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UWOSH Advanced MSW Practice Competency Rubric

UWOSH MSW ProgramDepartment of Social Work

Advanced Field Competency Rubric

Use this rubric to evaluate student practice competency.1: Ethical and professional behaviorMeasurement Tools: Field Logs, Seminar discussions, Process Recordings, Case Presentations, Supervisor observations

Behavior Indicator Competent Developing Competency Not CompetentA.1.1 Demonstrate leadership and professionalism in social service practice settings.

Knowledge: Student has proficient (90%) knowledge of the Field agency personnel policies and expectations of social service managers and leaders. Student has proficient (90%) knowledge of state practice certification procedures.Skills: Student demonstrates initiative and leadership (no supervisor prompting) in job responsibilities at the agency. Student completes SLC within the first 60 hours of the placement start date.Values: Student perceives her/his self as a leader and seeks out opportunities to show initiative.Affective/Cognitive Processes: Student reflects verbally and in writing on the strengths and challenges of being a social service leader in the practice context.

Knowledge: Student has adequate (80%) knowledge of the Field agency personnel policies and expectations of social service managers and leaders. Student has adequate (80%) knowledge of state practice certification procedures.Skills: Student needs prompting to engage in job responsibilities at the agency. Student completes SLC within the first 75 hours of the placement start date.Values: Student is slow to perceive self as a leader and intermittently seeks out opportunities to show initiative.Affective/Cognitive Processes: Student reflects verbally on the strengths and challenges of being a social service leader in the practice context.

Knowledge: Student has limited (<80%) knowledge of the Field agency personnel policies and expectations of social service managers and leaders. Student has limited (<80%) knowledge of state practice certification procedures.Skills: Student does not demonstrate initiative or leadership in job responsibilities at the agency. Student completes SLC after the first 75 hours of the placement start date.Values: Student does not perceive her/his self as a leader and does not seek out opportunities to show initiative.Affective/Cognitive Processes: Student does not reflect on the strengths and challenges of being a social service leader in the practice context.

A.1.2 Demonstrate initiative in professional growth and development.

Knowledge: Student has a proficient (90%) understanding of the state certification requirements for continuing

Knowledge: Student has an adequate (80%) understanding of the state certification requirements for continuing

Knowledge: Student has a limited (<80%) understanding of the state certification requirements for continuing

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education. Student shares current EBP literature with Agency supervisor and colleagues at least monthly.Skills: Student engages in required and optional training opportunities at the Field agency.Values: Student articulates a value for continuing education and seeks out opportunities to learn new information relevant to the practice context.Affective/Cognitive Processes: Student reflects verbally and in writing on the application of training received at the Field agency.

education. Student shares current EBP literature with Agency supervisor and colleagues at least once each semester.Skills: Student engages in some training opportunities at the Field agency.Values: Student understands the purpose of continuing education.Affective/Cognitive Processes: Student reflects verbally on the application of training received at the Field agency.

education.Skills: Student does not engage in required or optional training opportunities at the Field agency.Values: Student rarely articulates a value for continuing education.Affective/Cognitive Processes: Student does not reflect on the application of training received at the Field agency.

A.1.3 Demonstrate knowledge and understanding of interdisciplinary ethical practice within mental health and/or health care settings.

Knowledge: Student has a proficient (90%) understanding of the NASW code of ethics and its application and relevance to the practice setting. Student is familiar with other relevant ethical standards employed at the Field agency.Skills: Student actively applies the NASW Code of Ethics in their practice and consults with their supervisor regarding the resolution of ethical dilemmas, especially as they relate to interprofessional practice.Values: Student discusses issues related to ethical practice at least monthly with the Field supervisor.Affective/Cognitive Processes: Student reflects

Knowledge: Student has an adequate (80%) understanding of the NASW code of ethics and its application and relevance to the practice setting. Student has been introduced to other relevant ethical standards employed at the Field agency.Skills: Student applies the NASW Code of Ethics, with supervisor prompts, in their practice.Values: Student discusses issues related to ethical practice at least once/semester with the Field supervisor.Affective/Cognitive Processes: Student reflects verbally on ethical practice in the practice context and intermittently analyzes interprofessional practice

Knowledge: Student has limited (<80%) understanding of the NASW code of ethics and its application and relevance to the practice setting.Skills: Student occasionally consults with their supervisor regarding the resolution of ethical dilemmas.Values: Student rarely discusses issues related to ethical practice with the Field supervisor.Affective/Cognitive Processes: Student does not reflect on ethical practice in the practice context.

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verbally and in writing on ethical practice in the practice context and analyzes interprofessional practice issues.

issues.

A.1.4 Successfully resolve ethical dilemmas encountered in mental health and/or physical health care settings.

Knowledge: Student can accurately identify an ethical dilemma at least 90% of the time.Skills: Student proficiently (90%) applies the NASW Code of ethics to resolve ethical dilemmas encountered in the Field agency. Student initiates consultation with colleagues to resolve ethical dilemmas.Values: Student values ethical practice and discusses ethical standards with agency supervisor at least monthly.Affective/Cognitive Processes: Student reflects verbally and in writing on the efficacy of responses to ethical dilemmas.

Knowledge: Student can identify an ethical dilemma 80-89% of the time.Skills: Student adequately (80%) applies the NASW Code of ethics to resolve ethical dilemmas encountered in the Field agency. Student consults with colleagues to resolve ethical dilemmas.Values: Student values ethical practice and discusses ethical standards with agency supervisor at least once/semester.Affective/Cognitive Processes: Student reflects verbally on the efficacy of responses to ethical dilemmas.

Knowledge: Student rarely accurately identifies an ethical dilemma.Skills: Student rarely applies the NASW Code of ethics to resolve ethical dilemmas encountered in the Field agency.Values: Student does not discuss ethical standards with agency supervisor.Affective/Cognitive Processes: Student does not reflect on the efficacy of responses to ethical dilemmas.

A.1.5 Demonstrate professional, accurate and effective written and oral communication appropriate to the practice setting.

Knowledge: Student has a proficient (90%) understanding of required agency documentation of work with clients and constituents. Student has a proficient (90%) understanding of the documentation model/technology used at the Field agency.Skills: Student is concise, accurate and current (90%) with client documentation.Values: Student takes initiative to document client

Knowledge: Student has an adequate (80%) understanding of required agency documentation of work with clients and constituents. Student has an adequate (80%) understanding of the documentation model/technology used at the Field agency.Skills: Student is concise, accurate and current with client documentation 80-89% of the time.Values: Student documents

Knowledge: Student does not understand the agency requirements for documentation of work with clients and constituents. Student does not understand the documentation model/technology used at the Field agency.Skills: Student is not concise, accurate and current with client documentation.Values: Student rarely takes initiative to document client interactions or request critical

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interactions and requests critical supervisor feedback at least monthly.Affective/Cognitive Processes: Student reflects verbally and in writing on their documentation skills, and considers what these skills mean for practice competency.

client interactions with supervisor prompts.Affective/Cognitive Processes: Student reflects verbally on their documentation skills, and considers what these skills mean for practice competency.

supervisor feedback.Affective/Cognitive Processes: Student does not reflect on their documentation skills.

2: Engage diversity and difference in practiceMeasurement Tools: Field Logs, Case presentations, Process Recordings

Behavior Indicator Competent Developing Competency Not CompetentA.2.1 Effectively employ social work knowledge and skills with diverse client systems, especially those who are vulnerable and oppressed.

Knowledge: Student has a proficient (90%+) knowledge of diversity practice. Student understands at least 5 ways that intersections with diverse client systems impact practice at micro, mezzo, and macro levels. Student understands at least 2 multicultural theories. Student understands how differences impact the meaning of life experiences.Skills: Student regularly defers to clients as experts on their own behavior. Student implements at least 5 specific skill sets to their work with clients (Reflective listening, open-ended questions, identifying strengths, applying evidence-based

Knowledge: Student has an adequate (80-89%) knowledge of diversity practice. Student understands at least 3 ways that intersections with diverse client systems impact practice at micro, mezzo, and macro levels. Student understands at least 1 multicultural theory.Skills: Student sometimes defers to clients as experts on their own behavior. Student implements at least 3 specific skill sets to their work with clients (Reflective listening, open-ended questions, identifying strengths, applying evidence-based intervention, and follow-up evaluation).Values: Student demonstrates, through

Knowledge: Student has limited (<80%) knowledge of diversity practice. Student does not understand the ways that intersections with diverse client systems impact practice at micro, mezzo, and macro levels. Student does not understand multicultural theories or how differences impact the meaning of life experiences.Skills: Student rarely defers to clients as experts on their own behavior. Student implements fewer than 3 specific skill sets to their work with clients (Reflective listening, open-ended questions, identifying strengths, applying evidence-based intervention, and follow-up evaluation).

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intervention, and follow-up evaluation).Values: Student demonstrates, through action and communication, a commitment to the dignity and worth of all clients and colleagues.Cognitive/Affective Processes: Student reflects verbally and in writing on their personal and institutional biases in relation to various intersections of diversity.

communication, a commitment to the dignity and worth of all clients and colleagues.Cognitive/Affective Processes: Student reflects verbally on their personal and institutional biases in relation to various intersections of diversity.

Values: Student does not demonstrate a commitment to the dignity and worth of all clients and colleagues.Cognitive/Affective Processes: Student does not reflect on their personal and institutional biases in relation to various intersections of diversity.

A.2.2 Demonstrate cultural competency in all social work contexts.

Knowledge: Student demonstrates proficient (90%+) understanding that clients are the expert in their own lives and stories, that empowerment enhances the client’s ability to be her/his own source of success, and that engagement in lifelong learning will enhance cultural competence and diversity practices.Skills: Student demonstrates effective listening skills at least 90% of the time. Student demonstrates client empowerment strategies at least 3 times/semester. Student demonstrates attention to client diversity

Knowledge: Student demonstrates adequate (80-89%) understanding that clients are the expert in their own lives and stories, that empowerment enhances the client’s ability to be her/his own source of success, and that engagement in lifelong learning will enhance cultural competence and diversity practices.Skills: Student demonstrates effective listening skills at least 80% of the time. Student demonstrates client empowerment strategies at least once/semester. Student demonstrates attention to client diversity

Knowledge: Student demonstrates limited (<80%) understanding that clients are the expert in their own lives and stories, that empowerment enhances the client’s ability to be her/his own source of success, and that engagement in lifelong learning will enhance cultural competence and diversity practices.Skills: Student rarely demonstrates effective listening skills. Student demonstrates client empowerment strategies fewer than once/semester. Student demonstrates attention to client diversity in treatment planning less

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in treatment planning at least 90% of the time.Values: Student demonstrates through action and communication a commitment to lifelong learning of cultural humility/competence and deferral to client wisdom.Cognitive/Affective Processes: Student reflects verbally and in writing on opportunities to continue engaging in learning cultural humility/competence.

in treatment planning at least 80% of the time.Values: Student demonstrates through communication a commitment to lifelong learning of cultural humility/competence and deferral to client wisdom.Cognitive/Affective Processes: Student reflects verbally on opportunities to continue engaging in learning cultural humility/competence.

than 80% of the time.Values: Student does not demonstrate a commitment to lifelong learning of cultural humility/competence and deferral to client wisdom.Cognitive/Affective Processes: Student does not reflect on opportunities to continue engaging in learning cultural humility/competence.

3: Advance human rights and social, economic, and environmental justice.Measurement Tools: Policy Practice Scavenger Hunt; Field Logs, Process Recordings, Case presentations, Evaluation projectA.3.1 Identify and attend to resource gaps in relevant practice settings.

Knowledge: Student demonstrates proficient (90%+) knowledge of resource gaps relevant to the Field agency.Skills: Student engages in best practice research and recommends at least two options to close resource gaps. Student actively advocates for clients at least 90% of the time.Values: Student accepts that structural deficits within a community contribute to poor client outcomes and that these deficits are outside of the client’s purview.Cognitive/Affective Processes: Students reflects verbally and in writing on opportunities to close resource gaps.

Knowledge: Student demonstrates adequate (80-89%) knowledge of resource gaps relevant to the Field agency.Skills: Student engages in best practice research and recommends at least one option to close resource gaps. Student advocates for clients at least 80% of the time.Values: Student acknowledges that structural deficits within a community may contribute to poor client outcomes.Cognitive/Affective Processes: Students reflects verbally on opportunities to close resource gaps.

Knowledge: Student demonstrates limited (<80%) knowledge of resource gaps relevant to the Field agency.Skills: Student does not engage in best practice research to identify options to close resource gaps. Student rarely advocates for clients.Values: Student does not accept that structural deficits within a community contribute to poor client outcomes and that these deficits are outside of the client’s purview.Cognitive/Affective Processes: Students does not reflect on opportunities to close resource gaps.

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A.3.2 Demonstrate ability to work collaboratively with a wide array of professional helpers on behalf of client systems.

Knowledge: Student demonstrates proficient (90%+) knowledge of agency collaborating partners and allies. Student demonstrates proficient (90%+) knowledge of other professional helper roles and responsibilities within the Field agency setting.Skills: Student effectively collaborates with colleagues to meet client needs at least 90% of the time. Student develops a working relationship with at least 2 collaborating agency partners and is familiar with the work they do and how it complements the work of the Field agency.Values: Student demonstrates through actions and communication a commitment to effective interprofessional practice in order to best serve clients and constituents.Cognitive/Affective Processes: Student reflects verbally and in writing on opportunities for interprofessional practice and interagency collaboration.

Knowledge: Student demonstrates adequate (80-89%) knowledge of agency collaborating partners and allies. Student demonstrates adequate (80-89%) knowledge of other professional helper roles and responsibilities within the Field agency setting.Skills: Student collaborates with colleagues to meet client needs at least 80% of the time. Student develops a working relationship with at least 1 collaborating agency partner and is familiar with the work they do and how it complements the work of the Field agency.Values: Student demonstrates through communication a commitment to effective interprofessional practice in order to best serve clients and constituents.Cognitive/Affective Processes: Student reflects verbally on opportunities for interprofessional practice and interagency collaboration.

Knowledge: Student demonstrates limited (<80%) knowledge of agency collaborating partners and allies. Student demonstrates limited (<80%) knowledge of other professional helper roles and responsibilities within the Field agency setting.Skills: Student rarely collaborate with colleagues to meet client needs. Student does not have a working relationship with any collaborating agency partners.Values: Student does not demonstrate a commitment to effective interprofessional practice.Cognitive/Affective Processes: Student does not reflect on opportunities for interprofessional practice and interagency collaboration.

4: Engage in research-informed practice and practice-informed researchMeasurement Tools: Field logs, case presentations, process recordings, program evaluation project

Behavior Indicator Competent Developing Competency Not CompetentA.4.1 Demonstrate understanding and knowledge of qualitative and quantitative research methodologies and their application within the mental health/health care

Knowledge: Student has proficient (90%+) knowledge and understanding of the applicability of appropriate qualitative, mixed methods, and quantitative research

Knowledge: Student has adequate (80-89%) knowledge and understanding of the applicability of appropriate qualitative, mixed methods, and quantitative research

Knowledge: Student has limited (<80%) knowledge and understanding of the applicability of appropriate qualitative, mixed methods, and quantitative research

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setting. methods related to their specific field of practice.Skills: Student demonstrates how multiple methodologies are used in the specific area of practice and within the broader context of the profession in supporting evidence-based interventions and outcomes.Values: Student articulates a value for research, program evaluation and the adoption of evidence-based practice (EBP). Student articulates an understanding of ethical difficulties that can arise in the field of research and how this can impact treatment.Affective/Cognitive Processes: Student reflects verbally and in writing on how research is used to facilitate desired treatment outcomes in the practice setting.

practices related to their specific field of practice.Skills: Student demonstrates how one methodology is used in the specific area of practice to support evidence-based interventions and outcomes.Values: Student intermittently articulates a value for research, program evaluation or the adoption of EBP. Student needs prompting to understand ethical difficulties that arise in the field of research and their impact on treatment.Affective/Cognitive Processes: Student reflects verbally on how research is used to facilitate desired treatment outcomes in the practice setting.

practices related to their specific field of practice.Skills: Student does not demonstrate appropriate research practices in the field of practice.Values: Student rarely articulates a value for research, program evaluation or the adoption of EBP. Student does not understand ethical difficulties that arise in the field of research and their impact on treatment.Affective/Cognitive Processes:Student does not reflect on how research is used to facilitate desired treatment outcomes in the practice setting.

A.4.2 Critically evaluate practice interventions to determine if theory-based, best/evidence-based practices are being employed in the practice setting and suggest improvements when warranted.

Knowledge: Student has proficient (90%+) understanding of how integration of theory and EBP methods affect treatment practices employed at the Field agency. Student articulates when discrepancies in treatment protocols v. research are present.Skills: Student applies multiple evaluation methodologies in the specific area of practice in supporting evidence-based interventions and outcomes.

Knowledge: Student has an adequate (80-89%) understanding of how theory and evidence based practice methods of treatment influence treatment practices. Student can recognize and occasionally questions discrepancies in treatment protocols v. research.Skills: Student applies one evaluation methodology in the specific area of practice in supporting evidence-based interventions and outcomes.Values: When prompted, the

Knowledge: Student lacks proficiency (<80%) with the understanding how theory and evidence-based practice methods connect with treatment practices. Student is unable to recognize discrepancies in treatment v. research.Skills: Student is unable to apply at least one evaluation methodology in the specific area of practice.Values: Student does not understand that effective intervention is specific to the

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Values: Student understands that effective intervention is specific to the practice context and applies intervention models appropriate to the practice context.Affective/Cognitive Processes: Student reflects verbally and in writing on how intervention frameworks are used to effectively implement treatment in the practice setting.

student understands that effective intervention is specific to the practice context.Affective/Cognitive Processes: Student reflects verbally on how intervention frameworks are used to effectively implement treatment in the practice setting.

practice context.Affective/Cognitive Processes: Student rarely reflects on how research is used to effectively implement treatment in the practice setting.

5: Engage in policy practiceMeasurement: tools: Field logs, meetings with agency supervisor

Behavior Indicator Competent Developing Competency Not CompetentA.5.1 Actively engage in policy practice to improve client system outcomes for mental health/health care services.

Knowledge: Student has proficient (90%+) knowledge of agency, local, state, and federal policies that impact client access to services and agency service delivery.Skills: Student competently and actively engages in at least 5 policy practice activities in order to improve client outcomes.Values: Student discusses agency policy practice with her/his supervisor and identifies at least 2 opportunities for advocacy.Affective/Cognitive Processes: Student regularly reflects verbally and in writing on the impact of policy practice for client outcomes.

Knowledge: Student has some (80-89%) knowledge of agency, local, state, and federal policies that impact client access to services and agency service delivery.Skills: Student actively engages in at least 3 policy practice activities in order to improve client outcomes.Values: Student discusses agency policy practice with her/his supervisor.Affective/Cognitive Processes: Student regularly reflects verbally on the impact of policy practice for client outcomes.

Knowledge: Student has limited (<80%) knowledge of agency, local, state, and federal policies that impact client access to services and agency service delivery.Skills: Student engages in fewer than 3 policy practice activities in order to improve client outcomes.Values: Student rarely discusses agency policy practice with her/his supervisor.Affective/Cognitive Processes: Student does not reflect on the impact of policy practice for client outcomes.

A.5.2 Advocate for and on behalf of client systems.

Knowledge: Student is knowledgeable (90%+) about agency, local, state, and

Knowledge: Student has some (80-89%) knowledge about agency and local policy makers

Knowledge: Student is not knowledgeable about agency, local, state, and national policy

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national policy makers and how to contact these leaders.Skills: Student competently and actively advocates for at least 3 clients in order to ensure their needs are met.Values: Student actively engages with co-workers to advocate for improved client services.Affective/Cognitive Processes: Student reflects verbally and in writing on the impact of advocacy efforts on behalf of clients.

and how to contact these leaders.Skills: Student actively advocates for at least 1 client in order to ensure their needs are met.Values: Student observes co-workers advocate for improved client services.Affective/Cognitive Processes: Student reflects verbally on the impact of advocacy efforts on behalf of clients.

makers and how to contact these leaders.Skills: Student does not advocate for clients in order to ensure their needs are met.Values: Student does not engage with co-workers to advocate for improved client services.Affective/Cognitive Processes: Student rarely reflects on the impact of advocacy efforts on behalf of clients.

6: Engage with individuals, families, groups, organizations and communities.Measurement Tools: Field logs, Process recordings, videos, case presentations

Behavior Indicator Competent Developing Competency Not CompetentA.6.1 Demonstrate initiative and effective skills in engaging with client systems.

Knowledge: Student has proficient (90%+) knowledge and understanding of appropriate engagement approaches used with the client population served at the Field agency.Skills: Student demonstrates effective (90%+) engagement with clients in a therapeutic process specific to the area of practice at the Field Agency.Values: Student demonstrates respect and cultural competence when engaging clients at the Field Agency. Student seeks out appropriate assistance from supervisors and instructors when needed. Student values client feedback.Affective/Cognitive Processes: Student reflects

Knowledge: Student has an adequate (80-89%) knowledge, and understanding, of appropriate skills needed to engage the population served at the Field agency.Skills: With prompting, student demonstrates effective (80-89%) engagement with clients in a therapeutic process specific to the area of practice at the Field Agency.Values: Student intermittently demonstrates respect or cultural understanding when engaging clients at the Field Agency. Student intermittently seeks out appropriate assistance from supervisors and instructors when needed. Student rarely seeks client feedback.

Knowledge: Student has limited (<80%) knowledge and understanding of appropriate skills needed to engage the population served at the Field agency.Skills: Student rarely demonstrates effective engagement with clients in a therapeutic process specific to the area of practice at the Field Agency.Values: Student rarely demonstrates respect or cultural understanding when engaging clients at the Field Agency. Student rarely seeks out assistance from supervisors and instructors when needed. Student does not seek client feedback.Affective/Cognitive

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verbally and in writing on the concepts and skills used to appropriately engage clients in the practice setting.

Affective/Cognitive Processes: Student reflects verbally on the concepts and skills used to appropriately engage clients in the practice setting.

Processes:Student does not reflect on the concepts and skills used to appropriately engage clients in the practice setting.

A.6.2 Demonstrate knowledge and understanding of the variety of technologies employed in mental health/health care practice, critically examine these in relation to social work values, and suggest improvements when warranted.

Knowledge: Student has proficient (90%+) knowledge and understanding of the applicability of multiple (3+) technological advances and strategies used in the Field Agency.Skills: Student demonstrates effective application of 2+ technological methods used in the specific area of practice.Values: Student clearly articulates the ethical challenges associated with specific technology methods applied in the practice setting. Student offers suggestions for resolution of ethical dilemmas.Affective/Cognitive Processes: Student reflects verbally and in writing on the impact of technological methods used in the treatment process within Field Agency practice setting.

Knowledge: Student has adequate (80-89%) knowledge and understanding of the applicability of multiple technological advances and strategies used in the Field Agency.Skills: Student demonstrates effective application of 1 technological method used in the specific area of practice.Values: Student intermittently articulates the ethical challenges associated with specific technology methods applied in the practice setting. Student requires prompting.Affective/Cognitive Processes: Student reflects verbally on the impact of technological methods used in the treatment process within Field Agency practice setting.

Knowledge: Student has limited (<80%) knowledge and understanding of the applicability of multiple technological advances and strategies used in the Field Agency.Skills: Student does not demonstrate effective application of at least 1 technological method used in the specific area of practice.Values: Student rarely articulates the ethical challenges associated with specific technology methods applied in the practice setting.Affective/Cognitive Processes: Student does not reflect on the impact of technological methods used in the treatment process within Field Agency practice setting.

7: Assess individuals, families, groups, organizations and communities.Measurement Tools: Field Logs, Case Presentation, Process Recordings, Evaluation Project.

Behavior Indicator Competent Developing Competency Not CompetentA.7.1 Effectively, systematically, and collaboratively assess client system needs and professionally articulate/document these

Knowledge: Student has proficient (90%+) knowledge and understanding of the assessment strategies applied at the Field agency.Skills: Student accurately

Knowledge: Student has 80-89% knowledge proficiency and understanding of the assessment strategies applied at the Field agency.Skills: Student accurately

Knowledge: Student not (<80%) knowledge proficient with the assessment strategies applied at the Field agency.Skills: Student completes and documents fewer than 80% of

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findings to clients and relevant co-workers.

completes and documents 90% of client assessments using the preferred Field agency methods.Values: Student independently applies and evidence-based assessment process.Affective/Cognitive Processes: Student reflects verbally and in writing on her/his assessment skills and seeks insight from supervisor and instructor.

completes and documents 80-89% of client assessments using the preferred Field agency methods.Values: Student needs assistance to apply an evidence-based assessment process.Affective/Cognitive Processes: Student reflects verbally on her/his assessment skills and seeks insight from supervisor and instructor.

client assessments using the preferred Field agency methods.Values: Student is unaware of evidence-based assessment processes.Affective/Cognitive Processes: Student does not reflect on her/his assessment skills or seek insight from supervisor and instructor.

A.7.2 Demonstrate knowledge, and skill in the application of a wide range of assessment and intervention models relevant to mental health/health care practice, including the Person in Environment and the DSM.

Knowledge: Student is knowledge proficient (90%) with at least 3 assessment and 3 intervention models relevant to agency practice using EBP research. Student has a comprehensive understanding of PIE, and the current DSM.Skills: Student applies PIE and at least 3 different assessment processes with clients at the Field agency. Student accurately (90% +) applies relevant intervention strategies appropriate to the practice context.Values: Student accurately (90%+) identifies how cultural norms and values affect the assessment and intervention processes.Affective/Cognitive Processes: Student reflects verbally and in writing on her/his application of assessment and intervention skills within the agency

Knowledge: Student is knowledge proficient (90%+) with at least 1 assessment and 1 intervention model relevant to agency practice using EBP research. Student has a working knowledge of PIE, and the current DSM.Skills: Student applies PIE and at least 1 other assessment process with clients at the practice agency. Student intermittently (80-89% accuracy) applies relevant intervention strategies appropriate to the Field context.Values: Student intermittently identifies how cultural norms and values affect the assessment and intervention processes.Affective/Cognitive Processes: Student reflects verbally on her/his application of assessment and intervention skills within the agency

Knowledge: Student is not knowledge proficient with at least 1 assessment and 1 intervention model relevant to agency practice. Student does not understand PIE, or the current DSM.Skills: Student rarely applies PIE or other assessment processes with clients at the practice agency. Student does not accurately apply relevant intervention strategies appropriate to the Field context.Values: Student does not accurately identify how cultural norms and values affect the assessment and intervention processes.Affective/Cognitive Processes: Student does not reflect on her/his application of assessment and intervention skills within the agency context.

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context. context.8: intervene with individuals, families, groups, organizations and communities.Measurement Tools: Field Logs, Case Presentation, Process Recordings

Behavior Indicator Competent Developing Competency Not CompetentA.8.1 Effectively and collaboratively identify and employ best/evidence-based interventions to meet client system needs.

Knowledge: Student has (90%+) proficient knowledge with identifying and understanding EBP interventions used with the population served at the Field agency. The student understands (90%+) documentation and communication policies at the agency.Skills: Student accurately (90% +) implements EBP with the population served by the internship agency. The student effectively articulates, documents and shares client outcome results with relevant colleagues.Values: Student values appropriate EBP and articulates this to the agency supervisor and Field instructor.Affective/Cognitive Processes: Student reflects verbally and in writing on her/his analysis of intervention techniques and how this information is disseminated to the appropriate personnel.

Knowledge: Student has 80-89% knowledge proficiency with identifying and understanding EBP interventions used with the population served at the Field agency. The student understands some (80-89%) of the documentation and communication policies at the agency.Skills: Student demonstrates intermittent implementation of EBP practice with the population served by the internship agency. The student articulates, documents and shares client outcome results with relevant colleagues with some prompting.Values: Student understands the nature of EBP.Affective/Cognitive Processes: Student reflects verbally on her/his analysis of intervention techniques and how this information is disseminated to the appropriate personnel.

Knowledge: Student has limited knowledge of EBP interventions used with the population served at the Field agency. The student does not understand documentation and communication policies at the agency.Skills: Student does not accurately implement EBP practice with the population served by the internship agency. The student does not articulate client outcome results with relevant colleagues.Values: Student does not value EBP.Affective/Cognitive Processes: Student does not reflect on her/his analysis of intervention techniques and how this information is disseminated to the appropriate personnel.

A.8.2 Demonstrate knowledge and understanding of a wide range of theoretical and practice frameworks relevant to mental health/health care settings, including ecological systems theories and the

Knowledge: Student is knowledge proficient (90%+) and clearly understands at least 3 relevant theoretical practice frameworks or models, in addition to ecological systems theories

Knowledge: Student is somewhat knowledge proficient (80-89%) and understands at least 1 relevant theoretical practice framework or model, in addition to ecological systems theories

Knowledge: Student has limited knowledge and understanding of relevant theoretical practice frameworks or models.Skills: Student applies fewer than 2 theoretical practice

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strengths perspective. and the strengths perspective.Skills: Student applies at least 4 theoretical practice frameworks with clients at the Field agency, including ecological systems theory and the strengths perspective.Values: Student articulates a value for theory-based social work practice and discusses this with agency supervisor at least 1X/month.Affective/Cognitive Processes: Student reflects verbally and in writing on her/his application of theory to practice within the agency context.

and the strengths perspective.Skills: Student applies at least 3 theoretical practice frameworks with clients at the Field agency, including ecological systems theory and the strengths perspective.Values: Student articulates a value for theory-based social work practice and discusses this with agency supervisor at least 1X/semester.Affective/Cognitive Processes: Student reflects verbally on her/his application of theory to practice within the agency context.

frameworks with clients at the Field agency, including ecological systems theory and the strengths perspective.Values: Student does not articulate a value for theory-based social work practice.Affective/Cognitive Processes: Student does not reflect on her/his application of theory to practice within the agency context.

A.8.3 Effectively and collaboratively terminate client services when goals have been met.

Knowledge: Student is knowledge proficient (90%+) and understands the Field agency client termination/transfer process.Skills: Student effectively (according to agency policy) transfers/terminates at least 90% of clients at the end of the Field internship.Values: Student demonstrates sensitivity to client losses/grief during the termination/transfer process.Affective/Cognitive Processes: Student reflects verbally and in writing on the client termination/transfer process.

Knowledge: Student has some knowledge (80-89%) of the Field agency client termination/transfer process.Skills: Student effectively (according to agency policy) transfers/terminates at least 80% of clients at the end of the Field internship.Values: Student demonstrates intermittent sensitivity to client losses/grief during the termination/transfer process.Affective/Cognitive Processes: Student reflects verbally on the client termination/transfer process.

Knowledge: Student has limited knowledge of the Field agency client termination/transfer process.Skills: Student does not follow agency policy to transfer/terminate clients at the end of the Field internship.Values: Student rarely demonstrates sensitivity to client losses/grief during the termination/transfer process.Affective/Cognitive Processes: Student does not reflect on the client termination/transfer process.

9: Evaluate practice with individuals, families, groups, organizations, and communities.Measurement Tools: Field Logs, Evaluation Project, Case Presentation, Process Recording

Behavior Indicator Competent Developing Competency Not Competent

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A.9.1 Articulate and implement a vision for leadership regarding the promotion of best/evidence-based practice in mental health/health care policy.

Knowledge: Student has proficient knowledge (90%+) of effective program leadership and promotion of EBP.Skills: Student effectively evaluates her/his own intervention practice to ensure it is consistent with EBP and routinely documents client outcomes.Values: Student abides by agency policies relevant to documentation of client outcomes and meets all charting deadlines.Affective/Cognitive Processes: Student reflects verbally and in writing on the procedures in place for documenting client outcomes and their relationship to EBP.

Knowledge: Student has some knowledge (80-89%) of effective program leadership and promotion of EBP.Skills: Student usually (80-89%) documents client outcomes.Values: Student is familiar with agency policies relevant to documentation of client outcomes.Affective/Cognitive Processes: Student reflects verbally on the procedures in place for documenting client outcomes and their relationship to EBP.

Knowledge: Student has limited knowledge of effective program leadership and promotion of EBP.Skills: Student does not evaluate her/his own intervention practice or consistently document client outcomes.Values: Student is unfamiliar with agency policies relevant to documentation of client outcomes.Affective/Cognitive Processes: Student does not reflect on the procedures in place for documenting client outcomes and their relationship to EBP.

A.9.2 Effectively and collaboratively evaluate client system outcomes and professionally articulate/document these findings with clients and relevant co-workers.

Knowledge: Student has proficient knowledge (90%+) of agency policy and systems/models regarding documentation of service delivery and client outcomes.Skills: Student effectively presents (verbally and in writing) information regarding client progress and outcomes to her/his colleagues (case consultation).Values: Student appreciates interprofessional practice and demonstrates collaborative practice with colleagues.Affective/Cognitive Processes: Student reflects verbally and in writing on the

Knowledge: Student has some knowledge (80-89%) of agency policy and systems/models regarding documentation of service delivery and client outcomes.Skills: Student verbally presents information regarding client progress and outcomes to her/his colleagues (case consultation).Values: Student is aware of interprofessional practice.Affective/Cognitive Processes: Student reflects verbally on the strengths and challenges of case consultation and interprofessional practice.

Knowledge: Student has limited knowledge of agency policy and systems/models regarding documentation of service delivery and client outcomes.Skills: Student rarely presents information regarding client progress and outcomes to her/his colleagues (case consultation).Values: Student does not understand or respect interprofessional practice.Affective/Cognitive Processes: Student does not reflect on the strengths and challenges of case consultation and interprofessional practice.

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strengths and challenges of case consultation and interprofessional practice.

A.9.3 Demonstrate application of multiple methods of evaluation and assessment of service delivery.

Knowledge: Student has proficient knowledge (90%+) of 1 qualitative and 2 quantitative/standardized client assessment measures.Skills: Student effectively applies 1 qualitative and 2 quantitative/standardized client assessment measures.Values: Student appreciates both qualitative and quantitative assessment of client outcomes. Student appreciates standardized assessment measures.Affective/Cognitive Processes: Student reflects verbally and in writing on the strengths and challenges of qualitative, quantitative and standardized client assessment measures.

Knowledge: Student has some (80-89%) knowledge of qualitative and quantitative/standardized client assessment measures.Skills: Student effectively applies qualitative client assessment measures.Values: Student articulates appreciation of the importance of assessment of client outcomes.Affective/Cognitive Processes: Student reflects verbally on the strengths and challenges of client assessment measures.

Knowledge: Student has limited knowledge qualitative and quantitative/standardized client assessment measures.Skills: Student does not apply qualitative or quantitative/standardized client assessment measures.Values: Student is unfamiliar with both qualitative and quantitative assessment of client outcomes.Affective/Cognitive Processes: Student does not reflect on the strengths and challenges of qualitative, quantitative and standardized client assessment measures.

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University of Wisconsin–Oshkosh€¦ · Web viewDeveloping Competency Not Competent A.2.1...

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