ࡱ>  [\ cdq` bjbjqPqP ::)00 0 0 D HLHLHL8L4MD 4ONQ(vQvQ R`aWbHtvvvvvv$h0 b_`bbvQ R {gggb^vQ0 Rtgbtgg. X0 R(O $VHLbx@\0<c0 $bbgbbbbbf^bbbbbbbD D D ,HLD D D HLD D D  LOMA LINDA UNIVERSITY Department of Social Work LEARNING PLAN AGREEMENT FORM Policy, Planning and Administration Concentration 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.Demonstrates use of professional judgment and conduct consonant with the values, ethics, legal, and multidimensional responsibilities of practice.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.Demonstrates an ability to integrate new knowledge.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, assigned reading.)Demonstrates the integration of complex theories and research findings in developing his/her practice proficiency.Evidences interest and takes advantage of opportunities for expanding his/her knowledge and skills for working with population groups and problem areaDemonstrates the capacity to evaluate his/her own practice in specific and meaningful ways.Accepts and utilizes constructive criticism.Acknowledges areas of strengthAcknowledges areas of needed growth and development.Demonstrates ability to identify own values and the potential impact on service delivery.Prepares for supervisory conferences.Participates in educational planning and evaluation of his/her performance.Demonstrates ability to assess need for direction from field instructor and is able to operate 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 competence in identifying and/or utilizing community resources to meet client needs.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.Keeps accurate and up-to-date case records following agency policy.Completes and submits comprehensive process recordings (written, audio or video, minimum of one per week.)Writes in a well organized, comprehensive, and concise manner, using appropriate grammar, spelling, and professional vocabulary.Manages workload and prioritizes work assignments.Complies with agreed upon field practicum hours, including responsibilities to client and agency site.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 Developing an Appropriate Case/Treatment Plan Based on the Biopsychosocial Assessment and Diagnosis (When Applicable.)Competencies: The minimum learning expectations for all students.Demonstrates an understanding of the complexities of larger organizations and bureaucratic systems.Demonstrates knowledge of the nature of formal and informal structures as the affect communication patterns, delegation of assignments, and services to clients.Student is able to identify the strengths and weaknesses of the field practicum agency as an organizationStudent is able to assess the strengths and weaknesses of the agency's approach to cultural competency (i.e. employees and clients).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 Knowledge of Planning, Program Development, and Evaluation.Competencies: The minimum learning expectations for all students.Student has an understanding of the tasks necessary to effectively organize service providers/community representatives toward development of a collaborative system of care.Identifies and selects appropriate program planning models relevant to organizational, community and client needs.Demonstrates an understanding of how program development and implementation occurs relevant to the agencies organizational context.Understands how to use information and technology to evaluate practice and program effectiveness.Understands the purpose and use of evaluation to achieve accountability at every level of care.Understands the administrator's responsibility to participate in planning and development of effective systems of care.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 VII: Demonstrates an Understanding of the Impact of Relevant Policy on the Delivery of Services to Populations at Risk, Such as Minorities, Women, the Elderly, and Populations Affected by Specific Illness (e.g., Aids, Chronic Mental Illness).Competencies: The minimum learning expectations for all students.Student demonstrates an understanding of the requirements of policy analysis: ability to define policy problems establishing criteria for policy choices mapping alternative strategies selecting appropriate strategies for sustaining planned change.Student demonstrates an understanding of specific laws, policies, court decisions, and regulations, relevant to agency service delivery.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. 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administrator.Understands how a leader facilitates effective teamwork for the purpose of planning, formulating policy, and implementing service.Understands how administrators create opportunities for collaboration with other work units, related agencies, regulatory bodies, courts, and law enforcement.Demonstrates knowledge of different funding streams for social service agencies and client populations.Student can identify how the administrator facilitates worker productivity and morale.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.     Page  PAGE 9 of  NUMPAGES 9  EMBED Photoshop.Image.5 \s  Example: Strategy: 1) Student identifies and is able to critically analyze his/her interventions for their effectiveness. 2) Student identifies potential value issues that may impact on clinical work. 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: Strategy: 1) Student attends and actively participates in weekly staff meetings 2) Student reads policy manual 3) Student attends weekly agency in-service meetings every Thursday from 1pm - 3pm  EMBED Photoshop.Image.5 \s   EMBED Photoshop.Image.5 \s  Example: Professional Learning Objective 1. 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