1 / 24

Competency-Driven Field Education

Competency-Driven Field Education. JoAnn Damron-Rodriguez, LCSW, PhD University of California, Los Angeles Patricia Brownell, PhD, LMSW Fordham University Graduate School of Social Service. HPPAE. Goals: Develop aging-rich field practicum sites

ting
Download Presentation

Competency-Driven Field Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Competency-Driven Field Education JoAnn Damron-Rodriguez, LCSW, PhD University of California, Los Angeles Patricia Brownell, PhD, LMSW Fordham University Graduate School of Social Service www.socialworkleadership.org

  2. HPPAE • Goals: • Develop aging-rich field practicum sites • Recruit increasing numbers and diversity of geriatric MSW students • Key Program Components 1.University-Community Partnerships 2. Competency-Driven Field Education 3. Integrated Field Education Across Multiple Programs, Populations and Interventions 4. Expanded Field Instructor Role 5. Focused Recruitment for Geriatric Social Work 6. Leadership www.socialworkleadership.org

  3. Competency-Driven Field Education Identifying Geriatric Social Work Competencies Measuring the Outcomes of Competency- Driven Field Education Implementation of Competency-Driven Education www.socialworkleadership.org

  4. GSW is professionally responsible intervention to: Enhance the developmental, problem solving, and coping capacities of olderpeople and their families Promote the effective and humane operating of systems that provide resources and services to older people and their families; 3) Link older people with systems that provide them with resources, services and opportunities; and 4) Contribute to the development and improvement of social policies that support persons throughout the lifespan. (Italics are words added to focus on aging) Source: Berkman, Dobrof, Damron-Rogriguez & White (1997) Geriatric Social Work (GSW) www.socialworkleadership.org

  5. Geriatric Social Work Competence • Competence: “the state or quality of being adequately or well qualified… a specific range of skill, knowledge or ability” (American Heritage Dictionary of the English Language, 2000) • Social Work Competence: the achievement and demonstration of core knowledge, values and skills in social work practice (Vass, 1996) • Geriatric Social Work Competence: Establishing geriatric competencies could shape curricular, field training, and continuing education programs that effectively prepare practitioners to address the needs of older adults and their families (JCAHO, 2001). www.socialworkleadership.org

  6. Development of Geriatric Social Work Competencies Developed through a consensual process by the PPP Evaluation Committee based on each PPP site competencies and the following major work: (1) White Papers providing the conceptual framework for geriatric social work (Berkman, Dobrof, and Damron-Rodriguez 1997; Scharlach, Damron-Rodriguez, Robinson & Feldman, 2000). (2) CSWE’s SAGE-SW identification of competencies in the domains of knowledge, values, and professional practice that were broadly validated by academics and practitioners in the field of aging (Rosen, A., Zlotnik, J., Curl, A., & Green, R. (2000), which have now been related to social work curriculum (Green and Galambos, 2002). (3) GSWEC Focus groups and expert panels (Naito-Chan, Damron-Rodriguez and Simmons, 2004) www.socialworkleadership.org

  7. Major Theoretical & Practice Orientations for Geriatric Social Work Education • Biopsychosocial Perspective understanding age within the broader arena of healthand quality of life • Life Course Developmental Approach recognizing changes and transitions and potential for adaptation and growth at all stages of life • Life Course Perspective which recognizes the socio-historical context of aging and the differential impact of gender, ethnicity and class overtime • Family Systems Orientation for intervention with older adult and their support system www.socialworkleadership.org

  8. Practice with Diverse Populations www.socialworkleadership.org

  9. Theory for Macro Practice:Examples from Fordham • Most PPP students select Client Centered Management and Practice (CCM/P) as their advanced concentration and all select Work with Older People as their specialization. • CCM/P is an integrated curriculum emphasizing both management and clinical practice. • CCM/P students are required to 1) see their practice with clients in a broader context; 2) assess situations arising from their practice to determine appropriate macro-level interventions targeted to organizational, community, and policy environments, and 3) engage in initiatives to plan, implement, monitor, and evaluate improvements in programs and service delivery or changes in communities and agencies. www.socialworkleadership.org

  10. References for CCM/P • Austin, M. J., Coombs, M., and Barr, B. (2005). Community-Centered Clinical Practice: Is the Integration of Micro and Macro Social Work Practice Possible? Journal of Community Practice, 13 (4) 2005, 9 – 30. • “There has been a longstanding tension between the domains of micro and macro practice in social work practice and academic programs. …[these] can be identified as interfering with accurate perceptions of the underlying continuity of social work practice that is reflected in the mission of the profession..” www.socialworkleadership.org

  11. Leadership www.socialworkleadership.org

  12. Elements of a Competency-Driven Field Program for Geriatric Social Work • Adoption of a defined set of specific skill competencies as a frame for geriatric social work field education • Establishment of individual student learning goals based on the competencies • Assessment of student skill level, at the beginning of field and upon completion, using the identified set of competencies • Integration of class and field learning through a competency based curriculum www.socialworkleadership.org

  13. HPPAE GeriatricSocial Work Competency Scale I • Purpose To measure the degree of skill competency of graduate social work students, specializing in aging, in practice with older adults and their families A 58-item instrument (10 point scale)divided into 5 domains with subsections: • I. Values and Ethics II. Assessment III. Practice and Intervention IV. Interdisciplinary Collaboration V. Evaluation and Research www.socialworkleadership.org

  14. HPPAE GeriatricSocial Work Competency Scale II • Purpose To measure the degree of skill competency of graduate social work students, specializing in aging, in practice with older adults and their families • A 40-item instrument (5 pt. scale=not experienced to expert) divided into 4 domains: I. Values, Ethics, and Theoretical Perspectives II. Assessment III. Intervention IV.Aging Services, Programs and Policies www.socialworkleadership.org

  15. GSWC Scale-II Items (Examples) I. VALUES, ETHICS AND THEORETICAL PERSPECTIVES Q. Assess and address values and biases regarding aging. 1 ----------------- 2 ------------------ 3 ------------------ 4 ---------------- 5 Not skilled at all - Beginning skill - Moderate skill - Advanced skill - Expert skill II. ASSESSMENT Q. Use empathy and sensitive interviewing skills to engage older clients in identifying their strengths and problems. III. INTERVENTION Q. Establish rapport and maintain an effective working relationship with older adults and family members. IV. AGING SERVICES, PROGRAMS AND POLICIES Q. Provide outreach to older adults and their families to ensure appropriate use of the service continuum. www.socialworkleadership.org

  16. Student Competency Category Averages: 2005-2007 (N=178) I. Values, Ethics, Theoretical PerspectiveII. Assessment III. Intervention IV. Services, Programs, and Policies www.socialworkleadership.org

  17. Pre-test Post-test Field Instructor Ratings & Student Assessment Agreement Note: Highest possible score each domain 50 www.socialworkleadership.org

  18. Overall Competency Scores: 2005-2007 (N=178) www.socialworkleadership.org

  19. Most Improved Competencies from Pre- to Post-Test (2005-2007) Note 1. Mean of the differences between the pre-test and post-test www.socialworkleadership.org

  20. Evolving Geriatric Social Work Competency Development • Reliability and Validity Testing of Competency Measures • Relating Competencies to Level of Education and Specialization • Development of Instructor Guides and Evaluation Tools • Relating Theoretical Orientations to Competencies • Measuring client outcomes to social work skills and interventions www.socialworkleadership.org

  21. Promote Self Determination through Older Person and Family Centered SolutionsSocial Work enhances the developmental, problem solving, and coping capacities of older people and their families. Develop Linkages to Appropriate, Accessible and Acceptable ServicesSocial work promotes the effective, coordinated, and humane operating of systems that provide resources and services to older people and their families. Respect the Diversity of the Older PopulationSocial work recognizes the need and strengths of persons who differ based on culture, race, class, gender, sexual orientation, disability.Rizzo and Rowe Report on the Efficacy and Cost-Effectiveness of Social Work Services http://socialwork.nyam.org/pdf/Efficacy FinalReport.pdf Performance-Based Evidence Supports Geriatric Social Worker’s Competenceand Effectiveness To: www.socialworkleadership.org

  22. Applications & Implementations • Developing student learning contracts and increasing self-efficacy • Structuring Field Curricula: • Integrative Seminars, • Didactics, • Staff and Field Instructor Training • Integrating field and classroom education • Dialogue faculty to determine needs • Develop modules and teaching resources • SAGE-SW /GeroRich/GeroEd • Evaluating educational intervention outcomes www.socialworkleadership.org

  23. CBE in Action: Video Presentations www.socialworkleadership.org

  24. SOCIAL WORK A PROFESSION FOR ALL AGES www.socialworkleadership.org

More Related