INSTRUCTIONS - University of Southern California



|California State University, Dominguez Hills (CSUDH) California State University, Long Beach (CSULB) |

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|California State University, Northridge (CSUN) California State University, Los Angeles (CSULA) |

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|University of California at Los Angeles (UCLA) University of Southern California (USC) |

USC 586a/b

FOUNDATION (1st) YEAR

FIELD PRACTICUM

LEARNING AGREEMENT

AND

COMPREHENSIVE SKILLS EVALUATION

Semester:__________Spring________________

(Fall, Spring)

Foundation (1st) Year Learning Agreement Outline

(To be completed beginning of the Academic Year) and

Comprehensive Skills Evaluation (To be completed at the end of each semester)

|I. IDENTIFYING INFORMATION |

|Academic Year: 2010/2011 |Please check: |

| |Area of Focus: |

| |X Children, Youth, Women and/or Families |

| |□ Aging and Families |

| |□ Forensics Social Work |

| |□ Mental Health |

| |□ Health & Wellness |

| |□ Other _____________________________ |

|Student Name: |Field Faculty Liaison: |

|Agency Name: Department of Social Services/DCFS/Independent Living |Field Instructor: |

|Program | |

| |Preceptor: n/a |

| |E-mail: |

| |Phone number: |

|Agency Address: 2011 Fresno St. |City: Fresno, CA |Zip: 93721 |

|Telephone: |Fax: 559-453-4040 |

|II. THE AGENCY AND THE COMMUNITY |

|(Agency) |

|A. Describe the agency’s mission: To promote a system of best practice in partnership with the community, committed to prevention and early intervention, |

|that ensures child safety, permanence and stability, family well-being, that is proactive, strategic, outcomes-based and fiscally responsible to the |

|children and families served. |

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|B. Describe the organizational structure: The Department of Social Services is overseen by the Fresno County Board of Supervisors. _____ is the Director. |

|The Assistant Director of the DSS Department of Children and Family Services is Howard Himes. Nine Program managers oversee the various divisions. ______ is|

|the Program Manager over the Division housing the Independent Living Program. Under the PMs are various Social Work Supervisors, including __________, the |

|ILP supervisor. |

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|C. List the services provided to community: The Independent Living Program (ILP) provides services to Fresno County probation and foster youth ages |

|14-21.  Our goal is to provide them with a sense of community and belonging while providing them with the necessary skills and support to obtain |

|self-sufficiency.  ILP Social Workers assist in the development of a transition plan, academic advising, employment referrals, housing assistance and are |

|advisors for groups. Fresno County ILP offers activities/workshops that assist youth in preparing them for independent living. These workshops included, |

|but are not limited to, Fresno City Life Skills classes, Fresno County Explorers, California Youth Connection, Youth Organizing New Ideas (YONI), |

|Transitional Housing Assistance, Planned Parenthood workshops. Other events and services include Financial Aid workshops, Special Event Celebrations, High |

|School Graduation Celebration, ILP Access to Higher Education Kickoff, Baby City, Food Stamp Linkage, and Family Finding. |

|D. Describe the general demographics (ethnicity, race, socio-economic status, age) of the agency’s clients: Clients are current and former foster youth |

|aged 14-21. The majority of the youth in care would be considered in the lower middle class demographic, while former foster youth generally would be |

|considered below the poverty line. About 25% of youth served are African-American; 55% are Hispanic, and 17% are Caucasian, and 3% are some other race or |

|ethnicity. |

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|(Community) |

|E. Describe the geographic location of your agency: The ILP office is located in downtown Fresno, an urban city of about 500,000 residents. The downtown |

|area houses most of the city and county offices as well as some state and federal buildings. There are few residential buildings in the neighborhood. |

|Businesses consist of mainly government offices, law offices, and some restaurants and retail stores. Several homeless people reside in the area, although |

|services for the homeless are mainly located in another part of town. |

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|F. Describe the general demographics (ethnicity, race, socio-economic status, age) of the community (if different from D above): 44% Hispanic, 8% |

|African-American, 12% Asian, 34% Caucasian. 23% of individuals live below the poverty line and the median household income is about $44,000. 30% of |

|residents are children below 18, 8% are over 65, the remaining 62% are between 18 and 65 years old. |

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|G. Describe the community’s need for resources (in addition to what the agency provides): Overall this community is poorer than other areas in California. |

|The unemployment rate in Fresno County is 15% which is higher than the overall state rate of 12% and 23% of individuals below the poverty line compared to |

|the state rate of 13%. This increases the need for resources such as cash aid, food stamps, job placement assistance, etc. The area also has lower numbers |

|of residents with high school diplomas and higher education than elsewhere in California. |

|H. Describe the community’s perception of the agency: Overall, the perception of “CPS” in this area is similar to the perception of child welfare agencies |

|across the country. Child deaths and other harms have contributed to a negative view of the agency. However, the agency has made efforts to hold “community |

|collaborative” meetings and invited the participation of Community Partners in the decision-making processes of specific cases, which has contributed to |

|improving the image the community has of the agency. |

|I. List other agencies to which referrals are made: Fresno County Economic Opportunity Commission, Workforce Investment Board, Job Corps, DSS Employment |

|and Temporary Assistance, Fresno City College, Fresno State University |

|J. Who (Field Instructor?) or what (agency brochure?) were your sources of information: Field Instructor, other agency staff, agency website, US Census |

|website |

|III. GENERAL TIME MANAGEMENT |

|A. List the days and hours in field placement: |

|Tuesday and Thursday 8:30am to 7:00pm |

|B. List the day and time that process recordings are due: |

|Thursdays 5:00pm |

|C. List the day, time, and length of individual field instruction: |

|Tuesdays 9am to 10am |

|D. List day and time of group supervision conference, if applicable: |

|n/a |

|E. List the name(s) of preceptor(s) and/or contact person in field instructor’s absence: |

|Abby Montano, contact person |

|F. If the plan is for you to rotate or change programs in the agency, specify the time frame for the rotation: |

|n/a |

|IV. FIELD EDUCATION ASSIGNMENTS |

|Circle/check those learning activities to which the student will be exposed during the field work placement period. |

|A. Check all direct practice field education assignments |

|□ Adults |X Individuals |X Information and Referral |□ Discharge Planning |□ Diagnostic Assessment |

|□ Families |X Advocacy |□ Treatment Planning |□ Older Adults |X Crisis Intervention |

|□ Children |X Groups |X Community Networking Linkages |□ Inter/Multidisciplinary Team Meetings|X Short Term Intervention |

|XAdolescents |□ Couples |X Case Management |□ Psychosocial Assessment |□ Long Term Intervention |

|□ Other (specify) |

|B. Check all macro practice field education assignments |

|X Task Forces |□ Quality Assurance |□ Inter/Multidisciplinary Team |X Fiscal Budgetary Issues |

| | |Meetings | |

|X Committee Assignments |□ Grant Writing |X Agency Staff Meetings |X Community Networking Linkages |

|X Program Development |□ Consultation |X Macro Project (specify): Independent Living Program Workshops for youth |

|□ Program Evaluation |□ Case Conferences |□ Other (specify) |

| | |Resource manual |

|C. Check other learning experiences |

|X Seminars, In-Service Training/Conferences |□ Other (specify) |

|V. SELF-AWARENESS ASSESSMENT |

|A. In terms of “self-awareness,” what do you know about yourself and your interactions with others/your emotions/etc. that will make you a more effective social |

|worker? I generally get along well with others and people come to me for leadership and advice. I am passionate about helping people and rarely stop at the bare |

|minimum. I am also interested in the processes behind service delivery and program and policy planning, so I ask a lot of questions which in turn allow me to |

|provide better services to my clients. |

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|B. In what ways/areas do you need to enhance your self-awareness to become a more effective social worker? I need to work more on allowing for some professional |

|detachment, especially when dealing with difficult clients who “push my buttons”. I need to learn to identify which types of clients I have difficulty working with|

|and learn more effective ways to provide them with good services. I tend to be oversensitive at times, especially when tired or feeling overwhelmed. Developing |

|better relaxation techniques and incorporating healthy living as part of this process will help me. |

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|VI. STUDENT’S EXPECTATIONS FOR SUPERVISION IN FIELD/INSTRUCTION |

|Describe your expectations of the supervision process: |

|I would like supervision to be a time when I can discuss what I’ve done during the week, what has worked and what I’m still struggling with, and ask for any |

|supports I need to meet my goals. I would also like to be able to review my process recordings so I can identify any room for improvement and learn to think about |

|how I’m thinking, and about the decisions I make when dealing with clients one on one. |

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|B. Describe your expectations of yourself in supervision: |

|I hope to be open-minded and ready to learn from my supervisor. I hope to receive feedback well so that it improves my practice. I also would like to be prepared |

|with questions during this time. |

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|C. Describe your expectations of your Field Instructor: |

|I would like my supervisor to be available at our scheduled time as consistently as possible. I would also like for her to be able to provide me with direction in|

|regards to room for improvement and to address any concerns with my performance in a solution-focused manner. I would like her to be open to providing me with |

|feedback and to consider any additional activities that I can work on that would provide me with growth opportunities. |

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|D. Describe your expectations of your Preceptor (if applicable): |

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|n/a |

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|VII. FIELD INSTRUCTOR TEACHING PLAN (To be written by the Field Instructor) |

|Detail your expectations of your student in supervision |

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|Expectations for my student include: |

|Keeping scheduled appointments with field supervisor, as well as staff and clients. In the event that an appointment must be rescheduled, notice will be given in |

|advance with a new time proposed. |

|Student must come to weekly supervision meetings prepared with an agenda of what will be discussed, including progress on assigned materials, deadlines, and how |

|items relate to practice. |

|Student is expected to be an active participant in all meetings and be prepared to discuss the process while in field supervision. |

|Student is expected to identify herself as a student intern to all staff and clients whom she is meeting with during her field experience. Student to include a |

|plan for termination in her field work. |

|Student is expected to work exclusively on internship related assignments during her assigned field work days. |

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|How do you structure your weekly field instruction? Briefly describe your teaching plan. Please include how you plan to maximize diversity in your case |

|assignments for each student. |

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|Weekly field instruction is planned for every Tuesday morning at 9am. Each weekly meeting includes discussion on the progress of assignments, feedback regarding |

|such assignments, and processing student participation in taskforce and other practice/policy meetings held by the department. In addition, discussions related to |

|practice, cultural considerations, and impact of delivered services will take place. |

|The teaching plan will include an outline of assignments for the student that will address all items listed in her learning agreement. Each assignment will take |

|into account cultural considerations to maximize diversity in her field experience. Field supervision will allow for the opportunity to discuss and process said |

|considerations. |

|Describe your plan for use of a preceptor with your student (If applicable) |

|a. Role of preceptor |

|Not applicable. |

|Detail your plan for monitoring and evaluating this experience |

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ORIENTATION CHECKLIST

Agency Overview

X Review agency vision and mission/purpose statement

X Tour of agency

X Introductions to colleagues, support staff, and administration

X Review organizational structure

X Review the role of the agency in relation to the community and its resources

X Review security and/or safety procedures and protocol

Agency Policies and Protocols

X Review office procedures, supplies, and provisions

X Review telephone and communication/computer utilization

X Review intake/admissions/eligibility policy and procedures

X Review internal communication

X Review parking details

X Review mileage policy

X Review agency, department, and/or unit meeting schedule

X Review client record/charting, policies and procedures

X Review forms for documentation/accountability

X Review regulations regarding confidentiality, release of information, etc.

X Review client fees/payment schedule

X Review client emergency protocol

X Review child or elder abuse reporting protocol

X Review work schedule, including lunch and breaks

X Review information/referral policy

X Review agency policy regarding harassment

X Review agency policy regarding discrimination

X Review agency policy regarding the Americans with Disabilities Act

X Review agency policy regarding OSHA

X Review agency policy regarding HIPAA

Field Instructor/Student Responsibilities

X Review expectations for supervision and schedule

X Review educationally based recording schedule

X Review use of preceptor (if applicable)

X Review plan for diversity/multi-cultural experiences

X Review plan for monitoring of student hours (by both field instructor and student)

X Review agency training or staff development opportunities

X Review student’s personal safety issues and concerns and strategies to deal with them

SIGNATURES:

Field Instructor Date

Student Date

FOUNDATION (1st) YEAR LEARNING AGREEMENT AND COMPREHENSIVE SKILLS EVALUATION

USC 586a/b – FIELD PRACTICUM

_____FALL ___ SPRING

INSTRUCTIONS FOR RATING INTERNS:

N/A = No opportunity to observe

Level 0 = Intern has not met the expectations in this area

Level 1 = Intern has not yet met the expectations in this area, but there is evidence that expectations will be met in the near future

Level 2 = Intern understands the concept and is beginning to demonstrate the skill in this area, however, students performance is uneven

Level 3 = Intern understands the concept and has consistently met the expectations in this area

Level 4 = Intern demonstrates a high level of skill development and has exceeded expectations in this area

Fall Semester Students should be at Level 1 or Level 2. Please contact Field Liaison if student is at Level 0 in any objective.

Spring Semester Students should demonstrate skills at least at the Level 2 or 3. Please contact Liaison if Student is below Level 2 in any objective.

Narrative Sections: Please comment on student’s strengths, as well as areas that need further development. Comments are required when using N/A, 0, or 4.

Grade Recommendation (Credit (Incomplete (No Credit (In Progress

“Credit" indicates that the student has met time requirements and has performed up to minimum standards.

“In Progress” indicates that a student is in progress of demonstrating concepts and skills in Core Areas, but has not demonstrated a sufficient skill level in such areas. A Learning Contract will be implemented.

"Incomplete" indicates that there have been excessive absences due to illness resulting in failure to meet time requirements.

"No Credit" indicates that the student has failed to meet minimum performance.

Minimum Hours required for Fall Semester: 224 Number of hours completed ____________

Minimum Hours required for Spring Semester: 248 Number of hours completed ____________

Learning Agreement Signatures Fall Comprehensive Skills Evaluation Signatures

____________________________________ ______________________________________

Field Instructor Signature Date Field Instructor Signature Date

____________________________________ ______________________________________

Preceptor Signature Date Preceptor Signature Date

____________________________________ ______________________________________

Student Signature Date Student Signature Date

Spring Comprehensive Skills Evaluation Signatures

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Field Instructors Signature Date

_____________________________________

Preceptors Signature Date

_____________________________________

Student Signature Date

(Student's signature acknowledges that the student has participated in a discussion of this agreement or evaluation and has reviewed the evaluation.)

LEARNING AGREEMENT INSTRUCTIONS: The shaded area under each competency is the Learning Agreement Plan. The Student and Field Instructor will identify planned learning activities specific to the agency. The activities will provide opportunities to achieve each competency. A minimum of two activities must be listed for each competency. You may add more rows if needed.

|COMPETENCY #1 – PROFESSIONALISM: | | |

|INTERN IDENTIFIES AS A PROFESSIONAL SOCIAL WORKER AND CONDUCTS HER/HIMSELF ACCORDINGLY | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #1 | | |

|Student will learn the protocols of the agency by observing FI and other staff. | | |

|Student will adhere to schedule unless a valid reason exists to alter schedule. | | |

|Student will come to supervision prepared to discuss the previous week’s activities and with any questions. | | |

| |F |S |

|Demonstrates professional social work roles and boundaries. | | |

|Demonstrates professional demeanor in behavior, appearance and communication. | | |

|Demonstrates professional time management skills and accountability: punctuality, attendance, paperwork and | | |

|assignments. | | |

|Uses supervision and consultation effectively. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #2 – ETHICS: | | |

|INTERN APPLIES SOCIAL WORK ETHICAL PRINCIPLES TO GUIDE HER/HIS PROFESSIONAL PRACTICE | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #2 | | |

|Student will read the NASW Code of Ethics and discuss any questions or concerns with FI. | | |

|Student will address any conflicts between personal and professional values during supervision. | | |

| |F |S |

|1. Is knowledgeable about the value base of the profession and makes ethical decisions by applying standards | | |

|consistent with the NASW Code of ethics and other guidelines/principals of the profession. | | |

|2. Recognizes and manages personal values and biases in ways that allow professional values to guide practice. | | |

|3. Recognizes and tolerates ambiguity in resolving ethical conflicts. | | |

|4. Applies strategies of ethical reasoning to arrive at principled decisions. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #3 – THINKING & JUDGMENT: | | |

|INTERN APPLIES CRITICAL THINKING TO INFORM AND COMMUNICATE PROFESSIONAL JUDGMENTS | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #3 | | |

|Student will develop and implement a workshop for youth to assist them in developing independent living skills in a | | |

|manner which is age and skill appropriate. | | |

|Student will participate in meetings regarding service provision and contribute solutions to barriers. | | |

| |F |S |

|1. Uses critical thinking augmented by creativity and curiosity. | | |

|2. Is able to comprehend, appraise and integrate multiple sources of knowledge including research-based knowledge and| | |

|practice wisdom. | | |

|3. Utilizes appropriate models of assessment, prevention, intervention and evaluation. | | |

|4. Demonstrates effective oral communication in working with individuals, families, groups, organizations, | | |

|communities and colleagues. | | |

|5. Demonstrates effective written communication in working with individuals, families, groups, organizations, | | |

|communities and colleagues. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #4 – CULTURAL COMPETENCY: | | |

|INTERN ENGAGES DIVERSITY AND DIFFERENCE IN PRACTICE | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #4 | | |

|Student will assist a caseload of clients of various cultural backgrounds in “family-finding” and will work with | | |

|their families of origin to reconnect them to the foster youth. Youth and family contact will be culturally | | |

|sensitive. | | |

|Student will serve as a member of the LGBT-Plus Task Force, which was formed to assist the Department in providing | | |

|inclusive services to this population. | | |

| |F |S |

|1. Is knowledgeable about and respectful of clients who differ by factors such as age, class, color, culture, | | |

|disability, ethnicity, gender identity and expression, immigration status, political ideology, race, religion, sex, | | |

|and sexual orientation. | | |

|2. Recognizes the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or| | |

|enhance privilege and power in shaping life experience. | | |

|3. Demonstrates self-awareness in eliminating the influence of personal biases and values in working with diverse | | |

|groups, including treating clients with dignity and respect. | | |

|4. Views self as a student of cultural differences and those s/he works with as cultural experts. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #5 – SOCIAL JUSTICE: | | |

|INTERN ADVANCES HUMAN RIGHTS AND SOCIAL AND ECONOMIC JUSTICE | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #5 | | |

|Student identifies ways in which oppression affects clients during supervision. | | |

|Student will develop workshops for youth that empower them to improve their quality of life and to develop skills | | |

|which will enable them to do so. | | |

| |F |S |

|1. Recognizes that each person, regardless of position in society, has basic human rights, such as freedom, safety, | | |

|privacy, an adequate standard of living, health care and education. | | |

|2. Identifies the forms, mechanisms and interconnections of oppression and discrimination and is knowledgeable about| | |

|theories of justice and strategies to promote human and civil rights. | | |

|3. Is skilled at advocating for and engaging in practices that promotes social and economic justice. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #6 – EVIDENCE BASED PRACTICE: | | |

|INTERN ENGAGES IN RESEARCH-INFORMED PRACTICE AND PRACTICE-INFORMED RESEARCH | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #6 | | |

|Student will evaluate process recordings to identify ways in which EBP could have improved interactions with clients.| | |

|Student will discuss areas for improvement in supervision and will implement strategies discussed during subsequent | | |

|client interaction. | | |

| |F |S |

|1. Employs evidence-based interventions and policies. | | |

|2. Integrates research findings and professional judgment to improve practice, policy and social service delivery. | | |

|3. Evaluates their own practice for effectiveness and improvement. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #7 – PERSON IN ENVIRONMENT: | | |

|INTERN APPLIES KNOWLEDGE OF HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #7 | | |

|Student will utilize family finding to help strengthen the person-in-environment fit. | | |

|Student will utilize each workshop series to develop a knowledge of individual clients’ needs and provide them with | | |

|appropriate services throughout the workshop. | | |

| |F |S |

|1. Demonstrates knowledge of human behavior across the life course. | | |

|2. Understands social systems and how they promote or inhibit people in maintaining or achieving health and | | |

|well-being. | | |

|3. Demonstrate knowledge of person-in-environment, including: biological, social, cultural, psychological and | | |

|spiritual development of clients/client systems. | | |

|4. Utilizes a range of theoretical frameworks to guide the processes of assessment, intervention and evaluation. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #8 – POLICY: | | |

|INTERN ENGAGES IN POLICY PRACTICE TO ADVANCE SOCIAL AND ECONOMIC WELL BEING AND DELIVER EFFECTIVE SOCIAL WORK | | |

|SERVICES | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #8 | | |

|Student will participate in discussions with FI about how different actions, such as completion of forms and reports,| | |

|impact resources and program development. | | |

|Student will participate in staff meetings and contribute in a manner which promotes client-centered practice. | | |

| |F |S |

|1. Demonstrates understanding of the role of policy in service delivery and the role of practice in policy | | |

|development. | | |

|2. Analyzes and advocates for policies that promotes social well-being for individuals, families, groups and | | |

|communities. | | |

|3. Recognizing the importance of collaboration with colleagues and clients for effective policy action. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #9 – CURRENT TRENDS: | | |

|INTERN RESPONDS TO CONTEXTS THAT SHAPE PRACTICE | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #9 | | |

|Student will attend staff meetings that address new agency policies. | | |

|Student will participate in Webinars that provide training in statewide child welfare/ILP trends. | | |

|Student will apply knowledge gained in classes regarding service provision to the internship. | | |

| |F |S |

|1. Seeks information, resources and is proactive in responding to evolving organizational, community and societal | | |

|contexts of practice. | | |

|2. Continuously discover, appraise and attend to changing locales, populations, scientific and technological | | |

|developments and emerging societal trends to provide relevant services. | | |

Comments (required for ratings of N/A, 0 and 4):

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|COMPETENCY #10 – PRACTICE SKILLS: | | |

|INTERN ENGAGES, ASSESSES, INTERVENES AND EVALUATES INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS, AND COMMUNITIES | | |

|LEARNING OPPORTUNITIES AND STUDENT ACTIVITIES TO ACHIEVE COMPETENCY #10 | | |

|Student will work with a caseload of youth to engage in family finding processes. | | |

|Student will put on workshops for youth, restructuring workshops throughout the year to improve them. Student will | | |

|administer pre and post tests to ensure workshop effectiveness. | | |

|Student will complete process recordings to ensure that practice skills are improving throughout the semester. | | |

| |F |S |

|(A): ENGAGEMENT | | |

|1. Develops rapport and addresses confidentiality appropriately with individuals, families, groups, organizations | | |

|and/or communities. | | |

|2. Uses empathy and other interpersonal skills (e.g. attending behaviors and basic interviewing skills). | | |

|3. Develops a mutually agreed-on focus of work and desired outcomes. | | |

|(B): ASSESSMENT | | |

|1. Collects, organizes and interprets client system/organizational data. | | |

|2. Assesses client/client systems strengths and limitations. | | |

|3. Develop mutually agreed upon intervention goals and objectives and select appropriate intervention strategies. | | |

|(C): INTERVENTION | | |

|1. Initiates actions to achieve goals within the context of the organization. | | |

|2. Incorporates prevention interventions to enhance client capacities. | | |

|3. Assists clients/client systems in problem resolution and desired outcomes. | | |

|4. Negotiates, mediates and advocates for clients/client systems. | | |

|5. Facilitates transitions and endings. | | |

|(D): EVALUATION | | |

|1. Critically analyzes, monitors and evaluates interventions. | | |

|2. Utilize evaluation data to revise interventions. | | |

Comments (required for ratings of N/A, 0 and 4):

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FALL COMPREHENSIVE SKILLS EVALUATION SUMMARY

Summarize overall assessment of strengths and areas needing further development:

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SPRING COMPREHENSIVE SKILLS EVALUATION SUMMARY

Summarize overall assessment of strengths and areas needing further development:

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