Learning Agreement (Sample)

Transcription

Learning Agreement (Sample)
Learning Agreement (Sample)
The Learning Agreement (LA) should be completed by the student in collaboration with the field instructor within the first month of the field placement. This
agreement is used to:
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ASSESS the student’s baseline level of experience at the beginning of the placement, so that the field instructor can select appropriate learning
activities;
CLARIFY expectations of the Division of Social Work, the student, and the field instructor;
STRUCTURE the field placement by identifying the specific activities the student will engage to progress towards the desired outcomes; and
MONITOR the success of the placement and the student’s performance.
When developing this agreement, the student and field instructor should also review the end-of-semester Field Evaluation for an idea of performance criteria for
each desired outcome.
Learning Agreement Format
The LA is a list of nine (9) competencies (10 for MSW II) and associated behavioral indicators that the student is expected to achieve during the year. In the
column next to each competency the Field Instructor (FI) and student should list all activities the student will undertake in the placement to grow in each
competency. Activities should be listed to cover all competencies and their behavioral indicators. A sample LA containing examples of placement activities is
available on the field ‘FORMS’ page of the website. The student, Field Instructor (FI), and Task Supervisor (TS) should sign the LA. The student is responsible
for obtaining and delivering hard copies to the following and the original to the Division:
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The Field Instructor
The Task Supervisor (if applicable)
The Faculty Field Liaison
The Division of Social Work – place the original in the drop box outside the Social Work office in Mariposa Hall # 4010 (faxed or scanned copies are not
accepted)
The student should keep a copy for their records.
Although this agreement should include activities that span the entire year, it can be modified at any time by the field instructor and/or student, signed by both. At
minimum, this agreement should be reviewed and/or revised at the beginning of the Spring semester. All questions regarding this agreement should be directed
to the student’s faculty liaison.
The completed Field Placement Safety Protocol, Confidentiality & Mandated Reporting Verification form, page 6 of this document, must accompany the LA.
Instructions for Learning Agreement Sample
Rev Aug 2014
Page 1 of 1
Learning Agreement (Sample)
Student Name:__________________________________________________________________________________________ (please print legibility)
COMPETENCIES
1. Student identifies as a professional social worker and conducts self accordingly.
1.1. Student can verbally describe own internal process of developing self-awareness of
emotions and judgments in relation to all aspects of field experience.
1.2. Student demonstrates behavior change and growth in self-awareness as a result of
receiving feedback.
ACTIVITIES
STUDENT WILL:
1.1-1.3. Shadow and observe social workers, debrief
experience during supervision.
SEMESTER
Fall
Be assigned cases when FI assess readiness. Cases will be
assigned until maximum of ___ is attained.
Both
Address self-awareness in all supervision sessions.
Both
1.3. Student verbally describes appropriate professional roles and boundaries of field
setting. Student demonstrates ability to self-monitor when there are questions about
boundaries and uses supervision to clarify.
Complete one process recording per month.
1.4. In all interactions at the field setting, student engages in productive problem-solving
and appropriate conflict resolution. Student follows agency chain of command. Student
directs concerns to the appropriate person. Student uses open communication.
1.4. Read agency policy and procedure manual, organization
chart. FI will review these with student.
Fall
1.5.-1.6. Complete a weekly time sheet and submit to FI.
Both
1.7. See 1.5. Obtain in-house training schedule. Submit
evidence of attendance. Go through agency orientation
process. Make brief presentation about agency during a
community meeting.
Both
1.8. Student proactively seeks out additional trainings, written materials, conversations
with knowledgeable persons, and other opportunities to deepen knowledge about the
placement and population(s) served.
1.7 Consult with FI and other staff regarding learning
opportunities.
Both
1.9. Student is able to express self verbally in a manner that is clear and in line with
agency standards. Student communicates in manner consistent with professional setting.
1.9. Discuss with FI appropriate verbal communication and
receive and use feedback if needed.
Fall
1.10. Student writes reports, case notes, emails, and other products according to agency
format and professional expectations. Student’s writing is legible and correct grammar is
used.
1.10. Receive training in formatting of case notes & other
documents & be responsible for producing these documents
according to agency standards.
Fall/Spring
1.5. Student is on-time to the placement and is not excessively absent or tardy. Student
completes tasks within allotted timeframe and proactively seeks help when difficulties
arise.
1.6. Student meets agency expectations regarding attire, demeanor, and conduct.
1.7. Student attends required trainings, reads policy and procedure manuals, and takes
responsibility for knowing relevant agency protocol. Student is able to explain basic
agency mission, services, structure and population.
Learning Agreement (Sample)
Rev Aug 2014
Page 1 of 6
Learning Agreement (Sample)
Student Name:__________________________________________________________________________________________(please print legibility)
COMPETENCIES
2. Student applies social work ethical principles to guide professional practice.
2.1. Can verbally articulate familiarity with the NASW Code of Ethics and agency
policies that relate to it.
2.2. Follows agency procedures that safeguard client confidentiality.
2.3. Communicates non-judgmental stance through words and behavior in work with
clients.
2.4. Interacts with clients only within the confines of the social worker role, as that
role is enacted in the agency setting. Does not engage in excessive self-disclosure.
2.5. Verbally describes steps in the principles and process of ethical decision making.
Student seeks field instructor guidance when ethical dilemmas arise, and follows that
guidance in resolving them.
2.6. Articulates when personal values clash with professional values. Student uses
supervision to develop ways to manage the conflict.
ACTIVITIES
STUDENT WILL:
2.1. Receive orientation on agency protocol regarding
confidentiality, HIPPA, mandated reporting law, use of
computer records, how to deal with clients outside of agency
setting, role conflicts, etc. Discuss with FI own understanding
of Code of Ethics. Student is responsible for letting FI about
any confusion or uncertainty.
Ethical issues will be a topic in every supervision meeting.
SEMESTER
Fall
Fall/Spring
2.2. Share knowledge of ethical decision- making steps
gleaned from classes or previous experience, and refine with
FI’s input. Explain how these steps are followed in actual
cases.
Fall & Spring
2.3-2.4. Openly share with FI when personal values clash
with the professional, and when student experiences
discomfort with process. Be open to feedback and selfreflection.
Fall & Spring
2.7. Recognizes and acknowledges internal experience of dealing with ambiguity –
often discomfort, fear, or frustration, and is willing to use supervision to resolve the
situation.
3. Student applies critical thinking to inform and communicate professional
judgments.
3.1 -3.3 Discuss cases in supervision, utilizing critical
thinking principles described.
3.1. Able to analyze complex material.
Fall/Spring
3.2. Applies abstract concepts to practice experience.
3.3. Examines own assumptions and is able to test them against evidence and other
perspectives.
Learning Agreement (Sample)
Rev Aug 2014
Page 2 of 6
Learning Agreement (Sample)
Student Name:__________________________________________________________________________________________(please print legibility)
COMPETENCIES
ACTIVITIES
SEMESTER
STUDENT WILL:
4. Student engages diversity and difference in practice.
In all levels and areas of practice, with regard to diversity factors such as age, class,
color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex and sexual orientation, student:
4.1. From the beginning of the placement, articulates self-awareness regarding own
identity, biases, and fears related to various groups and/or when
discussing/planning client work.
4.2. Consistently considers the role of diversity, oppression, privilege and culture in
understanding client situations.
4.1.-4.2. Discuss with FI own self-knowledge regarding
identity and diversity “sensitive spots”. Bring diversity issues
to discuss of all cases.
Fall/Spring
4.3. Consult with FI & other designated staff regarding
diversity-sensitive practice in agency. Attend trainings, read
articles, etc. as needed.
Fall
4.3. Employs diversity-sensitive practice skills.
5. Student advances human rights to include social and economic justice.
5. Attend meeting of constituent Advisory Board.
Spring
5.1.
Identifies opportunities in the placement setting to advocate for human rights,
social & economic justice, and becomes involved in such an effort.
6. Student engages in research-informed practice and practice-informed
research.
Participate in community awareness event..
Spring
6.1. Identifies strategy for evaluating own practice within agency.
6.1 Query supervisor & other staff regarding their method for
evaluating own practice.
Implement agency-sanctioned methods for evaluating
practice.
6.2. Demonstrates familiarity with evidence-based for agency practice.
6.2 Read assigned articles on CBT & DBT evidence based.
6.3. Applies research findings to practice.
6.3 Articulated how evidence base is applied to work with
clients.
7. Student applies knowledge of human behavior and the social environment.
7. In all case discussions, incorporates knowledge from
HBSE courses and other applicable resources.
Fall & Spring
7.1. Articulates knowledge of human behavior specifically relevant to the field setting.
7.2. Plans and implements services incorporating this knowledge.
8. Student engages in policy practice to advance social and economic well-being
delivering effective social work services.
8. Reads and articulates understanding of key policies that
govern field setting, e.g., enabling legislation, grant
requirements, governmental regulations.
Fall
8.1. Articulates understanding of key organizational, regulatory, and governing
policies relevant to agency clients and communities. Collaborates with clients
and colleagues in some aspect of policy process relevant to them.
Learning Agreement (Sample)
Rev Aug 2014
Page 3 of 6
Learning Agreement (Sample)
Student Name:__________________________________________________________________________________________(please print legibility)
COMPETENCIES
ACTIVITIES
SEMESTER
STUDENT WILL:
9. Student engages, assesses, intervenes and evaluates with individuals, families,
groups, organizations and communities.
Please indicate if the skills were demonstrated with one or more of the following
client groups: Individuals_______ Families_________ Groups__________
Organizations_____ Communities______
Engagement
9.1. Establishes effective working relationships with clients/client systems.
Fall
9.1-9.12.
Observe other staff & identify how they demonstrate key
elements of engagement, assessment, and intervention.
Fall
Fall/Spring
9.2. Able to develop and maintain trust, communicate empathy, and respect.
Practice engagement skills with clients in informal settings
such as waiting rooms, playgrounds, activity groups, etc.
Fall/Spring
9.3. Effectively prepares for work with clients.
Answer telephone calls and provide information.
9.4. Develops mutually agreed upon focus of work and desired outcomes with
clients.
Assessment – Using the strengths and ecological perspectives:
9.5. Collects, organizes, and interprets client data.
Visit agencies that work with our clients.
Spring
Fall/Spring
Conduct intakes and assessments.
Spring
Make home visits.
Spring
Develop written case plans according to agency standards.
Spring
9.6. Assesses client strengths and limitations.
9.7. Develops mutually agreed on intervention goals and objectives.
Plan a 6-week group with co-facilitator.
Fall
9.8. Selects appropriate intervention strategies.
Co-facilitate group.
Intervention
9.9. Implements intervention strategies.
Fall/Spring
Communicate with other agencies and resources on behalf of
client.
Fall/Spring
9.10. Helps clients resolve problems.
Be able to articulate rational for interventions.
9.11. Negotiates, mediates, and advocates for clients.
Attend case staffings.
9.12. Facilitates transitions and endings for clients.
10. Student takes a leadership role during the course of the placement in an
effort to further social work values and improve or enhance services to clients.
Develops and delivers presentation for high school students
on services provided by agency.
Spring
10.1. Proactively identifies and/or responds to opportunities for leadership role.
10.2. Organizes an activity or project involving clients, colleagues, and/or
community.
Learning Agreement (Sample)
Rev Aug 2014
Page 4 of 6
Learning Agreement (Sample)
Student Signature: ____________________________________________
Date
Student Printed Name: ________________________________________
FI Signature: _______________________________________
Date
Student Email:
____________________________________________________________ FI Printed Name:____________________________________
Student Phone Number: _______________________________________
CSUS ID: ___________________________________________________
FI Email:
__________________________________________________
FI Phone Number:___________________________________
Field Instructor, please check one: ( ) BASW ( ) MSW ( ) LCSW
Faculty Liaison Printed Name:___________________________________
(If Applicable)
TS Signature: ______________________________________
(If Applicable)
Date
TS Printed Name
____________________________________
The completed Field Placement Safety Protocol, Confidentiality & Mandated Reporting Verification form,
page 6 of this document, must accompany the LA
Signature Page Learning Agreement (Sample)
Rev Aug 2014
Page 5 of 6
FIELD PLACEMENT SAFETY PROTOCOL, CONFIDENTIALITY & MANDATED
REPORTING VERIFICATION
Sacramento State University Risk Management policies require that the Division of Social Work obtain documentation
confirming that field students receive safety protocol orientation in their field placement. This orientation must occur before the
student has direct contact with clients, or within the first 4 weeks of placement, whichever comes first. Orientation should cover
the topics below. Both Field Instructor and Student must sign this form.
Topics to be covered:
Safety
1.
Working with potentially violent clients.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
2.
Safety precautions in the neighborhood or surrounding areas.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
3.
Precautions when making home visits and transporting clients.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
4.
Emergency procedures in case of a client crisis.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
5.
Emergency procedures in case of other dangers (e.g., severe weather, fire, other misc. threat).
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
6.
Protocol for driving in the course of placement duties, to include car accidents.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
7.
Health and wellness precautions (e.g., contagious disease).
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
Ethics
8.
Agency procedures safeguarding client confidentiality.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
9.
Policy and procedures for mandated reporting of abuse/neglect and client danger to self or others.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
10. Expectations regarding boundaries, student self-disclosure, appropriate contact and professional role with clients.
How covered: ____ formal training ____ consultation with FI or other staff _____written policy
I, _____________________________________________________, have received orientation on the topics above.
STUDENT PRINTED NAME
____________________________________________
Student Signature
__________________
Date
Student CSUS ID (REQUIRED)__________________________________________________________________________________________
______________________________
Field Instructor Printed Name
_____________________________________________
Field Instructor Signature
Safety Protocol, Confidentiality & Mandat4ed Reporting Verification form
Rev Aug 2014
_________________
Date
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