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

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2. Makes a systematic assessment of what is taking place within the clinical transaction based on this reciprocal feedback. 3. Sharpens the focus for the work and takes “therapeutic risks” based on the ongoing assessment. L. Ability to selectively apply an array of intervention theories, models, and findings from empirical research. 1. Determines the modalities that can best meet clients needs and the clinical contract. 2. Identifies the unique as well as the common elements in work within the various modalities. 3. Makes appropriate use of skills specific to work with families (e.g., entry into an existing system, assessing the “culture” of the family intervening in dysfunctional communication patterns). 4. Makes appropriate use of skills specific to work with groups (e.g., encouraging group processes that foster trust, mutual aid, group decision making, group cohesion). 5. Identifies potential supportive resources in the clients’ environment, and facilitates linkages that foster natural helping. 6. Intervenes as needed with other systems impinging on the client’s situation. 7. Demonstrates an understanding of empowerment and advocacy strategies to promote equity for oppressed client groups. M. Ability to identify and to understand one’s own patterns of behavior within the clinical transaction. 1. Observes, reports, and reflects on her/his own patterns of behavior. 2. Identifies her/his own relative comfort with behaviors of clients. 3. Indicates how s/he thinks about what s/he does and critiques her/his own patterns of behavior. 4. Reflects on her/his behavior in relation to her/his purposes in the clinical transaction. 5. Participates in identifying the learning needed to strengthen his/her clinical skills. N. Ability to observe and to report on behavior of self and client within the student/client transactions. 1. Observes and reports on behavior in the clinical transaction and describes behavior transactionally. 2. Reports on behavior orally and in writing, with increasing selectivity, coherence, and clarity. 3. Identifies critical junctures within an interview or group session. 4. Identifies the specific phases of the clinical process as it develops over time. 5. Describes oneself in action, and reports on one’s patterns of behavior. O. Ability to assess the effectiveness of one’s intervention. 1. Uses evidence-based practice methods and appropriate evaluation methodology. P. Ability to demonstrate progressive skills toward assuming a leadership position in the field. 1. Conducts self-assessment on leadership. 2. Develops plan for personal leadership development. 3. Participates in leadership building activities. Q. Ability to engage in ethical decision making. 1. Follows the Code of Ethics when making clinical decisions. III. ATTITUDE OBJECTIVES: The student is expected to demonstrate commitment to the social work profession. A. Commitment to social and economic justice and to social work values reflected in the NASW Code of Ethics. B. Show appreciation for the rich and positive contributions to community life brought by people of diverse backgrounds, socio-economic levels and cultural groups; and sensitivity to the systemic barriers faced by these persons that are derived from inequitable policies and practices. 64
C. Commit to clients and consumers as equal partners in social change endeavors. D. Understand the constructive use of conflict to promote social justice and community change, and productively manage conflict when it arises in community and administrative practice. E. Recognize and adhere to professional boundaries with clients, constituents, and co-workers. 65
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UNIVERSITY OF MARYLAND SCHOOL OF SO
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I. INTRODUCTION....................
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Please call us or stop by the Offic
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5. To understand and interpret the
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B. Advanced Field Practicum The sec
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The following sub-specialization is
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Page 18 and 19: as well as a review of the Code of
Page 20 and 21: 16) A student shall pay for malprac
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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
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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 56 and 57: V. RELATlONSHIPS The student: Attit
Page 58 and 59: Prepares process recordings, review
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Page 62 and 63: I. KNOWLEDGE OBJECTIVES A. Knowledg
Page 64 and 65: c. The differential use of language
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Page 74 and 75: Foundation Learning Contract Studen
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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
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Page 94: 2013-2014 APRIL MAY JUNE JULY 2 JOB
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