culture

Examples of Field Educational Plan Activities
Below are examples of specific activities that support the development of social work practice behaviors and evidence of that development

Competencies and Practice Activities (General work of SW practitioner) Evidence (Specific, observable actions that
Behaviors demonstrate certain behavior, skills or
knowledge).
1. Identifies as a professional social o Complete Personal Assessment and review in supervision. o Worked with field instructor to develop a learning
worker and conducts self accordingly o Use the Supervision Log and Reflection form on a weekly plan to address Personal Assessment responses for
(2.1.1) basis which I ranked myself a 1 or 2.
o Advocates with service users, including o Familiarize myself with community agencies for resource o Defined 3 areas of improvement, developed a plan for
working with other agencies to remove
and referral sources. addressing these issues, discussed a plan with my FI
barriers
o Examines and critiques performance o Discuss with FI the appropriate boundaries when working and monitored progress.
and makes plans to address learning with the homeless community. o Identified 5 agencies that provide services to meet
needs o Prepare a self-care plan and discuss with FI and faculty basic client needs (rent/energy assistance, food,
o Establishes and maintains professional liaison. clothes, etc).
roles and boundaries o Attend weekly supervision o Explained boundary restrictions with clients and
o Demonstrates professional behavior, o Discuss and review Field Educational Plan in supervision helped them identify other tangible resources in the
including appearance, communication, o Prepare weekly supervision agenda community.
time management, use of technology, o Bring case material to supervision for discussion o Interviewed 3 social workers regarding their
and adherence to agency policies and o Regularly document evidence of competency on Field experience with burnout and self-care and developed
procedures
Evaluation a personalized self-care plan.
o Demonstrates ability to self-reflect, self-
evaluate and maintain curiosity o Respond to all communication in a timely manner o Discussed in supervision ways in which my
necessary to be a career-long learner o Comes to agency and meetings on time and prepared supervisor copes with challenges of the profession
o Prepares for and effectively uses and created a list of personal self-care activities.
supervision and consultation o Regularly came to supervision prepared with an
o Copes with stress, crisis, and conflict agenda
and understands the signs of burn-out,
vicarious trauma, and develops and
practices a self-care plan

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knowledge).
2. Applies social work ethical principles o Review the code of ethics to see the challenges to applying o Used supervision to discuss ethical dilemmas
and values to practice (2.1.2) them in this setting. related to confidentiality when working with
o Recognizes how personal values, beliefs, o Identify at least one ethical dilemma per term and discuss it teenagers.
and thoughts impact social work practice in supervision. o Clarified limits of confidentiality and mandatory
and addresses those that interfere with
o Use group supervision to examine boundaries in reporting requirements with 5 teen clients.
practice
o Accepts and uses the NASW Code of relationships with service users o Presented at a staff meeting about the usefulness of
Ethics o Clarify the appropriate use of technology and social media social networking as a communication tool with
o Tolerates ambiguity in resolving ethical with my supervisor youth and the potential conflicts and challenges to
conflicts o Work with supervisor to identify personal bias. using this technology.
o Identifies and analyzes ethical dilemmas o Read code of ethics and bring questions to supervision o Wrote once a week in a reflective journal about my
and critically applies an ethical decision o Identify potential ethical conflicts of a policy and social observations of personal bias and discussed bias in
making framework work ethics and bring to supervision supervision.
o Discussed with interdisciplinary team members the
NASW Code of Ethics

knowledge).
3. Applies critical thinking to inform and o Provide case management to 3 families o Consult with field instructor and multidisciplinary
communicate professional judgments o Facilitate homework club team regarding their techniques for creating and
(2.1.3) o Write progress notes to document work with children and documenting assessments and service plans.
o Demonstrates an ability to seek out, families o Discussed in supervision the cultural relevance of
embrace, synthesize, and integrate
o Complete clearly written chart notes in a timely manner the CBT group curriculum with agency population
conflicting ideas and information in
coming to professional judgments o Familiarize myself with conducting assessments and o Interviewed different stakeholders in regard to
o Demonstrates the ability to critically completing service plans. upcoming changes in policy to understand their
analyze theoretical knowledge and o Summarize client interactions in a professional manner different perspectives
models of assessment, prevention, o Identify how decisions are made using the agency practice o Ran a focus group of past service users to gather
intervention, and evaluation model. their input in recommended changes in services
o Demonstrates effective, clear, and o Assist with end of year reporting and evaluation.
concise oral and written communication o Facilitate groups with inmates
o Compare an issue using a social work lens vs. a different
perspective (e.g. the family, medical field, addictions,
school, etc).
o Facilitate 6-week group using CBT curriculum with inmates

Revised 9/22/12

knowledge).
4. Engages diversity and difference in o Discuss issues of difference and diversity in supervision o Engaged in discussion with supervisor about my
practice (2.1.4) o Discuss personal values and beliefs in supervision privileges and how this impacts my service
o Recognizes, accepts, and discusses the o Request a caseload of clients with diverse backgrounds. delivery.
importance and impact of social, cultural, o Actively work on interrupting and addressing hate speech. o Identified a case that triggered me and reflected
spiritual identities, norms, and practices
o Review agency handbook to identify gaps in cultural with supervisor on differences and similarities
and ways they may oppress, marginalize,
alienate, and/or privilege competency. between my client and me.
o Gains sufficient self-awareness to o Have client share how cultural and spiritual values affect o Identified and interviewed a client whose cultural
eliminate the influence of personal bias, recovery. background is different from mine and reflect in
privilege, blindness and participation in o Include social, cultural and spiritual dimensions in all supervision on how difference impacts interactions.
systems of oppression and the forces that assessments o Facilitated a focus group with staff to identify gaps
reinforce these systems o Explore problem of overrepresentation of students of color in cultural competency in agency handbook and
o Engages with others around issues of in discipline. made recommended changes to agency leadership.
identity and difference o Explore bias in agency literature and web sites and suggest o Analyzed school data to identify patterns of
o Engages with others as informants and changes disproportionate discipline with students of color
experts on their lives and routinely seeks
o Review the Communities of Color in Multnomah County and presented findings to administrators.
feedback from colleagues and services
users Reports and bring information to staff o Developed a list of culturally competent treatment
o Shadow/observe cultural specialists at the agency providers and distributed it to staff.
o Met with LGBT elders to modify agency forms and
marketing materials to make them all-inclusive.
o Lead training regarding identity and storytelling to
allow clients to recognize and use their story and
voice as a source of power.
o Discussed in staff meeting the implications for the
agency of the data in the Communities of Color in
Multnomah County reports

Revised 9/22/12

knowledge).
5. Advances human rights and social and o Identify when prejudice and oppression have contributed to o Discussed with a patient how systematic oppression
economic justice (2.1.5) patient’s symptoms. impacts their experience and developed a plan to
o Understands systemic oppression and o Read local newspaper for examples of oppression and address experiences of oppression.
privilege and identifies practical steps to discuss them in supervision. o Implemented a consumer/client advisory group and
dismantle oppression
o Initiate a meeting with parents to address barriers to support communication with the advisory board or
o Works in the service of service users and
communities to advocate for social and services and facilitate parents identifying solutions. executive director.
economic justice o Read Communities of Color in Multnomah County report. o Discussed Communities of Color report with
o Involves and supports service users to o Identify how systemic oppression impacts one service user supervisor and how this information can be used to
build their own power and voice to and brainstorm ways to address the oppression. impact agency services.
identify, prioritize, and address social o Identify resources to empower patients toward self- o Created a form to help patients communicate
and economic injustices advocacy effectively with their physicians.
o Identify a service barrier that inhibits parents from seeking o Created a plan with a parent to gain access to
resources for their children. resources to alleviate barriers to child’s success.
o Identified proposed legislation that may have a negative o Spoke at a staff meeting about a patient’s
impact on agency service users. experiences of service delivery in order to educate
o Review UN Universal Declaration of Human Rights and staff about the patient perspective.
discuss implications for social work o Identified a service barrier; presented a plan for
advocating for its removal; reported what the
outcome was; critiqued the process.
o Coordinate a group of parents to provide testimony
to the legislature about the impact of new
legislation

knowledge).
6. Engages in research-informed practice o Review literature on best practices to address bullying with Presented to staff a review of the literature on best
and practice-informed research (2.1.6) middle school students. practices for working with our population
o Uses practice experience to inform o Interview other community providers who provide similar Provided a report to agency director on recommended
scientific inquiry services to learn about best practices changes to service delivery based on consumer input
o Critically appraises and uses research
o Interview past service users to gain input on services Implemented a research project to evaluation parenting
findings to inform and improve practice,
policy, and social service delivery; o Review the agency’s procedures for evaluation effectiveness program
chooses and employs appropriate of services
evidence-based interventions

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knowledge).
7. Applies knowledge of human behavior o Read and understand child developmental stages o Reviewed 3 IEP’s for students in different grades
and the social environment. (2.1.7) o Review literature on effective interdisciplinary teams and and critically reflected on the appropriateness of
o Utilizes conceptual frameworks to guide critique agency interdisciplinary team process the IEP based on child development research.
the processes of assessment, intervention, o Observe youth behaviors and discuss with clinician what was o Discussed with supervisor my findings in research
and evaluation
seen to work in intervention on interdisciplinary teams and brainstormed
o Critiques and applies knowledge to
understand person and environment o Discuss how client’s presenting problem has been impacted strategies for improvement.
by the environment o Applied a behavior modification plan as part of a
o Discuss how different theories might inform the treatment behavioral intervention
plan. o Assessed impact of social and physical
o Use theoretical frameworks as a lens for assessment and environment on behavior and incorporated into
discuss in supervision treatment goals.
o Attend staff meetings. o Educated client about attachment theory and
o Attend training on domestic violence. discussed how it may need to inform treatment
o Familiarize myself with the ecosystems perspective. plan.
o Learn about trauma-informed services. o Explored Family Systems Theory with supervisor
o Provide case management to 3 families and discussed how it impacted assessment with
client.
o Observed a staff meeting and discussed group
dynamics and themes in supervision.
o Attended domestic violence training and applied
information from training to engagement with
women
o Reviewed 2 assessments and treatment plans
completed by other staff and discussed in
supervision whether the ecosystems perspective
was integrated into the assessment and plan.
o Identified how trauma theory impacts the
engagement process with veterans

Revised 9/22/12

knowledge).
8. Engages in policy practice to advance o Identify a needed policy change to positively impact agency o Discussed ethical conflicts of policy with
social and economic well-being and to service users. colleagues and elicited feedback for how they
deliver effective social work services (2.1.8) o Explore policies/movements that specifically impact a navigate the disconnect between policy and social
o Articulates the relationships between marginalized group of people. work ethics.
social policies, social problems, and
o Know what legislation is coming that will impact the o Hosted a focus group of service users to create
social work practice and the impact on
services users, service providers, and the agency. further discussion around a needed policy change.
community o Understand funding model and relationship between agency o Researched the Dream Act and reflected in
o Analyzes, formulates and collaborates and county. supervision on how certain social groups are
with service users, colleagues, and/or o Learn about changes to funding with upcoming shifts in impacted by the policy.
other community organizations to healthcare/Coordinated Care Organizations (CCO). o Attended legislative hearing.
promote policy changes o Attend and participate in advocacy group o Attended budget hearings and testified on behalf of
o Research shelter inclusion policies and practices agency and client group.
o Identify key issues affecting community surrounding o Attended informational session on new county
agency location. structure and the provision of medical and mental
o Attend a meeting that discusses/deals with school district health services.
policy on truancy o Coordinated a group of students to attend the
o Participate and facilitate community meetings (within NASW Day of Action.
agency and in the community) o Researched shelter inclusion policies and practices
o Become a member of a coalition or network and attend and presented implications for transgender clients
those meetings in a staff meeting.
o Coordinate client care with county, advocate for client o Attended a neighborhood association meeting.
funding and appropriate level of care
o Collaborate with state agencies, such as DHS to implement
state-wide policies that are informed by world professional
association for transgender health in order to implement
comprehensive series for trans youth and families in foster
care
o Prepare list of recommendations for other shelters in
Multnomah Co DV Coordination Office
o Contact various agencies with specific issues that impact
community and formulate ideas that will help to solve
problem
o Attend meetings between DHS child welfare workers and
domestic violence advocates in community. Discuss
challenges

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knowledge).
9. Responds to contexts that shape practice o Explore the rights of undocumented students in public o Articulated in staff meeting ways to protect
(2.1.9) schools. confidentiality regarding a student or family’s
o Continuously discovers, appraises, and o Review agency’s use of technology and social media immigration status.
attends to changing locales, populations, o Review the continuum of care for client population o Helped develop agency Facebook page and
scientific and technological
o Looked at client utilization data to identify trends in service suggested other changes to increase visibility
developments, and emerging societal
trends to provide relevant services users and/or client access.
o Provides leadership in promoting o Educate clients on how changes in Coordinated Care o Hosted family focus group to discuss barriers in
sustainable changes in service delivery Organizations will impact service delivery accessing the continuum of mental health
and practice to improve the quality of o Attend interagency collaboration services for youth and suggested changes to the
social services o county to improve service delivery.
o Analyzed data around service utilization and
made recommendations to increase access to
services.
o Hosted an information night with the local CCO
to educate clients about how changes in CCO’s
will impact how they access and utilize services.

Revised 9/22/12

Behaviors Include any individual, group, community or demonstrate certain behavior, skills or
organizational activities that will allow you to knowledge).
demonstrate your engagement skills
10a. Engagement (2.1.10a) o Shadow a therapist doing an intake interview. o Completed intake paperwork and process with 5
o Successfully prepares for and begins o Identify strategies to re-engage with a moderately engaged new clients in Fall term.
practice with individuals, families, client o Videotaped a counseling session in order to elicit
groups, organizations, and communities o Cofacilitate group for elderly residents feedback from my supervisor about my ability to
with a transparent and clear introduction
o Convene a tenants council appropriately interpret my client’s verbal and non-
of self and social work role
o Listens and communicates with a wide o Work collaboratively and participate with interdisciplinary verbal cues.
range of service users using team. o Conducted a home visit with a family to explore
unconditional positive regard, warmth, o Practice sharing with clients about limits of confidentiality barriers to their engagement.
genuineness, and a nonjudgmental, o Help clients differentiate between immediate/short-term o Send a personal note monthly to clients after group
empathic style; attending effectively to needs versus long-term goals and create a client-focused to facilitate personal connection and appreciation
verbal, nonverbal, and implicit plan. for client’s participation.
communication and able to tolerate and o Explore service user’s history with social services to o Attended interdisciplinary staff meetings every
work with conflict and strong emotions identify potential barriers to service success. week.
o Collaboratively develops the purpose and o Help patients transition into other services in the o Participated in role play in group supervision in
focus of the work
community. order to practice sharing with clients about
o Map out community assets and identify untapped resources. confidentiality and mandatory reporting.
o Develop curriculum and learning objectives for groups o Facilitated goals and values activity with 3 clients
o Collaborate with colleagues and supervisor to create to collaboratively help them determine short vs.
curriculum and community-based projects for seniors. long-term goals.
o Facilitate after school homework club o Engaged all service users in conversations about
o Provide case management to 3 families previous successes with social services and
o Participate in school wide task force to review policies necessary changes to improve their experiences.
related to bullying o Facilitated a warm handoff between patient and
o Conduct focus group to gather service users feedback on social worker in another community agency.
services o Attended service provider meeting to network with
o Participates in staff meetings existing providers and identify new resources to
add to resource list.
o Facilitated 8-week grief group using curriculum
provided by supervisor as well as curriculum I
developed.
o Organized weekly outings and activities for seniors
to engage them in the community.

Revised 9/22/12

Behaviors Include any individual, group, community or demonstrate certain behavior, skills or
organizational activities that will allow you to knowledge).
demonstrate your assessment skills
10b. Assessment (2.1.10b) o Complete agency assessment according to agency o Completed assessments with 5 new clients in Fall.
o Is able to determine what data is needed requirements o Worked with service users to identify current
to ascertain needs and risks (i.e. child o Identify needs and assets within the community resources and gaps in service.
abuse, elder abuse, interpersonal o Research and learn diagnostic criteria utilizing the DSM-IV o Discussed case studies in supervision and discussed
violence) and formulates questions to
o Observe students in the classroom setting. possible diagnoses.
collaboratively assess individuals,
families, groups, organizations, and o Strengthen understanding of suicide assessment and o Collaborated with teachers in the observation of
communities intervention. students to construct effective behavior plans.
o Is able to assess service users using a o Explore agency’s process for eliciting consumer feedback. o Attended training on suicide risk assessment,
holistic perspective, including physical, o Conduct assessments in a holistic manner, addressing all intervention and after care.
emotional, social, spiritual, cultural, areas of a client’s life. o Develop qualitative evaluation to be completed by
economic, personal and public, and o Create a list of intervention strategies when working with consumers to assess if needs were met
service users’ perspective youth. o Advocated with supervisor to add questions to
o Conducts and writes assessments of o Attend monthly staff meetings and document observations agency assessment to elicit more holistic
individuals, families, groups, for discussion in supervision. information about clients.
organizations, and communities that are
o Developed a “toolbox” of resources and
strengths-based and culturally informed
with adequate information to support the intervention ideas to use when working with youth.
conclusions and intervention plan o Debriefed staff meetings in supervision to
o Works collaboratively with individuals, understand how staff perceptions and bias impact
families, groups, organizations, and service delivery.
communities as experts on their
problems, areas of growth/change, and
mutually identifies client centered goals
and interventions
o Utilizes different intervention strategies
to help individuals, families, groups,
organizations, and communities to
resolve problems and enhance capacities

Revised 9/22/12

Behaviors Include any individual, group, community or organizational demonstrate certain behavior, skills or
activities that will allow you to demonstrate your intervention knowledge).
skills
10c. Intervention and Ending (2.1.10.c) o Learn how to create two or three measurable objectives for o Reviewed service plans with supervisor every week
o Prioritizes needs/goals, steps to achieve service plans. to determine whether goals were measurable and
goals, and initiates actions to achieve o Regularly review treatment plan with client attainable.
identified goals o Identify community resources to link clients to once services o Reviewed treatment plans with clients once a month
o Implements prevention interventions that
with my agency end. to assess whether they were getting their needs met in
enhance service user capacities
o Understands the social work role, factors o Discuss how to end with clients in supervision. services.
that impede or promote change, and o Raise awareness of the power differential when working o Generated a list of resources for clients and shared list
service user responsibility in the with service users. in a staff meeting.
intervention phase o Participates in trainee group supervision o Outlined and provided a case example of a three-step
o Is able to identify, access and collaborate process for ending contact with a client for use with
with service user, resources in the future agency interns.
agency, and in the community to carry o Actively engaged in a conversation with a service
out the intervention plan (i.e. case user about the power differential inherent when
management) receiving social services.
o Facilitates intentional and planned
processes for transitions and endings
with individuals, families, groups and
community organizations

Behavior Include any individual, group, community or organizational activities demonstrate certain behavior, skills or knowledge).
that will allow you to demonstrate your evaluation skills

Revised 9/22/12

10d. Evaluation (2.1.10 d) o Conduct a pretest and post-test to evaluate effectiveness of o Administered a client survey at the beginning of services
o Evaluates their own practice and services. and upon termination of services to determine
contributes to the evaluations of o Identify strengths and weaknesses of program and policy effectiveness and improve future service delivery.
their programs and agencies o Explore potential gaps in staff training and support. o Discussed in supervision how agency policy supports or
o Develop intern job description. hinders collaboration with other agencies.
o Regularly elicit feedback from supervisor about documentation. o Created a survey of staff regarding professional
o Determine my role in effecting client change. development needs and opportunities and shared findings
o Develop a program evaluation tool with supervisor.
o Conduct a program assessment o Evaluated intern job description and discuss how
o Evaluate the field placement and field instructor at the end of description matched with daily expectations and
the year using the PSU SSW Field Placement Evaluation Form experiences. Suggested modifications to supervisor.
o Thoughtfully complete the Field Evaluation at the end of each o Reviewed one case note each week in supervision and
term and discuss in supervision strengths and learning needs evaluate it with supervisor. Discussed changes the
o At the end of the winter term review the effectiveness of the supervisor would make and adjust future notes
interdisciplinary team and suggest changes. accordingly.
o Discussed clients in supervision and explored my beliefs
about how and why clients change.

Revised 9/22/12

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