FOUNDATION YEAR MANUAL 1 Foundation Year Internship Manual UA Little Rock School of Social Work Ross Hall—4th Floor http://ualr.edu/socialwork/ socialwork@ualr.edu 501-569-3240 FOUNDATION YEAR MANUAL 2 Foundation Year Competencies & Competency Behaviors .3 Foundation Year Internship Porfolio Requirements and Checklist—SW Internship I .6 Internship I Course Outline .7 Guide to the Learning Contract—Foundation Year Internship. 13 Learning Contract Outline—Foundation Year Internship. 24 MSW Supervision & Activity Form. 35 Process Recordings: Process and Format.
38 Individual Client Assessment. 44 Foundation Year Internship Portfolio and Requirements Checklist—SW Internship II. 51 Internship II Course Outline. 52 Family Assessment & Intervention.
59 Group Assessment & Intervention. 63 Organizational Assessment for First Year Internship. 68 Community Assessment for First Year Internship. 67 Evaluation of Practice.
68 Evaluation of First Year Student Internship Performance. 70 MSW Student Evaluation of Internship. 81 Evaluation of UALR MSW School of Social Work Faculty Liaison. 85 UALR MSW Internship Instructor Evaluation of UALR Internship Program.
88 Performance Review Committee. 90 Field Experience Safety Policy and Procedures. 94 FOUNDATION YEAR MANUAL 3 Foundation Year Competencies & Competency Behaviors 1. Demonstrate Ethical and Professional Behavior 1.1-Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context; 1.2-Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations; 1.3-Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication; 1.4-Use technology ethically and appropriately to facilitate practice outcomes; and 1.5-Use supervision and consultation to guide professional judgment and behavior.
Engage Diversity and Difference in Practice 2.1-Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels; 2.2-Present themselves as learners and engage clients and constituencies as experts of their own experiences; and 2.3-Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. Advance Human Rights and Social, Economic, and Environmental Justice 3.1-Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and 3.2-Engage in practices that advance social, economic, and environmental justice 4. Engage in Practice-informed Research and Research-informed Practice 4.1-Use practice experience and theory to inform scientific inquiry and research; 4.2-Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and FOUNDATION YEAR MANUAL 4 4.3-Use and translate research evidence to inform and improve practice, policy, and service delivery. Engage in Policy Practice 5.1-Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services; 5.2-Assess how social welfare and economic policies impact the delivery of and access to social services; 5.3-Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
Engage with Individuals, Families, Groups, Organizations, and Communities 6.1-Apply knowledge of human behavior and the social environment, person-in- environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and 6.2- Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. Assess Individuals, Families, Groups, Organizations, and Communities 7.1- Collect and organize data, and apply critical thinking to interpret information from clients and constituencies; 7.2- Apply knowledge of human behavior and the social environment, person-in- environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies; 7.3- Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and 7.- Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies. Intervene with Individuals, Families, Groups, Organizations, and Communities FOUNDATION YEAR MANUAL 5 8. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies; 8.
Apply knowledge of human behavior and the social environment, person-in- environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies; 8. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes; 8. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and 8. Facilitate effective transitions and endings that advance mutually agreed-on goals 9.
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities 9. Select and use appropriate methods for evaluation of outcomes; 9. Apply knowledge of human behavior and the social environment, person-in- environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes; 9. Critically analyze, monitor, and evaluate intervention and program processes and outcomes; and 9.
Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. FOUNDATION YEAR MANUAL 6 Foundation Year Internship Porfolio Requirements and Checklist—SW Internship I Yes No First Semester Learning Contract Supervision & Activity Logs (n=10) Process Recordings (baseline of 10 in chronological order with feedback from instructor) Minimim of 2 Assessments 1. An individual in UALR format 2. An individual in agency fortmat Based on the assessments, 1 individual contract/intervention plan, UALR format Documentation of 2 home visits (process recording or other) Sample(s) of agency progress notes First semester final evaluation (student and instructor) Organization Portfolio free of client identification Organized with dividers according to above sections FOUNDATION YEAR MANUAL 7 University of Arkansas at Little Rock Graduate Social Work Program Internship I Course Outline Course: 7403 Title: Social Work Internship I Instructor: First Year Internship Instructors Semester Credits: 4 Prerequisites: Admission to Graduate Social Work Program and concurrent with required first year core courses or after completion of required first year core courses.
Description of Course: The social work internship is an integral part of the curriculum in social work education. It engages the student in supervised practice activities, providing practical experience in the application of the behaviors at the foundational level. The objective of the internship is to produce a social work student that demonstrates mastery in each of the 9 core competencies described in the 2015 EPAS. The first year internship fosters development of integrated knowledge, values, skills, cognitive and affective processes, as they relate to work with individuals, families, groups, organizations and communities.
The beginning focus is on the relationship of the values and ethics of the profession to the agency setting, the development of the professional relationship with client systems, interviewing and data collection, and assessment at various systems levels. Additionally, the student is exposed to work within a service delivery system and the role of the social worker. The internship's primary focus is on practice with various levels and types of client systems with a variety of problems, needs and resources. During the first year internship, students will have experience with clients who are socially and culturally diverse, including race, gender, ethnicity, class, religion, sexual orientation or who may be physically and mentally challenged.
Note: The first/foundation year internship covers two consecutive semesters in one assigned agency. Each semester requires two days per week (16 hours), or five days per week for a summer block (40 hours). In order to strengthen foundation year students’ skill base and increase their practice knowledge, the first semester of internship will be delayed by four weeks. Foundation year interns will participate in a simulation skills lab in Foundations of Practice I (fall semester) during the first four weeks of the semester.
During the fifth week, students will enter the internship, and complete the remaining 10 weeks (2 days per week) of the semester in their assigned agency (minimum of 176 hours). Foundation year interns will complete 15 weeks, 2 days per week during the second semester (minimum of 240 hours). Upon completion of the foundation year internship, students will have completed a minimum of 416 hours. Course Objectives: At the completion of the first semester of internship, the student will demonstrate beginning level development of the following competencies and associated behaviors: FOUNDATION YEAR MANUAL 8 1.
Demonstrate Ethical and Professional Behavior (includes behaviors 1. Engage Diversity and Difference in Practice (includes behaviors 2. Advance Human Rights and Social, Economic, and Environmental Justice (includes behaviors 3. Engage in Practice-informed Research and Research-informed Practice (includes behaviors 4.
Engage in Policy Practice (includes behaviors 5. Engage with Individuals, Families, Groups, Organizations, and Communities (includes behaviors 6. Assess Individuals, Families, Groups, Organizations, and Communities (includes behaviors 7. Intervene with Individuals, Families, Groups, Organizations, and Communities (includes behaviors 8.
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities (includes behaviors 9. Units and Contents The following units reflect distinct areas to be addressed throughout the course of the internship. Students should start by familiarizing themselves with the 9 2015 EPAS core competencies and associated behaviors. The ordering of the sections below does not necessarily reflect the order they are presented during the semester, nor their importance.
The units may also vary among internship sites according to the clientele served and challenges addressed. Unit 1: Introduction to the agency, population served; professional expectations; and theoretical perspective guiding practice (competency #1 and 6, & associated behaviors). Student tasks: o Student will become familiar with competencies 1 and 6, along with their associated behaviors. o Familiarization with agency policies, values, technological requirements, rules and procedures, observation and interaction with population served, reading case files.
o Student will become familiar and knowledgeable about specific policies that impact clients served. o Student will draw from a variety of theories, practice perspectives and models to enhance critical thinking and judgement about assessment and intervention. o By the end of the first three weeks, the student, in concert with the instructor, will develop a learning contract of goals and objectives to be achieved during the semester. Unit 2: Examination of one’s own values, beliefs, ethical conflicts, and biases and the impact of those beliefs upon the relationship with the client system (competency #1, 2, 3 & associated behaviors).
FOUNDATION YEAR MANUAL 9 Student tasks: o Student will become familiar with competencies 1, 2 and 3, along with their associated behaviors. o Students will reflect upon and critically think about ethical dilemmas and values that may present themselves throughout the course of the semester through the process recordings and in supervisory sessions. o Students will demonstrate an awareness of their biases, values, and beliefs throughout the course of the semester through the process recordings and in supervisory sessions that include affective reactions to their biases and beliefs. Unit 3: Development of engagement, assessment, intervention and evaluation skills with client systems (competency # 6, 7, 8, 9 & associated behaviors).
Student tasks: o Student will become familiar with competency 6, 7, 8, and 9, and their associated behaviors. o Students will demonstrate interviewing skills and engagement skills with client systems through process recordings and verbal discussions with the internship instructor. o Students will complete a minimum of one process recordings per week for the entire semester. Process recordings should follow the outline in the internship manual.
They should be submitted to the internship instructor. o Students will demonstrate assessment skills through the process recordings. o Students will demonstrate critical thinking skills and affective reactions to clients through the process recordings. o Students will complete progress notes per agency policy.
o Students will complete two assessments of a client system: one with an individual or a family, and the other with an organization or a community. Formats for each of these assessments are included in the internship manual. o Based upon the assessments, the student will develop a set of goals and objectives (measurable, concrete and specific, realistic and attainable) with the client systems; and develop an intervention plan to achieve those goals and objectives. Unit 4: Developing ability to apply critical thinking skills to practice situations at multiple levels competency (#4, 5, 6, 7, 8, 9 & associated behaviors).
Student tasks: o Student will become familiar with competency 4, 5, 6, 7, 8, and 9, and associated behaviors.