Six Writing and Tech Assignments

Writing
Assignments/Technology
Assignments
You
will
complete
a
total
of
six
writing/technology
assignments
throughout
the
semester.
You
can
choose
these
from
the
list
below.
They
can
all
be
writing
assignments,

or
they
could
all
be
technology
assignments
or
some
can
be
writing
and
some
can
be
technology.
The
dues
dates
are
listed
in
the
syllabus.
Writing
Assignments
Requirements
Each

writing
assignment
is
worth
20
points
should
include
the
following
sections:
Background
(3
points):
This
is
a
discussion
of
how
the
non-‐mathematical
and
mathematical
portions
of
your
topic
fit
together.
You
might

include
a
historical
background
of
the
topic,
definitions
of
terms,
the
discrete
mathematics
ideas
that
are
addressed
(e.g.
induction,
logical
fallacy,
etc.),
and
some
explanation
about
why
these
ideas
were
useful.
Examples
(10

points):
In
most
of
your
writing
assignments
you
are
asked
to
discuss
and
describe
an
aspect
of
discrete
mathematics.
Give
two
of
three
examples
or
techniques
of
the
topic
under
discussion.
Give
general
information
and

also
specific
examples
of
the
topic.
Bibliography
(2
points):
List
the
references
you
used
to
complete
this
report.
Just
list
title
and
author
for
any
books
and
articles
you
used.
You
should

also
include
a
list
of
people
that
you
consulted
or
any
other
form
of
help
that
you
received.
For
example,
you
might
obtain
some
of
your
information
from
the
internet;
in
this
case,
you
could

include
the
website.
You'll
need
at
least
one
book
or
article
as
a
reference,
preferably
two,
and
a
total
of
at
least
two
references.
You'll
notice
that
there
are
still
5
points
unaccounted

for.
The
remaining
5
points
are
for
style:
clarity,
neatness,
flow,
design,
organization
and
creativity-‐-‐it's
important
to
be
able
to
communicate
your
ideas.
Note:
you
don't
have
to
put
your
report
in
the

precise
order
given
above.
You
may
prefer
to
use
the
assigned
problems
to
illustrate
how
the
ideas
of
the
subject
fit
together
with
the
mathematical
ideas
that
you
will
be
using,
in
which
case

Background
and
Examples
would
be
interwoven.
Just
make
sure
that
these
aspects
appear
in
your
report.
Technology
Assignments
Requirements
Each
technology
assignment
is
worth
20
points
should
include
the
following
sections:

Background
(5
points):
This
is
a
written
paragraph
of
how
the
non-‐mathematical
and
mathematical
portions
of
your
topic
fit
together.
In
other
words,
you
need
to
talk
about
what
you
needed
to

know
about
your
topic
in
order
to
solve
the
problems
and
how
discrete
mathematics
fits
into
the
picture.
So
you
might
include
the
definitions
of
terms,
the
discrete
mathematics
ideas
you
used
(e.g.
induction,

logical
fallacy,
etc.),
and
some
explanation
about
why
these
ideas
were
useful.
Solution
(15
points):
In
most
of
your
technology
assignments
you

are
asked
to
write
a
program
to
solve
a
problem.
Copy
and
paste
your
code
in
a
Word
document
and
annotate
each
section
of

the
code
with
explanation
of
what
are
you
doing
in
each
section.
Include
a
screen
shot
of
the
output
of
the
program.
If
you

are
using
EXCEL,
include
the
excel
file
as
a
separate
attachment.
Writing
and
Technology
assignments
will
be
submitted
in
Canvas
and

checked
with
SafeAssign.
Make
sure
to
submit
your
own
work
and
give
written
explanation
using
your
own
voice.
Compile
your
work
in
one
document

and
save
it
in
pdf
format
and
submit
it
by
clicking
on
the
assignment
title.
Writing
Assignments:
Combinatorics:

1.
Describe
some
of
the
earliest
uses
of
the
pigeonhole
principle
by
Dirichlet
and
other
mathematicians
2.
Describe
the
different
models
used

to
model
the
distribution
of
particles
in
statistical
mechanics,
including
Maxwell–Boltzmann,
Bose–Einstein,
and
Fermi–Dirac
statistics.
In
each
case,
describe
the
counting
techniques
used

in
the
model.
Logic:
3.
Discuss
logical
paradoxes,
including
the
paradox
of
Epimenides
the
Cretan,
Jourdain’s
card
paradox,
and
the

barber
paradox,
and
how
they
are
resolved.
4.
Describe
how
fuzzy
logic
is
being
applied
to
practical
applications.

Proofs
and
Induction:
5.
Look
up
some
of
the
incorrect
proofs
of
famous
open
questions
and
open
questions
that
were
solved
since

1970
and
describe
the
type
of
error
made
in
each
proof.
6.
Describe
the
origins
of
mathematical
induction.
Who
were
the
first

people
to
use
it
and
to
which
problems
did
they
apply
it?
Algorithms:
7.
Describe
six
different
NP-‐complete
problems.

8.
Describe
the
historic
trends
in
how
quickly
processors
can
perform
operations
and
use
these
trends
to
estimate
how
quickly
processors
will

be
able
to
perform
operations
in
the
next
twenty
years.
Relations
and
Functions:
9.
Discuss
the
concept
of
a
fuzzy
relation.
How

are
fuzzy
relations
used?
10.
Describe
how
equivalence
classes
can
be
used
to
define
the
rational
numbers
as
classes
of
pairs
of

integers
and
how
the
basic
arithmetic
operations
on
rational
numbers
can
be
defined
following
this
approach.
Recursion:
11.
Describe

a
variety
of
different
applications
of
the
Fibonacci
numbers
to
the
biological
and
the
physical
sciences.
12.
When
are
the
numbers
of

a
sequence
truly
random
numbers,
and
not
pseudorandom?
What
shortcomings
have
been
observed
in
simulations
and
experiments
in
which
pseudorandom
numbers
have
been
used?

What
are
the
properties
that
pseudorandom
numbers
can
have
that
random
numbers
should
not
have?
Number
Theory:
13.
Describe
the
history

of
the
Chinese
remainder
theorem.
Describe
some
of
the
relevant
problems
posed
in
Chinese
and
Hindu
writings
and
how
the
Chinese
remainder
theorem
applies

to
them.
14.
Show
how
a
congruence
can
be
used
to
tell
the
day
of
the
week
for
any
given
date.

Graph
Theory:
15.
Discuss
the
applications
of
graph
theory
to
the
study
of
ecosystems,
to
sociology
and
to
psychology.

16.
Explain
how
graph
theory
can
help
uncover
networks
of
criminals
or
terrorists
by
studying
relevant
social
and
communication
networks.

Programming
Assignments:
Sets:
17.
a)
Given
two
finite
sets,
list
all
elements
in
the
Cartesian

product
of
these
two
sets.
b)
Given
a
finite
set,
list
all
elements
of
its
power
set.
Combinatorics:
18.
Given

an
equation
�! + �! + ⋯+ �! = �,
where
C
is
a
constant,
and
�!,�!,… ,�!
are
nonnegative
integers,
list
all
the
solutions.
19.
Input
the
English

alphabet
(a
string
of
26
letters):
a) Generate
all
the
permutations
of
a
set
with
four
elements
b) Generate
all
the
combinations
of
a

set
with
four
elements
Logic:
20.
Given
the
truth
values
of
the
propositions
p
and
q,
find
he
truth

values
of
the
conjunction,
disjunction,
exclusive
or,
conditional
statement,
and
biconditional
statement
of
these
prepositions.
21.
Find
as
many
positive
integers

as
you
can
that
can
be
written
as
the
sum
of
cubes
of
positive
integers,
in
two
different
ways,
sharing
this
property
with
the

number
1729
Algorithms:
22.
Given
an
ordered
list
of
n
distinct
integer,
determine
the
position
of
a
specific
integer
on
the

list
using:
a) A
linear
search
algorithm
b) A
binary
search
algorithm
c) A
tertiary
search
algorithm
23.
Given
a

list
on
n
integers,
use
the
greedy
algorithm
to
find
the
change
for
n
cents
using
quarters,
dimes,
nickels
and
pennies.

Relations
and
Functions:
24.
Display
all
the
different
reflexive,
symmetric
and
transitive
relations
on
a
set
with
six
elements.
Recursion:

25.
Given
a
nonnegative
integer
n,
find
the
nth
Fibonacci
number
using
recursion.
26.
Determine
which
Fibonacci
numbers
are
divisible
by

5,
which
are
divisible
by
7,
and
which
are
divisible
by
11.
Prove
that
your
conjectures
are
correct.
Number
Theory:

27.
Given
integers
n
and
b,
each
greater
than
1,
find
the
base
b
expansion
of
this
integer.
28.
Given
a
positive

integer,
determine
whether
it
is
a
prime
number
or
a
composite
number
using
trial
division.
If
the
number
is
composite,
find
the
prime
factorization

of
the
number.
29.
Given
two
positive
integers,
find
their
least
common
multiple.
Graph
Theory:
30.
Given

the
vertex
pairs
associated
to
the
edges
of
a
graph,
construct
an
adjacency
matrix
for
the
graph.
(Produce
a
version
that
works
when
loops,

multiple
edges,
or
directed
edges
are
present.)
31.
Given
the
vertex
pairs
associated
to
the
edges
of
a
multigraph,
determine
whether
it

has
an
Euler
circuit
and,
if
not,
whether
it
has
an
Euler
path.
Construct
an
Euler
path
or
circuit
if
it
exists.

32.
Given
the
list
of
edges
and
weights
of
these
edges
of
a
weighted
connected
simple
graph
and
two
vertices
in
this
graph,

find
the
length
of
a
shortest
path
between
them
using
Dijkstra’s
algorithm.
Also,
find
a
shortest
path.
MSW Foundation Year -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6500 and SOCW 6510
Agency Name: THE GOOD SEED
Agency Address: «Addres1230 Pine Ave. Long Beach, Ca.

90813»
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Stephan A. Bell
Walden Email: [email protected]
Phone: 562-326-3810
Name: Denise E. Holmes, MSW, LCSW
Email: [email protected],org
Phone: 310-850-7133
Name: Dr. Kris Foote
Email: [email protected]
Phone: 518-356-0653
Description: a drop-in center providing a safe and supportive
environment for young adults to access services, form positive
relationships, and thrive
Academic Term
Winter [2019-2020]
Course Number
SOCW 6500

Population Served: Youth ages 18 – 25 years old
Proposed Schedule:
Give a description of your tasks and responsibilities at the
agency:
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 quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core
Competencies. Students must have experience in all nine
competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are
identified by the Council on Social Work Education (CSWE).
These behaviors should be demonstrated by students during the
term of the field placement/internship.
Agency Activities-These are examples of particular activities
that students can do at the agency to demonstrate the expected
behaviors. Most of these are general to all settings. However, if
they don’t quite match, feel free to add/change these to fit with
the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field
course assignments that help reinforce the Social Work Core
Competencies.Students will be required to complete all field
course assignments.
How to Complete the from:
· By week 2, students should complete all student designated
sections on the learning agreement and discuss it with their
supervisor/instructor.
· By week 3, students should upload the learning agreement to
Blackboard for the faculty liaison to review. (Only upload

agreements that have been approved by your
supervisor/instructor).
· After the faculty liaison reviews and signs the agreement, the
student and instructor should sign it.
· After the agreement has been signed, the student will upload it
to Meditrek.
Learning Agreement
Social Work Core Competency 1 – Demonstrate Ethical and
Professional Behavior
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other tasks associated with
your agency.
Field Course Assignments – Complete these in the course when
assigned.
a- 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.
b- use reflection and self-regulation to manage personal values
and maintain professionalism in practice situations.

c-demonstrate professional demeanor in behavior; appearance,
and oral, written, and electronic communication.
d-use technology ethically and appropriately to facilitate
practice outcomes.
f- use supervision and consultation to guide professional
judgment and behavior.
Familiarize self with clients' rights and respect these at all
times and adhere to the NASW Code of Ethics.
Advocate for those who are incapacitated, incompetent and
those who cannot represent their own best interests.
Discuss personal values in supervision when they conflict with
the values of the profession.
Discuss case scenarios with my supervisor and faculty liaison
that require ethical reasoning.
Seek guidance when you experience and ethical dilemma.
Dress professionally, use appropriate, professional language and
behavior.
Adhere to agency polices about technology and record keeping.
Add other activities here:
SOCW 6500 (Field I) Assignments:
Blog entries on supervision, use of self, confidentiality and

boundaries.
Process Recording on Values and Ethics
For Student: To Gain competence in demonstrate ethical and
professional behavior I need to recognize and manage personal
biases as they affect professional behavior and judgement; •
Recognize and navigate incongruities with inter-professional
relationships; • Apply ethical decision-making framework and
skills to issues specific to clinical social work; • Understand
and identify professional strengths, limitations and challenges;
engage in reflective practice;
For Student: Write two goals are to recognize & navigate
incongruities with inter-professional relationships and
communicate professional judgements to other social worker
and to professionals from other disciplines
For Student: W How do your personal experiences & affective
reactions influence your professional judgement & behavior?
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation).

Social Work Core Competency 2 – Engage Diversity and
Difference in Practice
of the quarter
your agency.
assigned.
a-recognize and manage personal values in a way that allows
professional values to guide practice
b-make ethical decisions applying the standards of the social
work ethical codes
c-tolerate ambiguity in resolving ethical conflicts
d-apply strategies of ethical reasoning to arrive at principled
decisions
Interact with those who are different from you based on age,
SES, color, culture, disability, ethnicity, gender, religion,
sexual orientation, etc.

Discuss in supervision and in class the strengths of engaging
diversity and the challenges you have when engaging
difference.
Engage in self-refection about personal biases related to client
population and discuss with supervisor.
Week 7 – Focus on diversity, including a blog post on the
diversity represented in your agency and a process recording
focused on cultural competency in your agency.
For Student: To gain competence I have to apply critical
thinking to issues of diversity and anti-oppressive practice; •
Appreciate multiple ways of developing knowledge and discern
differences between knowledge and research; • Identify and use
practitioner/client differences from a strength based
perspective; seek participation from marginalized perspectives.
For Student: Write two goals are to research & apply knowledge
of diverse population and understand intervention approaches to
enhance client well-being

For Student: Should you do a “cultural Self-analysis” when you
start a new job as a social worker?
completed during the evaluation).
Social Work Core Competency 3- Advance Human Rights and
Social, Economic, and Environmental Justice
of the quarter
your agency.
assigned.

a-apply their understanding of social, economic, and
environmental justice to advocate for human rights at the
individual and system levels.
b-engage in practices that advance social, economic, and
environmental justice.
Identify barriers clients face when accessing services at my
agency or at other agencies and discuss during supervision.
Discuss with supervisor about how social, economic, and
environmental factors affect client outcomes.
Work with instructor/supervisor to engage advocacy for needs
and services for clients.
Become familiar with a local or national organization that
advocates for your population.

For Student: To gain competence I must use knowledge of the
effects of oppression, discrimination, and historical trauma on
client and client systems to guide treatment planning and
intervention; • Promote social and economic justice for client
systems through bridging policy and practice; • Work
collaboratively with clients and promote interpersonal
collaboration to effect system change.
For Student: My two goals are to develop an understanding of
structural barriers, human rights violations, advocate in the
community for economic justice and human rights.
For Student: Which practice will advance human rights and
social and economic justice?
completed during the evaluation)
Social Work Core Competency 4 – Engage in Practice-Informed

Research and Research-Informed Practice
of the quarter
your agency.
assigned.
a-use practice experience and theory to inform scientific inquiry
and research.
b-apply critical thinking to engage in analysis of quantitative
and qualitative research methods and research findings.
c-use and translate research evidence to inform and improve
practice, policy, and service delivery.
Research the context and treatment models used by the agency.
Read current research/literature on best practices with the
population you serve. Discuss those articles with your
supervisor. (See assignment in SOCW6500)
Work with your supervisor to create a brief-interview
questionnaire that could be used during an intake process with

your population. (see assignment in SOCW 6510)
SOCW 6500 (Field I) Assignment:
Assignment to find 5 research articles for best practices in your
agency setting.
SOCW6510 (Field II) Assignment:
Use the articles identified in quarter 1 of Field 6500 to develop
a short questionnaire that could be used with your client
population during intake
For Student: I will evaluate, select and implement appropriate
multidimensional assessment, intervention, and practice
evaluation tools; • Evaluate the strengths and weaknesses of
multiple theoretical perspectives and differentially apply them
to client situations; • Participate in the generation of new
clinical knowledge through research and practice.
For Student: My Two goals will be to use research evidence to
inform practice, understand how research to understand that
shown potential & their likelihood to apply them to the
population I am engage.

For Student: No Question
completed during evaluation).
Social Work Core Competency- 5- Engage in Policy Practice
of the quarter
your agency.
assigned.
a-identify social policy at the local, state, and federal level that
impacts well-being, service delivery, and access to social
services.
b-assess how social welfare and economic policies impact the
delivery of and access of social services.
c-apply critical thinking to analyze, formulate, and advocate for

policies that advance human rights and social, economic, and
environmental justice.
Become familiar with local, state, federal and agency policies
that affect the client population and discuss them in supervision
and in class.
Explore how the service delivery in the agency is affected by
social welfare policies.
Find opportunities at the agency or in advocacy organizations to
work with others to advocate to advance human rights and
justice.
SOCW 6500 (Field I) Assignment:
Policy Paper Assignment
SOCW6510 (Field II) Assignment:
Policy Paper identifying policies that affect a sub-population of
the clients served at the agency
For Student: To engage in policy practice I must Communicate
the implication of policies and policy change in the lives of
clients to stakeholders; • Use evidence-based practice and
practice-based evidence to advocate for policies that benefit the

social and economic well-being of clients and improve the
effectiveness of services.
For Student: My two goals are to learn how to discuss with staff
about policy implications for service delivery, understand the
external policies have impacted how I deliver services
For Student: What types of influences might your agency like
to have with regard to a state or federal policy’s
completed during evaluation)
Social Work Core Competency 6- Engage with Individuals,
Families, Groups, Organizations, and Communities
of the quarter

Agency Activities to help you achieve the expected behaviors –
Check ALL that apply in each area AND add other tasks in each
area associated with your agency.
assigned.
a-apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients
and constituencies.
b-use empathy, reflection, and interpersonal skills to effectively
engage diverse clients and constituencies.
Individuals:
Show care, empathy, and genuineness with clients to initiate
professional relationships with clients.
Use a strength’s based approach with clients.
Consider how the client’s stage of development may impact
engagement techniques.
Add other engagement activities with individuals:
Families:

Initiate professional relationships with families to support client
needs.
Consider how family roles and dynamics may impact the
engagement process.
Add Other engagement activities with families:
Groups:
Engage with groups by using professional and interpersonal
skills associated with effective group facilitation.
Discuss with your supervisor the design of groups in your
agency and how those are designed to address developmental
needs and psychosocial needs.
Add other group engagement activities here:
Organizations:
Consult with organizations to assist with client needs.

Develop relationships with individuals within advocacy
organizations that address the needs of your clients.
Attend a conference hosted by an advocacy organization
Add other engagement activities with Orgs:
Communities:
Connect with community organizations that provide services
related to the clients you serve.
Attend a community meeting that discusses the needs of the
community where your clients live.
Add other engagement activities with communities:
SOCW 6500 (Field I) –First 11 weeks
Blog on use of self
SOCW6510 (Field II)- Second 11 weeks
Week 1 and 2 focus on engagement with a blog and process
recording

For Student: When engage with individuals, families, groups,
organizations, and communities. I must develop a culturally
responsive therapeutic relationship; Create responsive
collaborative relationships with individuals, families, groups,
organizations, and communities through anti-oppressive
practice; • Attend to the interpersonal dynamics and contextual
factors that both strengthen and potentially threaten the
therapeutic alliance; • Identify and use knowledge of
relationship dynamics, including power differentials; • Establish
a relationally based process that encourages clients to be equal
participants in the establishment of treatment goals and
expected outcomes.
For Student: My two goals that you want to achieve to help you
develop your engagement skills (these should focus on areas
where you think you need professional development).
For Student: What strategies would you use to engage a diverse
client?
completed during the evaluation)

Social Work Core Competency 7-Assess Individuals, Families,
Groups, Organizations, and Communities
of the quarter
assigned.
a-collect and organize data, and apply critical thinking to
interpret information from clients and constituencies
b-apply knowledge of human behavior and the social
multidisciplinary theoretical frameworks in the analysis of
assessment data from clients and constituencies.
c-develop mutually agreed-on intervention goals and objectives
based on the critical assessment of strengths, needs, and
challenges within clients and constituencies.

d-select appropriate intervention strategies based on the
assessment, research, and values and preferences of clients and
constituencies.
Individuals:
Utilize agency appropriate forms, tools, and processes to assess
clients’ needs, strengths, and limitations to inform appropriate
intervention strategies.
Use critical thinking to connect what you learn from an
assessment to what potential interventions are needed.
Use the information from the assess clients’ strengths and
challenges
Use information from the assessment to help clients identify
their personal strengths and challenges.
Add other assessment activities with individuals:
Families:
Assess family support systems for clients that support
intervention goals and strategies.

Work with families to assess needs, strengths, and limitations in
order to provide resources and services.
Discuss with your supervisor how the various theoretical
theories about family roles and dynamics guide how the agency
approaches the needs of families.
Use agency appropriate tools and resources to assess families’
needs.
Add other assessment activities with families:
Groups:
Work with groups to assess needs and to inform group
intervention goals and strategies.
Develop a needs assessment that would inform the design and
development of a group for clients.
Add other assessment activities with groups:
Organizations:

Discuss with your supervisor the needs of clients, the strengths
of the services offered, and the areas where more services may
be needed.
Assess how other organizations assist with client needs and
where there may be gaps in services.
Add other assessment activities with organizations:
Communities:
Assess the role the community plays in providing services for
your clients (financial, legislative, representative, etc.) Discuss
your findings with your supervisor.
Conduct a community needs assessment to determine social
needs in the community.
Begin to learn what resources or services the community
provides to clients.
Add other assessment activities with organizations:
SOCW6500 (Field I) – First 11 weeks
Discuss with supervisor evidence-based practices used in

agency setting.
SOCW 6510 (Field II)- Second 11 weeks
Week 3 and 4 devoted to the assessment process, with
assignments of blogs and process recordings.
For Student: In assess individuals, families, groups,
organizations, and communities. I will use multi-dimensional
bio-psycho-social-spiritual assessment tools; • Assess clients'
readiness for change; • Assess client coping strategies to
reinforce and improve adaptation to life situations,
circumstances, and events; including principles of trauma-
informed care and strength-based practice; • Select and modify
appropriate intervention strategies based on continuous clinical
assessment; and use differential and multiaxial diagnoses.
For Student: My two goals that you want to achieve to help you
develop your assessment skills (these should focus on areas
where you think you need professional development).
For Student: How in portance of inter-professional collaboration

is in your career?
completed during supervision)
Social Work Core Competency 8-Intervene with Individuals,
Families, Groups, Communities, and Organizations
of the quarter
assigned.
a-critically choose and implement interventions to achieve
practice goals and enhance capacities of clients and
constituencies.

multidisciplinary theoretical frameworks in interventions with
clients and constituencies.
c-use inter-professional collaboration as appropriate to achieve
beneficial practice outcomes.
d-negotiate, mediate, and advocate with an d on behalf of
diverse clients and constituencies
e-facilitate effective transitions and endings that advance
mutually agreed-on goals.
Individuals:
Use agency-appropriate processes to help clients set goals.
Discuss with supervisor relevant prevention strategies with
clients served.
Utilize prevention strategies with clients.
Assist clients by negotiating, mediating, and advocating for
needed services.
Talk with supervisor about planning for termination with
clients.

Work with clients to transition services when they transition
from your service
Add other intervention tasks with individuals here:
Families:
Work with families to provide strategies and interventions that
promote family well-being.
Discuss with the supervisor how intervention strategies are
associated with roles, dynamics, and family systems.
Add other intervention strategies with families here:
Groups:
Participate in interdisciplinary team meetings.
Facilitate groups that provide education, support, skill
development, etc.
Add other intervention tasks with groups here:

Communities:
Participate in a community activity that helps promote wellness
in the community.
Begin to learn the issues facing the communities where your
clients live.
Partner with community leaders to improve conditions for
residents.
Add other community intervention tasks here:
Organizations:
Get involved in an advocacy or support organization.
Be a part of an organizational committee at the agency or
outside the agency.
Discuss with your supervisor how the needs of your agency and
how change is suggested in that system.
Add other intervention tasks with organizations here:

SOCW 6500 (Field I) First 11 weeks
Discuss with supervisor evidence-based practices used in
agency setting
SOCW 6510 (Field II) Second 11 weeks
Weeks 5 and 6 focus on intervention with assignments of blogs
and process recordings.
Week 9 focuses on termination (ending services) with clients.
For Student: Some of the tools that I would use to intervene
with individuals, families, groups, communities, and
organizations. I will do a critically evaluate, select, and apply
best practices and evidence-based interventions, make practice-
informed interventions explicit; • Demonstrate the use of
appropriate clinical techniques for a range of presenting
concerns identified in the assessment, including crisis
intervention strategies as needed; • Collaborate with other
professionals to coordinate treatment interventions.
For Student: My two goals are to collaborate with other

professionals to coordinate treatment interventions and use
clinical techniques for a range of presenting concerns identified
in the assessment.
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Social Work Core Competency 9- Evaluate Practice with
Individuals, Families, Groups, Organizations, and Communities
of the quarter
assigned.

a-select and use appropriate methods for evaluation outcomes.
multidisciplinary theoretical frameworks in the evaluation of
outcomes.
c-critically analyze, monitor, and evaluate intervention and
program processes and outcomes.
d-apply evaluation findings to improve practice effectiveness at
the micro, mezzo, and macro level.
Individuals:
Meet with clients to evaluate the progress of their goals and
make changes in treatment plans as necessary.
Discuss with your supervisor any barriers to client success.
Work with clients to evaluate and develop new goals.
Work with clients to transition to the next phase of intervention
if goals are met.
Add other evaluation tasks with clients here:
Families:
Work with families to evaluate their progress toward goals and
help with changes in intervention strategies as needed.
Discuss with your supervisor any barriers families face when
working toward their goals.

Work with families to set goals or transition to the next phase
of intervention if goals are met.
Add other evaluation tasks with families here:
Groups:
Work with groups to determine their perceived outcomes of the
group. (Did they learn new information, develop new skills,
find support, etc.)
Discuss with your supervisor the various ways groups can meet
their outcomes.
Design a group for clients with the intended outcome in mind.
Add other evaluation tasks for groups here:
Organizations:
Explore how the agency assesses outcomes for its clients and
discuss with supervisor.
Explore if funding sources at the agency require certain
outcomes and discuss with supervisor.
Evaluate how support resources support client needs.
Add other evaluation tasks for organizations here:
Communities:
Participate in an agency sponsored evaluation of services
provided by a community agency.
Talk to a community representative about a recent social
initiative and the results of the effort.
Talk with your supervisor about the perceived benefits of

community partnerships and what could be improved.
Add other evaluation tasks with communities here:
SOCW 6500 (Field I) First 11 weeks
Agency presentation will have you explore the funding sources
for your agency, which may tie to their client
success/outcomes.
SOCW 6510 (Field II) Second 11 weeks
Weeks 7 and 8 focus on evaluation of client success with
assignments of blog posts and process recordings.
For Student: In evaluate my practice and outcomes with
individuals, families, groups, organizations, and communities. I
will Ccontribute to the theoretical knowledge base of the social
work profession through practice-based research; • Use clinical
evaluation of process and outcomes to develop best practice
interventions for a range of bio-psycho-social-spiritual
conditions; recognize the importance of evaluating processes
and outcomes to advance practice, policy, and service delivery
effectiveness.

For Students: My two goals are to understand knowledge base
of the social work practice interventions and use clinical
evaluation of process and outcomes to develop best practice.
For Students: How effective is understanding qualitative and
quantitative methods for evaluating outcomes and practice
effectiveness

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