CORE COMPETENCY 1

PRACTICE BEHAVIORAL 1.1

ADOVOCATE FOR CLIENT ACCESS TO THE SERVICES OF SOCIAL WORK.
Students who are at risk for academic failure, or out of home placement due to family/

health/social issues, grief, mental health, substance abuse, and violence need services to help
them maintain and continue their education. Despite in-home issues, a child can not gain their

own basic needs. They rely on the legal guardian for this access. It is the social workers
obligations to provide services needed for the child while attending school.

PRACTICE BEHAVIORAL 1.2

PRACTICE PERSONAL REFLECTION, APPERANCE OR DEMONSTRATE PROFESSIONAL DEMEANOR. ASSURE SELFCORRECTION AND COMMUNICATION FOR CONTINUOUS GROWTH.

As a school social worker they should represent themselves and the agency in a respectful appearance. Professions
should model what they expect from their students.
In order to be treated and respected as a profession, conducting one-self in a professional manner sets the tone of
the establishment. Social workers are expected to give and accept constructive feedback, and react appropriately in
stressful situations. You are also expected to take an active role in your learning and contribute to the learning of
your fellow students.

PRACTICE BEHAVIORAL 1.3

ATTEND TO PROFESSIONAL ROLES AND BOUNDARIES

School social workers research and referred resources for students in need. It is in their duties to

delegate within their scope of practice. The school social worker is part of a child and family support
team, which collaborates with the nurse and guidance counselor. The school social worker can work in
each area needed from these professions such as administering medication for children with diabetes and
epi shots, and also counsel students with behavior problems.

PRACTICE BEHAVIORAL 1.4

ENGAGE IN CAREER- LONG LEARNING

School social workers should attend meetings and seminars that consult on issues such as
bullying, substance abuse adolescents, LGBQ issues, and family and culture oppression, which
enhances their knowledge on challenges students face that may lead to academic failure.

PRACTICE BEHAVIORAL 1.5

USE SUPERVISION AND CONSULTATION
Take advantage of feedback from your field supervisor. They are our on the field teachers for a

learning experience. They are degreed social workers with years experience in their field.
When delegated a task, assessment of a client, or interview; the field supervisor expertise

places feedback of correction or achievement to help continue your social work growth and
development.

CORE COMPETENCY 2

PRACTICE BEHAVIORAL 2.1

recognize/ manage personal values in a way that allows professional value to guide
practice

Social workers understands that each student comes from different cultural, community,
social class, and ethnic backgrounds. Their way of living may not be how we live.
It is ethical to base the help these students need on a professional level.
It is not ethical to try and convert anyone to your religion, your upbringings, bias,
judgment, and personal values.
Advice may be acceptable.

PRACTICE BEHAVIORAL 2.2

Make Ethical Decisions by applying standards of NASW, as applicable of the IFSW/ IASS ethics in social work, stamen of
principles.

School social workers are obligated by the code of ethics to practice confidentiality where any services needed by
the child and their family are amongst them and all parties that are approved to attend any care plan for the student.
All services are obtain for the best interest of the child. The schools social worker duties are to help provide a
successful education for the student.
Its is in the best quality for social workers to take part in learning and understand the Social Workers code of ethics.
These ethics prevent lawful acts from occurring and how to resolve ethical dilemmas.

PRACTICE BEHAVIORAL 2.3

tolerate ambiguity in resolving ethical conflict.

Though situations may not change over night, social workers still continue to advocate, find different avenues, and interventions
to carry out the change.
Example: students who have behavioral problems are assigned a BIP (behavior plan) that states what objectives, or
steps teachers need to use when a child is misbehaving. If these steps are used in place and a student continues to not corroborate
with them, a CFST meeting can be appointed. This is where the social worker, nurse and counselor come up with another

intervention that will be presented to the parent (guardian), and in hopes that it will benefit the student.
All parties will be helped to understand the social workers ethical standards.

PRACTICE BEHAVIORAL 2.4

apply strategies of ethical reasoning to arrive at principled decisions.
As a social work student and social worker it is always knowledgeable to study the NASW

code of ethics, or attend in services on ethics.

Attend seminars on ethical principles.

Learn how to apply these ethics when finding strategies and techniques when applying practice
with your student.

CORE COMPETENCY 3
Tamika Jackson

PRACTICE BEHAVIOR 3.1

Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom.
As a school social work student you will view a BIP (behavior plan), which are interventions
that students, teachers, and staff are set to follow that helps them with settling the students behavior. If
the plan is applied and the student continues to misbehave, then researching other studies of resolving
behaviors should be considered in order to find another plan of action. Another CFST meeting will be
conducted so teachers, the student, and parent could be inform of the changes made, and will it work to
benefit the child.

PRACTICE BEHAVIOR 3.2

Analyze models of assessment, prevention, intervention, and evaluation.
As a school social worker, referrals and students record forms are documentations used to assess a

client. A team leader then states their basic needs, strengths, and goals. The primary unmet need will
first be identified, which is the most pressing need of the student. After they are filled out it helps the
social worker and all parties who are part of the child and family support system distinguish what
interventions and services the student need to reach their goals for the academic school year.

PRACTICE BEHAVIOR 3.4

Demonstrate effective oral and written communications in working with individuals, families,
groups, organizations, communities, and colleagues.
In a meeting with colleagues, parents, agencies, etc. it is first understandable to introduce everyone
who are attending the care plan.
Give everyone the right to voice their opinion and concerns regarding any changes needing to be
addressed.

Speak with everyone in the room with kind courtesy and respect for their views and opinions.
Document concerns, all who have attended, and any important proof of the meeting for record use.

CORE COMPETENCY 4

PRACTICE BEHAVIOR 4.1

RECGONIZE THE EXTENT TO WHICH A CULTURES STRUCTURES AND VALUES MAY OPPRESS, MARGINALIZE,
ALIENATE, OR ENHANCE PRIVILEDGED AND POWER.

As a school social worker you have to understand different cultural backgrounds and the way diverse

students environments are. Their customs may be different from other subgroups. In a rural, high
unemployed, and poverty stricken community students may be costumed to their environment, or
surrounded by drugs and violence. The social worker learns and understand challenges students faces,
and apply ethical strategies to deal with issues that are the reasons they are affected.

BEHAVIOR PRACTICE 4.2

GAIN SUFFICIENT SELF-AWARENESS TO ELIMINATE THE INFLUENCE OF PERSONAL
BIASES AND VALUES IN WORKING WITH DIVERSE GROUPS.

Social workers are to use ethical decision making and judgment in order to not offend a person
preference. It is not ethical to base your religion, personal beliefs, and values on a decision
that will not benefit a client, or family who may not believe in what you do.

BEHAVIORAL PRACTICE 4.3

RECGONIZE AND COMMUNICATE THEIR UNDERSTANDING OF THE IMPORTANCE OF
DIFFERENCE IN SHAPING LIFE EXPERIENCE.

Exceptional need, Tier 1/2/3, and repetitive behavioral students are assigned interventions,

class environment placements, and planned documents that staff uses to provide the needed
education, and strategies to help a student reach their academic goals. Students are assessed
either by professions such as therapists, psychologists, and social workers who determine
services needed for the student lesson plan.

BEHAVIORAL PRACTICE 4.4

VIEW THEMSELVES AS LEARNERS AND ENGAGE THOSE WITH WHOM THEY WORK
AS INFORMANTS.

As a school social worker you learn from the students (clients) as well as help dictate services
needed. Students are learning their identity and absorbing many new designed social medias,
music, and any other societal influences. These influences helps one understand what may be
the cause of adolescents behaviors.

CORE COMPETENCY 5

PRACTICE BEHAVIOR 5.1

UNDERSTAND THE FORMS AND MECHANISMS OF OPPRESSION AND
DISCRIMINATION.

School social workers within a rural community understands a majority of the population of students
comes from a family of low income households. Some students households suffer from violence,
drug/alcohol abuse, and poverty as a whole. Therefore students are affected by these issues and they

may cause psychological problems upon the child which affects their academic achievements.

PRACTICE BEHAVIORAL 5.2

ADVOCATE FOR HUMAN RIGHTS AND SOCIAL AND ECONOMIC JUSTICE.

The school provide a CFST (child/family support team) program, which consist of a social
worker, counselor, and nurse. These collaborates help provide services such as food, clothing,
health needs, counseling with grief, anger, depression, etc., which affects a child capability of

learning. Not only for the child sake, but for their families as well.

PRACTICE BEHAVIORAL 5.3

ENGAGE IN PRACTICES THAT ADVANCE SOCIAL AND ECONOMIC JUSTICE.
Students and their families can be referred to behavioral needs agencies who provide in home

services for the family within the home as well as the child to help deal with the issues within
the child. Students in need are given resources to help assist their basic needs as well as

academic needs. Local agencies, dept. of social services, and community support systems are
listed as resources that can help aid in assisting needs.

CORE COMPETENCY 6

BEHAVIORAL PRACTICE 6.1

USE PRACTICE EXPERIENCE TO INFORM SCIENTIFIC INGUIRY.
As a school social worker, research mental health issues such as: ADHD, Autism, ADD, etc. in

order to learn the mental behavior of students. Also become more inform on agencies who
provide services for these diagnosis to refer students and their families for services.

BEHAVIORAL PRACTICE 6.2

USE RESEARCH EVIDENCE TO INFORM PRACTICE.
As stated, students with mental health issues that prevents them from learning, social workers

are to be familiar with mental health agencies who provide additional services needed to assist
students with such learning disabilities. These agencies provide an intervention for schools

classrooms to use.

CORE COMPETENCY 7

PRACTICE BEHAVIORAL 7.1

UTILIZE CONCEPTUAL FRAMEWORKS TO GUIDE THE PROCESSES OF ASSESSMENT,
INTERVENTION, AND EVALUATION.

As a school social worker you will use your ethical principles when assessing a student.
Communicate to an understanding where the client can give enough information to help the
social worker design a intervention. This is where the client strengths and limitations are
discovered, their issues, and what goals the client can work towards.

PRACTICE BEHAVIORAL 7.2

CRITIQUE AND APPLY KNOWLEDGE TO UNDERSTAND PERSON AND
ENVIRONMENT.

While assessing a student, or communicating a follow up from previous behavior problems,

the social worker determines the students strengths, needs, and demographic backgrounds.

CORE COMPETENCY 8

PRACTICE BEHAVIORAL 8.1

ANALYZE, FORMULATE, AND ADVOCATE FOR POLICIES THAT ADVANCE SOCIAL
WELL-BEING.

As a school social worker it is their job to inform parents and students about policies and laws
that the schools handbook abide by. Also to give them understanding of their rights regarding
a substantial education.

PRACTICE BEHAVIORAL 8.2

COLLABORATE WITH COLLEAGUES AND CLIENTS FOR EFFECTIVE POLICY ACTION.

As a school social worker who's school is under a child and family support team, they have to
collaborate with the nurse and guidance counselor to help provide the student with their health
and mental state in order to have a successful academic year.

CORE COMPETENCY 9

PRACTICE BEHAVIORAL 9.1

Continuously discover, appraise, and attend to changing locales, populations,
scientific and technological developments, and emerging societal trends to
provide relevant services.

School social workers links families to services such as, NC Mentor, Advantage, Monarch, and
any services Eastpointe can appoint for in home services, or behavioral support mentors.

PRACTICE BEHAVIORAL 9.2

Provide leadership in promoting sustainable changes in service delivery and
practice to improve the quality of social services.

As a school social work intern; I work with students throughout my days spent at the school
providing follow up services to see how the student is maintaining their behavior and staying
focus. As a parent/teacher conference is needed, I will also discuss all what I provide to help
the student stay on track within the meetings.

CORE COMPETENCY 10

PRACTICE BEHAVIORAL 10.1

Substantively and effectively prepare for action w individuals, families, groups,
organizations, and communities.
A CFST meeting is usually scheduled by the social worker, and with attendance from
the nurse or counselor based on the students need. Attendance sheets and behavior
plan documents are brought along in the meeting to records all who attends and

what plan was set in place to assist the students education.

PRACTICE BEHAVIORAL 10.2

Use empathy and other interpersonal skills.
As a school social worker you are also a counselor. Eye contact while
engaging in the students conversation shows the student you are paying
attention to their concerns, and the tone of voice is showing them you are

being respectful to their needs.

PRACTICE BEHAVIORAL 10.3

Develop mutually agreed-on focus of work.
As a school social worker any issues a student is facing, their parents/ legal

guardians, or any person involved in their well-being are scheduled to meet

along with teachers to discuss their issues. An intervention goal is set in place,

which is followed by the student and parent on what their expectations are for
the school year.

PRACTICE BEHAVIORAL 10.4

Collect, organize, and interpret client data.
After an intervention have been established. The social worker will go over it
with the student to let them understand the plan that was made, and what
goals are to be reached in order to achieve in their academics.

PRACTICE BEHAVIORAL 10.5

Assess client strengths and limitations.
A CFST referral is used to determine the clients strengths and limitations through
grades, what you know personally about the student, their behavior issues,
and history of issues.

PRACTICE BEHAVIORAL 10.6

Develop mutually agreed- on intervention goals and objectives.
Once the information of the issue is gained, then implement a reliable goal
the student is capable of meeting.

PRACTICE BEHAVIORAL 10.7

Select appropriate intervention strategies.
Intervention strategies are implemented based on the students strengths,
limitations, and social behavior, which affects their academics.

PRACTICE BEHAVIORAL 10.8

Initiate actions to achieve organizational goals.
If a child no longer needs assistance, then they are referred out as being a
CFST client, and their records are still filed in a cabinet for use.

PRACTICE BEHAVIORAL 10.9

Implement prevention interventions that enhance client capacities.
I as a student intern within the school system implemented a group session
each week for at risk teens to prepare them for the high school level by
helping them improve their behaviors, which affects their academics.

PRACTICE BEHAVIORAL 10.10

Help clients resolve problems.
Each issue a student have; the social worker also assist with counseling to help
intervene with the problem.

PRACTICE BEHAVIORAL 10.11

Negotiate, mediate, and advocate for clients.
Within CFST meetings mainly the social worker, counselor, parent, and nurse
are of attendance. A severe decision making is brought to administration to
make a decided outcome that best benefits the student.

PRACTICE BEHAVIORAL 10.12

Facilitate transitions and endings.
Every student will know ahead of time when the expectation of their process
will end, and depending on the intervention if their will be an award granted.