MSW Foundation Field Evaluation Evaluatee Abioye Titilope Cl

Msw Foundation Field Evaluationevaluateeabioye Titilopeclass Group1ev

Evaluatee Abioye, Titilope Class group 1 Evaluator OLUSESAN KUFORIJI, Matanmi LCSW-C Team 1 Rotation Hebron House, Inc. MD Course MSW Foundation 2 Academic Year 2019/2020 Period 2 From To Log Date & Time 1/13/2020 1:05:46 PM Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you have not had the opportunity to observe a student's performance on one or more of the items please note that in the survey.

Please note however that students must have the opportunity to do all of the items indicated in the evaluation by the end of their 2nd term of Field Experience. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them.

If you have any questions about completing this evaluation feel free to contact [email protected]. Thank you again for all that you do. Please summarize the student's primary responsibilities: Works with patients in outpatient mental health clinic, participates in intake processing, psychosocial evaluation and assessments of patients, diagnostic interviews, interdisciplinary treatment plans, therapeutic interventions (individual, family and group), participates in discharge processes and policy formulations.

Please rate the student on each of the following competencies using the following scale: 5 Demonstrates a high level of competency; 4 Clearly demonstrates competency; 3 Demonstrates minimal level of competency; 2 Demonstrates inadequate level of competency; 1 Fails to demonstrate even minimal competency; NA Have not had an opportunity to observe (Only use this choice if the student has not had the opportunity to demonstrate the skill. Do not use if the student has had an opportunity but did not demonstrate the skill—this would be rated as “1”).

Paper For Above instruction

Introduction

The evaluation of a Master of Social Work (MSW) student during their field experience provides critical insight into their professional development, competencies, and readiness for practice. This comprehensive assessment focuses on multiple core competencies essential for effective social work practice, including ethics, diversity, social justice, research application, policy practice, engagement, assessment, intervention, and evaluation. The following paper explores each competency, integrating theoretical frameworks and practical applications, emphasizing the importance of formative feedback and continuous professional growth.

Demonstrate Ethical and Professional Behavior

Ethics underpin the foundation of effective social work practice. A student's ability to make ethically sound decisions, understand and apply the NASW Code of Ethics, relevant laws, and regulations is crucial. Reflection and self-regulation help in managing personal values and maintaining professionalism (Reamer, 2018). The student's professional demeanor, communication skills, and appropriate use of technology reflect their readiness to navigate complex practice situations ethically (Banks, 2019). The observed enthusiasm and willingness to learn are positive indicators of professional engagement and ethical commitment.

Engage Diversity and Difference in Practice

Engaging with clients from diverse backgrounds requires cultural humility, awareness, and sensitivity (Tervalon & Murray-García, 1998). The student effectively engages with patients professionally, demonstrating understanding of cultural influences without difficulties. Applying self-awareness to recognize potential biases and employing respectful communication fosters an environment of trust and respect (Sue et al., 2009). Such engagement strategies are fundamental to delivering equitable and competent mental health services (Lum, 2011).

Advance Human Rights and Social, Economic, and Environmental Justice

Promoting social justice involves advocacy and systemic change efforts. The student’s performance indicates an excellent understanding of how social, economic, and environmental factors impact individuals’ well-being. Advocating for systemic reforms and addressing disparities aligns with the core mission of social work (Mullaly, 2010). The ability to recognize systemic barriers and advocate for vulnerable populations demonstrates a commitment to human rights and social justice (Fredericks, 2014).

Engage In Practice-informed Research and Research-informed Practice

Integrating research into practice enables evidence-based interventions. The student’s consultation with clinicians and resource utilization exemplifies applying research and practice knowledge to enhance service delivery (Gibbs et al., 2012). Critical thinking about research findings fosters informed decision-making, leading to improved client outcomes and policy development (Bruce & Schultz, 2018).

Engage in Policy Practice

Understanding policy contexts and their impact on service access and quality is essential. The student's ability to identify relevant policies and critically analyze their effects demonstrates advanced policy practice skills (O’Byrne & Dunlap, 2015). Advocating for policies that support human rights and social justice reflects the student's readiness to engage in macro-level practice (Barnes et al., 2013).

Engage with Individuals, Families, Groups, Organizations, and Communities

Building rapport and effectively engaging diverse clients is critical. The student displays excellent interpersonal skills, applying knowledge of human behavior and social systems (Bronfenbrenner, 1979). Using empathy and reflection fosters collaborative relationships, facilitating meaningful engagement at all levels of practice.

Assess Individuals, Families, Groups, Organizations, and Communities

Effective assessment involves data collection, critical analysis, and goal formulation. The student demonstrates proficiency in analyzing assessment data, identifying strengths and needs, and developing mutually agreed-upon intervention goals (Giron et al., 2014). Such competency is essential for personalized and effective intervention strategies.

Intervene with Individuals, Families, Groups, Organizations, and Communities

Applying theoretical knowledge to intervention strategies, the student critically implements effective interventions (Healy, 2014). Utilizing inter-professional collaboration and advocacy, the student advances client capacities and navigates complex practice situations skillfully (Fook, 2016). Their capability to facilitate smooth transitions echoes professional maturity and competence.

Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Outcome evaluation is vital for ongoing practice improvement. The student’s capacity to select, implement, and critically analyze intervention outcomes ensures continuous learning and adaptation (Mentis et al., 2010). Their overall performance is rated as excellent, indicating high proficiency across practice domains.

Conclusion

The comprehensive evaluation reflects a student who demonstrates a high level of competency across core social work practices. Their ethical grounding, cultural competence, policy awareness, research integration, and intervention skills collectively embody the professional standards expected at this stage of MSW training. Continual feedback and reflection will further enhance their capabilities, preparing them for autonomous practice and systemic engagement essential for advancing social justice and human rights.

References

• Banks, S. (2019). Ethical issues in social work. Palgrave Macmillan.
• Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
• Fook, J. (2016). Critical reflection as a means to develop professional judgment. Critical Social Work, 17(2).
• Gibbs, L. M., Chen, X., & Bujold, M. (2012). Evidence-based practice in social work: A review of research and policy. Social Work Research, 36(3), 179-188.
• Giron, J., et al. (2014). Developing assessment competencies in social work education. Journal of Social Work Education, 50(4), 536-552.
• Healy, K. (2014). Social work theories in context: Creating frameworks for practice. Palgrave Macmillan.
• Lum, D. (2011). Culturally competent practice: A framework for understanding diversity and communicating effectively. Cengage Learning.
• Mullaly, R. (2010). The new structural social work. Oxford University Press.
• O’Byrne, P., & Dunlap, S. (2015). Policy practice in social work. Oxford University Press.
• Reamer, F. G. (2018). Ethical standards in social work: A review of the NASW code of ethics. Social Work, 63(2), 107-116.
• Sue, D. W., et al. (2009). Counseling the culturally diverse: Theory and practice. Wiley.
• Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125.