CaliforniaStateUniversity, Long Beach (CSULB) University of California at Los Angeles (UCLA)
Department of Social Work Department of Social Welfare
CaliforniaStateUniversity, Los Angeles (CSULA) University of Southern California (USC)
School of Social Work School of Social Work
CaliforniaStateUniversity, Northridge (CSUN)
Social Work Program

COMPREHENSIVE SKILLS EVALUATION

(For CalSWEC students, please refer to the CalSWEC Comprehensive Skills Evaluation.)

MID-YEAR AND FINAL

FIELD EDUCATION CURRICULUM CORE LEARNING AREAS

The Comprehensive Skills Evaluation, completed mid-year and at the end of internship, is organized into the following Five Core Learning Areas of Field Education:

I: Professional Responsibility and Identity of Social Work Profession

II: Responsibility as a Learner

III: Knowledge of the Field Work Agency and the Community

IV: Organization, Work Management, and Communication Skills

V: Micro and Macro (if applicable) Practice and Intervention Skills-please note that CSULB does not require a Macro project for non-macro placements

EVALUATION KEY

NA Not applicable; no opportunity to observe. Comments are required for each NA grade.

U Unacceptable: Student shows little or no evidence of understanding the concept and/or

demonstration of skill development. Comments are required when using U.

B Beginning Skill Development: Student shows some understanding of the concept and is

beginning to recognize in hindsight how it might have been applied in practice situations. If

there are more than 50% “B’s” in a Core Area, and there are concerns/challenges, address this

assessment in the narrative section.

P Progressing in Demonstration: Student understands the concept and demonstrates the skill,

however student’s performance is uneven. Student needs time and practice to be more

consistent.

C Consistent Demonstration: Student has high level of skill development. Student understands the concept and demonstrates the skill with consistency.

EXPECTATIONS FOR 1ST AND 2ND YEAR FIELD PLACEMENTS

1st Year Field

1st Semester Students should be at B or P level. Please contact Liaison if student is at U level in any one area, or at B level on more than 50% of measures in any Core Area.

2nd Semester Students should demonstrate skills at least at the P level. Please contact Liaison if Student is at U level in any one area or at B level on more than 25% of measures in any Core Area.

2nd Year Field

1st Semester Students should be at P or C level. Please contact Liaison if student is at U level in any

one area, or at B level on more than 50% of measures in any Core Area.

2nd Semester Student should be at C level. Please contact Liaison if student is at U level on any one specific behavioral measure or B level on more than 25% of the behavioral measures in any of the core area

PLEASE BE SURE TO CONTACT THE LIAISON PRIOR TO SUBMISSION OF THIS EVALUATION IF STUDENT’S ARE NOT PERFORMING AT EXPECTED LEVELS AS DESCRIBED ABOVE

NARRATIVE SECTION

Please comment on areas that need work, as well as on strengths. It is essential for both the Student and the School to have this section completed. Again, comments are required when using NA and U.

COMPREHENSIVE SKILLS EVALUATION

Mid-Year

Student Name (print)______

Field Instructor______

Preceptor______

Agency______

Field Liaison______

Hours completed for 1st Semester

______

Field Instructor SignatureDate

______

Preceptor SignatureDate

______

Student SignatureDate

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

COMPREHENSIVE SKILLS EVALUATION

Final

Student Name (print)______

Field Instructor______

Preceptor______

Agency______

Field Liaison______

Hours completed for 2nd Semester

______

Field Instructor SignatureDate

______

Preceptor SignatureDate

______

Student SignatureDate

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

COMPREHENSIVE SKILLS EVALUATION

Description of agency and community served:

Micro Practice Assignments:

Macro Practice Assignments (CSULB does not require a macro project for non-macro placements):

COMPREHENSIVE SKILLS EVALUATION

CORE AREA I:

PROFESSIONAL RESPONSIBILITY AND IDENTITY OF SOCIAL WORK PROFESSION

A. OBJECTIVE: INTEGRATES PROFESSIONAL VALUES COMMENSURATE
WITH THE NASW CODE OF ETHICS / Mid-Year / Final
  1. Demonstrates non-judgmental attitude.

  1. Demonstrates respect for human worth.

  1. Demonstrates ability to treat others with dignity.

  1. Demonstrates respect for right of self-determination.

  1. Demonstrates respect for confidentiality.

  1. Identifies ethical dilemmas as they arise and brings them to supervision for discussion.

B. OBJECTIVE: DISTINGUISHES BETWEEN PERSONAL /PROFESSIONAL ROLE
/ Mid-Year / Final
  1. Defines accurately the social work role in the context of the placement agency and professional identification.

  1. Maintains appropriate boundaries, distinguishing a professional relationship from a personal relationship.

Narrative:______

Core Area II

RESPONSIBILITY AS A LEARNER

A. OBJECTIVE: DEMONSTRATES MOTIVATION
/ Mid-Year / Final
1. Seeks relevant information.
2. Demonstrates willingness to try new experiences.
3. Participates in seminars and other learning experiences by asking questions and volunteering information.
4. Demonstrates ability to transfer knowledge and skill from one situation to another.
5. Demonstrates ability to learn from a variety of sources (peers, other agency staff, field instructor, preceptors, consultants, assigned reading).
B. OBJECTIVE: DEMONSTRATES SELF AWARENESS / Mid-Year / Final
1. Accepts and utilizes constructive feedback/criticism.
2. Acknowledges areas of strength and areas needing improvement.
C. OBJECTIVE: UTILIZES FIELD INSTRUCTION EFFECTIVELY
/ Mid-Year / Final
1. Assumes role of learner and acknowledges the Field Instructor as teacher.
2. Prepares for supervisory conferences.
3. Participates readily in educational planning and evaluation of his/her performance.
4. Identifies areas of vulnerability and learns to handle/manage these areas, with the help of the field Instructor.
5. Openly shares information and seeks feedback.
6. Applies knowledge and techniques learned in supervision.
7. Moves appropriately toward independence.
8. Maintains appropriate boundaries with the Field Instructor, Preceptor, and other agency staff.

Narrative:______

CORE AREA III:

KNOWLEDGE OF THE FIELD WORK AGENCY AND THE COMMUNITY

A. OBJECTIVE: DEMONSTRATES KNOWLEDGE OF GOALS, MISSION, AND ORGANIZATIONAL STRUCTURE / Mid-Year / Final
  1. Defines accurately the services and resources provided by the agency to its clients and is committed to its mission.

  1. Demonstrates understanding of the mission, scope, organizational structure and limitations of the agency.

  1. Demonstrates knowledge, respect, and ability to work cooperatively with agency personnel.

B. OBJECTIVE: DEMONSTRATES KNOWLEDGE OF THE COMMUNITY / Mid-Year / Final
  1. Identifies social policies, laws, practices, etc. that negatively impact the client system or delivery of services.

  1. Demonstrates understanding of demographic composition of populations served by the agency (i.e. racial, ethnic, cultural, socio-economic, gender, sexual orientation).

  1. Seeks involvement in inter- and intra-agency activities such as community meetings and networking.

Narrative:______

CORE AREA IV:

ORGANIZATION, WORK MANAGEMENT, AND COMMUNICATION SKILLS

A. OBJECTIVE: DEMONSTRATES CLEAR, ACCURATE DOCUMENTATION. / Mid-Year / Final
1. Keeps accurate and up-to-date case records and documentation.
2. Completes and submits required learning agreement and process recordings on time.
B. OBJECTIVE: DEMONSTRATES CLEAR, CONCISE ORAL PRESENTATION / Mid-Year / Final
1. Communicates clearly, concisely in supervision.
2. Communicates clearly, concisely in case conferences.
3. Communicates clearly, concisely with other staff and/or professionals.
C. OBJECTIVE: PLANS AND ORGANIZES WORK / Mid-Year / Final
1. Adheres to attendance policy.
2. Keep appointments on time.
3. Plans, prioritizes, and manages work effectively.

Narrative:______

CORE AREA V:

MICRO AND MACRO (if applicable) PRACTICE AND INTERVENTION SKILLS

A. OBJECTIVE: USES SELF PROFESSIONALLY (in all client systems, i.e. individuals, families, groups, communities, organizations, etc.) / Mid-Year / Final
  1. Shows appropriate sensitivity, care and empathy.

  1. Shares personal information selectively and purposefully, in response to client need.

  1. Demonstrates ability to deal effectively with conflict and stress.

  1. Demonstrates appropriate assertive behavior.

  1. Demonstrates appropriate use of authority.

  1. Understands transference and counter- transference.

  1. Demonstrates flexibility.

  1. Shares knowledge and information with other professionals.

B. OBJECTIVE: DEMONSTRATES ABILITY TO INTEGRATE THEORY AND PRACTICE / Mid-Year / Final
  1. Understands person-in-environment concept.

2. Understands and applies systems theory.
3. Understands and applies knowledge of oppressed and diverse populations.
4. Demonstrates an understanding of the impact of social policy on client population.
5. Applies concepts of human growth and development.
C. OBJECTIVE: DEMONSTRATES SKILL IN VERBAL AND NONVERBAL
COMMUNICATION / Mid-Year / Final
1. Understands and uses verbal and non-verbal cues within the therapeutic process.
2. Demonstrates an ability to utilize the following:
  1. Beginning interviewing skills including open and closed questioning, encouraging,
paraphrasing, reflecting, and summarizing,
b. Intermediate interviewing skills including reframing, partializing, and focusing.
  1. Advanced interviewing skills including confrontation, interpretation, use of silence, and use
of humor, reflecting cultural sensitivity.
D. OBJECTIVE: ASSESSES, DIAGNOSES, MANAGES, AND MAINTAINS THE INTERVENTION PROCESS (with individuals and families) / Mid-Year / Final
1. Demonstrates ability to identify and clarify the presenting problem(s) with the client.
  1. Demonstrates ability to gather information, including, facts, feelings and goals from client and significant others.

  1. Demonstrates ability to assess client and/or family member risk for suicide, child abuse,
elder abuse, etc.
  1. Demonstrates an understanding of the impact of variables such as ethnicity, gender, age, sexual orientation, cultural background, socioeconomic status, etc.

  1. Demonstrates skill in completing a comprehensive biopsychosocial history.

  1. Formulates an appropriate treatment plan with the client, which includes appropriate short range and/or long-range goals.

  1. Demonstrates the ability to recognize patterns and themes within the therapeutic process.

  1. Starts "where the client is" and allows process to move at an appropriate pace.

  1. Engages the client system in problem solving.

  1. Assesses continually client systems’ progress in relation to intervention goals, and revises treatment plan accordingly.

  1. Demonstrates an understanding of group process and dynamics.

  1. Deals with client resistance and can engage non-voluntary clients.

  1. Plans and implements appropriate termination process with clients.

  1. Demonstrates the ability to address and discuss issues that are considered highly sensitive (i.e. child discipline, sexual practices, sexual orientation, abortion, drug use, religion, etc.).

  1. Demonstrates an understanding of the family system, and the ability to engage with that system in problem identification, goal setting, and problem solving.

E. OBJECTIVE: ASSESSES, DIAGNOSES, MANAGES, AND MAINTAINS INTERVENTIONS (in macro practice)-PLEASE NOTE THAT CSULB DOES NOT REQUIRE A MACRO PROJECT FOR NON-MACRO PLACEMENTS

/ Mid-Year / Final
  1. Demonstrates ability to organize and evaluate the components of a situation.

  1. Demonstrates ability to identify resources, both internal and external.

  1. Demonstrates understanding of the impact of variables such as ethnicity, gender, sexual orientation, cultural background, socioeconomic status, etc.

  1. Identifies the impact of variety of systems and how they interact.

  1. Formulates an appropriate plan with appropriate short range and/or long range goals.

  1. Demonstrates skills in assessing intervention strategies.

  1. Demonstrate ability to work in different modalities, including groups, committees, boards,
and communities.
  1. Demonstrates knowledge of an array of interventions reflecting organization development,
program planning, development and evaluation, needs assessment, board and committee work,
leadership development, community networking and public relations, personnel management,
management information systems, and training and consultation.
  1. Demonstrates ability to engage in a change effort with community members in meeting their
needs.
OBJECTIVE: MACRO PRACTICE INTERVENTION SKILLS-PLEASE NOTE THAT CSULB DOES NOT REQUIRE A MACRO PROJECT FOR NON-MACRO PLACEMENTS / Mid-Year / Final
1. Works on organizational development.
2. Conducts a needs assessment.
3. Works on program planning and development.
4. Helps to implement programs.
5. Evaluates programs.
6. Works with committees, boards, and/or leadership development.
7. Networks in communities, and doing community organizing.
8. Mobilizes clients and/or organizations.
9. Conducts public policy analysis and/or legislative advocacy.
10. Analyzes budgets.
11. Participates in fundraising.
12. Writes grants.
13. Works on marketing and public relations.
14. Assists with personnel management (human resources).
15. Works on management information systems.
16. Conducts training and consultation.
17. Other: Please describe specifically:

Narrative:______

COMPREHENSIVE SKILLS EVALUATION

Summarize overall assessment strengths and areas needing further development:

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Thank you for your commitment to social work education and to the profession!

FIELD INSTRUCTOR: ______

AGENCY NAME: ______

FIELD LIAISON: ______

CSULB, DEPARTMENT OF SOCIAL WORK

CalSWEC Addendum to the MSW Comprehensive Skills Evaluation

STUDENT’S NAME: ______DATE: ______

INSTRUCTIONS FOR THE COMPETENCIES CHECKLIST

As you may already know, the CalSWEC program is a competency-based curriculum intended to provide your student with special knowledge and skills for work in public

child welfare. We are using a standard evaluation for all students, with the addition

of this Addendum for CalSWEC students, to help us identify which competencies have

been incorporated within their field placement.

This document consists of a set of competencies grouped under eight core areas:

The four odd numbered are for first-year CalSWEC students.

The four even numbered are for second-year CalSWEC students.

If you have a first-year student, please complete pages 3–7 of this Addendum.

If you have a second-year student, please complete pages 8–11.

Next to each competency is a box labeled Mid (-Year), Final, and N/O (No Opportunity).

For the Mid-Year Evaluation period, please check the “Mid” box if your student

has been exposed to or demonstrates the competency. If not, leave it blank.

For the Final Evaluation period, check the “Final” box if they have demonstrated

or been exposed to that competency.

The “N/O” No Opportunity box should be checked only at the end of both semesters

if there has been no opportunity for the student to either demonstrate nor be exposed

to that competency.

Thank you in advance for your assistance in strengthening our CalSWEC students’ experiences. Should you have any questions, please don’t hesitate to call your liaison.

CALIFORNIA CHILD WELFARE CURRICULUM PRINCIPLES

FIRST-YEAR
FOUNDATION COMPETENCIES / SECOND-YEAR
ADVANCED COMPETENCIES
I.Ethnic Sensitive and Multicultural Practice / II. Culturally Competent
Child Welfare Practice
III.Core Child Welfare Practice / IV. Advanced Child Welfare Practice
V.Human Behavior and the
Social Environment / VI. Human Behavior and the
Child Welfare Environment
VII.Workplace Management / VIII. Child Welfare Policy, Planning,
and Administration

FIRST-YEAR FOUNDATION COMPETENCIES

~ Complete pages 3 through7

I.Ethnic Sensitive and Multicultural Practice

A working knowledge of and sensitivity to the dynamics of ethnic and cultural differences are at the core of child welfare services. Culturally competent practice acknowledges that an individual’s culture is an integral part of overall development and selfhood, and strives to use concepts of culture in a manner that enhances individual and family functioning. Given the increasingly diverse service population, cultural competency and understanding of the cultural norms of California’s major ethnic groups should be a criterion for competent performance throughout the curriculum. This section includes foundation knowledge, values, and skills for culturally competent child welfare practice.

Please indicate if the student was exposed to or demonstrated the following competencies this year:

MidFinalN/O

1.1Student demonstrates respect, fairness, and cultural competence in assessing, working with, and making service decisions regarding clients of diverse backgrounds.

1.2Student demonstrates self-awareness and the ability to address and overcome personal bias in assessing and working with clients of diverse backgrounds.

1.3Student demonstrates the ability to conduct an ethnically and culturally competent assessment of a child and family and to develop an effective intervention plan.

1.4Student recognizes personal knowledge limitations regarding specific groups and seeks consultation and expertise as needed to assess and work effectively with clients.

1.5Student understands the importance of a client’s primary language and supports its use in providing child welfare assessment and intervention services.

1.6Student understands the influence and value of traditional, culturally based childrearing practices and uses this knowledge in working with families.

III. Core Child Welfare Practice

This category includes the basic knowledge and skills for practice of social work in any setting, with emphasis on child welfare practice. Content in this foundation category covers interviewing, assessment, and intervention, with special attention to problems and concerns related to child protection and family preservation. Students learn to apply a strengths perspective in an environmental context and to work collaboratively. At this level, students are able to evaluate child and family information and to take appropriate steps toward permanency planning. In addition, students demonstrate the professional use of self within the values and ethics of social work practice.

Please indicate if the student was exposed to or demonstrated the following competencies this year:

MidFinalN/O

3.1Student is able to practice basic principles and techniques of interviewing children and families for purposes of assessment, intervention, and service planning.

3.2Student demonstrates the ability to perform a preliminary safety assessment and to monitor the safety of the child through ongoing assessment of risk.

3.3Student is able to identify the major family, health, and social factors contributing to child abuse and neglect, as well as positive factors that act to preserve the family and protect the child.

3.4Student recognizes and accurately identifies the physical and behavioral indicators of abuse, family violence, and neglect and can assess the dynamics underlying these behaviors.

3.5Student demonstrates an understanding of basic child development and how developmental level affects a child’s perception of events, coping strategies, and physical and psychological responses to stress and trauma.