Clarify Expectations of the Division of Social Work, the Student and Field Instructor;

/ Division of Social Work
Field Education Program
Sacramento, CA 95819-6090
Phone: 916.278.6943
/ MSWII
Child & Family
Learning Agreement
2016-2017
Student
First Name Last Name / ID #
Agency
Field Instructor Check one: BASW___ MSW___ LCSW___
First Name Last Name
Faculty Liaison
Field Manual
For comprehensive information about Field Education (hours, attendance, absences, problem solving, and student standards), go to:
Assess
Clarify
Structure
Monitor / The Learning Agreement is completed by the student & Field Instructor to:

Assess the student’s baseline competence at the beginning of the placement so that the Field Instructor can select appropriate learning activities;
Clarify expectations of the Division of Social Work, the student and Field Instructor;
Structure the field placement by identifying the specific activities for each competency;
Monitor the success of the placement and the student’s performance.

Terms and Conditions

Safety Form: The last page of this document is the “Safety Protocol Verification Form.” The site must orient the student to safety (e.g., emergency procedures) and ethics (e.g., mandated reporting).
Due Date: The Learning Agreement must be completed/signed and given to Faculty Liaison by the first week in October.
The Original &Three Copies: The student makes three copies. The original and one copy are given to the Faculty Liaison. Field Instructors and students keep the other copies for weekly field instruction/supervision.
Review & Revise: This agreement should be reviewed often. At a minimum it should be revised at the beginning of the spring semester.
Blank and Sample Learning Agreement: Are available on the Field “Forms” page of the website.
Questions: Direct all questions about the Learning Agreement to the student’s Faculty Liaison.

MSWII
10 COMPETENCIES / The Council on Social Work Education (CSWE) established these professional competencies. They are professional standards and expected proficiencies for any accredited professional social work program. Guided by the field instructors, students are expected to engage in learning activities that facilitate their development and attainment of all competencies.

Competency 1: Student demonstrates ethical and professional behavior

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
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 Engages in productive problem-solving and appropriate conflict resolution and uses open communication.
1.3 Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
1.4 Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.
1.5 Use technology ethically and appropriately to facilitate practice outcomes.
1.6 Use field instruction/supervision and consultation to guide professional judgment and behavior.
1.7 Demonstrates commitment to continual professional development and life-long learning.

Competency 2 - Student engages diversity and difference in practice.

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
2.1 Articulates self-awareness regarding own identity, personal biases, fears and values related to various groups and/or when discussing/planning client work.
2.2 Communicates understanding the importance of diversity and differences in shaping life experiences. Employs diversity-sensitive practice skills with a particular focus on working with children.
2.3Presents self as learner when engaging youth and families and constituencies (reinforcing the idea that they are the experts of their own experiences).

Competency 3: Student advances human rights and social, economic, and environmental justice.

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
3.1 Applies principles of social, economic and environmental justice to advocate for human rights at the children and family systems levels.
3.2 Engages in practices that advance social, economic and environmental justice within the scope of the agency’s mission.

Competency 4 - Student engages in practice-informed research and research-informed practice.

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
4.1 Applies research findings to inform and improve practice, policy, and service delivery as relevant to placement setting.
4.2 Provides evidence-supported family therapy interventions and youth focused interventions.

Competency 5 - Student engages in policy practice.

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
5.1 Identifies local, state and federal policies specific to children and families that impact well-being, service delivery and access to client services.
5.2 Assesses local, state and federal policies specific to children and families that impact well-being, service delivery and access to client services.
5.3 Advocates for policies relevant for children and families.

Competency 6 - Student engages with individuals, families, groups, organizations, and communities

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
6.1 Applies child and family knowledge, as well as relevant theory (developmental theory, the family life cycle, attachment theory, and systems theory) to engage with children and families.
6.2 Uses empathy, reflection, and interpersonal skills to effectively engage children and families.
6.3 Establishes rapport quickly, even with ambivalent and highly reluctant clients; elicits and clarifies clients’ needs, values and strengths.

Competency 7 - Student assesses individuals, families, groups, organizations, and communities.

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
7.1 Collects and organizes data (i.e., biological, cognitive, developmental, psychological, social, cultural, community and spiritual factors) for comprehensive child and family assessments.
7.2 Identifies indicators of all key psychosocial risk and consults appropriately.
7.3Applies child and family knowledge, as well as relevant theory (developmental theory, attachment theory, family life cycle, family systems) in the analysis of assessment data from children, families, and constituencies.
7.4 Demonstrate an understanding of DSM5 and is able to consider appropriate differential diagnosis as it relates to relevant client population.
7.5Creates mutually agreed-on goals based upon the assessment of strengths, needs, and challenges with children and families.

Competency 8: Student intervenes with individuals, families, groups, organizations, and communities

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
8.1 Selects appropriate intervention activities, techniques and/or intervention methods that support goal acquisition. Executes activities and interventions consistent with the intervention plan in a thoughtful, sequenced and responsive manner.
8.2 Initiates multidisciplinary collaboration with providers including psychiatrists, nurses, psychologists, lawyers, probation officers, teachers, landlords, caseworkers, employers, etc.
8.2 Implement interventions to achieve practice goals and enhance capacities of clients and constituencies.
8.4 Intervene (negotiate, mediate, and advocate) on behalf of clients and constituents.
8.5 Facilitates effective transitions and endings in a timely, smooth and thoughtful manner so as to promote client/project goals.

Competency 9 - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
9.1 Selects and uses appropriate methods for evaluation of outcomes.
9.2 Evaluates (monitors and critically analyses) interventions and outcomes.
9.3 Applies evaluation findings to improve practice effectiveness.

Competency 10 - Takes a leadership role during the course of the placement

in an effort to further social work values.

Practice Behaviors
Student will / Assigned Activities / Semester
Fall/Spring
/Both / Completion Date
10.1 Proactively identifies opportunities for leadership role that is relevant/beneficial to agency.
10.2 Systematically plans/executes a significant agency activity or service project involving clients, colleagues and/or the community. Consults and uses information from a variety of collaterals, stakeholders, and/or other environmental sources to ensure collaborative nature.
Time of Weekly Field Instruction/Supervision
Check which ever applies
____ One on One Meeting ______(day) at ______(specify time)
____ Group Meeting ______(day) at ______(specify time)
Comments ______
______
One hour (minimum) of weekly Field Instruction is required. A best practice is to meet at the same time each week. Consider using a “Weekly Field Instruction/Supervision Form” as it can help the student be organized and make
better use of the session. See Field website for example of “Weekly Field Instruction/Supervision Form”
Signatures
The parties acknowledge their understanding and
consent to this Learning Agreement with their signatures below.

______(______)______

Student SignatureDatePhone

______

Student Email (… only)

______(______)______

Field Instructor SignatureDatePhone

______

Field Instructor Email

______(______)______

Task Supervisor Signature (if applicable) DatePhone

______

Task Supervisor Email (if applicable)

______

Faculty Liaison Signature Date

FIELD PLACEMENT SAFETY PROTOCOL, CONFIDENTIALITY & MANDATED REPORTING VERIFICATION

Sacramento State University Risk Management policies require that the Division of Social Work obtain documentation confirming that field students receive safety protocol orientation in their field placement. This orientation must occur before the student has direct contact with clients, or within the first 4 weeks of placement, whichever comes first. Orientation should cover the topics below. Both Field Instructor and Student must sign this form.

Topics to be covered:

Safety

Working with potentially violent clients.