CSSW Practicum Evaluation: Integrated Practice and Programming

Columbia School of Social Work
Specialized Year Practicum Evaluation
Integrated Practice and Programming

Note: This is for preview purposes only. At the end of the semester, practicum instructors will be emailed customized survey links to complete evaluations for each of their students.
[Enter practicum instructor name, agency name and description, description of agency conditions that may have adversely affected the student's placement (if any), and description of student's assignments to date.]
Assessment Scale
Use the following scale to assess the student's performance in the nine core areas of social work competency identified by the Council on Social Work Education:
Excellent—Performance is exceptional and the skill is an integrated part of the student's practice
Very Good—Performance is above expectations for students at this level
Good—Performance generally meets expectations for students at this level
Needs Improvement—Performance shows signs of competency, but generally does not meet expectations for students at this level
Unsatisfactory—Performance is unsatisfactory

Competency 1: Ability to Demonstrate Ethical and Professional Behavior
Integrated Practice and Programming social workers demonstrate ethical and professional behavior by working as advanced practitioners who simultaneously attend to the capacities, potential, and unmet needs of clients, client systems, and groups and communities. They focus on planned change and improvement across system levels, using advanced, integrated, and culturally responsive practice. Integrated Practice and Programming social workers are committed to a holistic, ecological approach toward work with individuals, families, groups, organizations, and communities. They understand models of cross-system practice and their links to empowerment and disenfranchisement at multiple levels. Integrated Practice and Programming social workers understand how to engage in advanced practice to work with and across various system levels, ranging from individual to global, with a deep understanding of how they relate to the interplay of social and economic assets, problems, and solutions. They understand the ethical and value dilemmas associated with their position as Integrated Practice and Programming social workers. These concepts transcend individual relationships with clients to encompass work within organizations and communities and with collaborators from other professions. Integrated Practice and Programming social workers are aware of laws and regulations related to their practice, and procedures to ensure ethical use of technology.
Assess the student's ability to:

Apply professional use of self as reflected in the NASW Code of Ethics.
Identify and describe their own personal experiences and affective reactions and the impact those have on ethical decision-making in social work practice.
Demonstrate professionalism and respect for client systems and colleagues.
Demonstrate effective oral and written communication skills in working with individuals, families, groups, organizations, communities, and colleagues.
Behave professionally so as to position themselves as learners and those with whom they work as informants who are the experts about their own lives and situations.
Identify and address the ethical and value dilemmas associated with advanced generalist practice with individuals, groups, organizations, and communities whose interests may diverge both within and across systems and in cultural context.
Adopt an ecological systems perspective when working to address multi-level problems such as organizational structure, client issues, or organizational dilemmas.
Make ethical decisions after careful examination of legal and ethical principles that apply to specific situations encountered in the work.

Examples of how the student social worker has demonstrated competency in demonstration of ethical and professional behavior:

Competency 2: Ability to Engage Diversity and Difference in Practice
Integrated Practice and Programming social workers engage diversity and difference in practice by working clinically and programmatically with diverse populations across the life course. They strive to incorporate at the forefront of their practice diversity and attention to difference, not only through awareness but also through actions, selecting culturally congruent programming and interventions and incorporating a diversity of voices in decision-making processes. Integrated Practice and Programming social workers understand how diverse client characteristics (e.g., age, class, culture, ethnicity, race, country of origin, immigration status, gender, sexual orientation, physical or mental ability, socioeconomic status) may impact practice across systems. They are able to work with and understand diverse individuals, families, groups, organizations, and communities, regardless of the degree of similarity or difference from oneself. Integrated Practice and Programming social workers are aware of how their own personal experiences and affective reactions, and their intersectionality impact practice with diverse populations. They are sensitive to the varying roles played by power, race, oppression, and privilege (PROP) in their own and their clients' lives and how PROP can affect the social resources and services available within a community. They are aware of their unique privileges and powers as professionals and mandated reporters that can play a determinant role for a client, agency, or group of people.
Assess the student's ability to:

Identify and address diverse client characteristics (e.g., age, class, culture, ethnicity, race, country of origin, immigration status, gender, sexual orientation, physical or mental ability, socioeconomic status) that may impact the development and execution of advanced generalist practice at all levels.
Identify and work within service users' values, beliefs, and worldviews and how they influence their use of human services and programs, including the role these may have had in users' past experiences with institutions that affects their current engagement with services and programs.
Identify and describe how one's own personal experiences, affective reactions, and intersectionality impact social work within and across the micro, mezzo and macro contexts.
Work to understand, respect, value, advocate for, and join with people regardless of the degree of similarity or difference from oneself.

Examples of how the student social worker has demonstrated competency in engagement of diversity and difference in practice:

Competency 3: Ability to Advance Human Rights and Social, Economic, and Environmental Justice
Integrated Practice and Programming social workers advance human rights and social, economic, and environmental justice by adopting an anti-bias, anti-racist lens to their practice across systems, engaging in anti-oppressive practice that recognizes the importance of intersectional identities. They understand the powerful psychosocial forces that maintain patterns of prejudice, ethnocentrism, and discrimination by understanding, respecting, valuing, advocating for, and joining with individuals, families, groups, organizations, and communities who are or have been marginalized and/or disenfranchised. Integrated Practice and Programming social workers apply structural analysis in the context of applied practice, understanding the role of power, race, oppression, and privilege (PROP) and the decolonization of social work as they relate to social, economic, and environmental justice and their role in rectifying inequities. They identify strengths and resources to combat injustices and inequalities, and advocate for avenues for positive change.
Assess the student's ability to:

Adopt evidence-based, best practices to secure human rights and social, economic, and environmental justice for clients, acknowledging how issues of power and privilege may strengthen or limit the practices' effects.
Address the individual and community impact of human, social, economic, and environmental justice violations.
Apply knowledge of the effects of oppression, discrimination, historical trauma, and environmental injustice to the development, implementation, and evaluation of social services and programs.
Advocate for, and build capacity for self-advocacy among, clients of underserved groups and communities.
Work to combat the powerful forces that maintain patterns of prejudice, ethnocentrism, and discrimination.

Examples of how the student social worker has demonstrated competency in advancement of human rights and social, economic, and environmental justice:

Competency 4: Ability to Engage In Practice-Informed Research and Research-Informed Practice
Integrated Practice and Programming social workers engage in practice-informed research and research-informed practice by leveraging the use of research methods as well as using practice insights to benefit and support clinical approaches and the development of client programs. They use program evaluation research data and skills to inform practice and add relevant values and effective skills to the roster of services. Integrated Practice and Programming social workers use clinically informed data and research practices to advocate for program funding, develop program awareness among relevant governmental and non-governmental agencies, and to estimate and anticipate the scope of program benefits. They identify strengths and limitations of evidence-based and best practices for use across multiple populations and systems. Integrated Practice and Programming social workers use practice and research evidence to make recommendations and/or decisions about possible modifications to care plans, programs, or organizational focus.
Assess the student's ability to:

Identify strengths and limitations of evidence-based and best practices for use across multiple populations and systems.
Identify and describe how social research theory and the social work practice context inform the selection and value of varying data collection methods (e.g., use of clinical interviews, standardized assessment tools, literature reviews, focus groups, surveys, key informant interviews).
Demonstrate use of practice research knowledge and skills to inform data collection.
Analyze qualitative and quantitative data gathered through a variety of methods (e.g., intake interviews, key informant interviews, focus groups, community forums, surveys, questionnaires).
Organize descriptive information into a format that allows for efficient retrieval and examination (e.g., progress notes, psychosocial summaries, case records, family system summaries, focus group reports, community meeting reports, task group or staff meeting minutes).

Examples of how the student social worker has demonstrated competency in engagement in practice-informed research and research-informed practice:

Competency 5: Ability to Engage in Policy Practice
Integrated Practice and Programming social workers engage in policy practice by advocating with organizations, communities, and governments for policies and protocols that promote justice, human rights, and anti-oppressive practice. They are aware of how policy impacts many aspects of the lives of individuals, families, groups, and communities, and how social work presence, skills, and values can inform the decision-making process. Integrated Practice and Programming social workers collaborate with key community members to articulate community assets and needs. They critically analyze the relationship among diverse stakeholders and constituencies and the impact these have on social policy. Integrated Practice and Programming social workers identify and work to dismantle the policies and practices that support structural inequalities and their differential effects. They work to build collaborative inter-professional coalitions and teams that also include client and client system representation to develop, advocate for, implement, and evaluate policies across systems. Integrated Practice and Programming social workers understand and leverage their practice skills and experience to inform their work as change advocates. They apply an ecosystems approach to policy as it impacts individuals, families, groups, organizations, and communities within integrated, holistic, social work practice and programming.
Assess the student's ability to:

Critically analyze the relationship among community members, organizational structures, and governmental stakeholders (federal, state, and local) and the impact each has on the development and implementation of social policy.
Identify and describe the difference between organizational policy and social policy, and the interplay between the two.
Analyze and interpret organizational and governmental policies and programs as they relate to the implementation and delivery of social services.
Identify, critically analyze, and advocate for policies serving the needs of underrepresented and marginalized populations.

Examples of how the student social worker has demonstrated competency in engagement in policy practice:

Competency 6: Ability to Engage with Individuals, Families, Groups, Organizations, and Communities
Integrated Practice and Programming social workers engage with individuals, families, groups, organizations, and communities with an understanding of how engagement across systems is dynamic and must include acknowledging and challenging established programs and policies that have either historically benefited or harmed the clients and communities in which they serve. Integrated Practice and Programming social workers show respect for and understanding of the significance and impact of oppression, discrimination, and poverty on individual, family, and community life when approaching the task of engagement with clients and communities. They employ advanced relational skills as they begin a therapeutic relationship (entry, engagement, discovery). They further understand that personal experiences and affective reactions that impact the relationship of the social worker and client, and between clients and their community and environment, are significant in the process of engagement and maintenance of a professional, healing relationship. This includes acknowledging and addressing multiple aspects of identity and intersectionality and issues of power, race, oppression, and privilege (PROP) that are important to consider in terms of how the work will be understood, approached, and communicated. Integrated Practice and Programming social workers understand how their own positionality, personal experiences, biases, and affective reactions related to the client and environment can impact the effectiveness of providing meaningful service and connection, and they are aware of the need to attend to personal and institutional biases that may impact engagement.
Assess the student's ability to:

Work in a manner that shows respect for and understanding of the significance and impact of oppression, discrimination, and poverty on individual, family, and community life when approaching the task of engagement with clients and communities.
Engage in preparatory self-exploration to identify personal experiences, affective reactions, values, beliefs, worldviews, and personal and professional identities in relation to power, race, oppression, and privilege (PROP) that can positively or negatively affect the work.
Describe and address multiple aspects of identity and intersectionality (e.g., age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status) and issues of PROP that are important to consider in terms of how the work will be understood, approached, and communicated.
Apply advanced engagement and other relational skills using culturally-sensitive and culturally-informed techniques.
Partialize and prioritize multiple aspects and dimensions of the client situation into manageable units in order to address them more readily.
Identify and examine on an ongoing basis one's own positionality and personal experiences and affective reactions in relation to the client and environment to maximize the effectiveness of providing meaningful service and connection.

Examples of how the student social worker has demonstrated competency in engagement with individuals, families, groups, organizations, and communities:

Competency 7: Ability to Assess Individuals, Families, Groups, Organizations, and Communities
Integrated Practice and Programming social workers assess individuals, families, groups, organizations, and communities through a strengths-based and person-in-environment conceptual framework that attends to the interplay among capacities, resources, and challenges at the individual, family, group, organization, and community levels. As they assess across levels and systems, they are aware of underlying biases that support individual, structural, and systemic racism and impact the assets available and the needs assessed. Integrated Practice and Programming social workers strive for the ability to identify and separate their personal experiences, affective reactions, biases, and understanding of an individual, family, group, organization, or community and engage in active listening to conduct assessment. They approach assessment positioning themselves as learners and those with whom they work as informants who are the experts about their own lives and situations. They conduct community-based needs and assets assessment to inform program planning, development, and implementation, taking into account key clients' and client systems' cultural and contextual factors. Integrated Practice and Programming social workers are knowledgeable of the range of tools, skills, and practices available to conduct assessment in practice in ways that are responsive as well as contextually sensitive.
Assess the student's ability to:

Utilize a strengths-based and person-in-environment conceptual framework to inform the information gathering process in a way that attends to the interplay among capacities, resources, and challenges at the individual, family, group, organization, and community levels.
Conduct assessment with an understanding of the ways in which biological, psychological, developmental, socioeconomic, environmental, and cultural factors as well as issues of power, race, oppression and privilege may affect an individual, family, group, organization, or community.
Apply advanced community-based needs and assets assessment, program planning, and program formulation skills across system levels.
Conduct community-based needs and assets assessment to inform program planning, development, and implementation, taking into account key client and client systems cultural and contextual factors.

Examples of how the student social worker has demonstrated competency in assessment with individuals, families, groups, organizations, and communities:

Competency 8: Ability to Intervene with Individuals, Families, Groups, Organizations, and Communities
Integrated Practice and Programming social workers intervene with individuals, families, groups, organizations, and communities utilizing professional practice and inter-organizational collaboration among providers, governmental agencies, and relevant stakeholders. They intervene across levels and systems by identifying commonalities and differences in assessment, formulation, and planned change across systems, and working within these parameters to create beneficial change. Integrated Practice and Programming social workers apply an ecosystems approach to intervention in integrated, holistic social work practice and programming. They understand the reciprocal relationship among case, cause, and function as they emerge in interventions with clients and program implementation and delivery. Of critical importance is their awareness of the historical and current socio-cultural context of practice and programming in areas of social, economic, and environmental justice with populations that have been historically excluded or underserved. Integrated Practice and Programming social workers are aware that interventions should be carefully selected considering all the needs and assets among the clients and communities involved and engaging with compassion, empathy, and sensitivity in the delivery of such interventions.
Assess the student's ability to:

Determine appropriate goals for interventions at the individual, family, group, organization, and/or community level.
Utilize a range of micro- and macro-level intervention skills to support goal achievement (e.g., focusing, educating, advising, representing, responding with immediacy, reframing, reviewing, supporting, negotiating, mediating, advocating).
Collaborate with various stakeholder groups on interventions to develop, implement, and ultimately increase the likelihood of organizational and/or programmatic change and program development to promote social and economic justice, capacity building, and/or a desired change.

Examples of how the student social worker has demonstrated competency in intervention with individuals, families, groups, organizations, and communities:

Competency 9: Ability to Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Integrated Practice and Programming social workers evaluate practice with individuals, families, groups, organizations, and communities by using processes, tools, and instruments that can measure progress and evaluate the effectiveness of an intervention, program, policy, or procedure, in a manner that is client-focused and culturally sensitive. They utilize program evaluation to inform practice and add relevant values and effective skills to the roster of services. Integrated Practice and Programming social workers are capable of using self-reflection, supervision, case consultation, and other approaches to evaluate their work, thus benefitting their professional growth and the people and organizations with and for whom they work. They use program and service evaluation to understand the impact and effectiveness of practice on multiple levels, e.g., differential assessment, asset identification, problem definition, goal setting, intervention, practice monitoring, and evaluation.
Assess the student's ability to:

Seek out and use tools and instruments that can measure progress and evaluate the effectiveness of an intervention, program, policy, or procedure.
Adapt and use evaluation tools differentially according to needs of diverse clients, groups, organizations, and communities.
Determine the costs and benefits of clinical and programmatic interventions based on relevant stakeholder input, environmental systems, and social contexts.
Plan for and implement data collection to provide a means for measuring progress toward goal attainment.
Apply advanced program evaluation skills using both quantitative and qualitative methods.

Examples of how the student social worker has demonstrated competency in evaluation with individuals, families, groups, organizations, and communities:

Overall impression of the student's progress and recommendations for future learning goals:

Recommended grade:
Pass
Fail