The Catholic University of America s10

CUA

The Catholic University of America

National Catholic School of Social Service

Office of Field Education

Washington, DC 20064

202-319-5457

ADVANCED YEAR LEARNING PLAN – social change

Student Name ______Field internship schedule: ______

Individual supervision schedule (Min. requirement is 1 hr/week): ______

Other supervision (if applicable, e.g. peer, group): ______

Orientation to agency provided as follows: ______

Number/type of case/project assignments student will be involved with in ______semester: ______

Field Instructor Name: ______F.I. Phone Number:______

Field Instructor Email:______

Field Instructor 2(if applicable):______F.I. (2)Phone Number:______

Field Instructor (2) Email:______

Agency Name ______

Complete Agency Address: ______

Seminar Instructor/Liaison: ______

(Social Change and Combined students only): Indicate areas of macro practice available in your setting. Students need not have projects in all areas, though we suggest they have projects from at least 2 of the areas below:

__ Planning __ Policy

__ Management/Administration __ Advocacy/Community Organization

__ Research/Evaluation __ Other: ______

______

Student’s Signature Date Field Instructor’s Signature Date

______

2nd Field Instructor’s Signature Date

Developing the Advanced Year Learning Plan

The Learning Plan is a formal agreement between NCSSS, the student and the field agency showing how the requirements of the field internship will be met. Designed by the student with input and approval from the field instructor and field liaison, the Learning Plan specifies intended objectives and activities that must be completed to meet the school’s educational objectives, as well as the student’s educational goals, within a projected time frame.

In the foundation year, the Learning Plan utilizes 10 CSWE-developed core competencies to frame selected practice behaviors in which the student intern will gain competence in:

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

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

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

4.  Engage diversity and difference in practice.

5.  Advance human rights and social and economic justice.

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

7.  Apply knowledge of human behavior and the social environment.

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

9.  Respond to contexts that shape practice.

10.  Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Take a look at the End-of-Semester Evaluation and consider learning objectives and how to accomplish them. Students should keep the above competencies in mind as they conceptualize learning goals for the advanced year placement, since the Evaluation is organized around them.

Recognizing the necessary shift in perspective from student practitioner to professional social worker, the advanced year Learning Plan is designed to capture students’ performance goals for the placement. Keeping in mind the competencies listed above, and with an awareness of students’ continuing development as professionals in the field of social work, students can develop their Learning Plan focusing on the following:

1.  General Performance

Examples: complete assignments in timely fashion; work productively with members of interdisciplinary team; learn from constructive criticism.

2.  Professional behavior

Examples: identify personal values or ethical issues that you believe may impact on placement; become knowledgeable about HIPAA, record keeping, confidentiality, and boundaries of practice.

3.  Knowledge development

Examples: gain in-depth knowledge of particular theory; learn a specific social work treatment model and link to theory; gain deep understanding of NASW Code of Ethics; increase understanding of differences between for-profit and non-profit agencies, government-based and community-based organizations; learn about different organizational theories

4.  Skill development

Examples: learn to apply specific treatment model to practice; become comfortable with the use of assessment tools; become comfortable applying specific theory to practice; learn how to conduct play therapy; learn how to write a grant; learn to analyze policy; learn to develop fundraising strategy, needs and resource assessment, analysis of a policy, work with a Board of Directors or committees, and how to establish budget priorities.