Student Name Agency Name Trevecca Nazarene University Social Work Program Senior Field Practicum Learning Contract A learning contract is an agreement for learning activities based on what the student and Field Instructor will do in the field setting to achieve specific learning competencies and practice behaviors as outlined by the 2008 EPAS. Its purpose is to provide structure for the field learning experience, enhance students professional development and self-direction, and reduce subjectivity and ambiguity of field instruction goals, experiences, and evaluations. At the beginning of the semester, students and Field Instructors are required to negotiate the plan for competency development on the learning contract, thereby individualizing it to the mission of the particular agency and the learning opportunities it offers. The signed and dated contract is to be sent to the Field Director three weeks after the initial beginning of the placement. A copy should be retained by both the student and agency Field Instructor. The learning contract does not replace the student evaluation form but is used as a piece of the assessment process to be periodically reviewed for additions and deletions. Directions for Completing the Plan: Column One Plan for Competency Development Completed by the Field Instructor and student 1. Field Instructors and students will collaborate to develop a plan based on the special needs, interests, and/or maturity level of the student and agency context. 2. When Column One is complete, both the Field Instructor and student sign and date the document. Then, the student hands in the plan to the Field Director for review no later than the third week into the semester. The learning contract is not complete until the Field Director also signs. Column Two Evidence of Completion Completed by the Student 1. The student completes the last column at the end of the semester, with Field Instructor input. This can be considered in evaluating the student, but is not the student s evaluation form. 2. No items should be left blank. If the student was not able to complete the plan then other indicators of competency completion should be listed. 3. When Column Two is complete, both the Field Instructor and the student sign and date the document. The student returns it to the Field Director.
COMPETENCY 2.1.1 Identify as a professional social worker and conduct oneself accordingly 1. Advocate for client access to the services of social work 2. Practice personal reflection and selfcorrection to assure continual professional development 3. Attend to professional roles and boundaries 4. Demonstrate professional demeanor in behavior, appearance, and communication 5. Engage in career-long learning 6. Use supervision and consultation 2.1.2 Apply social work ethical principle to guide professional practice 7. Recognize and manage personal values in a way that allows professional values to guide practice 8. Make ethical decisions by applying standards of the NASW Code of Ethics and, as applicable, of the IFSW/IASSW Ethics in Social Work, Statement of Principles 9. Tolerate ambiguity in resolving ethical conflicts 10. Apply strategies of ethical reasoning to arrive at principled decisions 2.1.3 Apply critical thinking to inform and communicate professional judgments 11. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom 12. Analyze models of assessment, prevention, intervention, and evaluation 13. Demonstrate effective oral and written communication in working with individuals, families, groups, organization, communities and colleagues 2.1.4 Engage diversity and difference in practice 14. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power 15. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups PLAN FOR COMPETENCY DEVELOPMENT LIST ONE ITEM FOR EACH PRACTICE BEHAVIOR 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. EVIDENCE OF COMPLETION 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
COMPETENCY PLAN FOR DEVELOPMENT COMPLETION 16. Recognize and communicate their understanding of the importance of difference in shaping life experiences 17. View themselves as learners and engage those with whom they work as informants 16. 17. 16. 17. 2.1.5 Advance human rights and social and economic justice 18. Understand the forms and mechanisms of oppression and discrimination 19. Advocate for human rights and social and economic justice 20. Engage in practices that advance social and economic justice 2.1.6 Engage in researchinformed practice and practiceinformed research 21. Use practice experience to inform scientific inquiry 22. Use research evidence to inform practice 2.1.7 Apply knowledge of human behavior and the social environment 23. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 24. Critique and apply knowledge to understand person and environment 18. 19. 20. 21. 22. 23. 24. 18. 19. 20. 21. 22. 23. 24. 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services 25. Analyze, formulate, and advocate for policies that advance social well-being 26. Collaborate with colleagues and clients for effective policy action 25. 26. 25. 26. 2.1.9 Respond to contexts that shape practice 27. Continually discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services 28. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services 27. 28. 27. 28.
COMPETENCY PLAN FOR DEVELOPMENT COMPLETION 2.1.10 (A)Engage/(B)assess/(C)intervene/ (D)evaluate with individuals/ families/groups/orgs/ communities (A)Engage 29. Substantively and Affectively prepare for action with individuals, families, groups, organizations, and communities 30. Use empathy and other interpersonal skills 31. Develop a mutually agreed-on focus of work and desired outcomes 29. 30. 31. 29. 30. 31. (B) Assessment 32. Collect, organize, and interpret client data 33. Assess client strengths and limitations 34. Develop mutually agreed-on intervention goals and objectives 35. Select appropriate intervention strategies (C)Intervention 36. Initiate actions to achieve organizational goals 37. Implement prevention interventions that enhance client capacities 38. Help clients resolve problems 39. Negotiate, mediate, and advocate for clients 40. Facilitate transitions and endings 32. 33. 34. 35. 36. 37. 38. 39. 40. 32. 33. 34. 35. 36 37. 38. 39. 40. (D) Evaluation 41. Analyze, monitor and evaluate interventions 41. 41.
Beginning of semester Student s Signature Date Site Field Instructor s Signature Date Site Task Instructor s Signature Date (if applicable) Field Director s Signature Date End of Semester Student s Signature Date Site Field Instructor s Signature Date Site Task Instructor s Signature Date A copy with Signatures can be submitted for the initial plan but original with signatures should be submitted at the end of the semester.