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Social Work

Competencies
Crystal Blue

Competenc
y1
Demonstrate Ethical and
Professional Behavior

Competency 1
Make ethical decisions by applying the standards of the
NASW Code of Ethics, relevant laws and regulations, models
for ethical decision-making, ethical conduct of research, and
additional codes of ethics as appropriate to context.

As a school social worker it is important use the NASW Code


to help make ethical decisions when assisting clients and
students, and remain confidential when speaking with students.

Competency 1
Use reflection and self-regulation to manage personal
values and maintain professionalism in practice situations.

When speaking with students it is important to display


reflective listening and self-regulation. During mediation
sessions with students reflection shows that you understand
their concern and their purpose for the session. It is also
important to remain professional and remove personal bias.

Competency 1
Demonstrate professional demeanor in behavior;
appearance; and oral, written, and electronic
communication.

Dressing and speaking professionally are both


extremely important, and also keeping proper
documentation of student interaction demonstrates
professionalism as well. It is important to keep
accurate and concise documentation.

Competency 1
Use technology ethically and appropriately to
facilitate practice outcomes.

Using the school computer as a resource to help


student change their course schedule, find parent
contact information, or provide external resources
throughout the school year. Watch out for social
media and confidentiality!

Competency 1
Use supervision and consultation to guide
professional judgment and behavior.

Ask questions! Following every situation we have


chat time. I think it is important to ask questions
when you are dealing with a challenge

Competenc
y2
Engage Diversity and
Difference in Practice

Competency 2
Apply and communicate understanding of the
importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro
levels.

Diversity is extremely important in school settings. To


help students and staff become more culturally
competent the school could have monthly assembles
to display awareness for each culture.

Competency 2
Present themselves as learners and engage clients and
constituencies as experts of their own experiences.

Allow the student to engage the conversation by


providing expertise of their situation whether it is about
grades, social problems, or any other concern. By
allowing the student to inform I will become
knowledgeable, and will not have to assume anything
about the situation.

Competency 2
Apply self-awareness and self-regulation to manage
the influence of personal biases and values in working
with diverse clients and constituencies.

When communicating with students about personal


topics, it is important to know boundaries and remain
neutral. Always self regulate my personal views to
make sure students do not feel pressured into making
decisions.

Competenc
y3
Advance Human Rights
Social, andEconomic, and
Environmental Justice

Competency 3
Apply understanding of social, economic, and
environmental justice to advocate for human rights at the
individual and system levels.

Inform students on available resources such as MFLAC,


LGBT support groups, peer mediation, etc. that are available
to meet their needs and promote equal opportunity for all
students . School social workers also advocate for students
who are unable to speak for themselves for example students
with 504s, IEPs, learning contracts

Competency 3
Engage in practices that advance social, economic, and
environmental justice.

Facilitate groups that promote environmental rights and


inform students of their access to education. Serve clients
with the same level of commitment, provide resources and
services when needed. For example: McKinney Vento
students are not limited to school resources such as lunch or
extracurricular activities because of their living conditions.

Competenc
y4
Engage in PracticeInformed and ResearchInformed Practice

Competency 4
Use practice experience and theory to inform
scientific inquiry and research.

Create plan accommodations for students such as


504, IEP, Learning contracts, with measurable
goals and objectives, to monitor student progress
based on observations by the school nurse, social
worker, teachers, and psychiatrist.

Competency 4
Apply critical thinking to engage in analysis of
quantitative and qualitative research methods and
research findings.

Complete surveys and determine if interventions were


successful based on evidence based findings or even
engage in analysis by word of mouth; communicating
with students and staff to see if course plans of action
were effective.

Competency 4
Use and translate research evidence to inform and
improve practice, policy, and service delivery.

Use data reports, 504 plans, learning contracts, and


scholarly articles and interventions during support staff
meetings that display interventions and effectiveness to
see improvements in students performance.

Competenc
y5
Engage in Policy Practice

Competency 5
Identify social policy at the local, state, and federal
level that impacts well-being, service delivery, and
access to social service.
Homelessness and hunger are local, state, and federal
concerns for students in many schools. Homeless
students may be offered access to numerous social
services such as housing, free school lunch, and
clothing.

Competency 5
Assesshowsocialwelfareandeconomicpolicies
impactthedeliveryofandaccesstosocialservices.

Workwithstudentsupportteamtogainingbetter
understandingofhowcrime,livingconditions,and
familyfinanceseffectstudentsandtheiraccessto
resources.

Competency 5
Apply critical thinking to analyze, formulate, and
advocate for policies that advance human rights and
social, economic, and environmental justice.

Work with the support staff to formulate goals that


promote equal social justice for all students. If possible
also contact local leaders to help advocate the rights of
all students.

Competenc
y6
Engage with Individuals,
Families, Groups,
Organizations, and
Communities

Competency 6
Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage
with clients and constituencies.

Involving students and parents develop a plan of


action for students who are having cognitive
difficulties in classroom settings based on peer
reviewed articles

Competency 6
Use empathy, reflection, and interpersonal
skills to effectively engage diverse clients and
constituencies.
Peer Mediation; useful to help students resolve
matter using reflective listening and empathy.
Mediation will strengthen rapport with students
of different backgrounds while solving
problems

Competenc
y7
Assess Individuals,
Families, Groups,
Organizations, and
Communities

Competency 7
Collect and organize data, and apply critical
thinking to interpret information from clients and
constituencies.

Keep students/clients files organized and updated


with comments and observations included, use the
schools database to also collect information
regarding students and accommodations if necessary.

Competency 7
Apply knowledge of human behavior and the
social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in
interventions with clients and constituencies.

Work with students and their parents to access


target behaviors and ways to prevent and monitor
behaviors based on student interactions.

Competency 7
Develop mutually agreed-on intervention goals and
objectives based on the critical assessment of
strengths, needs, and challenges within clients and
constituencies.

Work with students to develop an intervention plan of


action with attainable goals for students to reach.
Assess students strengths, needs, and challenges that
may hinder reaching goals.

Competency 7
Select appropriate intervention strategies based on
the assessment, research knowledge, and values
and preferences of clients and constituencies.

Based on students needs, challenges, and strengths


make the most appropriate decision with the help of
the supervisor to make the most appropriate
intervention to promote change.

Competenc
y8
Engage with Individuals,
Families, Groups,
Organizations, and
Communities

Competency 8
Critically choose and implement interventions to
achieve practice goals and enhance capacities of
clients and constituencies.

Discuss ways to promote change in clients through


activities that demonstrate strengths, but also
acknowledge clients needs.

Competency 8
Apply knowledge of human behavior and the
social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in
interventions with clients and constituencies.

Work with students, support staff, and parents to


create possible interventions for students with
difficulties in classroom settings

Competency 8
Use inter-professional collaboration as appropriate
to achieve beneficial practice outcomes.

Work with supervisor and support staff


professionals and collaborate both beneficial and
practical interventions and outcomes for students

Competency 8
Negotiate, mediate, and advocate with and on behalf
of diverse clients and constituencies.

Attend staff meetings and student support staff


meetings to help address gaps in services provided,
help resolves issues with family members, school
members, etc. Also offer students mediation sessions
to voice their concerns and possible resolutions.

Competency 8
Facilitate effective transitions and endings that
advance mutually agreed-on goals.

With small groups mutually develop goals that


promote positive student transition.

Competenc
y9
Engage with Individuals,
Families, Groups,
Organizations, and
Communities

Competency 9
Select and use appropriate methods for
evaluation of outcomes.

Develop attainable goals for students


after assessment, and later evaluate
students measureable progress.

Competency 9
Apply knowledge of human behavior and the
social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in
the evaluation of outcomes.
Work with children and parents to evaluation
strengths and weakness of student geared to
environmental interactions.

Competency 9
Critically analyze, monitor, and evaluate
intervention and program processes and outcomes.

Create an intervention plan to discuss clients


needs, strengths, and limitations include
measureable objectives. Meeting weekly with
students to monitor and evaluate progress of goal
attainment.

Competency 9
Apply evaluation findings to improve practice
effectiveness at the micro, mezzo, and macro
levels.

Discuss with supervisor possible methods/


resources to improve practice in local schools,
businesses, and communities where students
engage in learning.

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