Learning agreement.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University — Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name:
[Type here]
Agency Address:
«AddressBlock»
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name:
Walden Email:
Phone:
Name:
Email:
Phone:
Name:
Email:
Phone:
Description: Assisting clients with food, housing, clothing, financial, medicines. Outpatient Behavioral Health Program assist clients with Psychotherapy Group sessions with mental illness.
Academic Term
Course Number
Population Served: Members in the community and mental health clients.
Proposed Schedule:
Describe what your regular tasks will be at the agency: Assisting with group sessions and food, housing, and clothing etc.
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next
SMART Goals
S for specific. Tell us what you will specifically do
M for measurable. Tell us how we will ‘know’ that you completed the goal.
A for attainable. This means it is something you are able to complete during your field placement.
R for relevant. This means it pertains to the competency
T for time based. When do you expect to complete the goal?
Many of you probably find policy boring and not important but as a professional MSW it is critical to understand policies and how they impact our clients. We must be engaged in policies at some level to be an effective social worker.
To ensure that goals are met, it is good practice to keep notes to document your supervision sessions.
Competency 1 is about your goal to demonstrate ethical and professional behaviors. What will you accomplish to show how you addressed behaving in an ethical and professional manner in your field placement?
Potential goals: (If you use these make them applicable to your field site.) Use only two goals.
1. I will successfully complete HIPAA training (or other ethical training) and discuss what was learned in the training with the field instructor during the first quarter.
2. I will review each part of the NASW Code of Ethics with my field instructor in supervision sessions during the first quarter.
3. I will review a minimum of 5 cases with my field instructor during supervision and discuss potential ethical concerns by the end of the second quarter.
4. I will develop a list of 5 professional behaviors with my field instructor and apply a minimum of 3 of the professional behaviors and document them during both quarters.
Competency 2 is about engaging with diverse populations. How are you going to demonstrate that you have addressed engaging with different/diverse populations? There are only two required but more have been provided as examples.
Potential goals: (If you use these make them applicable to your field site.) Use only two goals
1. I will complete a test to determine my personal biases and discuss them with my field instructor by the end of the first quarter. https://diversity.ucsf.edu/resources/strategies-address-unconscious-bias
2. With the help of my field instructor, I will develop a 3-step plan to address my personal biases. (Current literature offers suggestions about how to address personal biases) I will apply the plan to all cases during both quarters and evaluate the progress of the plan by the end of the second quarter.
3. I will attend a minimum of 3 Walden Diversity meetings by the end of the second quarter to learn more about engaging clients from a diverse population.
4. I will learn 3 techniques from my field instructor to help engage diverse clients and apply those techniques to a minimum of 10 clients by the end of the second quarter
Competency 3 is about understanding justice and advocating for human rights at the individual or systems level. What are you going to do in your field placement to engage in practices that ad
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