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

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V. RELATlONSHIPS The student: Attitude Objectives Is aware that professional use of self is critical to social work practice; Demonstrates commitment to professional use of self by identifying when appearance, behaviors, or countertransference are obstacles to effective relationships; Demonstrates commitment to professional use of self by seeking to appropriately address self-related obstacles to effective professional relationships in his/her field practice; Demonstrates commitment to relationship skills by mastering the theory of social work relationships, seeking to apply it in practice, and analyzing specific practice transaction identify areas of strength and areas which need enhancement; Demonstrates commitment to working with people from diverse backgrounds by recognizing when differences may be problematic in building a relationship, by tuning into stereotypes, biases, and/or feelings that may obstruct relationship building, by actively learning about the individual’s milieu and situation, and by actively seeking consultation on how to handle issues of difference and diversity within the professional relationship; Demonstrates comfort with his/her power and authority and is comfortable with its appropriate application; Is ready to continue to work on relationship skills and professional use of self in the Advanced field placement; Knowledge Objectives Differentiates between social work and other relationships; Understands that social work relationships develop over time and that there are specific phases (beginnings, middles, and endings) that are characterized by particular issues and feelings that need to be addressed by the worker; Understands issues of power and authority in social work relationships and is able to describe their impact on her/his relationships in the field setting; Skill Objectives Engages with clients and other members of systems involved in specific practice situations; Demonstrates empathy in transactions with people; Establishes and maintains effective working relationships with people from diverse backgrounds; Identifies the phases of social work relationships, and effectively deals with the tasks and processes of that stage; Identifies unprofessional or ineffective behavior and appropriately modifies any such problematic behavior; Is able to constructively use his/her power and authority. 54
VI. COMMUNICATlON The student: Attitude Objectives Accepts that effective social work depends upon effective oral and written communication skills and is ready to work to improve communication skills; Demonstrates a readiness to adapt interviewing behavior to the needs of clients from diverse populations by identifying that gender, race, class, ethnicity, age, sexual orientation, or other differences need to be considered in interviewing, by actively seeking information about the possible ramifications of differences between interviewer and interviewee, and by modifying interviewing practice when appropriate; Demonstrates a readiness to improve interviewing skills by timely preparation of process; Demonstrates commitment to effective writing by preparing written materials in a timely matter, and by rewriting, if necessary, to produce relevant, well-focussed, clear, and concise written materials; Knowledge Objectives Is familiar with basic communication concepts, and identifies factors, both verbal and non-verbal, that facilitate communication and factors both verbal and non-verbal, that impede communication; Uses communication concepts to analyze his/her professional transactions with other people and his/her written communications; Differentiates between different types of social work interviews and can adapt his/her interviewing behavior to those different purposes; Understands the purposes and uses of written communication, is able to write clearly and concisely, without errors of grammar and spelling; Adapts a format and writing style that is appropriate to the needs of different audiences; Knows the purposes and expected format of process recording; Skill Objectives Prepares clear, written records, reports, letters, memos and other written materials; Selectively and purposefully uses diverse communication techniques in individual, family and group interviews, and in other professional transactions; Can relate technique to purpose; Identifies whether specific techniques had the desired effect and is able to identify alternative techniques that might have the desired effect; Identifies, utilizes, integrates, and evaluates a variety of techniques; Identifies alternative techniques when a particular technique has not had the desired effect; 55
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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 52 and 53: Is able to critique specific practi
Page 54 and 55: Skill Objectives Applies generic pr
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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