Council on Social Work Education

Competency Based Education

Competency 1: Demonstrate Ethical and Professional Behavior

1. Practice Behavior:
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
Learning Strategies:
a. Understand the NASW code of ethics
b. Identify agency policy on ethical conduct, ethical issues &/or dilemmas

Method of Documentation:
a. Reviewed NASW code of ethics
https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-
English
b. Reviewed Volunteer/Intern Handbook (see artifacts)

2. Practice Behavior:
Use reflection and self-regulation to manage personal values and maintain
professionalism in practice situations
Learning Strategies:
a. Weekly self-reflection journals of practicum experience
b. Learn appropriate boundaries with clients, manage personal values and allow the
clients to be open and honest during sessions
Method of Documentation:
a. See weekly journal tab
b. Attended weekly Girls Circle Group, attended five weeks of Strengthening
Families and attended Empathy skills group (see Skills Groups tab)

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Competency Based Education

3. Practice Behavior:
Demonstrate professional demeanor in behavior; appearance; and oral, written, and
electronic communication
Learning Strategies:
a. Dress professionally, per agency dress code
b. Follow policy for appropriate office communication – oral, written and electronic
Method of Documentation:
a. Daily professional appearance and demeanor. Followed code of conduct and
dress code per the volunteer/intern handbook (see volunteer/intern handbook in
artifacts)
b. Adhering to the agencies policy for computer use, sending secure emails, not
leaving personal information on phone messages. Took computer orientation and
confidentiality training (see computer training certificate in artifacts)

4. Practice Behavior:
Use technology ethically and appropriately to facilitate practice outcomes
Learning Strategies:
a. Maintain confidentiality, only utilize computer programs as needed
Method of Documentation:
a. Completed orientation trainings 1/14/19 for computer programs and confidentiality
(see computer training certificate in artifacts)

5. Practice Behavior:
Use supervision and consultation to guide professional judgment and behavior
Learning Strategies:
a. Weekly meetings with preceptor Vikki to discuss professional judgments and
behaviors
b. Observe Girls Circle, Empathy and Strengthening Families groups for guidance of
using professional judgment and behavior
Method of Documentation:

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Competency Based Education

a. Attended weekly meetings with preceptor Vikki to discuss any concerns or events
that came up from the week prior (see agendas in artifacts)
b. Attended weekly Girls Circle Group, attended five weeks of Strengthening
Families and attended Empathy skills group (see specific Skills Groups in artifacts)

Competency 2: Engage Diversity and Difference in Practice

1. Practice Behavior:
Apply and communicate understanding of the importance of diversity and difference
in shaping life experiences in practice at the micro, mezzo, and macro levels
Learning Strategies:
a. Increase understanding of the youth, their families, the juvenile department and
surrounding communities
Method of Documentation:
a. Attended Trainings: Juvenile Justice and Restorative Justice training January 25
& 26, 2019. Purposeful Facilitation of Cognitive Skills Groups training February 4,
2019. Strategies and interventions for working with youth in the community training
March 7, 2019 (see training certificates in artifacts)
b. Attended monthly Equity Lens Meetings (see change process)

2. Practice Behavior:
Present themselves as learners and engage clients and constituencies as experts of
their own experiences
Learning Strategies:
a. Actively listen and engage with the youth
Method of Documentation:
a. Attended Empathy skills group as well as completed community service project
with the youth at Feed the Hungry (see Skills Groups tab)
b. Engaged with youth at weekly Girls Circle skills group (see Skills Groups tab)
3. Practice Behavior:
Apply self-awareness and self-regulation to manage the influence of personal biases
and values in working with diverse clients and constituencies
Learning Strategies:

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Competency Based Education

a. Become aware of biases and values with regards to working with youth
Method of Documentation:
a. Attended Juvenile Justice and Restorative Justice training January 25 & 26, 2019
(see training certificate in artifacts)
b. Self-reflection in weekly journals (see weekly journal tab)

Competency 3: Advance Human Rights and Social, Economic

and Environmental Justice
1. Practice Behavior:
Apply their understanding of social, economic, and environmental justice to advocate
for human rights at the individual and system levels
Learning Strategies:
a. Increase my understanding of ways the youth and their families are struggling
with injustice, and/or advocating for human rights
Method of Documentation:
a. Researched and presented voluntary services for a father that was struggling with
injustice (see voluntary services in artifacts)
b. Completed quality check of files which helped me learn about how youth are
brought into the juvenile system, the procedure of the system, and circumstances
leading up to the juvenile system (see quality check procedure in artifacts)

2. Practice Behavior:
Engage in practices that advance social, economic, and environmental justice
Learning Strategies:
a. Learn how to better serve the youth and their families to empower them to
advance their social, economic, and environmental justice
Method of Documentation:
a. Researched and presented voluntary services for a father that was struggling with
injustice (see voluntary services in artifacts)

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Competency Based Education

b. Interviewed two diversion coordinators to learn more about diversion, how to best
serve youth and empower youth to become members of their community (see
intervention in artifacts)
b. Tutored youth to obtain their GED (see sample of GED study guide in artifacts)
c. Attended monthly Equity Lens meetings (see change process)

Competency 4: Engage in Practice-Informed Research and

Research-Informed Practice

1. Practice Behavior:
Use practice experience and theory to inform scientific inquiry and research
Learning Strategies:
a. Increase knowledge of interventions used with youth that have a charge, and
apply it to practice-informed research
Method of Documentation:
a. Interviewed two diversion panel coordinators about intervention and assessment,
then researched the science/evidenced-based research supporting the intervention
(see intervention in artifacts)

2. Practice Behavior:
Apply critical thinking to engage in analysis of quantitative and qualitative research
methods and research findings
Learning Strategies:
a. Gather and analyze data for change process
Method of Documentation:
a. Analyze research from other counties equitable service plans and critically think to
apply it to the change process for the juvenile department (see change process)
3. Practice Behavior:
Use and translate research evidence to inform and improve practice, policy, and
service delivery
Learning Strategies:
a. Gather and analyze data for change process
Method of Documentation:

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Competency Based Education

a. Analyze research from other counties equitable service plans and critically think to
apply it to the change process for the juvenile department to improve/develop a
diversity and inclusion policy (see change process)

Competency 5: Engage in Policy Practice

1. Practice Behavior:
Identify social policy at the local, state, and federal level that impacts well-being,
service delivery, and access to social services
Learning Strategies:
a. Increase knowledge of specific juvenile department policies, Clackamas county
policies and Oregon state policies that can impact youth
Method of Documentation:
a. Completed juvenile department policy project, reviewed all policies, made pdf
files and placed into a shared file folder for the department to utilize (see policies in
artifacts)
b. Learned about Clackamas county laws that impact youth such as curfew laws
(status offense), as well as what misdemeanors and felonies are (see policies in
artifacts)
c. Learned about Measure 11 – Oregon state law (see policies in artifacts)

2. Practice Behavior:
Assess how social welfare and economic policies impact the delivery of and access
to social services
Learning Strategies:
a. Research policies and how they can impact youth
Method of Documentation:
a. Researched some Oregon policies that can impact youths access to social
services (see policies in artifacts)
3. Practice Behavior:
Apply critical thinking to analyze, formulate, and advocate for policies that advance
human rights and social, economic, and environmental justice
Learning Strategies:

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Competency Based Education

a. Gather and analyze data to formulate and build a diversity and inclusion policy for
the change process project
Method of Documentation:
a. Analyzed research and developed a diversity, inclusion and equity service plan for
the juvenile department (see change process)

Competency 6: Engage with Individuals, Families, Groups,

Organizations and Communities

1. Practice Behavior:
Apply knowledge of human behavior and the social environment, person-in-
environment, and other multidisciplinary theoretical frameworks to engage with
clients and constituencies
Learning Strategies:
a. Apply learned frameworks to engage with youth and their families through co-
facilitating of skills groups
Method of Documentation:
a. Attended weekly Girls Circle Group, attended five weeks of Strengthening
Families and attended Empathy skills group, where I used a strength-based
approach as well as person-in-environment to engage with the youth and their
families (see Skills Groups)

2. Practice Behavior:
Use empathy, reflection, and interpersonal skills to effectively engage diverse
clients and constituencies
Learning Strategies:
a. Practice empathy and interpersonal skills to engage the youth in skills groups
Method of Documentation:
a. Attended weekly Girls Circle Group, attended five weeks of Strengthening
Families and attended Empathy skills group (see Skills Groups)

Competency 7: Assess Individuals, Families, Groups,

Organizations and Communities

1. Practice Behavior:

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Competency Based Education

Collect and organize data, and apply critical thinking to interpret information from
clients and constituencies
Learning Strategies:
a. Collect and analyze data from the juvenile department
Method of Documentation:
a. Collected and organized information acquired from a gentleman, researched
applicable options and presented them to this gentleman that was struggling with
the juvenile department (see voluntary services in artifacts)

2. Practice Behavior:
Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical frameworks in the
analysis of assessment data from clients and constituencies
Learning Strategies:
a. Analyze how youth are assessed and intervened
Method of Documentation:
a. Interviewed two diversion panel coordinators and reviewed risk assessments
and interventions (see intervention; assessment)
3. Practice Behavior:
Develop mutually-agreed on intervention goals and objectives based on the critical
assessment of strengths, needs, and challenges within clients and constituencies
Learning Strategies:
a. Analyze how youth are assessed and intervened
Method of Documentation:
a. Interviewed two diversion panel coordinators and reviewed risk assessments
and interventions (see intervention; assessment)
4. Practice Behavior:
Select appropriate intervention strategies based on the assessment, research
knowledge, and values and preferences of clients and constituencies
Learning Strategies:
a. Analyze how youth are assessed and intervened
Method of Documentation:

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Competency Based Education

a. Interviewed two diversion panel coordinators and reviewed risk assessments

and interventions (see intervention; assessment)

Competency 8: Intervene with Individuals, Families, Groups,

Organizations and Communities

1. Practice Behavior:
Critically choose and implement interventions to achieve practice goals and
enhance capacities of clients and constituencies
Learning Strategies:
a. Review girls circle curriculums and select weekly sessions to achieve skills
group goals as well as enhance the youths’ capacities
Method of Documentation:
a. Weekly selection of girls circle sessions (see Skills Groups)

2. Practice Behavior:
Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical frameworks in
interventions with clients and constituencies
Learning Strategies:
a. Increase knowledge of working with youth and ways to intervene with youth
b. Intervene using strength based theory with youth
Method of Documentation:
a. Attended Strategies and interventions for working with youth in the community
training March 7, 2019 (see training certificate in artifacts)
b. Attended weekly Girls Circle Group, attended five weeks of Strengthening
Families and attended Empathy skills group (see Skills Groups)
3. Practice Behavior:
Use inter-professional collaboration as appropriate to achieve beneficial practice
outcomes
Learning Strategies:

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Council on Social Work Education
Competency Based Education

a. Observe and interview various team members in the juvenile department to

better understand their approach, interventions and outcomes with the youth
Method of Documentation:
a. Attended Equity Lens Meetings and worked with various team members on the
change process (see change process)
b. Worked with various team members which included juvenile counselors, victims
advocates, skills group leaders and diversion coordinators in efforts to assess their
approach with youth (see Skills Groups and intervention)
4. Practice Behavior:
Negotiate, mediate, and advocate with and on behalf of diverse clients and
constituencies
Learning Strategies:
a. Work with youth and families to advocate for themselves
Method of Documentation:
a. Worked with the father and youth to advocate for the services they sought fit (see
voluntary services in artifacts)
b. Worked with youth to advocate for themselves in Girls Circle (see skills groups)
c. Worked with youth on advocating for a job as well as interviewed local
employment agencies for youth (see career information in artifacts)
5. Practice Behavior:
Facilitate effective transitions and endings that advance mutually agreed-on goals
Learning Strategies:
a. Work with youth on setting goals
Method of Documentation:
a. Worked with youth and parents in Strengthening Families skills group to set
mutually agreed on family goals (see skills groups)
b. Worked with youth in Girls Circle to set mutually agreed on goals. Had ending
ritual when the girls finished their 10 session cycle (see skills groups)

Competency 9: Evaluate Practice with Individuals, Families, Groups,

Organizations and Communities

1. Practice Behavior:

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Council on Social Work Education
Competency Based Education

Select and use appropriate methods for evaluation of outcomes

Learning Strategies:
a. Review skills groups evaluation forms to learn more about outcomes
Method of Documentation:
a. Reviewed end of session surveys from Strengthening Families skills group
(see skills group; strengthening families)

2. Practice Behavior:
Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical frameworks in
the evaluation of outcomes
Learning Strategies:
a. Review skills groups evaluation forms to learn more about outcomes
Method of Documentation:
a. Reviewed end of session surveys from Strengthening Families skills group
(see skills group; strengthening families)
3. Practice Behavior:
Critically analyze, monitor, and evaluate intervention and program processes and
outcomes
Learning Strategies:
a. Review skills groups evaluation forms to learn more about outcomes
Method of Documentation:
a. Reviewed end of session surveys from Strengthening Families skills group
(see skills group; strengthening families)
b. Discussed skills groups interventions and processes with skills group
coordinator Judy Pearce (see skills group)
4. Practice Behavior:
Apply evaluation findings to improve practice effectiveness at the micro, mezzo,
and macro levels
Learning Strategies:
a. Use the skills groups evaluation forms to evaluate outcomes and ways to
improve the sessions to meet the needs of the youth, families and the juvenile
department

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Competency Based Education

Method of Documentation:
a. Evaluated the skills groups surveys and youths feedback to learn about
outcomes and improvements in skills groups to better meet the micro, mezzo and
macro levels (see skills group)

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