Fluent Essays

For this Assignment, review your agency learning agreement and the results of your midterm evaluation. Consider how your field education experience fulfilled the goals and objectives in your agency learning agreement. Reflect on what you would like to gain in future field education experiences. he Assignment (4-5 pages): Describe whether you met or did not meet the goals/objectives in your agency learning agreement and include the results from your evaluation. Compare your learning agreement and your evaluation to critically consider how the two are compatible and how you may approach completing the learning agreement differently next term. Describe the social work practice skills you developed. Describe potential areas where you might need improvement in relation to social work practice skills, ethics, or professionalism. Explain how your next field education experience might address those areas. Explain how participation in this course might inform your future field courses, what will you do the same, what will you do differently. Be sure to submit the results of your evaluation to this assignment MSW Advanced Clinical Concentration -Student Learning Agreement Walden University -- Barbara Solomon School of Social Work Used with SOCW 6520 and SOCW 6530 Agency Name: Dorcas International Institute of Rhode Island Agency Address: 220 Elmwood Ave. Providence, RI 02907 Student Information Instructor/Supervisor Information Faculty Liaison Information Agency Info Name: Valerie Carrington Walden Email: [email protected] Phone: 857-544-3088 Name: Anne Fortier LICSW Email: [email protected] Phone: 401-784-8695 /401-419-0724 Name: Dr. Charlene Greenidge-Lane Email: Charlene.greenidge- [email protected] Phone: 346-768-3662 Description: Dorcas International Institute of Rhode Island Academic Term Summer 2021 Course Number Example: SOCW 6520-10 SOCW 6520-16 Population Served: Refugees and immigrates Diverse group of populations, including all ages, races, and ethnic backgrounds. Proposed Schedule: Monday and Wednesday 9:30 – 4:30 Describe what your regular tasks will be at the agency: Intern will observe and perform diagnostic assessments under supervision. Intern will observe and take cases within the agency that are for initial behavioral health assessments. Intern will gain knowledge on safety planning, agency policies and community engagement. Student with communicate coordinate with other providers. Importance of the Learning Agreement Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives. Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency. Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed. Instructions Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter. Form Layout: Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies. Section Descriptions: Expected Behaviors – the expected behaviors are those that are identified based on the concentration area. These behaviors should be demonstrated by students during the term of the field placement/internship. Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply. Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies. Students will be required to complete all field course assignments. How to Complete the Form: a- By week 2, students should complete all student designated sections on the learning agreement and discuss it with their supervisor/instructor. b- By week 3, students should upload the learning agreement to Blackboard for the faculty liaison to review. (Only upload agreements that have been approved by your supervisor/instructor). c- After the faculty liaison reviews and signs the agreement, the student and instructor should sign it. d- After the agreement has been signed, the student will upload it to Meditrek. Learning Agreement Social Work Core Competency 1 – Demonstrate Ethical and Professional Behavior Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors- Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. a- Makes clinically appropriate decisions based on the NASW Code of Ethics, and other local, state, and federal legal statutes and regulations. b- Identifies and manages personal values to provide clinical service delivery, according to professional values and standards. X Adhere to ethical standards outlined by the NASW and other social work organizations X Discuss personal values in supervision when they conflict with the values of the profession and adjust practice as needed. SOCW 6520 (Field III) Assignments: Self-Assessment Assignment (Week1) Blog post on confidentiality (Week 2) Blog Post safety in the field (Week 3) c-Incorporates professional behavior when engaging clients, families, colleagues, and other professionals. d- Evaluate the ethical and appropriate use technology to facilitate delivery of clinical social work services e-Integrates principles of supervision and consultation to guide professional judgment and behavior. f-Demonstrates professional development by identifying the specialized skills and knowledge needed to practice clinical social work. X Recognize personal triggers that could impede effectiveness with clients. Discuss those triggers with your supervisor. X Discuss case scenarios with my supervisor and faculty liaison that require ethical reasoning. Seek guidance when you experience and ethical dilemma. X Maintain professional boundaries with clients and others and discuss and potential boundary challenges in supervision. X Use professional communication and interaction with clients, colleagues, and others. X Recognize your professional responsibility to the client, the profession, and the agency. X Adhere to agency policies about technology and record-keeping. Discuss with your supervisor any potential ethical challenges that may arise because of the use of technology. Add other activities here: Blog Post on Supervision (Week 4) Blog on Ethics (Week 5) Use of Self Blog (Week 8) For Student: After reviewing the Agency Activities and Field Course Assignments, describe how these expectations and activities will help you increase competence in ethical and professional behavior. For example, how will you use your strengths, improve knowledge, develop skills, and address any areas you need to improve as a professional (be spec ific)? Working in alliance with the NASW code of ethics is vital as professional and social work practice. The goals I’ve set for myself during my field experience will support me in developing a much more knowledgeable grasp of the core competence. Thus, consulting weekly with my supervisor regarding any concerns and Evidence-based practices and setting boundaries with clients to follow ethical standards. Additionally, following agency guidelines and procedures by dressing appropriately, abiding by confidentiality rules, and respecting others’ values and beliefs will help me grow as a professional in the field. Social Work Core Competency 2 – Engage Diversity and Difference in Practice Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors- Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. a-Demonstrates cultural awareness by recognizing and integrating diverse populations’ varying values, culture, norms, and beliefs throughout the therapeutic process. b-Demonstrates cultural humility by managing personal biases when partnering with clients. c- Communicates in a culturally responsive way recognizing various community structures, norms, and values. X Practice with those who are different from you based on age, SES, color, culture, disability, ethnicity, gender, religion, sexual orientation, etc. X Discuss in supervision and in class the strengths of engaging diversity and the challenges you have when engaging difference. X Engage in self-refection about personal biases related to client population and discuss with supervisor and be able to demonstrate that you SOCW 6520 (Field III) Assignments: Agency Assignment – describe the population (Week 4) Diversity Blog (Week 7) For Student: Write two goals that you want to achieve to help you develop as a professional social worker (these goals should address areas of growth and professional development). 1st goal for this MSW intern is to remain teachable, be open to feedback and make any needed changes to improve my knowledge of core competencies as it pertains to my field education. 2nd goal for this MSW intern will be to maintain a present of professionalism, staying impartial and provide objective feedback while assessing any and all situations to foster self-awareness at all times during field education. For Student: Write down any questions you have for your instructor/supervisor or faculty liaison: Instructor/Supervisor’s Feedback for Evaluation: (To be completed during evaluation). can have a personal view and a professional view in practice. X Develop a diversity/cultural competency plan that allows you to learn about the cultural needs of client groups and be culturally responsive when communicating with clients. Add other activities here: For Student: After reviewing the Agency Activities and Field Course Assignments, describe how these will help you enga ge diversity and difference in practice. For example, how will you use your strengths, improve knowledge, develop skills, and address any areas you need to improve as a professional (be specific)? Dorcas International Institute of Rhode Island serves a unique population. In this way, I will have the rare opportunity to gain experiences with many different ethnic and cultural backgrounds. Through my experience, I must practice cultural competence while recognizing any cultural differences from my own that may cause conflict with my values. I must accept every individual with unconditional positive regard. If there comes an instance where I am uncomfortable with a client or situation, I must report the concern to my supervisor immediately to ensure quality care and best practice. In addition, I will exhibit contextual and cultural competency by respecting all person’s rights, dignity, and worth. Including respect for age, culture, disability, ethnicity, race, religion/spirituality, gender, sexual orientation, marital/partnership status, language preference, socioeconomic status, veteran status, immigration status, or any basis proscribed by law or as defined by potential clients experience (Center for Substance Abuse Treatment (US). Reference: Improving Cultural Competence. Rockville (MD): Substance Abuse and Mental Health Services Administration (US); 2014. (Treatment Improvement Protocol (TIP) Series, No. 59.) 1, Introduction to Cultural Competence. Available from: https://www.ncbi.nlm.nih.gov/books/NBK248431/ For Student: Write two goals that you want to achieve to engage diversity and difference in practice (these goals should address areas of growth and professional development). 1st goal for this MSW intern is to engage therapeutically with diverse populations of different ethnic backgrounds and cultural beliefs and gain cultural competence by working with these diverse populations. As evidence, by effectively communicating, respecting differences of opinions, and openly explore interpersonal differences weekly for the entire field placement. 2nd goal for this MSW intern will recognize any conflicts with personal/ ethnic or cultural beliefs and discuss concerns with the supervisor immediately. For Student: Write down any questions you have for your instructor/supervisor or faculty liaison: Instructor/Supervisor’s Feedback for Evaluation: (To be completed during the evaluation). Social Work Core Competency 3- Advance Human Rights and Social, Economic, and Environmental Justice Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors- Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. a-Examines the effects of oppression, discrimination, structural social inequality, and historical trauma on clients/constituents and their systems to guide intervention planning. b- Chooses social work clinical practices that promote human rights and social, economic, and environmental justice. X Identify barriers clients face when accessing services at my agency or at other agencies and discuss during supervision. X Develop a plan to learn about the effects of oppression, discrimination, inequality, and trauma on clients. X Use evidence-based practices that consider the unique challenges clients have when faced with oppression, discrimination, social inequality, and historical trauma. X Discuss with supervisor about how social, economic, and environmental factors affect client outcomes. X Work with instructor/supervisor to engage advocacy for needs and services for clients. X Collaborate with a local or national organization that advocates for your population. Add other activities here: For Student: After reviewing the Agency Activities and Field Course Assignments, describe how these will help you advance human rights and social, economic, and environmental justice. For example, how will you use your strengths, improve knowledge, develop skills, and address any areas you need to improve as a professional (be specific)? By becoming aware of barriers to a client’s success in treatment, I can help them overcome obstacles and empower them through strengths-based techniques. Discussing these concerns with my supervisor will allow for crucial insight and growth during my field experience. For Student: Write two goals that you want to achieve to help you advance human rights and justice (these goals should address areas of growth and professional development). 1st Goal This MSW intern will gain knowledge, implement, and assess all ethical standards, policies, and protocols during the field experience to identify barriers to treatment and positive outcomes for clients and perform client outcomes surveys during and after treatment. 2nd Goal This MSW intern will explore and build awareness on community resources to connect clients and help them meet their identified needs. For Student: Write down any questions you have for your instructor/supervisor or faculty liaison: Instructor/Supervisor’s Feedback for Evaluation: (To be completed during the evaluation) Social Work Core Competency 4 – Engage in Practice-Informed Research and Research-Informed Practice Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors- Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. a-. Critically evaluates evidence based and “best practice” treatment interventions b- Develops clinical intervention plans based on the best available research and “best practices”. X Research the evidence-based treatment interventions associated with the context of your agency. X Use critical thinking to evaluate the benefits and challenges of the evidence-based interventions used with clients. Discuss your ideas with your supervisor. X Develop treatment plans for clients that are evidence-based. Add other activities here: SOCW 6520 (Field III) Assignment: Intervention Treatment Plan Assignment SOCW6530 (Field IV) Assignment: Intervention Treatment Plan Assignment part II For Student: After reviewing the Agency Activities and Field Course Assignments, describe how these will help you engage in practice-informed research and research-informed practice. For example, how will you use your strengths, improve knowledge, develop skills, and address any areas you need to improve as a professional (be specific)? Evidence-based practice guides our treatment at DIIRI. By cultivating learned research skills, I will effectively serve my clients with appropriate therapeutic techniques and treatment interventions. For Student: Write two goals that you want to achieve to help you improve use research in your practice justice (these goals should address areas of growth and professional development). 1st Goal This MSW intern will research current evidence-based practices and their effectiveness for treatment. 2nd Goal This MSW intern will learn theories of evidence-based practice and implement therapeutic skills when necessary. For Student: Write down any questions you have for your instructor/supervisor or faculty liaison: Instructor/Supervisor’s Feedback for Evaluation: (To be completed during evaluation). Social Work Core Competency- 5- Engage in Policy Practice Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors- Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. a- Critically evaluates and creates awareness about agency and/or government policies and regulations that impact the well-being of clients. b- Applies critical thinking to analyze, formulate, and advocate for policies that support the needs of clients who present for clinical services X Consider policies that affect the lives of your clients and discuss those challenges with your supervisor. X Use critical thinking to examine the negative impact of policies on clients and advocate when needed. X Explore how social problems are connected to social policy. X Explore how agency funding is connected to policy. Add other activities here: SOCW 6520 (Field III) Assignment: Week 10 focuses on Organizational Policy Social Problem/Policy Assignment SOCW6530 (Field IV) Assignment: Agency Funding and Policy Implication Assignment For Student: After reviewing the Agency Activities and Field Course Assignments, describe how these will help you engage in policy practice. For example, how will you use your strengths, improve knowledge, develop skills, and address any areas you need to improve as a professional (be specific)? As a social worker, it is vital to be aware of policies implemented within the community and how these policies may impact the individuals we serve. It is essential to research and advocate and attend community events or meetings to be a voice for the individuals we do and create awareness for other community members. For Student: Write two goals that you want to achieve to engage in policy practice (these goals should address areas of growth and professional development). 1st Goal For this MWS intern, researching, becoming educated and gaining competence of all ethical standards, policies, and protocols must be congruent with institutional policies and procedures. 2nd Goal For this, MSW intern polish up on macro-level policies in the agency to realize how they impact the clients we serve and educate clients on policies and empower clients to voice their opinions. For Student: Write down any questions you have for your instructor/supervisor or faculty liaison: Instructor/Supervisor’s Feedback for Evaluation: (To be completed during evaluation) Social Work Core Competency 6- Engage with Individuals, Families, Groups, Organizations, and Communities Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors – Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. Individuals Uses empathy, reflection, and interpersonal skills to engage diverse clients in the therapeutic process. Families Uses empathy, reflection, interpersonal skills, and knowledge of human behavior and the social environment and family systems to engage with families. X Show care, empathy, and genuineness with clients to initiate therapeutic relationships. X Use a strengths-based approach when engaging with individuals, groups, and families. X Use active listening and other engagement skills. SOCW 6520 (Field III) –First 11 weeks Process Recording (Week 5) Process Recording (Week 7) Week 9 focuses on Individual, Family, and Group contexts Groups a-Use’s empathy, reflection, interpersonal skills, and knowledge of group dynamics to engage group members in the group process. b- Engages with inter-professional teams and stakeholders associated with clients care. Organizations Engages with organizations that provide services, support, advocacy, and resources to support to clients. Communities Identifies and actively participates in opportunities to communicate with community leaders and members about community service gaps for clients. X Consult with organizations to assist with client needs. ☒Engage in professional communication in interprofessional team meetings from the social work perspective. X Connect and work with community organizations that provide services related to the clients you serve. Add other engagement activities: SOCW6530 (Field IV)- Second 11 weeks Week 1 & Week 2 Focus on Engagement Blog on Engagement (Week 2) Process Recording (Week 3) For Student: After reviewing the Agency Activities and Field Course Assignments, describe how you will engage with the following target systems in the context of your agency: Individuals: Implement social work skills of when working with clients assigned to my caseload. Families: Observe Refugee and immigrant intake team meetings that support family newly arriving families. Groups: Facilitate Certified Peer Recovery Specialist (CPRS) support group meeting to assist recently trained clients in completing needed requirements for certifications Communities: Connect clients to community resources Organizations: Coordinate services with outside agencies that are involved with mutual cases. For Student: Write two goals that you want to achieve to help you develop your engagement skills (these goals should address areas of growth and professional development). 1st Goal This MSW intern will participate in individual, group, and community venues, attend all assigned meetings and interact with supervisors and colleagues during field education placement. 2nd Goal This MSW intern will receive positive feedback, express empathy, and genuineness during field education placement. For Student: Write down any questions you have for your instructor/supervisor or faculty liaison: Instructor/Supervisor’s Feedback for Evaluation: (To be completed during the evaluation) Social Work Core Competency 7-Assess Individuals, Families, Groups, Organizations, and Communities Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors- Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. Individuals a-Conducts clinical assessments that provide information about the biopsychosocial-spiritual needs of clients. b- Uses critical thinking to apply the strengths perspective and theories of human behavior and the social environment when analyzing and interpreting assessment information in a clinical setting. c- Develops mutually agreed-upon evidence- based therapeutic interventions that consider culture, values, and safety. X Utilize agency appropriate forms, tools, and processes to complete clinical assessments. X Utilize developmentally, and strengths-based approaches to assessment. X Assist clients in developing mutually agreed upon goals and interventions to enhance well- being. X Assess family functioning, relationships and support needs in the context of the agency’s practice. SOCW6520 (Field III) – First 11 weeks Process Recording (Week 5) Week 9 Focus on Individuals, Families, and Groups SOCW 6510 (Field II)- Second 11 weeks SOCW 6530 (Field IV)- Second 11 weeks Week 3 and 4 devoted to the assessment process, with assignments of blogs and process recordings. Families a- Conducts family assessments to understand family roles, functioning, relationships, resources, and support needs. b- Uses critical thinking to apply theories of family systems when analyzing and interpreting family functioning, support, and dynamics. Groups a-Identifies the professional social work role in inter-professional and supervision group meetings and assesses how that role contributes to the groups purpose. b- Assesses the functioning and needs of professional and/or patient focused groups, and considers the best intervention strategies, based on professional knowledge and ethics. Organizations a-Assesses how the agency’s mission, structure, vision, connect to client outcomes. b- Uses critical thinking to consider the strengths and limitations of therapeutic services provided to clients. Communities a-Develops knowledge about community resources, resources, governance, political climate, and initiatives to support mental health b- Uses critical thinking to consider the strengths and limitations of the community and how those impact the functioning of clients X Work with groups to assess needs and to inform group intervention goals and treatment strategies. X Assess ways you can participate in inter- professional and supervision meetings from the social work perspective. X Assess how other organizations assist with client needs and where there may be gaps in services. X Assess the role the community plays in providing services for your clients (financial, legislative, representative, etc.) Discuss your findings with your supervisor. Add other assessment activities: For Student: After reviewing the Agency Activities and Field Course Assignments, describe how you will assess the following target systems in the context of your agency: Individuals: Families: Groups: Organizations: Communities: For Student: Write two goals that you want to achieve to help you develop your assessment skills (these goals should address areas of growth and professional development). For Student: Write down any questions you have for your instructor/supervisor or faculty liaison: Instructor/Supervisor’s Feedback for Evaluation: (To be completed during supervision) Social Work Core Competency 8-Intervene with Individuals, Families, Groups, Communities, and Organizations Expected Behaviors – You will be evaluated on these at the end of the quarter Agency Activities to help you achieve the expected behaviors- Check ALL that apply AND add other activities specific to your agency. Field Course Assignments – Complete these in the course when assigned. Individuals a-Implements therapeutic interventions based on the strength’s perspective, biopsychosocial needs, and current theories appropriate for the setting and client needs. b- Utilizes appropriate resources and services for clients. c- Promotes effective transitions and endings that incorporate mutually agreed-upon goals. Families a-Implements family interventions based on the strength’s … Please summarize the students primary responsibilities: Valerie is responsible for counseling services to our refugee clients, as well as initial mental health assessments for new arrival refugees. Val is leading a new group of Certified Peer Recovery Support Specialists who did training for 45 hours and will now start to utilize their training. Please rate the student on each of the following competencies using the following scale: 5 Demonstrates a high level of competency 4 Clearly demonstrates competency 3 Demonstrates minimal level of competency 2 Demonstrates inadequate level of competency 1 Fails to demonstrate even minimal competency NA Have not had an opportunity to observe (Only use this choice if the student has not had the opportunity to demonstrate the skill. Do not use if the student has had an opportunity but did not demonstrate the skill—this would be rated as “1”.) Competency 1 - Demonstrate Ethical and Professional Behavior 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria 4 1. Makes clinically appropriate decisions based on the NASW Code of Ethics, and other local, state, and federal legal statutes and regulations. 4 2. Identifies and manages personal values to provide clinical service delivery, according to professional values and standards. 5 3. Incorporates professional behavior when engaging clients, families, colleagues, and other professionals. 4 4. Evaluates the ethical and appropriate use of technology to facilitate delivery of clinical social work services. 4 5. Integrates principles of supervision and consultation to guide professional judgement and behavior. 5 6. Demonstrates professional development by identifying the specialized skills and knowledge needed to practice clinical social work. Please provide over-all feedback on this competency: Valerie is very professional in her interactions with clients. She has her own CPRS training and is eager to assist these new trainees. Competency 2 - Engage Diversity and Difference in Practice 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria 4 7. Demonstrates cultural awareness by recognizing and integrating diverse populations’ varying values, culture, norms, and beliefs throughout the therapeutic process. 4 8. Demonstrates cultural humility by managing personal biases when partnering with clients. 4 9. Communicates in a culturally responsive way recognizing various community structures, norms, and values. Please provide over-all feedback on this competency: Val is learning how to use interpreters with her clients, both over the phone and in- person. This takes some time to get used to working through interpreters, but Val is managing that process. She is sensitive to the different cultures being served. Competency 3 - Advance Human Rights and Social, Economic, and Environmental Justice 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria 4 10. Examines the effects of oppression, discrimination, structural social inequality, and historical trauma on clients/constituents and their systems to guide intervention planning. 5 11. Chooses social work clinical practices that promote human rights and social, economic, and environmental justice. Please provide over-all feedback on this competency: Val works with all clients with a great amount of respect for their culture and experience. Competency 4 - Engage In Practice-informed Research and Research-informed Practice 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria 4 12. Critically evaluates evidence based and “best practice” treatment interventions. 4 13. Develops clinical intervention plans based on the best available research and “best practices”. Please provide over-all feedback on this competency: We will continue to discuss this in supervision going forward. Competency 5 - Engage in Policy Practice 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria 3 14. Critically evaluates and creates awareness about agency and/or government policies and regulations that impact the well-being of clients. 4 15. Applies critical thinking to analyze, formulate, and advocate for policies that support the needs of clients who present for clinical services. Please provide over-all feedback on this competency: We have not had significant discussions about policy issues. I am sure that Val has a good understanding and we will be moving more into this area to best understand impacts on clients. Val continues to advocate for clients. Competency 6 - Engage with Individuals, Families, Groups, Organizations, and Communities 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria Individuals 4 16. Uses empathy, reflection, and interpersonal skills to engage diverse clients in the therapeutic process. Families 4 17. Uses empathy, reflection, interpersonal skills, and knowledge of human behavior and the social environment and family systems to engage with families. Groups 5 18. Uses empathy, reflection, interpersonal skills, and knowledge of group dynamics to engage group members in the group process. 4 19. Engages with inter-professional teams and stakeholders associated with clients care. Organizations 4 20. Engages with organizations that provide services, support, advocacy, and resources to support to clients. Communities 3 21. Identifies and actively participates in opportunities to communicate with community leaders and members about community service gaps for clients. Please provide over-all feedback on this competency: Val is enthusiastic to be working here at Dorcas International and her enthusiasm working with our clients is contagious. She has really taken on the CPRS group and is eager to work with them. We will continue to work on how she can advocate to resolve community gaps. Competency 7 - Assess Individuals, Families, Groups, Organizations, and Communities 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria Individuals 4 22. Conducts clinical assessments that provide information about the biopsychosocial-spiritual needs of clients. 4 23. Uses critical thinking to apply the strengths perspective and theories of human behavior and the social environment when analyzing and interpreting assessment information in a clinical setting. 4 24. Develops mutually agreed-upon evidence-based therapeutic interventions that consider culture, values, and safety. Families 3 25. Conducts family assessments to understand family roles, functioning, relationships, resources, and support needs. 3 26. Uses critical thinking to apply theories of family systems when analyzing and interpreting family functioning, support, and dynamics. Groups 4 27. Identifies the professional social work role in inter-professional and supervision group meetings and assesses how that role contributes to the groups purpose. 4 28. Assesses the functioning and needs of professional and/or client focused groups, and considers the best intervention strategies, based on professional knowledge and ethics. Organizations 3 29. Assesses how the agency’s mission, structure, vision, connect to client outcomes. 3 30. Uses critical thinking to consider the strengths and limitations of therapeutic services provided to clients. Communities 4 31. Develops knowledge about community resources, resources, governance, political climate, and initiatives to support mental health. 4 32. Uses critical thinking to consider the strengths and limitations of the community and how those impact the functioning of clients. Please provide over-all feedback on this competency: We will be working more on these macro issues in the next months. Val is good at accessing resources for clients. Competency 8 - Intervene with Individuals, Families, Groups, Organizations, and Communities 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria Individuals 4 33. Implements therapeutic interventions based on the strengths perspective, biopsychosocial needs, and current theories appropriate for the setting and client needs. 4 34. Utilizes appropriate resources and services for clients. Families NA 35. Implements family interventions based on the strengths perspective, family culture, family systems theory, and evidence-based practice. NA 36. Utilizes appropriate resources, services, and interventions for families. Groups 4 37. Uses professional ethics, knowledge, and evidence-based interventions in groups. Organizations 4 38. Participates in opportunities to improve agency/organization service delivery that will support the needs of clients. Communities 4 39. Explores and actively participates in opportunities to advocate for community services and support mental health services. Please provide over-all feedback on this competency: Val represented our agency at World Refugee Day Celebration and was talking with other agency providers about resources, as well as interacting with the public. She is working with individuals and groups using strengths-based approach. We hope to have her involved with a family system soon. Competency 9 – Evaluates with Individuals, Families, Groups, Organizations, and Communities 5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed Score Criteria Individuals: Score Criteria 4 40. Evaluates the effectiveness of therapeutic intervention strategies for with individuals. 3 41. Utilizes evaluation data to inform new intervention strategies. Families NA 42. Evaluates the effectiveness of intervention strategies used to improve family functioning and support. NA 43. Utilizes evaluation data to inform new intervention strategies and resources. Groups 4 44. Evaluates the effectiveness of group related processes. 3 45. Utilizes evaluation data to inform future group processes. Organizations 4 46. Evaluates the effectiveness of social services and intervention strategies provided by agencies to support clients. 3 47. Utilizes evaluation data to inform advocacy initiatives to improve services. Communities 4 48. Evaluates the effectiveness of community services and resources for clients and their families. 3 49. Utilizes evaluation data to inform advocacy initiatives. Please provide over-all feedback on this competency: Val and I will continue to discuss evaluating our impact of treatment strategies, including use of data to better inform our practice. EDITORIAL The Art of Not Knowing Elizabeth C. Pomeroy and Angela M. Nonaka The only true wisdom is in knowing you know nothing. —Socrates S ince the beginning of the new millennium, the world has been experiencing profound change and uncertainty. The international order is convulsing socioeconomically and realign- ing geopolitically. This upheaval can lead to a sense of disequilibrium in which widespread concern, anxiety, discomfort, and disillusionment reach viral proportions. All, from local communities to large governments, are being required to work harder with fewer resources.This paradigmatic shift pressures us to alter or abandon established notions of practice and to develop innovative and effective strategies for responding to these changes on micro, mezzo and macro levels. Holistic, nuanced, social scientifi- cally informed approaches to and analyses of these changes and Stressors are vital to successful responses to these social challenges. The social sciences encompass several distinct intellectual and professional disciplines, including social work and anthropology. Methodological and theoretical differences notwithstanding, these diverse fields share an overarching goal: All seek to understand human beings and their lived experi- ences in the world and, thereby, to improve the human condition by investigating how individuals, group, families, and communities shape their lives within rich cultural backgrounds. Sometimes this is primarily an intellectual enterprise—describing, comparing, and contrasting extant societies to il- luminate the unity and diversity of humankind. In other instances, social scientific research and practice has specific, applied aims—influencing public policy or advocating for clients. In either case, the emphasis on understanding people in context underscores why social scientific knowledge and practices are critical for navigating our changing social world. The quest for creative solutions to contemporary problems can lead down many paths, some familiar and others unexplored. Innovation usually occurs gradually, with established knowledge or policies and existing tools or techniques being refined and altered incrementally. Discovery, however, can and does happen suddenly. Whether pursued proactively by choice or reactively by necessity, this mode of change involves significant alteration, or even abandonment, of existing theories and favored methods. Thinking outside the box requires letting go, maintaining an open mind, and embracing the unknown .Yet it is often because of fear of the un- known, and the attendant fear of being (deemed) unknowledgeable, that we chng to the status quo in our fields of endeavor. Like knowledge and ig- norance, knowing and not knowing typically are defined antithetically. Understood in this way, not knowing is interpreted as a threat to competency. This relationship, however, can be understood less dualistically. More resonant with certain Eastern phi- losophies is the art of not knowing, which is a great opportunity for insight, growth, and development. The power of this way of thinking is exemplified in the following examples. Sign languages have existed since time imme- morial, although for most of human history they were stigmatized as an inferior form of gestural communication.That changed in 1960, when Wil- liam Stokoe, a professor at Gallaudet University, proposed the then radical claim that sign languages were full-fledged languages on a par with spoken ones. Until then, the perceived absence of phonology (the building-block system of sounds in a language) had prevented recognition of sign languages as ac- tual languages. Stokoe, however, observed that sign languages indeed had manually expressed sublexical units analogous to phonemes (the units of sounds from which w ôrds are built). A prime example of the art of not knowing, Stokoes insight was significant for several reasons. First, keep in mind that he was not a linguist but a professor of English, an expert on Chaucerian-era literature. Nevertheless, he came to his realization CCC Code: 0037-8046/11 $3.00 ©2011 National Association of Social Workers 293 because he was teaching deaf students and noticed that the errors in their writing were systematic, not random. Whereas other teachers simply attributed those errors to hearing loss and, by extension, lin- guistic impairment, Stokoe noticed error patterning more consistent with those of nonnative English speakers. This spurred him to scientifically study American Sign Language (ASL).Eventual recogni- tion of ASL as a real language, in turn, opened up an entirely new field of study called sign language linguistics. This new area of linguistics spread from the United States to other countries, dispelling the myth of sign language universality. Finally, scientific linguistic acknowledgment of sign languages as ac- tual languages allowed for rethinking of the identity of deaf people as linguistic minorities versus simply hearing-impaired people. Another example of the significance of not know- ing is the story of Nobel laureates Barry Marshall and Robin Warren, two Australian physicians and researchers who revolutionized the treatment of peptic ulcers by demonstrating that the cause of this condition was a bacterial infection. It had long been a tenet of biomedicine that ulcers were caused by stress and indigestion, and all treatments proceeded from that assumption. In asserting their new etiology of peptic ulcers, the two men encountered signifi- cant opposition and resistance to their claims. For several years, their attempts to publish and deliver academic presentations were often stymied. Even after appearing in prestigious, peer-revie\ved medical journals, their work was still viewed skeptically. Not to be dissuaded from their cause, one of the doctors went so far as to use himself as a medical guinea pig to show that peptic ulcers were indeed caused by a particular strain of bacteria. In taking this calculated risk, these physicians proved that ulcers could be effectively treated with antibiotics, thereby revolu- tionizing patient treatment of this illness. Clearly, in both of these examples, indefatigable professionals, who were experts in their fields, began the process of discovery by embracing the unknown and assuming the position of not know- ing. Building on their respective competencies and expertise, they were confident enough to take the extra step of suspending what they knew, which opened the space for new investigations. Had they based their work solely on existing knowledge and assumptions, both popular and professional, in all likelihood their discoveries never would have been made or the outcomes would have been entirely different. The keystone of their success was the art of not knowing. Although these internationally acclaimed ex- amples have changed the lives of millions of people, we have encountered many everyday instances that underscore the importance of exercising the skill of not knowing. As social scientists, we have found that one of the greatest roadblocks to discovery and understanding is a tendency to place answers before questions. For example, in our roles as academic mentors, at times students have come to the table with a research proposal having already decided what the answer and conclusion to the research question will be. One former student wanted to test the effec- tiveness of an intervention that he knew had a posi- tive outcome. Although his supervisor pointed out the inherent personal bias in his research question, the student maintained that he could be objective despite his certainty in the outcome of the research project. After long discussions about the possibility of alternative outcomes, the student still adhered to the notion that he knew that the intervention worked. When the supervisor steadfastly refused to let the student pursue this biased research agenda, the student angrily submitted a different proposal. Had the student been able to remain open-minded and test the intervention with an objective attitude, he could have conducted his original project without prejudice. In this situation, he clearly had not yet learned the art of not knowing. Moving from research to clinical practice, both experienced and inexperienced practitioners can make the mistake of assuming that they know how to help a chent before fully understanding the clients situation and perspective. For example, one recent graduate obtained a position as a child and family counselor at a mental health center. She interviewed a six-year-old girl who had been referred by the school while the girls parents were interviewed by another practitioner. The girl talked nonstop while tossing every toy into the middle of the floor, and she never stopped moving for the entire session. Her concentration was poor and her attention span fleeting. After the session, this novice practitioner quickly concluded that this client had an attention-deficit disorder, but then she talked to the coworker who had interviewed the girls parents. Her coworker discovered that, two weeks earlier, the girls aunt had been in a serious car accident in which the aunt and her three-year-old niece had been killed. Furthermore, the three-year-old girl 294 Social Work VOLUME 56, NUMBER 4 OCTOBER 2011 had died in the lap of her sister—the only survivor of the crash. Suddenly, this new practitioner realized that her initial assessment was probably wrong, and her certainty in understanding the problem waned. In addition, she recognized that she had assumed she knew more than she actually did of this young girls unique circumstances. In both of these cases, had they practiced the art of not knowing, the student and the practitioner might have come to quite different conclusions. Often, the admission of not knowing the answer to a problem is equated with incompetence. In the highly competitive, information-driven society in which we live, being right—having the correct answer to the question or the instant solution to the problem—has become synonymous with intel- ligence and status.The flaw in this mode of thinking is that by initially assuming that we already know the answer, we overlook or fail to grasp the deeper, richer, and more accurate picture of the issue at hand. The stance of not knowing may open the door to the development of new and innovative perspectives, solutions, and discoveries that might otherwise remain buried beneath the status quo of existing knowledge. In this issue, readers will find an interesting and informative assortment of articles in which the authors have exercised the skill of not knowing. From an innovative study on conducting research with people with disabilities to social work practice addressing the spiritual needs of clients in health care settings and the stress of mental health practitioners working with suicidal clients, this impressive array of studies uses culturaUy responsive methods for exam- ining important social work issues. New perspectives on research issues, such as design-based practice and policies regarding juvenile probation, are also examined through new sets of lenses that call social workers to action on behalf of children, clients, and workers. It is our hope that these articles will serve as an inspiration and a reminder to use the wisdom of not knowing in research and practice. SUS REFERENCE Stokoe,W. C. (1960). Sign language structure:An outline of the visual communication systems of the American dea/(Studies in Linguistics: Occasional Paper No. 8). BufFalo: University at Buffalo, State University of New York, Department of Anthropology and Linguistics. Elizabeth C. Pomeroy, PhD, LCSH^ACSH^isprofessor and codirector of the Institute for Grief, Loss, and Family Survival, School of Social Work, University of Texas at Austin. Angela M. Nonaka, PhD, is assistant professor, Department of Anthro- pology, University of Texas at Austin. Address correspondence to Elizabeth C. Pomeroy, School of Social Work, University of Texas at Austin, 1 University Station D3500, Austin, TX 78746; e-mail: [email protected] NASW PRESS POLICY ON ETHICAL BEHAVIOR The NASW Press expects authors to ad-here to ethical standards for scholarship as articulated in the NASW Code of Ethia and Writing for the NASW Press: Information for Authors. These standards include actions such as • taking responsibility and credit only for work they have actually performed • honestly acknowledging the work of others • submitting only original work to journals • fuUy documenting their own and others related work. If possible breaches of ethical standards have been identified at the review or publication process, the NASW Press may notify the au- thor and bring the ethics issue to the attention of the appropriate professional body or other authority. Peer review confidentiality will not apply where there is evidence of plagiarism. As reviewed and revised by NASW National Committee on Inquiry (NCOI), May 30,1997 Approved by NASW Board of Directors, September 1997 POMEROY AND NONAKA / The Art of Not Knowing 295