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Appendix I-A

Learning Contract- Graduate Social Work Field Practicum

Alabama A& M University

Department of Social Work, Psychology, and Counseling

Student Name: ____________________________ Semester:___________________

Field Supervisor: ___________________Field Agency:________________________

Mission: The mission of the MSW Program is to prepare students with advanced generalist and

specialized competencies to promote human and community well-being, demonstrate respect for

human diversity, engage in scientific inquiry, be committed to life-long learning and demonstrate

knowledge of and an ability to engage in professional practice that recognizes the

interconnections between social policy, social, economic and environmental justice and

vulnerable populations in rural and urban communities locally, nationally and globally.

Directions: The student and field supervisor develop the Learning Contract together. The

content of the learning agreement must be thoroughly discussed by the student and field supervisor

prior to the individual sections being completed. This agreement sets forth the context of the field

experience, its parameters and the performance expectations of both student and field supervisor.

A completed agreement must be turned in to the field director/coordinator by the fourth week of

the semester. (Please indicate the Concentration experience the student will gain in the SWK

680/681 Practicum).

The tasks, activities and knowledge areas expected of the student must be reflective of the nine

goals set forth in this contract. It is intended that the Field Supervisor will observe the student

doing the assignments, tasks and activities.

Learning activities- Students will choose activities associated with their field placement that

fulfills the competencies of the Council on Social Work Education and the Alabama A & M

University-Department of Social Work. Activities should be specific to the agency placement

and measurable.

 SWK-680 Field Practicum and Seminar____(check)

 SWK-681 Field Practicum and Seminar____(check)

2015 Educational Policy and Accreditation Standards (EPAS)

9 Core Competencies & Component Behaviors

Competency 1- Students will Demonstrate Ethical and Professional Behavior

Component Behaviors:

• 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;

• use reflection and self-regulation to manage personal values and maintain

professionalism in practice situations;

• demonstrate professional demeanor in behavior; appearance; and oral, written, and

electronic communication;

• use technology ethically and appropriately to facilitate practice outcomes; and

• use supervision and consultation to guide professional judgment and behavior.

• ________________________________________________________________________

____________________________________________________________

• ________________________________________________________________________

____________________________________________________________

Competency 2- Students will Engage Diversity and Difference in Practice

Component Behaviors:

• apply and communicate understanding of the importance of diversity and difference in

shaping life experiences in practice at the micro, mezzo, and macro levels;

• present themselves as learners and engage clients and constituencies as experts of their

own experiences; and

• apply self-awareness and self-regulation to manage the influence of personal biases and

values in working with diverse clients and constituencies.

• ________________________________________________________________________

____________________________________________________________

• ________________________________________________________________________

____________________________________________________________

Competency 3- Students will Advance Human Rights and Social, Economic, and

Environmental Justice

Component Behaviors:

• apply their understanding of social, economic, and environmental justice to advocate

for human rights at the individual and system levels; and

• engage in practices that advance social, economic, and environmental justice.

• _____________________________________________________________________

_________________________________________________________

• _____________________________________________________________________

_________________________________________________________

Competency 4 – Students will Engage In Practice-informed Research and Research-

informed Practice

Component Behaviors:

• use practice experience and theory to inform scientific inquiry and research;

• apply critical thinking to engage in analysis of quantitative and qualitative research

methods and research findings; and

• use and translate research evidence to inform and improve practice, policy, and service

delivery.

• ________________________________________________________________________

____________________________________________________________

• ________________________________________________________________________

____________________________________________________________

Competency 5 – Students will Engage in Policy Practice

Component Behaviors:

• Identify social policy at the local, state, and federal level that impacts well-being, service

delivery, and access to social services;

• assess how social welfare and economic policies impact the delivery of and access to

social services;

• apply critical thinking to analyze, formulate, and advocate for policies that advance

human rights and social, economic, and environmental justice.

• ________________________________________________________________________

____________________________________________________________

• ________________________________________________________________________

____________________________________________________________

Competency 6 – Students will Engage with Individuals, Families, Groups, Organizations,

and Communities

Component Behaviors:

• apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks to engage with clients and

constituencies; and

• use empathy, reflection, and interpersonal skills to effectively engage diverse clients and

constituencies.

• ________________________________________________________________________

________________________________________________________________________

______________________________________________________

• ________________________________________________________________________

________________________________________________________________________

______________________________________________________

Competency 7 – Students will Assess Individuals, Families, Groups, Organizations, and

Communities

Component Behaviors:

• collect and organize data, and apply critical thinking to interpret information from clients

and constituencies;

• apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks in the analysis of assessment data

from clients and constituencies;

• develop mutually agreed-on intervention goals and objectives based on the critical

assessment of strengths, needs, and challenges within clients and constituencies; and

• select appropriate intervention strategies based on the assessment, research

knowledge, and values and preferences of clients and constituencies

• ________________________________________________________________________

________________________________________________________________________

______________________________________________________

• ________________________________________________________________________

________________________________________________________________________

______________________________________________________

Competency 8 – Students will Intervene with Individuals, Families, Groups, Organizations,

and Communities

Component Behaviors:

• critically choose and implement interventions to achieve practice goals and enhance

capacities of clients and constituencies;

• apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks in interventions with clients and

constituencies;

• use inter-professional collaboration as appropriate to achieve beneficial practice

outcomes;

• negotiate, mediate, and advocate with and on behalf of diverse clients and

constituencies; and

• facilitate effective transitions and endings that advance mutually agreed-on goals.

• _________________________________________________________________

Competency 9 –Evaluate Practice with Individuals, Families, Groups, Organizations, and

Communities

Component Behaviors:

• select and use appropriate methods for evaluation of outcomes;

• apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks in the evaluation of outcomes;

• critically analyze, monitor, and evaluate intervention and program processes and

outcomes; and

• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and

macro levels

• ________________________________________________________________________

____________________________________________________________

• ________________________________________________________________________

____________________________________________________________

Please identify and indicate assignments specifically for the Concentration areas

Family and Child Welfare Concentration (only)

5.4

recognize and understand how the needs and challenges of

family systems are affected by dominant cultural values and

existing social institutions, policies and programs.

5.5

analyze issues, policies, & programs impacting vulnerable

family systems.

5.6

demonstrate understanding and knowledge of the issues,

processes, problems, constraints, and ethical dilemmas inherent

in child welfare services, programs, and policies.

COMPETENCY #6: Student will Engage with Individuals, Families, Groups,

Organizations, and Communities

6.3

demonstrate the ability to establish a positive practice strategy

that encourages clients to be equal partners in the treatment

planning process.

COMPETENCY #5: Student will Engage in Policy Practice

COMPETENCY #7: Student will Assess Individuals, Families, Groups, Organization,

and Communities

7.5

identify and assess the strengths, needs, and resiliencies of

clients and constituencies

COMPETENCY #8: Student will Intervene with individuals, Families, Groups,

Organizations, and Communities

8.5

demonstrate respect and appreciation for vulnerable and/or at-

risk families and constituencies through use of empowering

intervention strategies.

8.6

advocate and assist clients to identify and access inter-

professional and or intra-professional collaborative resources to

address identified needs.

COMPETENCY #9 Student will Evaluate Practice with Individuals, Families,

Groups, Organizations, and Communities

9.5

demonstrate an understanding of how policy informs the way in

which evaluative tools are used in child and family welfare

settings.

9.6

effectively use evaluative tools to monitor and track clients and

constituencies progress.

9.7

interpret evaluation findings of clients systems and

constituencies, and use the findings to assist clients and

constituencies in goal setting.

Please identify and indicate assignments specifically for the Concentration areas

Community Mental Health Concentration (only)

COMPETENCY #5: Student will Engage in Policy Practice

5.4

communicate their knowledge of how current mental

health policies effect service delivery in a mental health

setting.

5.5

interpret and educate clients on agency policies regarding

service delivery in a mental health setting.

COMPETENCY #6: Student will Engage with Individuals, Families, Groups,

Organizations, and Communities

6.3

demonstrate an understanding of practice theories and evidence based

techniques appropriate for effective therapeutic interventions with

clients and constituencies.

_________________________________________________________

COMPETENCY #7: Student will Assess with Individuals, Families, Groups,

Organizations, and Communities

7.5

demonstrate effective use of assessment tools within the service

delivery setting (Ex PHQ-9, MDS, DSM V, Mini Mental etc.)

7.6

use inter-professional and or intra-professional collaborations in

order to achieve positive practice outcomes for clients and

constituencies.

7.7

demonstrate a working knowledge of the major modalities of

treatment currently available for common mental health

disorders and the efficacy of such treatments.

COMPETENCY #8: Student will Intervene with Individuals, Families, Groups,

Organizations, and Communities

8.5

demonstrate their understanding of the ecological perspective,

problem-solving process and empowerment perspective

(EPPSE framework), and strength perspective by applying it to

social work practice in a mental health service delivery setting.

8.6

identify and link clients to essential mental health resources in

the community.

8.7

successfully terminate services.

COMPETENCY #9: Student will Evaluate with Individuals, Families, Groups,

Organizations, and Communities

9.5

demonstrate an understanding of the relationship between

evaluative tools and policy requirements in mental health

service delivery settings, and how this relationship impacts

service delivery to clients.

9.6

interpret evaluation findings of clients systems and

constituencies, and use the findings to assist clients and

constituencies in goal setting.

___________________________ ___________________________

Field Supervisor/Date Graduate Student/Date

----------------------------------------------OFFICE USE ONLY------------------------------------

Reviewed by MSW Field Coordinator: ______________________________

Signature/Date

Follow up and Consultation needed from Director of Field Education: ________ (√)

Reviewed and Consulted: ______________________________

Director of Field Education/Date

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