Getting in Step with Social Work Competencies: A New Perspective for Field Education

1. Getting in Step with Social Work Competencies: A New Perspective for Field Education Jeanne Matich-Maroney, PhD, LCSW-R Field Instructors� Workshop Friday April 23, 2010 College of New Rochelle New Rochelle, New York

2. The Paradigm Shift to Competency-Based Social Work Education 2008 CSWE Educational Policy & Accreditation Standards (EPAS) introduced concept of competency-based social work education by articulating 10 foundation competencies further defined by 41 �practice behaviors�

3. Implications of Paradigm Shift Change represents a shift from an emphasis on input (i.e., curriculum) to outcomes Competency-based education focuses on student outcomes�what it is that graduates of our programs know and are able to do by virtue of having completed their degree in social work Accreditation now dependent upon social work programs� ability to demonstrate that their graduates have attained the competencies as evidenced by mastery of the 41 practice behaviors

4. Defining Terms & Distinguishing Between Them� Competencies Practice Behaviors

5. Competency Definition: (derived from �competent�) the requisite or adequate abilities�to function in a particular capacity Merriam-Webster Online Dictionary.Retrieved April 21, 2010, from http://www.merriam-webster.com/dictionary/competent

6. Social Work Core/Foundation Competencies The learning and skills (i.e., measurable practice behaviors) necessary for entry-level social work practice; represents a threshold across which students pass (Holloway et al, 2008). Articulated in the CSWE EPAS (2008).

7. EPAS Competencies Expected competencies for the baccalaureate social work student as well as the first year MSW student Differentiated from �advanced� competencies Each of the 10 competencies are operationalized by a set of interrelated generalist practice behaviors that taken together, constitute the essence of the identified competency (Holloway et al, 2008). The number of practice behaviors associated with each competency varies and range from 2-6

8. Practice Behaviors Measurable indices of interrelated knowledge and skills associated with particular competencies Practice behaviors (PB�s) serve to operationalize competencies

9. Social Work Field Education as Signature Pedagogy In addition to articulating competencies (and practice behaviors), the 2008 EPAS heralded field education as social work�s �signature pedagogy� (Shulman, 2005a)

10. Signature Pedagogy Term that originated out of the Carnegie Foundation for the Advancement of Teaching (Shulman, 2005). Defined as ��types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions� (Shulman, 2005b, p. 52) and they are noted to possess distinctive features in that they are ��pervasive, routine, and habitual� that ��make students feel deeply engaged� (2005a, p. 22).

11. Signature Pedagogy Elevates Status of Field Practicum in Social Work Education Formally acknowledges the critical role field plays in the professional preparation of social work students Requires us to be more conscious of how we teach students to apply knowledge to the actual practice of social work in the field setting

12. Competency-Based Field Education Defining the competencies and identifying practice behaviors expected of students on completion of the program provides guidance to the field instruction process � one that wasn�t so readily apparent prior to this iteration!

13. Student Field Assignments� Dually guided by the competencies/practice behaviors AND the agency/clients� service needs Ideally provide a breadth of experience that allow students to engage with, practice, and move toward attainment of all 41 PB�s and thus, the 10 competencies

14. Shaping Student�s Field Education Experience within the Agency Increased emphasis on collaboration between field instructors and program faculty Develop field assignments that support students� movement toward competency attainment �Thinking outside the box� and some creativity needed to craft assignments that provide students with opportunities to pursue competency attainment Let�s take a look at a few samples�

15. Competency 6: Engage in research-informed practice & practice-informed research Practice Behaviors: Use practice experience to inform research Use research evidence to inform practice Potential Field Assignments: Conduct a literature review on the use of a particular intervention with the population served by the agency Create a practice evaluation plan to assess the effectiveness of an intervention

16. Competency 8: Engage in policy practice to advance social & economic well-being & to deliver effective social work services Practice Behaviors Analyze, formulate, & advocate for policies that advance social well-being Collaborate with colleagues & clients for effective policy action Potential Field Assignments Obtain & read agency policies/procedures Analyze a policy at the agency or larger system level from the perspective of how well it serves clients Develop a new policy for the agency Identify grass-roots &/or organized efforts aimed at policy action related to the population served Develop a plan for engaging colleagues & clients in policy action (e.g., voters registration drive) Implement the plan for policy action

17. References Competent. (2010). In Merriam-Webster Online Dictionary.Retrieved April 21, 2010, from http://www.merriam-webster.com/dictionary/competent Holloway, S. , Black, P., Hoffman, K. & Pierce, D. (2008). Some considerations of the import of EPAS 2008 for curriculum design. White paper issued by CSWE: Alexandria, VA. Shulman, L.S. ( Spring, 2005). Pedagogies. Liberal Education, 18-25. Shulman, L. (2005b). Signature pedagogies in the professions. Daedulus 134 (2), 52-59.