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

More documents

Recommendations

Info

knowledgeable about equalizing that power imbalance. 3. Gain knowledge of the impact of public policy, decisions and management implications in an area of practice such as aging, child welfare, health, mental health, and so forth. 4. Develop an understanding of how communities develop and function, including: • pertinent community history • demographic data • values • key institutions • strengths and assets • actual and potential leaders • key sub-groups • critical challenges. 5. Develop knowledge of an agency, its history, services or programs, the community context, and interorganizational relationships necessary to promote community building. 6. Develop an understanding of formal organizations in these areas: • organizational vision, mission, mandates and goals • organizational structure • formal and informal systems • external relationships including coalitions, partnerships, collaborations. 7. Develop knowledge of management functions in formal organizations in these areas: • organizing and staffing • planning and decision making • fiscal control and evaluation • leadership, motivation, and communication • organizational change and development. 8. Increase understanding of human behavior in formal organizations at these levels: • individuals • teams and small groups • sub-cultures • intra- and inter-organizational cooperation. 9. Develop knowledge of information technologies in management and community organizations, and demonstrate the ability to collect and process relevant information. 10. Deepen an understanding of the nature and range of professional roles and relationships: • recognize the importance of self-awareness • identify the impact of culture, including gender, race, ethnicity, age, religion, sexual orientation and so forth on self and others • identify the variety of professional roles such as – facilitator, leader, broker, organizer, negotiator, educator and manager. B. Skill Objectives 1. Identify, define and help resolve community and organizational issues, problems, and conditions; and identify, define and document community and organizational assets and strengths. 2. Demonstrate the ability to develop and implement a problem-solving sequence with an organization or community group: • relationship building • setting goals and objectives • leadership development • selection of strategies and tactics • action steps • implementation plan (budget, personnel, space/physical requirements) 68
69 • monitoring and evaluation 3. Demonstrate the ability to establish effective and collaborative working relationships with people of various cultural backgrounds and identities, especially with at-risk populations. 4. Be able to advocate in political arenas through the development of political actions strategies based on policy analyses on local, state and/or national arenas. 5. Demonstrate the ability to interview people, listen to and learn from individuals and groups from diverse economic, political, social and cultural backgrounds. 6. Organize and staff effective task groups (standing committees, boards, adhoc committees, councils, action groups, etc.). 7. Obtain administrative skills in organizing duties and activities, setting priorities, working under pressure, preparing clearly written records, reports and memos in a timely manner. 8. Apply principles of research and evaluation to the practice setting. 9. Create and/or manage an information technology system for an organization or community. 10. Develop self-awareness and constructive use of that self-awareness in practice and supervision; self-identify learning needs and communicate them to the Field Instructor. C. Attitude Objectives 1. Demonstrate a commitment to social justice and to social work values reflected in the NASW Code of Ethics. 2. 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. 3. Commit to clients and consumers as equal partners in social change endeavors. 4. 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. 5. Recognize and adhere to professional boundaries with clients, constituents, and co-workers. Learning Contract All students, in collaboration with their Field Instructors and Faculty Liasons, must develop a learning contract in which they indicate how they will successfully demonstrate the MACRO knowledge, skills and attitude learning objectives. All MACRO students need to integrate these learning objectives and demonstrate competence in the following areas: • Policy analysis and development in the public, community or organizational arena; • Community assessment and intervention; • Organizational assessment and intervention; • Application of principles of multicultural practice; • Self awareness, development and professional learning within the context of the NASW Code of Ethics. It is primarily the responsibility of the student, in consultation with the Field Instructor and Faculty Liason, to be sure that learning assignments are undertaken that will demonstrate one’s abilities in these areas. The learning contract becomes the basis upon which the student is evaluated. Problems with designing and/or completing the learning contract need to be collaboratively addressed by the student, Instructor and Liaison. A learning contract template is available on the Field web site. The contract covers the key learning areas, activities to be undertaken to fulfill that learning area, expected outcomes, anticipated completion date, and whether or not the assignment was successfully completed. A copy of the learning contract, and any revisions, must be included with the end of semester evaluations.
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 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
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 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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?