Field Manual for 2013-2014 - University of Maryland School of ...

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Is able to critique specific practice transactions; can identify skills used, and demonstrates increased skills; Demonstrates flexible, non-stereotyped practice with clients from diverse backgrounds; Demonstrates flexible, non-stereotyped practice with clients from at-risk populations; Identifies skills to which he/she should pay special attention in the Advanced curriculum. II. SOCIAL WORK SYSTEMS The student: Attitude Objectives Accepts that social work’s person-in-situation requires understanding of and skill in working with the multiple systems that have an impact upon individuals; Demonstrates commitment to learning about different systems by mastering relevant classroom learning and using it to understand and analyze the different types and levels of systems involved in specific practice episodes; Knowledge Objectives a) In the Agency Setting Understands the agency’s function; Is aware of the agency’s history and ways in which it has adapted to changing circumstances; Understands the agency’s goals and can discuss how the goals are operationalized; Can identify the social policy or policies that guide, underpin, and/or influence the delivery of service(s) in the agency; Is familiar with the agency’s resource environment and its impact upon agency policy, programs, and practice; Is familiar with the agency’s task environment and with its inter-organizational relationships; Identifies how the agency as context affects clients and staff; Relates his/her observations of the agency to social work values and identifies value conflicts which commonly occur between clients, social workers and the agency; Understands the generic base of practice with and within organizations and is aware of the specialized knowledge, theory and skills required for advanced practice in administration; b) In Community and Inter-Organizational Practice Knows that she/he represents the agency in her/his contacts with other agencies and community institutions; Is aware of the community context in which the agency operates, and identifies attributes of the community which support good psychosocial functioning and attributes which contribute to psychosocial dysfunction; 50
Generalizes about the availability, accessibility and quality of local resources in relation to client needs and identifies the impact of the local resource system upon clients and upon the agency; Relates social work expertise in community resources to social work purposes and models of helping and relates the local community resources system to broader issues of social problems, policy, and program; Comprehends the generic base of community and inter-organizational practice and is aware of the specialized knowledge, theory and skills required for advanced practice with communities and between organizations; c) With a Group Understands the role of groups in social work; Identifies formal and informal groups within the agency and their ramifications for clients, staff, and others involved with the agency; Describes types of client groups sponsored by the agency, ways in which they help clients, and factors associated with group success; Analyzes his/her practice with groups using concepts from theories of groups and group practice; Comprehends the generic base of group practice and is aware of the specialized knowledge, theory, and skills required for advanced work with groups; d) With Families Describes families served by the agency and demonstrates understanding of concepts of family functioning by using them in family assessment and intervention; In specific case situations, describes the transactions between individual members and the family as a whole; the nature of the transactions between the family and community, the relationship between the family and the agency, the degree to which the agency is able to meet family needs; Analyzes his/her practice by using family concepts and family practice theory; Comprehends the generic base of family practice and is aware of the knowledge, theory and skills required for advanced work with families; e) With Individuals Understands the biological, psychological, social, and political factors that interact to influence individuals’ psychosocial functioning and their ability to cope with problems in living; Describes individuals served by the agency and the impact upon them of their transactions with their families, groups, community, community institutions, and with the agency Analyzes his/her work with individuals using theories of individuals behavior and individual change taught in the Foundation curriculum; Identifies the generic base of practice with individuals and is aware of the specialized knowledge, theory and skill that are required for advanced practice with individuals; 51
Page 1 and 2: UNIVERSITY OF MARYLAND SCHOOL OF SO
Page 4 and 5: I. INTRODUCTION....................
Page 7: Please call us or stop by the Offic
Page 10 and 11: 5. To understand and interpret the
Page 12 and 13: B. Advanced Field Practicum The sec
Page 14 and 15: The following sub-specialization is
Page 16 and 17: VII. EXPECTATIONS OF THE AGENCY, TH
Page 18 and 19: as well as a review of the Code of
Page 20 and 21: 16) A student shall pay for malprac
Page 22 and 23: Student Affairs, Informatics and th
Page 24 and 25: E. Procedures for Resolution of Fie
Page 26 and 27: 24appendices
Page 28 and 29: PREAMBLE The primary mission of the
Page 30 and 31: A code of ethics cannot guarantee e
Page 32 and 33: 1.03 Informed Consent (a) Social wo
Page 34 and 35: whether social workers disclose con
Page 36 and 37: appropriate, and culturally sensiti
Page 38 and 39: 2.05 Consultation (a) Social worker
Page 40 and 41: (c) Social workers who function as
Page 42 and 43: 4. SOCIAL WORKERS’ ETHICAL RESPON
Page 44 and 45: Appropriate institutional review bo
Page 46 and 47: STATEMENT ON NONDISCRIMINATION The
Page 48 and 49: SEXUAL HARASSMENT UMB adapted the s
Page 50 and 51: UNIVERSITY OF MARYLAND FOUNDATION F
Page 54 and 55: Skill Objectives Applies generic pr
Page 56 and 57: V. RELATlONSHIPS The student: Attit
Page 58 and 59: Prepares process recordings, review
Page 60 and 61: clinical syllabus: 58
Page 62 and 63: I. KNOWLEDGE OBJECTIVES A. Knowledg
Page 64 and 65: c. The differential use of language
Page 66 and 67: 2. Makes a systematic assessment of
Page 68 and 69: 66macro syllabus:
Page 70 and 71: knowledgeable about equalizing that
Page 72 and 73: forms/calendars: 70
Page 74 and 75: Foundation Learning Contract Studen
Page 76 and 77: MACRO Learning Contract Student: Fi
Page 78 and 79: UNIVERSITY OF MARYLAND FIELD EDUCAT
Page 80 and 81: PART ONE FOCAL LEARNING AREAS I. So
Page 82 and 83: UNIVERSITY OF MARYLAND FIELD EDUCAT
Page 84 and 85: Part II: Curriculum Objectives The
Page 86 and 87: Comments: Part III: Narrative Pleas
Page 88 and 89: improve (e.g. new activities) shoul
Page 90 and 91: G. Ability to facilitate referrals
Page 92 and 93: University of Maryland School of So
Page 94: 2013-2014 APRIL MAY JUNE JULY 2 JOB

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