Learning Plan – SOWK 465 – Field Placement II

Student Name: Olubukola Adetayo Email Address: OlubukolaAdetayo@ Home phone:

Cell: (510)

Agency: Human Services Agency IHSS San Joaquin County Address: 102 S San Joaquin Street

City: Stockton State: California, US Zip Code: 95202: Learning Plan – SOWK 465 – Field Placement II

Site Instructor: Renee Smith Phone:

Email Address: j

Field Liaison: Zachry Shaina Phone: (575)

Email Address: su

Faculty Field Instructor (if applicable):

Phone:

Email Address:

Dates of Field Placement:

Begin Date: 1/13/25 End Date: 5/5/25

Student’s Schedule:

Mondays, Tuesdays

The student is not required to be at field placement during university breaks & holidays. Generalist Practice: The BSW program prepares students for entry level generalist practice. The Council on Social Work Education (CSWE) describes generalist practice as grounded in the liberal arts and the person and environment construct. Generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities to promote human and social well-being.

The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human

beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice.

Field Education: The intent of field education is to connect the theories and concepts of the classroom with the practical world of the practice setting; it fosters implementation of evidence based practices. The field and classroom have equal importance in the curriculum. The field instructor acts as an instructor, supervisor, and mentor for students and plays a crucial role in students’ education and professional development.

Competency Based Education: Competency-based education is an outcome performance approach that was adopted by CSWE in its 2008 Educational Policies and Accreditation Standards (EPAS) and then updated in its 2022 EPAS. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The BSW Program prepares it graduates for generalist practice through mastery of the nine core competencies.

Learning Plan: Purpose & Guidelines

The Learning Plan is the educational plan which gives direction, accountability, and structure to the field placement and establishes the expectations and learning goals for the semester. Students and Site Supervisors jointly formulate specific, measurable learning activities to address students’ learning needs and satisfy the Learning Plan’s stated educational goals, practice behaviors, and core competencies. The Learning Plan provides a guide to assess students’ progress during the semester and forms the basis for the semester formal evaluations.

It is the joint responsibility of the student and the Site Supervisor to formulate this plan within the first three weeks of the placement. The Site Supervisor is responsible for incorporating into the plan the particular focus of the mission and practice of the agency. The student is responsible for integrating the requirements of the field education program and his/her learning needs.

In the Learning Plan under each competency are selected practice behaviors (outcomes) and corresponding learning goals. The student and Site Supervisor decide on the learning activities or tasks that the student will complete to achieve the learning goals. The tasks in bold, italicized lettering are required tasks for the student. If those tasks meet the stated practice behaviors and goals, then nothing more will need to be added.

For a sampling of suggested activities that can be adapted or used as a springboard for creating learning activities appropriate for the field agency, refer to the Guide to Developing Field Learning Activities. However, Site Supervisors and students are encouraged to create and design innovative approaches to accomplishing mastery of the competencies.

(In the document “client” may refer to an individual, family, group, organization, or community.)

Competency 1: Demonstrate Ethical and Professional Behavior

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are required activities)

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.

– Adheres to NASW Code of Ethics and social work values.

– Promotes clients’ rights to self- determination and informed consent.

– Follows laws and agency policies and procedures concerning confidentiality, legal requirements, and clients’ rights.

– Identifies the various options available when exploring ethical dilemmas and identifies potential strategies to resolve dilemmas.

– Understand the ethical value of professional and personal self- care.

– Discuss with site supervisor appropriate boundaries with clients.

– Discuss the ethical issues that commonly occur in the field placement setting.

– Engage in self-care practices by identifying and implementing strategies to maintain professional well-being (e.g., stress management techniques, maintaining work-life balance, debriefing with a supervisor as needed).

SW Intern will document and ponder possible ethical dilemmas experienced during fieldwork and engage in discussion with supervisor.

2. Demonstrate professional demeanor in behavior; appearance; and oral, written,

-Takes responsibility for learning needs & monitors progress

– Completes tasks appropriate for

– Write case notes on using the standards of the agency.

SW Intern will prepare and

and electronic communication.

generalist practice.

– Practices within agency policies, procedures, organizational structures, and professional expectations.

– Appropriately represents self, agency/organization and ENMU to clients, staff, professionals, and community members.

– Dresses appropriately and professionally for the work setting.

– Uses clear, appropriate written and oral language for a professional setting.

submit reports and case notes accurately and in a timely manner, ensuring all documentation aligns with agency policies and procedures within the required time frame.

3. Use technology ethically and appropriately to facilitate practice outcomes.

– Learns agency procedures and protocols for use of technology.

– Participates in trainings, conferences, seminars, workshops, webinars, professional meetings, etc.

SW Intern will keep up with the new technological tools that can increase service delivery and discuss various ethical implications with the supervisor.

SW Intern will engage in meetings with clients while ensuring compliance with confidentiality and privacy

policies.

4. Use supervision and consultation to guide professional judgment and behavior.

– Uses field instruction productively for growth and development.

– Seeks guidance & consultation in the best interests of clients.

– Accepts instruction and uses constructive feedback to improve performance and understanding.

– Recognizes how worldview, personal experiences, and affective reactions influence professional judgment and behavior

– Meet weekly for field instruction and be prepared with cases, assignments, journals, questions, concerns, and/or topics to review.

– Completes journals about key field experiences and discusses reflections with site supervisor.

– Completes self-assessment at midterm and finals.

SW Intern will consult with supervisor on any challenging cases to obtain different perspectives.

SW intern will also seek and utilize constructive feedback from supervisors and colleagues to improve professional practice and enhance service delivery.

Competency 2: Advance Human Rights and Social, Economic, and Environmental Justice

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are required activities)

5. Advocate for human rights at the individual, family, group,

– Identifies how oppression, discrimination, stereotyping, and

-Discuss oppressive and discriminatory factors that

organizational, and community system levels.

labeling impacts clients both historically and in present day.

– Identifies underserved needs of populations served by the agency.

– Advocates with and behalf of client.

clients at the agency experience.

SW Intern will cooperate with clients to identify and address any barriers to obtaining

services.

6. Engage in practices that advance human rights to promote social, racial, economic, and environmental justice.

– Identifies strategies that would promote positive social change or economic justice.

SW intern will engage in discussion with supervisor about common ethical dilemmas faced in IHSS.

SW intern will provide information on community resources that can support both caregivers and

clients.

Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are required activities)

7. Demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels.

– Identifies any agency policies and structures that adversely affect clients.

– Discuss with site supervisor if the agency includes ADEI practices and how these are implemented at the agency.

– Discuss the policies or agency procedures that may cause difficulties for clients.

8. Demonstrate cultural humility by applying critical reflection, self-awareness, and self- regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences.

-Identifies the dimensions of diversity and intersectionality in social work practice at all system levels

-Demonstrate awareness of own worldview, privilege and potential bias

-Recognize clients as the experts of their own experiences

SW Intern will attend cultural competence training to improve the application and comprehension of cultural humility.

SW intern will also engage in self-reflection regarding personal biases and assumptions about cultural awareness and discuss strategies to mitigate their impact on client interactions.

Competency 4: Engage in Practice-Informed Research and Research-Informed Practice

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are required activities)

9. Apply research findings to inform and improve practice, policy, and programs.

– Able to relate social work perspectives and theories that apply to field practice.

– Demonstrates an understanding of applying qualitative and quantitative research findings to inform practice through an anti- racist and anti-oppressive lens.

-Identify and discuss the theoretical frameworks that guide understanding of the key experiences selected for journal entry.

– Discuss with site supervisor the research needs of the field and the practical issues of

conducting research.

10. Identify ethical, culturally informed, anti-racist, and anti- oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.

– Understands methods of measuring outcomes and the potential for bias in these methods.

– Demonstrates awareness of potential bias in research methods, analysis, and interpretation.

– Learns about agency methods of measuring outcomes.

Competency 5: Engage in Policy Practice

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are required activities)

11. Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services.

– Understands the role of policy in service delivery through rights- based, anti-oppressive, and anti- racist lenses.

– Discuss with site supervisor the changes occurring in the organization, community, and or field of practice based on

current and upcoming laws and policies.

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

– Assesses the impact of local, state, national, global, environmental, social, political, and/or economic conditions on

the well-being and needs of clients and service delivery.

-Identify and discuss with site supervisor how policies, laws, and regulations that affect the organization are developed.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

Practice Behaviors (Outcomes)	Learning Goals	Activities or Tasks *(Items in bold italics are required activities)*
13. Apply knowledge of human behavior and the social environment, person-in- environment, as well as interprofessional conceptual frameworks to engage with clients and constituencies.	– Assesses the impact of family, groups, organizations, and community upon clients. – Understands the variables in client situations that impact their development. – Explores literature to learn about the bio-psycho-social- cultural-spiritual factors relevant to clients.	SW Intern will make use of theoretical framework to comprehend the behavior of the client and inform intervention strategies.
14. Use empathy, reflection, and interpersonal skills to engage in culturally responsive practices with clients and constituencies.	– Is fully present and focused. – Listens and acknowledges any concerns expressed. – Establishes rapport and successfully engages clients. – Demonstrates empathic understanding.	SW Intern will demonstrate understanding and active listening clients’ experiences. SW intern will incorporate feedback from client into service
		planning.

Competency 7: Assess with Individuals, Families, Groups, Organizations, and Communities

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are

required activities)

15. Apply theories of human behavior and person-in- environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies;

– Collects relevant information and accurate history by interviewing clients and other informants, reviewing documents and records, and using intake/assessment tools, questionnaires, or surveys.

– Uses interview skills purposefully and effectively.

– Accurately observes and assesses verbal and non-verbal behavior and interactions.

– Provides recommendations based on information gathered.

SW Intern will identify goals and develop an assessment plan that reflects the client’s unique context.

16. Demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.

-Assess the strengths, capacities, resources, and needs of clients.

– Integrates client’s behaviors, affect, history, relationships, lifestyle, and general social interaction patterns, into overall assessment of functioning.

SW will utilize a strength-based approach by identifying and emphasizing clients’ strengths, resilience, and resources during the assessment process to promote empowerment and self-efficacy.

SW intern will document the choices and preferences of clients during the assessment process.

SW intern will also collaborate with clients and stakeholders to assess their strengths, capacities, resources, and needs, integrating their behaviors, affect, history, relationships, lifestyle, and social interaction patterns into the overall assessment.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are required activities)

17. Engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals.

– Assesses safety to determine if an emergency intervention or safety plan is needed.

– Selects interventions based on identified goals and objectives and resources and supports available.

– Considers special needs of clients and issues of involuntary clients when planning interventions.

– Breaks down tasks into manageable, achievable steps.

SW intern will device intervention plans that are suitable to the social and cultural needs of the clients.

SW Intern will develop active listening, and motivational assessment techniques to encourage client’s participation in

the assessment process.

18. Incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.

-Demonstrate understanding of developmental stages of clients when developing interventions.

-Demonstrate understanding of clients with disabilities and adjust interventions to meet the needs.

-Develops interventions based on client needs assessments and support systems.

– Understands the significance of transitions and terminations for

– Discuss agency criteria and procedures for termination of services.

– Identify and process feelings about termination with site supervisor.

– Discuss transitions and termination with clients in a timely, culturally responsive, and appropriate manner.

clients.

– Effectively prepares clients for transitions and terminations.

– Facilitates client transfers, case closures, and referrals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Practice Behaviors (Outcomes)

Learning Goals

Activities or Tasks

(Items in bold italics are required activities)

19. Select and use culturally responsive methods for evaluation of outcomes.

-Identify and learn about measurement instruments used to evaluate outcomes.

SW Intern will develop assessment skills tools that are sensitive to the social and

cultural contexts of the clients.

20. Critically analyze outcomes and apply evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities.

– Identifies culturally relevant outcome indicators for interventions.

– Evaluates effectiveness of interventions throughout the helping process and makes adjustments as needed.

– Uses feedback to inform practice and services in a culturally inclusive manner.

SW Intern will assess whether the client’s needs were met and identify areas where adjustments might be necessary.

SW Intern will receive feedback from clients or family members about the in-home supportive services provided.

Signatures

All parties agree to the learning activities and tasks specified in the Learning Plan.

Student Signature: Date

Site Supervisor Signature: Date

Field Liaison Signature: Date

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Question

LEARNING PLAN FIELD II

FIELDS TO COMPLETE UNDER ACTIVITY:
COMPETENCY ONE:

# 1- number 1 under activity, add an activity for self-care.
#2- , expand a little bit more, on documentation that fits with the agency’s policies and procedures in their time frame.
#4 add utilizing constructive feedback on this portion.

COMPETENCY 3

#8: add self-reflection about biases concerning cultural awareness.
Learning Plan – SOWK 465 – Field Placement II

COMPETENCY 7

#16: add something in effect to the clients’ strengths. We must always be using strength-based ideals.

Client’s Notes:

Pls, you don’t have to edit the PDF if you can’t. Answer the questions in a word document, I’ll transfer it to the document. Thank You.
Field placement is: IHSS- In home supportive services. San Joaquin County.

Learning Plan – SOWK 465 – Field Placement II

Learning Plan – SOWK 465 – Field Placement II

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