Directions for completing evaluation tool - Boston University



BOSTON UNIVERSITY SCHOOL OF SOCIAL WORK, 264 BAY STATE ROAD, BOSTON, MA 02215

FIELD EDUCATION DEPARTMENT (617) 353-3754 fax: (617) 353-8348 email: sswfed@bu.edu

FIELD INSTRUCTOR FINAL EVALUATION OF STUDENT

ADVANCED (SECOND) PLACEMENT

CLINICAL

Student Status: Full-time Campus: Charles River

Part-time Fall River

Advanced Standing Cape Cod

Human Service Experience (HSE) Chelmsford

Online Program

Date Placement Started:      

Date:      

Student:       Advisor:      

Agency:       Field Instructor(s):      

     

I. Brief description of agency:      

II. Brief description of assignments:      

III. Other learning opportunities:      

IV. Supervisory structure:

Primary (MSW) Field Instructor:       Individual Group

Secondary Supervisor (if relevant):       Individual Group

Directions for completing evaluation tool.

The following categories are based on a multidimensional framework for assessing the student’s competence which takes into account the following dimensions of performance: consistency; quality; level of Independence; time needed to accomplish tasks; steady progress; integration of knowledge, value and skills; ability to transfer learning from one activity to another. Each of the specific bulleted items should be evaluated using the competency rating scale and an overall competency rating should be given for each competency. By the end of the placement students are expected to achieve an overall rating of “competence” (at a minimum) in all ten competencies. Individual bulleted items under each competency may be rated as “emerging competence” or even an occasional “pre-competence” as long as the overall rating is “competent”. Clear evidence should be provided to support all ratings.

PC Pre Competence

Does not or rarely demonstrates and integrates values, knowledge and skills; needs constant supervision; quality of work uneven; tasks not completed in reasonable time; knowledge/skills not transferred from one assignment to another; progress uncertain

EC Emerging Competence

Beginning to demonstrate values, knowledge and skills; integrates and applies learning from one activity to another inconsistently or inappropriately some of the time; requires regular supervision; progress is evident; learning is becoming more efficient; quality of work uneven but moving in a positive direction

C Competence

Usually demonstrates and integrates values, knowledge and skills with sufficient mastery and independence; uses supervision for consultation appropriately, appropriately applies learning from one activity to another; uses time well to accomplish tasks and assignments; ready to move to advanced placement or beginning practitioner level

AC Advanced Competence

Consistently demonstrates, integrates and applies values, knowledge and skills in all activities independently and expertly. Uses consultation appropriately; performs activities in a timely and efficient manner; able to teach others.

Competency 1: Identify as a professional clinical social worker and conduct oneself accordingly.

The student:

• advocates for client access to social work services within the context PC EC C AC

of the clinical relationship;

• demonstrates self-reflection through understanding and application of PC EC C AC

transference/countertransference; demonstrates ability to monitor one’s

responses to clients’ presentation based on clinical assessment of the client;

• functions within clearly-defined professional roles and boundaries based PC EC C AC

on the needs of the client, the agency context, the type of service provided,

and differential use of self;

• demonstrates professional demeanor in behavior, appearance, and PC EC C AC

communication appropriate to the clinical relationship and setting;

• engages in career-long learning by identifying areas for professional PC EC C AC

development and seeking additional learning opportunities;

• engages in supervision with increased initiative, independence, PC EC C AC

responsibility for agenda and appropriate use of consultation within

the agency structure and lines of authority;

• is familiar with and practices according to safety protocols and procedures. PC EC C AC

***********************

• Competency 1: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 2: Apply social work ethical principles to guide professional practice.

The student:

• integrates personal with professional values to appropriately PC EC C AC

guide clinical practice;

• makes ethical decisions in clinical practice by applying standards PC EC C AC

of the National Association of Social Workers Code of Ethics and

by using additional ethical decision making models and resources;

(e.g. ethics hotline, committees)

• takes action to resolve complex ethical conflicts in clinical practice PC EC C AC

while acknowledging ambiguity;

• applies strategies of ethical reasoning related to clinical practice to PC EC C AC

arrive at principled decisions using consultation appropriately.

***********************

• Competency 2: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 3: Apply critical thinking to inform and communicate professional judgments.

The student:

• identifies, evaluates, and integrates multiple sources of knowledge PC EC C AC

(e.g., clinical theory, evidenced based practices and practice wisdom);

• recognizes underlying values, biases and assumptions in oneself, PC EC C AC

other people and in sources of knowledge;

• applies critical analysis to models of clinical prevention, assessment, PC EC C AC

intervention, and evaluation;

• demonstrates communication;

-in writing (client records, reports, group curricula) PC EC C AC

-verbally (team meetings, case conferences, communication, PC EC C AC

with collaterals)

-electronically (record keeping, e-mails). PC EC C AC

***********************

• Competency 3: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 4: Engage diversity and difference in practice.

The student:

• recognizes how culture may oppress, marginalize, or create privilege PC EC C AC

and power which may be replicated in the clinical relationship and practice;

• develops culturally sensitive and relevant clinical skills that integrate PC EC C AC

self-awareness with knowledge from clients and other sources;

• develops relationships based on understanding how culture shapes PC EC C AC

life experiences and impacts clinical work.

***********************

• Competency 4: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 5: Advance human rights and social and economic justice.

The student:

• engages in clinical practice that advances human rights and PC EC C AC

social and economic justice.

***********************

• Competency 5: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 6: Engage in research-informed practice and practice-informed research.

The student:

• uses an evidenced based process to identify effective clinical PC EC C AC

interventions for particular populations, problems and settings;

• where possible, applies practice experience to the development PC EC C AC

of new knowledge through participation in research.

***********************

• Competency 6: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 7: Apply knowledge of human behavior in the social environment (HBSE).

The student:

• critiques and applies HBSE theories (e.g., strengths, ecological, PC EC C AC

cognitive-behavioral, interpersonal, family systems, life-span

development, psychodynamic) to guide clinical prevention, assessment,

intervention, and evaluation.

***********************

• Competency 7: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

The student:

• analyzes, formulates, and advocates for policies (e.g., agency, PC EC C AC

program, legislative) that advance social well-being for individuals

and families;

• collaborates with colleagues and clients for effective policy action PC EC C AC

that promotes social and economic justice

***********************

• Competency 8: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 9: Respond to contexts that shape practice.

The student:

• provides relevant services based on changes within communities PC EC C AC

and populations, scientific and technological developments, and

emerging societal trends;

• provide leadership consistent with student’s role to promote changes in service delivery. PC EC C AC

***********************

• Competency 9: Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

Competency 10 (a)-(d): Engage, assess intervene, and evaluate with individuals, families.

The student:

(a)- Engagement

• develops relationships with clients that are professional, PC EC C AC

purposeful, and differentiated characterized by clear boundaries;

• develops relationships that are culturally appropriate; PC EC C AC

• encourages clients to be equal partners in the establishment PC EC C AC

of treatment goals and methods;

• utilizes a range of skills to facilitate engagement. PC EC C AC

(b)- Assessment

• clarifies the client’s request for help and presenting problem; PC EC C AC

• identifies strengths and resources available to the client; PC EC C AC

• gathers and organizes appropriate information including PC EC C AC

precipitants to the presenting problem, interpersonal

dynamics and historically relevant events;

• when appropriate, utilizes this formulation to aid in diagnosis; PC EC C AC

• collaborates with client to define goals within the context PC EC C AC

of the agency’s services;

• routinely writes biopsychosocial assessments in agency format. PC EC C AC

(c)- Intervention

• initiates and implements treatment plans and contacts with the PC EC C AC

client to meet goals, based on appropriate theory and research

evidence;

• documents as required in agency record; PC EC C AC

• utilizes clinical frameworks and treatment protocols appropriately; PC EC C AC

• appropriately facilitates termination and/or referral for PC EC C AC

continued service.

(d)- Evaluation

• evaluates client progress and intervention effectiveness PC EC C AC

(e.g., client self-assessment and satisfaction, collateral reports,

behavioral outcome measures);

• documents the client’s progress in agency records as required. PC EC C AC

***********************

• Competency 10 (a)-(d): Overall Rating PC EC C AC

What evidence did you use to support your rating of the student’s level of competence? Please give one or two examples.

     

SUMMARY OF EVALUATION AND REVISED LEARNING GOALS

Field instructor’s comments: Please include comments addressing the student’s strengths, challenges, and suggestions for future learning and professional development.

     

Student’s comments: Please include comments addressing your strengths, challenges, use of supervision and goals for future learning.

     

Please type in names and dates:

Student:       Date:       Field Instructor:       Date:      

3.20.13

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