Social Work Competencies and Multidimensional Assessment

2015 ◽  
Vol 20 (1) ◽  
pp. 117-135 ◽  
Author(s):  
John Poulin ◽  
Selina Matis
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Accreditation Standard ◽  
Multidimensional Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors ◽  
Assessment Plans ◽  
Assessment Of Practice ◽  
Significant Change

The authors review the Council on Social Work Education's 2015 Educational Policy and Accreditation Standards (EPAS) related to the assessment of social work competencies. The 2015 EPAS focuses on the multidimensional assessment of holistic competencies (Drisko, 2015). This is a significant change from the assessment of practice behaviors approach of the 2008 EPAS. This article aims to clarify the intention and language related to assessment in the 2015 EPAS and to provide programs with an overview of possible ways of developing assessment plans that are in compliance with Accreditation Standard 4.0–Assessment.

Teaching Note: Analyzing Families in Cultural Context: A Teaching Tool

2013 ◽  
Vol 18 (1) ◽  
pp. 51-60
Author(s):  
Miriam Freeman
Keyword(s):  
Student Learning ◽  
Educational Policy ◽  
Cultural Context ◽  
Data Gathering ◽  
Teaching Tool ◽  
Family Assessment ◽  
Accreditation Standards ◽  
Practice Behaviors

This teaching note describes the author's experience with a multidimensional tool designed to facilitate student learning about family assessment within a cultural context. Using their own families as the system of analysis, students engaged in data gathering and organizing, interpretation, and presentation of a multi - generational family. The author links this tool to 2008 Educational Policy and Accreditation Standards practice behaviors; highlights and discusses family maps and a family cultural poem, “I Am From,” as the central components of this teaching tool; and provides recommendations for its use. Students’ “I Am From” poems are included as illustrations.

Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

scholarly journals Exploring Redundancy in SocialWork Education

10.18060/42 ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 48-63
Author(s):  
Bruce Dalton ◽  
Lois Wright
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
First Year ◽  
Content Areas ◽  
Accreditation Standards ◽  
The Social ◽  
Study Results ◽  
Msw Students ◽  
Study Process

The issue of redundancy has not been well explored in the social work curriculum. The Educational Policy and Accreditation Standards (EPAS) (CSWE, 2001) requires redundancy in the form of integration of material across content areas and addresses redundancy vertically between levels of education and year of program. Furthermore, research and theory support the notion that various types of redundancy produce educational benefits.This paper uniquely uses MSW students to track instances of redundancy over their first year of study and distinguishes between helpful and unhelpful redundancy. It presents both the study results and a description of the study process so that other schools may use or adapt it.

Mapping Our Way to Success

2011 ◽  
Vol 16 (2) ◽  
pp. 93-114
Author(s):  
Javonda Williams ◽  
Kathleen Bolland
Keyword(s):  
Social Work ◽  
Background Information ◽  
Curriculum Mapping ◽  
Distinguishing Characteristic ◽  
Education Curriculum ◽  
Accreditation Standards ◽  
Assessment Plans ◽  
Competency Based ◽  
Social Work Programs ◽  
Work Education

Social work education accreditation standards have recently shifted from objective-based standards to a competency-based approach. One distinguishing characteristic of a competency-based curriculum is a focus on competence or mastery of a specific set of capabilities. In response to these changes, accredited social work programs are reorganizing curriculum and assessment plans. This article provides background information on competency-based education; curriculum mapping; and direct assessment. Additionally, the article outlines an example of the process of aligning teaching and assessment to program-level competencies with respect to the Council on Social Work Education's Educational Policy and Accreditation Standards. A discussion and tools such as maps and rubrics that can help provide direction and consistency to faculty efforts in teaching and assessing also are included.

Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 23-31
Author(s):  
Lydia Ogden
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Educational Policy ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Role Playing ◽  
Professional Responsibility ◽  
Evidence Based ◽  
Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

Incorporating Practice Evaluation With the Field Practicum

2004 ◽  
Vol 9 (2) ◽  
pp. 78-90 ◽  
Author(s):  
Tracy J. Dietz ◽  
Alex Westerfelt ◽  
Thomas R. Barton
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Practice Research ◽  
Policy Statement ◽  
Curriculum Policy ◽  
Research Knowledge ◽  
Accreditation Standards ◽  
Agency Support ◽  
Field Practicum ◽  
Social Work Programs

Social work programs are expected to provide students with the research knowledge, skills, and applications they can use in their practice to develop interventions and evaluate their own practice effectiveness. Based on CSWE's Curriculum Policy Statement and Educational Policy and Accreditation Standards, a rationale for and a model incorporating practice evaluation and research with the field practicum are described here. Several issues concerning implementation, such as alleviating student fears and enlisting agency support as well as the authors' experience incorporating practice research in the field practicum, are presented and discussed.

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