tag:blogger.com,1999:blog-47709341731305082912024-03-07T22:10:08.421-08:00Social Work Student ResourcesInformation and Resources for Social Work Students' Field ExperiencesUnknownnoreply@blogger.comBlogger9125tag:blogger.com,1999:blog-4770934173130508291.post-50744056427393551072016-01-19T09:46:00.006-08:002016-01-19T09:47:06.728-08:00Predicting Violence in Youths<br />
<a href="https://docs.google.com/document/d/1MhUvxcWJU1rbg3k6LO4GHt5LxCtEWppT_tFXQv9kUn0/pub">Assessment Form for Predicting Violent Juvenile Behavior from the National School Safety Center</a><br />
<br />
<a href="http://www.acq.osd.mil/dsb/reports/PredictingViolentBehavior.pdf">Information about Predicting Violent Behavior</a><br />
<br />
<a href="http://www.ojjdp.gov/mpg/litreviews/RiskandNeeds.pdf">Information about Risk/Needs Assessment for Youths</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-60649987515358282482016-01-19T09:12:00.000-08:002019-12-26T09:58:04.492-08:00School Social Work Tools and FormsHere are some resources you may find helpful.<br />
<br />
These are good tools to use in a school setting to establish a baseline prior to a counseling or social skills program. They can also be used again when terminating services to assess change and to write goals for an IEP.<br />
<br />
<a href="https://docs.google.com/document/d/1LiyBymuSZBo6ZevWlgnKGenOSQBwDA6XZnx7iyBpJ6Q/pub">Functional Behavioral Assessment Questionnaire </a><br />
<br />
<a href="https://docs.google.com/document/d/1pBuL1c6sZyNym0Pp2dDMB_IQ-_18uEjQ7RIcbHxG59k/pub">Behavior Tracking Chart</a><br />
(Change page orientation to Landscape when printing)<br />
<br />
<a href="https://docs.google.com/document/d/1XMZhuusV6ECIwP7RO8cGYHyaCu5QyQwmTbkM-xWEyio/pub">Brief Student Assessment Form</a><br />
<br />
<a href="https://docs.google.com/document/d/12CsGItGlc2WI_46aqV0nyXVLqd08bw5r3kRefKe4tes/pub">Child Interview Form</a><br />
<br />
<a href="https://docs.google.com/document/d/1MVwnbIBKMHxEiUn6AVrOF1tsXyGnUhHdNrMbgEMcLJA/pub">Classroom Observation Form</a><br />
<br />
<a href="https://docs.google.com/document/d/1yOV8olF-etW0JW7vHIQucg9lcfWkC10TGnDG7Cgd8XA/pub">Self Esteem Assessment Form</a><br />
<br />
_______Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-50903833473702462002016-01-19T08:42:00.001-08:002016-02-24T10:52:59.309-08:00Some info for School Social Workers
<iframe allowfullscreen="" frameborder="0" height="400" id="iframe_container" mozallowfullscreen="" src="https://prezi.com/embed/b2b2ad413998fe8d49de76d4ed3e55306fb5eec1/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&landing_data=bHVZZmNaNDBIWnNjdEVENDRhZDFNZGNIUE43MHdLNWpsdFJLb2ZHanI0M3BNbHkyMDBkR3ZmbHJHNitSYnNtNzFBPT0&landing_sign=11awzf5PVF4pFvGi6pBSkY6JB7OblX65ct2SKBc4sXI" webkitallowfullscreen="" width="550"></iframe>
<iframe allowfullscreen="" frameborder="0" height="400" id="iframe_container" mozallowfullscreen="" src="https://prezi.com/embed/gzapmbjuwcxo/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&landing_data=bHVZZmNaNDBIWnNjdEVENDRhZDFNZGNIUE43MHdLNWpsdFJLb2ZHanI0bEZNVzQ4RHZ3SnhZaG4zYW84bGRuc0RBPT0&landing_sign=F43lAUI5F4GowRetFAWrJII5jj_HLVirMNbMVoTf3BQ" webkitallowfullscreen="" width="550"></iframe>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-31631584348111542012014-11-21T09:18:00.002-08:002014-11-21T09:18:52.702-08:00DSM Changes to Help Clinical Social Workers Transition<br />
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Fall I S S U E
2 0 1 4<o:p></o:p></div>
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<br /></div>
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Mirean Coleman, LICSW, CT<o:p></o:p></div>
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Senior Practice Associate<o:p></o:p></div>
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mcoleman@naswdc.org<o:p></o:p></div>
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There are changes in the Diagnostic and Statistical Manual
for Mental Disorders (DSM) clinical social workers should familiarize
themselves with as the mental health industry transitions from the DSM-IV to
the DSM-5. NASW has prepared the following list of 10 key changes to help
clinical social workers transition.<o:p></o:p></div>
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• Substance abuse with substance dependence was consolidated
into a single disorder called substance use disorder which is measured on a continuum
from mild to severe. Drug craving was added to the list of symptoms and law
enforcement problems were eliminated.<o:p></o:p></div>
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<br /></div>
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• Hoarding Disorder is a new diagnosis in the DSM and reflects
persistent difficulty discarding or parting with possessions due to a perceived
need to save the items and distress associated with discarding them.<o:p></o:p></div>
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<br /></div>
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• Premenstrual Dysphoric Disorder was moved to the main body
of the DSM.<o:p></o:p></div>
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<br /></div>
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• Binge Eating Disorder was elevated to the main body of the
DSM. Criteria was changed to an average frequency of at least once weekly over
the last three months<o:p></o:p></div>
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<br /></div>
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• Attention Deficit Hyperactivity Disorder (ADHD) must now
appear by age 12. Research indicated that ADHD occurs after age 7 when a child
may be challenged by school requirements.<o:p></o:p></div>
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<br /></div>
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• Intellectual Disability replaces the term mental retardation.
Intelligent Quotients (IQs) scores and adaptive functioning are both germane
factors in determining a person’s ability.<o:p></o:p></div>
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<br /></div>
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• The bereavement exclusion was eliminated in the DSM which
applied to a major depressive episode that lasted less than two months
following the death of a loved one. Bereavement is listed in the DSM-5 Section
III, “Conditions for Further Study.” <o:p></o:p></div>
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<br /></div>
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• Major Neurocognitive Disorder replaces the term dementia.
Mild Neurocognitive Disorder was added with support from evidence-based
literature that this population could benefit from diagnosis and treatment.<o:p></o:p></div>
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<br /></div>
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• Neurodevelopmental Disorder is a new chapter which
combines the following different disorders:<o:p></o:p></div>
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<br /></div>
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<span style="font-family: "MS Gothic"; mso-bidi-font-family: "MS Gothic";">‣</span> Intellectual Disability<o:p></o:p></div>
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<span style="font-family: "MS Gothic"; mso-bidi-font-family: "MS Gothic";">‣</span> Communication Disorder<o:p></o:p></div>
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<span style="font-family: "MS Gothic"; mso-bidi-font-family: "MS Gothic";">‣</span> Autism Spectrum Disorder<o:p></o:p></div>
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<span style="font-family: "MS Gothic"; mso-bidi-font-family: "MS Gothic";">‣</span> Attention Deficit Hyperactivity Disorder<o:p></o:p></div>
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<span style="font-family: "MS Gothic"; mso-bidi-font-family: "MS Gothic";">‣</span> Specific Learning Disorder<o:p></o:p></div>
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<span style="font-family: "MS Gothic"; mso-bidi-font-family: "MS Gothic";">‣</span> Motor Disorder<o:p></o:p></div>
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<br /></div>
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• Suicidal Behavior Disorder is a new category listed in the
DSM-5 Section III, “Conditions for Further Study” and identifies the risk
factors associated with suicide attempts including depression, substance use or
lack of impulse control. Patient must have attempted suicide within the last
two years.<o:p></o:p></div>
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<span style="color: #ff5f05; font-family: "Futura","serif"; font-size: 12.0pt; mso-bidi-font-family: Futura;">Products<o:p></o:p></span></div>
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<span style="color: #ff5f05; font-family: "Futura","serif"; font-size: 12.0pt; mso-bidi-font-family: Futura;"><br /></span></div>
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<b><span style="font-family: Futura-Heavy, serif; font-size: 12pt;">• </span></b><span style="font-family: Futura-Light, serif; font-size: 12pt;">NASW has a Webinar training on the </span><i><span style="font-family: Futura-LightOblique, serif; font-size: 12pt;">DSM-5 </span></i><span style="font-family: Futura-Light, serif; font-size: 12pt;">which may be access at the following Web link: </span><b><i><span style="font-family: Futura-HeavyOblique, serif; font-size: 12pt;">DSM-5 </span></i></b><span style="font-family: Futura-Heavy, serif; font-size: 12pt; font-weight: bold;">Depressive and</span><span style="font-size: 12pt;"><span style="font-family: Futura-Light, serif;"> </span></span><b><span style="font-family: Futura-Heavy, serif; font-size: 12pt;">Grief Disorders: Mastering the Changes, Understanding
the Controversies: </span></b><a href="http://www.socialworkers.org/sections/teleconferences/tcourses/Default.aspx?course%20ID=ab867e40-8a2b-4a41-838a-c0acf5313210&header=OFF" style="font-family: Futura, serif; font-size: 12pt;">www.socialworkers.org/sections/teleconferences/tcourses/Default.aspx?courseID=ab867e40-8a2b-4a41-838a-c0acf5313210&header=OFF</a></div>
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<br /></div>
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<b><span style="font-family: Futura-Heavy, serif; font-size: 12pt;">• A Practice Perspectives, </span></b><b><i><span style="font-family: Futura-HeavyOblique, serif; font-size: 12pt;">DSM-5 Frequently </span></i></b><b><i><span style="font-family: Futura-HeavyOblique, serif; font-size: 12pt;">Asked Questions by Clinical Social </span></i></b><b><i><span style="font-family: Futura-HeavyOblique, serif; font-size: 12pt;">Workers</span></i></b><b><span style="font-family: Futura-Heavy, serif; font-size: 12pt;">, is available online at: </span></b><a href="http://www.socialworkers.org/assets/secured/documents/practice/clinical/dsm5faq.pdf" style="font-family: Futura, serif; font-size: 12pt;">www.socialworkers.org/assets/secured/documents/practice/clinical/dsm5faq.pdf</a></div>
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<span style="font-family: Futura, serif; font-size: 12pt;"><br /></span></div>
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<b><span style="font-family: Futura-Heavy, serif; font-size: 12pt;">• NASW members can receive a 15 percent </span></b><b><span style="font-family: Futura-Heavy, serif; font-size: 12pt;">discount when purchasing the </span></b><b><i><span style="font-family: Futura-HeavyOblique, serif; font-size: 12pt;">DSM-5 </span></i></b><span style="font-family: Futura-Light, serif; font-size: 12pt;">from the American Psychiatric Association when using the discount
code </span><span style="font-family: Futura, serif; font-size: 12pt;">NASWMEM </span><span style="font-family: Futura-Light, serif; font-size: 12pt;">at 800.368.5777 or online at www.appi.org.</span></div>
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<br /></div>
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<span style="color: #ff5f05; font-family: "Futura","serif"; font-size: 12.0pt; mso-bidi-font-family: Futura;">Resources<o:p></o:p></span><br />
<span style="color: #ff5f05; font-family: "Futura","serif"; font-size: 12.0pt; mso-bidi-font-family: Futura;"><br /></span></div>
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<span style="font-family: Futura-Light, serif; font-size: 12pt;">American Psychiatric Association. 2013.<o:p></o:p></span></div>
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<i><span style="font-family: Futura-LightOblique, serif; font-size: 12pt;">Diagnostic and Statistical Manual of Mental Disorders,
Fifth Edition</span></i><span style="font-family: Futura-Light, serif; font-size: 12pt;">.</span><br />
<span style="font-family: Futura-Light, serif; font-size: 12pt;">Arlington, VA: </span>Washington
DC.</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-83084046075987515952014-11-21T08:59:00.001-08:002017-03-28T11:43:30.397-07:00Social/Emotional Assessment for Child Study Teams<br />
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<b>Social/Emotional Assessment<o:p></o:p></b></div>
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<br /></div>
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<!--[if !supportLists]--><b>I.<span style="font-size: 7pt; font-stretch: normal; font-weight: normal;">
</span></b><!--[endif]--><b>Understanding
of the purpose of Social Assessment: <o:p></o:p></b></div>
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<br /></div>
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A Social Assessment is part of a
comprehensive Child Study Team evaluation that is conducted to determine
whether or not a child can be found eligible for Special Education and Related
services under the Individuals with Disabilities Education Act (IDEA). It is
presented to an IEP (Individual Educational Planning) Team that consists of teachers,
parents, the student (when appropriate), administrators, a school psychologist,
an LDT-C (Learning Disabilities Teacher Consultant), and possibly other
specialists such as Occupational, Physical and Speech/Language Therapists as
well as other professionals that may need to be involved such as Behaviorists
(that specialize in spectrum disorders), Neurodevelopmental doctors and other
healthcare professionals. The purpose of the social assessment is to:<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l13 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]-->A.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Present a comprehensive narrative of the whole child
within their environment, including their strengths and challenges.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l13 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]-->B.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Assess the parent’s & student’s perspective of the
problematic issues and their receptiveness to change.<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l13 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]-->C.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->To provide the IEP team with pertinent information
about the student's social-emotional functioning and how this impacts their
learning process, as well as provide recommendations to ameliorate problematic
issues. <o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l11 level1 lfo1; text-indent: -.5in;">
<!--[if !supportLists]--><b>II.<span style="font-size: 7pt; font-stretch: normal; font-weight: normal;">
</span></b><!--[endif]--><b>Components
of the Social Assessment<o:p></o:p></b></div>
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<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->A.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Identifying information. <o:p></o:p></u></div>
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Basic information such as name,
address, phone number, age, grade, etc. A cover page on this document should
indicate that this is confidential information.<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->B.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Reason for referral.<o:p></o:p></u></div>
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Why is the team conducting this
evaluation? The history of their functioning or lack thereof can be elaborated
on in the other sections of the report. There are basically two reasons to
evaluate a child: <o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l6 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Student is being reevaluated as part of the mandated
triennial requirement. <o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l6 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Parent/ Teacher requested the Child Study Team conduct
an initial evaluation due to the student’s continued academic difficulties
which cannot be ameliorated within the regular education program.<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->C.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Sources of information. <o:p></o:p></u></div>
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Several sources should be
considered when conducting a social assessment. They are: <o:p></o:p></div>
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<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Observation of the pupil<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l4 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Pupil interview<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l4 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Parent interview<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l4 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Teacher interview<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l4 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Review of educational history<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->D.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Family and social development.<o:p></o:p></u></div>
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This purpose of this section is to
provide the team with a basic profile of the family and any history of learning
disabilities within. It is also the section when current familial situations
are explored and their subsequent impact on the child’s learning process
considered. The Social/Emotional
Development of the child is also covered in this section.<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraph" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l9 level1 lfo6; text-indent: -.25in;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Elements to include for the Family History are:<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->The parent’s marital status<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->If the parents are divorced, information about
custody/visitation, etc.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->c.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->All the names, ages and occupations of adults in the
family as well as their relationship to and with the child<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->d.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Names ages and educational status of children in the
home as well as their relationship to and with the child<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->e.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->History of where the family has lived<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->f.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->The general (emotional) climate in the home<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->g.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Educational history of parents and any other
significant family members<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->h.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Any significant changes in the family that may have a
social/emotional impact on the student<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->i.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Activities that the family participates in together<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level1 lfo7; text-indent: -.25in;">
<!--[if !supportLists]-->j.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Any other pertinent information the family would like
to share as part of the investigation<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l9 level1 lfo6; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Social/Emotional Development of the child<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .75in;">
This is the section where you want
to assess their adaptive behaviors as well as determine whether or not there
are any emotional/social issues that need to be addressed. The main thing to
remember is everything needs to be related back to how and why any dysfunction
in this area would adversely affect the learning process. <o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .75in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.0in; mso-add-space: auto;">
The
following questions should be considered to construct a clear picture of how
the child is functioning in the social/emotional realm:<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.0in; mso-add-space: auto;">
<br /></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->How
is the child’s general demeanor at home?<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->Does
the child generally get along with the other family members?<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->c.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->How
does the child manifest anger? Sadness? Fear? Happiness? (Are any
manifestations to these feelings particularly problematic?)<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->d.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->Does
the child exhibit any fearlessness? Do they exhibit appropriate caution for
their own safety?<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->e.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->What
methods do you use to foster compliance when the child is resistant?<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->f.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->How
do you positively reinforce the child<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->g.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->How
would you characterize the student’s self –esteem? Do they ever make any
negative comments about themselves?<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->h.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->Is
the child able to make and maintain friendships?<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->i.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Do they participate in peer related activities?<o:p></o:p></div>
<div class="MsoBodyText" style="margin-left: 1.25in; mso-list: l14 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]-->j.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What are their strengths? Challenges?<o:p></o:p></div>
<div class="MsoBodyText" style="line-height: 150%; margin-left: 1.25in;">
<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->E.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Developmental History:<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-left: .5in;">
When a child is initially
evaluated, part of the evaluation is a comprehensive health update conducted by
the school nurse or a doctor. It’s important to rule out any physical issues
with a child’s senses or brain function before proceeding with a CST
evaluation. Most healthcare professionals will provide a detailed outline of
developmental milestones and note any issues with the child’s achievement of
this. For younger children, this section of the report is mostly completed by
the nurse or doctor, however for older children the following should be
considered:<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l2 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->Has the student has achieved all the
developmental milestones within age appropriate time limits. <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l2 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->Was there any history of Developmental delays?
Did they have to see a specialist for treatment and what was the outcome?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l2 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->How is their overall current health?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l2 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->Are they on any medications?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l2 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->How are their eating habits? Sleeping habits?
Hygienic habits?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->F.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>School History<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-left: .5in;">
This section is where a detailed
educational history is explained as well as how the student is currently
functioning. Questions to be considered are:<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l7 level1 lfo10; text-indent: -.25in;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What are the student’s current classes and grades?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l7 level1 lfo10; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->If this is a re-evaluation, what is the special
education history of the child?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l7 level1 lfo10; text-indent: -.25in;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What interventions have been tried to help the child
with their learning issues? What was the outcome of these attempts?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l7 level1 lfo10; text-indent: -.25in;">
<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What are the team’s overall concerns about how the
child is academically functioning?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l7 level1 lfo10; text-indent: -.25in;">
<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What do the teacher’s say about how the student
functions?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l7 level1 lfo10; text-indent: -.25in;">
<!--[if !supportLists]-->6.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What do the parents hope this evaluation process will
do for their child?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->G.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Evidence of student’s functioning and its
relationship to the educational setting<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-left: .75in;">
<u>Relevant Behavior and Impact<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-left: .75in;">
This is the most important section
of this report. Now that the social/emotional narrative has been provided for
this child, how this impacts their learning process is crucial information to
the team. Whether or not a child had the adaptive behaviors to adjust to
changes in their educational program is important to their success. <o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .75in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .75in;">
Elements to consider in this
section are:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l10 level1 lfo11; text-indent: -.25in;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Is the student receptive to help? <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l10 level1 lfo11; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What strengths does the child possess that can be
utilized to help them address their challenges?<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l10 level1 lfo11; text-indent: -.25in;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->How do their emotional or social issues impact their
learning?<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .75in;">
The second part of this section
should include some strategies to address any issues noted. For example, techniques
and activities to support personal and social development are:<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .75in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Provide opportunities for success<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Utilize praise and encouragement<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]-->c.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Point out accomplishments and strengths, not
shortcomings and weaknesses<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]-->d.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Clearly define limits and expectations<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]-->e.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Encourage peer support and approval<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]-->f.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Assist student in developing positive peer relationships
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->H.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Observation & Interview<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-left: .5in;">
The team is required to do at least
one observation of the student in their classroom setting. This is usually done
by the Learning Consultant or School Psychologist. The Psychologist will also
conduct an interview as part of their evaluation. The Social worker however
should also do both an observation of the student and an interview. <o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l3 level1 lfo13; text-indent: -.25in;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Observation. Elements to note are:<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -.25in;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Is the student able to make and maintain eye contact? <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -.25in;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What is their basic demeanor and affect?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l3 level1 lfo13; text-indent: -.25in;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Interview: Elements to note are:<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l12 level1 lfo15; text-indent: -.25in;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->What is the student’s perception of the evaluation
process?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto; mso-list: l12 level1 lfo15; text-indent: -.25in;">
<!--[if !supportLists]-->b.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Are they receptive to receiving assistance? Can they
effectively access resources?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.5in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->I.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Summary<o:p></o:p></u></div>
<div class="MsoNormal" style="margin-left: .5in;">
Typically, and IEP will provide the
summaries of all the evaluations from which data is received, so it’s important
to make sure the most important elements you want the team to know about this
student is included in this section. Teachers will also typically skim the
summaries of reports when learning about new students. <o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l5 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]-->J.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><u>Signature</u><br />
For your social assessment to be official, it needs to be signed and dated by the certified social worker and/or the intern who prepared the report
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-4571480890492403222014-11-21T08:56:00.000-08:002014-11-21T09:01:29.944-08:00Resources for School Social WorkersHere are some resources for those of us in School Settings.<br />
<br />
<a href="http://www.naswdc.org/practice/standards/naswschoolsocialworkstandards.pdf">Standards for School Social Work Services</a><br />
<br />
<a href="http://www.socialworkers.org/practice/standards/naswadolescentsstandards.pdf">Standards for the Practice of Social Work </a><a href="http://www.socialworkers.org/practice/standards/naswadolescentsstandards.pdf">with Adolescents</a><br />
<br />
I highly recommend reading these books:<br />
<br />
<a href="http://www.amazon.com/Painful-Passages-Children-Learning-Disabilities/dp/0871011751">Painful Passages</a> by Elizabeth Dane, PhD<br />
<br />
<a href="http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=far+from+the+tree">Far From the Tree </a>by Andrew SolomonUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-71597227453961136842014-09-10T06:51:00.000-07:002014-09-10T06:51:00.586-07:00Self CareOne of the things we stress to social work students is the importance of
self-care. Much of our work involves our emotions and feelings and it is crucial to create a safe way to process our experiences and to decompress. <br />
<br />
But you're grad students! Who has the time??? Right? ;)<br />
<br />
Make the time. You deserve it.<br />
<br />
Being a social worker professional is an amazing experience, as I'm sure you are all discovering as you progress in your field placements. As I often tell students, "be in it for the long haul... we need you."<br />
<br />
<div style="text-align: center;">
Here are some resources about Compassionate Fatigue in the field of Social Work:</div>
<br />
<div class="title" style="text-align: center;">
<a href="http://www.naswpress.org/publications/profession/self-care-in-social-work.html">Self-Care in Social Work</a></div>
<div style="text-align: center;">
<a href="http://www.naswpress.org/publications/profession/self-care-in-social-work.html">
</a></div>
<div class="subtitle" style="text-align: center;">
<a href="http://www.naswpress.org/publications/profession/self-care-in-social-work.html">A Guide for Practitioners, Supervisors, and Administrators</a></div>
<div class="author" style="text-align: center;">
Kathleen Cox and Sue Steiner</div>
<div class="author" style="text-align: center;">
NASW Press</div>
<div class="author" style="text-align: center;">
<br /></div>
<div class="author" style="text-align: center;">
<a href="http://www.compassionfatigue.org/pages/Top12SelfCareTips.pdf">Transforming Compassion Fatigue into Compassion Satisfaction: Top 12 Self-Care Tips for HelpersBy Francois Mathieu, M.Ed., CCC. Compassion Fatigue Specialist </a></div>
<div class="author" style="text-align: center;">
(the link in this document to the ProQOL is defunt.. <a href="http://www.proqol.org/Home_Page.php">use this one instead</a>: </div>
<div class="author" style="text-align: center;">
<br />
<a href="http://www.socialworker.com/feature-articles/ethics-articles/Compassion_Fatigue%3A_Being_an_Ethical_Social_Worker/">Compassionate Fatigue: Being an Ethical Social Worker</a></div>
<div class="author" style="text-align: center;">
By Tracy C. Wharton, M.Ed., MFT</div>
<div class="author" style="text-align: center;">
<br /></div>
<div class="author">
<br /></div>
<div class="author">
<br /></div>
<div class="author">
There is also very simple stress-reducing method at your immediate disposal whenever you are feeling stressed or overwhelmed.... it's called.... breathing. Sometimes we just need to take a nice deep breath and regroup. I know it seems obvious, but I can't tell you how often I've had to remind folks to just breathe. </div>
<div class="author">
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-41681997172365795932014-09-07T05:30:00.000-07:002015-12-06T08:26:07.940-08:00Progression of Social Work SkillsOne of the things we assess when we work with social work students is their demonstration of the core skills that are embodied within the profession. Knowing that many of these skills are developed over time and through experience we look to see that there is at least an introductory foundation present and initial progression made. We also appreciate how everyone develops at their own pace and in their own way.<br />
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Here is a breakdown of the skills I look for in Foundation Students and Advanced Standing and Second Year Students:<br />
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<i>Foundation Students</i><br />
<b><br />Rapport Building & Empathy:</b> The student is able to reduce the client’s perceived level of threat and gain trust, and shows empathy appropriately.<br />
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<b>Boundary Setting: </b> The student is able to make and maintain boundaries and accept the limits of what can be accomplished during a specified period of time. <br />
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<b>Active Listening: </b> The student demonstrates the ability to listen carefully and ask pertinent questions.<br />
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<b>Supervision & Self Awareness:</b> The student participates in their supervision and is able to evaluate their own performance and work toward improving it while also taking valid criticism and praise into account<br />
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<b>Organization:</b> The student is able to successfully manage and prioritize the logistical aspects of the placement including the paperwork required.<br />
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<b>Flexibility: </b> The student is able to adapt changes and adjust their mindset accordingly<br />
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<b>Ethical and Responsible</b>: The student demonstrates knowledge and understanding of the Social Work ethics and practices due diligence when it comes in handling client-service provider relationships.<br />
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<i>For Advanced Standing/ Second Year Students</i><br />
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<b>Client Goal Setting</b>: The student is able to effectively work with clients to plan goal attainment.<br />
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<b>Therapeutic Technique: </b>The student is able to effectively use cognitive restructuring techniques to assist clients improve their personal functioning and/or relationships.<br />
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<b>Case Management:</b> The student demonstrates effective and productive case management skills and can procure necessary supportive systems and services as needed.<br />
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<b>Termination:</b> The student can successfully prepare clients for the termination phase of treatment and separation from clinical services.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4770934173130508291.post-88763396999341400902014-08-20T11:13:00.003-07:002014-08-20T11:13:51.130-07:00Hello and Welcome!
I hope this page will be a useful resource to you during your field experience.
Please feel free to call/text or email me at anytime if you need assistance.Unknownnoreply@blogger.com0