This chapter focuses on assessing one’s mastery of the professional competencies in field placement. It helps to identify the nine social work professional competencies and the role they play in social work education and accreditation. The nine competencies are: demonstrate ethical and professional behavior; engage diversity and difference in practice; advance human rights and social, economic, and environmental justice; engage in practice-informed research and research-informed practice; engage in policy practice; engage with individuals, families, groups, organizations, and communities; assess individuals, families, groups, organizations, and communities; intervene with individuals, families, groups, organizations, and communities; and evaluate practice with individuals, families, groups, organizations, and, communities. It reviews the knowledge, behavioral, and metadimensions of holistic competency and their subdimensions—knowledge, values, skills, and cognitive and affective processes. The chapter also reviews field placement learning contract, role and purpose in helping to structure and guide field learning experiences.
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This chapter focuses on Competency 3: Advance human rights and social, economic, and environmental justice within one’s field placement and beyond. It begins with a brief overview of the conceptual theories and frameworks for social justice. This is followed by an exploration of the types and sources of power, social locations, social constructions, social processes, social identities, conflicts, and the ways these concepts interact in relation to the field experience. The chapter then reviews visions and strategies for change. It explains Increased self-awareness; justice-informed engagement, assessment, and intervention; and justice-informed policy and systems advocacy. The chapter focuses on different concepts related to injustices at multiple levels. It describes how social justice calls for the fair and unbiased treatment of all individuals, eradication of discriminatory practices and institutionalized oppression, and establishment of equality for members of historically marginalized and oppressed groups.
This book is designed to help the Bachelor of Social Work and Master of Social Work students, enrolled in foundation field placements and field seminars, structure their field placement learning around the nine Council on Social Work Education (CSWE) profession social work competencies defined in the 2015 Educational Policy and Accreditation Standards. Its goal is to ensure that foundation field placement students integrate course learning related to the social work competencies with their field placement learning experiences in a purposeful, reflective, and integrated manner. The book helps structure students’ field learning on the social work competencies. It also educates social work field instructors on the social work competencies mandated by CSWE. The book is divided into 14 chapters. Chapter one provides an introduction to social work field placement and the expectations for social work interns. Chapter two focuses on assessing ones mastery of the professional competencies in ones field placement. Chapters three and four explore the importance of social work supervision, and using reflection and self-regulation to promote well-being through self-care. Chapter five focuses on the importance of engaging with individuals, families, groups, organizations, and communities; and interprofessional collaboration. Chapter six examines what professional social work behavior in communication looks like. Chapters seven and eight focus on engaging in diversity and difference in practice; and advance human rights and social, economic, and environmental justice within ones field placement and beyond. Chapter nine discusses practice-informed research and research-informed practice. Chapter ten focuses on engaging in policy practice in ones field placement. Chapters eleven and twelve covers assessment of the three micro-level client systems: individuals, families, and groups; and reviews assessment of the two mezzo-level client systems: organizations and communities. The last two chapters focus on micro interventions with individuals, families, groups, and organizations and communities.