what are the 9 competencies of social work
Instructors structure learning around real problems, encouraging students to also In a situation such as this; resources, education, and a backup plan are beneficial and the client should have knowledge of all her options. I have given him a list of items he will need to bring with him to complete the financial aid. Heather confirmed with the guidance counselor that the client status had been updated to unaccompanied minor. instructor assessment, peer evaluation, etc. Next, students struggled with personal aptitude and the way the section is designed is five you are good at and five areas of improvement. (Competency 1) 5. I have spent time at the high school getting to know the seniors. TRIO Educational Talent Search is a government funded program which engages students based on practice-informed research and research-informed practice. Reference: Educational Research Institute of America. Is the name of your real hometown posted? Rather than disregarding the client for being Hispanic and pregnant and does not deserve help, the proper thing for the TRIO director should have is to recognize the person, the strength of the culture, and then assist the client however possible. (2015). Review the nine CSWE core competencies listed below explain each and give an example of each: Program Learning Outcome (PLO) (CSWE Core Competencies): Competency 1: Demonstrate Ethical and Professional Behavior Competency 2: Engage Diversity and Difference in Practice Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Competency … Engaging in practices that advance social, economic, and environmental justice was seen through participation in attending TRIO Days an event designed to educate students on how TRIO Educational Talent Search is funded, how it started, the purpose of, and to thank the government officials who support the program. Today I applied human behavior and the social environment to engage students the value of choosing a postsecondary school that is right for them. She then verified that client’s academic credits were on track to graduate at the end of the school year and where the client was at for class rank and GPA. The 9 Competencies of Social Work | In Practice Throughout my undergraduate education, the CSWE Competencies were HIGHLY emphasized. Today was my last day of internship and saying goodbye to the students, administrative staff, and educators. The purpose of the meeting was to go over the agencies programs and what the administrative staff could do for the academic advisor to make Educational Talent Search more successful at their school. Social work practice competence consists of nine interrelated competencies, with specific observable behaviors for each competency. (Documentation: Reflection Journals, Professional Development Paper), Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice. This was observed through the student’s application and recruitment process, staff referral, counselor referral, and additional extenuating circumstances are like the high school. Student assessment should allow students to understand their own learning styles and 1-2 activities for each practice behavior. Students automatically went to school subjects and they were quickly veered away from that by me. Ethical decision-making requires social workers to effectively use reflection and self-manage personal values and maintain professionalism in practice settings. To hear the excitement and the stories coming from them, even the ones who come in and say, “I am so tired, I have to work all the time” and I explain tell them “you are too young to be tired all the time” and when I ask them how they are I explain saying you are tired is not an emotion and doesn’t count as answer. (Educational Research Institute of America, 2015). Do you post where you are going for example your activities, the time, and who you will be with? I had my first experience interacting with students from other culture’s today and due to language barriers, students were experiencing issues completing their FASFA forms. The macro-level change opportunity developed competency behaviors of ethical conduct of research, seeking feedback and guidance from supervisor, professional behavior, and using technology appropriately to facilitate practice outcomes. Eighth-grade students were asked to complete career assessment and personal aptitude sheet before we began our group conversation. Competency #3. Offering the client resources that were requested by the client for the baby and the client and additional information for a backup plan on housing and daycare were created for an action plan. Using the hierarchy principles when analyzing the ethical dilemma from a professional perspective allowed me to see a clearer picture of where broader changes could be made going forward. During the initial meeting with the client, she was beginning her final stages of pregnancy and is expected to give birth to her son two weeks prior to the end of her freshman year. Monday, March 13th, 2017 (competencies: 9a, 9b, 9c). Principle five is the overall wellbeing of the family involved and this became a slightly more challenging situation. It has been an amazing experience; however, I can see the frustration on both ends when I do not always understand their English and I speak to quickly for my students to understand me. And that I will work with middle school kids on different topics in I. I am not confident in what my role is to be honest. S. Department of Education. The rationale for the intervention was selected based on the client stating that citizenship for his family has been deferred several times in the past. Tuesday, January 31st, 2017 (competencies: 1b, 1c, 1e, 2c, 7a). Throughout the course of my study as I learned additional information such as how to conduct research, theories, helping skills, history of social work, the social work greats, social policy, the code of ethics, and group practice I have continued to add these tools to my toolbox. class listening to teachers, memorizing pre-packaged assignments, and spitting out The client was not consistent past applying for schools and his financial aid is not complete. The only times Heather “did” something for a student is when it required adult intervention and I went home each night that week and observed my interaction with my children, neighbors, family and realized I did not do this and began working toward educating rather than doing. My professional self is growing by recognizing the importance of competencies 2a, 2b and 2c. Do you post when you are struggling or having a tough time? Engaging with a student from Ethiopia who needed assistance to determine college options required an intake assessment, intervention chosen was based on proven research methods. Applying knowledge of human behavior and social environment while engaging students in group discussions have enhanced this practice behavior. ( Log Out / Chattanooga, TN 37403 Demonstrate ethical and professional behavior: 1. As the client and myself begin to discuss how the year was going, go over first semester grades, and check in with clients it was clear that the client was pregnant. One alternative would be military if the client was interested in serving in the military. However, kids show up unannounced and other don’t, I have students that are not Trio that Heather would like to help but shouldn’t so I am able to help (and I really like to help them, plus these are usually the students from other countries and are just lovely to work with). Multicultural approaches were taken to develop interventions designed to benefit students, families, and their communities. (2015). This meant I needed to realize if this belief, fear, or whatever came from me or from somewhere else and then resolve it from there. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. Applying practice behaviors into context to assess individuals, families, groups, organizations, and communities can be seen using an assortment of assessments with students. Indicating that it is not guaranteed that his mother and siblings will be in America within two months or before the next school year begins.
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