer/ Supervisor Transcultural Psychosocial Organization

2. How Do Competencies Drive a Program? It is the ability of an individual to perform a task. Some definitions add that the task must be performed fully and properly or at least effectively. Competence within the social work profession is viewed as including knowledge, skills and values/attitudes.

3. How Do Competencies Drive a Program? Guided image as to what we would expected by the end of the program A road map as to what to be filled in-what to equip the student with Indicate what knowledge/skill/attitude to come first Should be able to indicate as what topic/subject that need to be thought to students

4. Competencies to Specific Objectives:

5. Competencies for B.A. In Social Work Competency 1—Identify as a professional social worker and conduct oneself accordingly. Competency 2—Apply social work ethical principles to guide professional practice. Competency 3—Apply critical thinking to inform and communicate professional judgments and engage in research-informed practice. Competency 4—Engage diversity and difference in practice.

6. Competencies for B.A. In Social Work Competency 5—Advance human rights and social and economic justice. Competency 6—Apply knowledge of human behavior and the social environment. Competency 7—Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Competency 8—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

7. How to translate the Competencies to: Knowledge: Skills: Attitude:

9. Competencies to Specific Objectives:

11. Trauma Course Outline Knowledge Skill Attitude 1-4 session 5-16 session 30-50mn 100- 120mn 5-10mn Session hours Course session

12. From Specific objective to Learning outcome

13. Example Session Plan: Session3:Understanding Trauma Related Symptoms Objectives of the session: Identify possible physical reactions to trauma Identify and distinguish the symptoms of depression and anxiety Identify symptoms of PTSD Conduct an assessment to learn about suicide risk TopicMethodologyTime Welcome/ Check in Welcome Collect home work Feedback to each other of the reading materials Small activities: Tsunami Game Reflecting the Game to the Objective of the session 30mn

14. Example of a Class session plan: TopicMethodologyTime Signs and Symptom of Depression and Anxiety Work in pair (provide 3 questions): 1.Why is it important to understand signs and symptoms? 2.What are physical, psychological reaction of a person after Traumatic event? 3.How could you find out if Depression and Anxiety symptoms were there? 25mn Break15mn

15. Example of a Class session plan: TopicMethodologyTime Signs and Symptoms of PTSD Share in big group, note down important on white board PowerPoint presentation of PTSD 30mn 10mn Assessment of Suicide and Referral Real or Video clip Demonstration from Instructor Demonstrate in Pair work (20mn each) Sandwich feedback 10mn 40mn 10mn Wrap upCAT Home work: Read session 5 th, submit first draft of assignment 10mn

16. Classroom Assessment Techniques CATS are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

17. CATs- Classroom Assessment Technique Can be used to improve the teaching and learning that occurs in a class and, Provide just-in-time feedback about the teaching-learning process Provide information about student learning with less work than traditional assignments (tests, papers, etc.) Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection

18. CATs- Classroom Assessment Technique Can be used to improve the teaching and learning that occurs in a class and, Help students become better monitors of their own learning Help students feel less anonymous, even in large courses Provide concrete evidence that the instructor cares about learning

19. Example of a CAT for Trauma course TopicMethodologyTime Wrap upCAT: Questions to be state to students in big group: -When do you consider doing referral? In what circumstance? How could you decide for it Provide feedback of the session objective to students: -Recommend to read process of referral -Practice with each other by following exact sentence of the video clip 10mn

20. Assignment Objectives: Skill: Recognize client’s needs, goals and identify an appropriate intervention method such as psycho-education, relaxation, or problem solving Role Play as final assignment: Rehearse step of psycho-education for the symptoms of Trauma Response to client by introducing Breathing exercise as a coping way to deal with Trauma symptoms.

21. Summary Competencies is roadmap for instructor to develop K/S/A Important of K/S/A developed based on Blooms Taxonomy How K/S/A can be translated into objective of each class room session and Assignment Important of CATs use to makes sure that the student obtain the Objective of each session

22. Reference: Trauma course materials, Department of Social work, RUPP Competency of BA in social work, Department Social work Syllabus development tool/materials, Department of Social work http://cft.vanderbilt.edu/guides-sub-pages/cats/