ࡱ>  DLq` "bjbjqPqP :: 0\\\2 YYY8"ZZ2Ԡ~\^(^^_klmDoqqqqqq$h\Km'jlkKmKm^_ GoGoGoKmLV^p\_oGoKmoGoGo0\_r\ PYm:C<Ә0Ԡ8m`x\KmKmGoKmKmKmKmKm1oKmKmKmԠKmKmKmKm222'Y222YptJ.  LOMA LINDA UNIVERSITY Department of Social Work LEARNING PLAN AGREEMENT FORM Foundation Year This form is due to your Field Faculty Liaison three weeks after field practicum begins. It may be modified quarterly as necessary.) Date: FORMTEXT      Student Name (print): FORMTEXT      Child Welfare Grant Recipient?Yes  FORMCHECKBOX  No  FORMCHECKBOX Full Time  FORMCHECKBOX Part Time  FORMCHECKBOX Date of Placement with Agency: FORMTEXT      Practicum Site: FORMTEXT      Address: FORMTEXT       FORMTEXT      Field Instructor & Phone: FORMTEXT       FORMTEXT      Preceptor & Phone: FORMTEXT       FORMTEXT      Field Faculty Liaison: FORMTEXT       I. General Conditions Days and Hours of Field Placement FORMTEXT      Day and Time of Individual Supervision FORMTEXT      Day and Time of Group Supervision FORMTEXT      Day and Time of Staff Meeting FORMTEXT      Other: FORMTEXT       II. Summary of General Assignment  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT      Student SignatureDateAgency Field Instructor SignatureDateField Faculty Liaison SignatureDateLearning Objective I: Understands, Respects, and Integrates the Ethics and Values of the Social Work ProfessionCompetencies: The minimum learning expectations for all students.Demonstrates respect for right of self-determination.Maintains appropriate guidelines for confidentiality.Maintains appropriate boundaries, distinguishing professional from personal relationships.Demonstrates the capacity to respect diverse issues of gender, race, religion, class, disability, and age.Identifies ethical dilemmas as these arise and takes to supervision for discussion.Strategies: List a minimum of five strategies, tasks, assignments, or processes that will be used to assist the student in meeting the competencies. The "strategy" will be a series of successive steps that clearly lead to accomplishing both the competency and student outcomes within a specified time frame. FORMTEXT        Learning Objective II: Demonstrates Motivation in the Role of LearnerCompetencies: The minimum learning expectations for all students.Takes initiative to identify own learning needs.Actively participates by asking questions and volunteering relevant information while in supervision or other training experiences.Demonstrates ability to learn from a variety of sources (peers, other agency staff, field instructor, preceptors, consultants, Field Faculty, assigned readings.)Accepts and utilizes constructive criticism.Acknowledges areas of strength.Acknowledges areas of needed growth and development.Demonstrates ability to identify own values and the potential impact on work with clients.Prepares for supervisory conferencesParticipates in educational planning and evaluation of his/her performance.Appropriately seeks direction from Field Instructor as needed.Demonstrates ability to work independently when appropriate.Strategies: List a minimum of five strategies, tasks, assignments, or processes that will be used to assist the student in meeting the competencies. The "strategy" will be a series of successive steps that clearly lead to accomplishing both the competency and student outcomes within a specified time frame. FORMTEXT        Learning Objective III: Demonstrates Knowledge of the Agency's Mission, Goals, Organizational Structure and Community Which is ServedCompetencies: The minimum learning expectations for all students.Demonstrates working knowledge of the practicum agency's mission, goals, policies, and procedures.Identifies and understands the intra-agency organizational relationships and activities.Demonstrates knowledge, respect, and ability to work cooperatively with support staff in the practicum setting.Collaborates appropriately with other professionals or as a member of a multi-disciplinary team to ensure integrated and comprehensive services to clients.Demonstrates the ability to access and utilize community resources that are appropriate for the population being served.Identifies social policies, laws, practices, etc. that impact the client system or delivery of service.Strategies: List a minimum of five strategies, tasks, assignments, or processes that will be used to assist the student in meeting the competencies. The "strategy" will be a series of successive steps that clearly lead to accomplishing both the competency and student outcomes within a specified time frame. FORMTEXT        Learning Objective IV: Demonstrates Responsible Work Management SkillsCompetencies: The minimum learning expectations for all students.Prioritizes work assignments.Complies with agreed upon field practicum hours.Notifies field instructor of any schedule changes.Keeps accurate and up-to-date case records following agency policy.Completes and submits one process recording per week (written, audio or video.)Writes legibly and thoroughly in all types of documentation.Strategies: List a minimum of five strategies, tasks, assignments, or processes that will be used to assist the student in meeting the competencies. The "strategy" will be a series of successive steps that clearly lead to accomplishing both the competency and student outcomes within a specified time frame. FORMTEXT        Learning Objective V: Demonstrates Skill in Completing a Biopsychosocial History Utilizing a Systems Theory Framework.Competencies: The minimum learning expectations for all students.Demonstrates basic knowledge of systems theory in work with clients.Applies knowledge of human differences in practice, i.e., cultural, ethnic, racial, religious, sexual orientation, socioeconomic, gender, disability, age, etc.Applies knowledge and concepts of human growth and development in work with clients (physical, behavioral, emotional, social, and spiritual.)Demonstrates capacity to elicit information, including facts, feelings, and goals from client and significant others.Demonstrates ability to identify and clarify the presenting problem(s).Demonstrates ability to assess client and/or family member at risk for suicide, homicide, child abuse, elder abuse, spousal abuse, substance abuse, etc.Demonstrates ability to identify the client's internal strengths and support systems.Strategies: List a minimum of five strategies, tasks, assignments, or processes that will be used to assist the student in meeting the competencies. The "strategy" will be a series of successive steps that clearly lead to accomplishing both the competency and student outcomes within a specified time frame. FORMTEXT        Learning Objective VI: Demonstrates a Basic Range of Generalist Practice Skills and Interventions Reflecting the Continuum of Social Work Practice: Information and Referral, Advocacy, Case Management, Crisis Intervention, Short-Term Intervention and Long-Tern Intervention.Competencies: The minimum learning expectations for all students.Demonstrates an understanding of generalist practice with individuals.Demonstrates an understanding of generalist practice with families.Demonstrates an understanding of generalist practice with group and group process.Demonstrates an understanding of generalist practice with communities and organizations.Demonstrates an understanding of generalist practice with communities and organizations.Plans and implements appropriate termination process with clients.Understands and uses verbal and non-verbal cues including: body positioning, eye contact, speech patterns, tone, and volume of voice.Demonstrates an ability to use the following: Open and closed questioning, encouraging, paraphrasing, reflecting & summarizing. 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The "strategy" will be a series of successive steps that clearly lead to accomplishing both the competency and student outcomes within a specified time frame.  FORMTEXT           Page  PAGE 3 of  NUMPAGES 7  EMBED Photoshop.Image.5 \s  Example: Strategy: 1) Student makes appropriate collateral contacts to complete the assessment 2) Student articulates in supervision external stressors affecting client dynamics Example: Strategy: 1) Brings into supervision issues re: confidentiality 2) Review mandates re: Tarasoff, CPS reporting, APS reporting, suicide/5150 3) Read two journal articles about confidentiality provided by field instructor  EMBED Photoshop.Image.5 \s  Example: Professional Learning Objectives 1. Student understands his/her role within the agency and range of responsibilities. A. 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