Competency 1: Demonstrate ethical and professional behavior.<\/b><\/p>\n
This competency dictates that social workers must adhere diligently to both the practices of their assigned agency or organization and the ethical rules of the National Association of Social Workers. They are required to conduct themselves in an ethical and professional manner. Social workers should also critically assess and adjust their methods and frameworks as needed within their practices. <\/span>As an Advanced Generalist Social Work Practitioner, I will adhere to the NASW Code of Ethics, relying on it to navigate and resolve ethical dilemmas.<\/span><\/p>\n 1.1 Utilize an evidence-based ethical decision-making model that addresses complex situations with client systems.\u00a0<\/b><\/p>\n Group Imitative Behavior Therapy Intervention Script<\/a><\/p>\n I facilitated a pseudo closed CBT therapy group for college-aged young adults with Generalized Anxiety Disorder. This simulated session was designed to build my skills in guiding participants through identifying and challenging automatic anxious thoughts using Socratic questioning and cognitive restructuring.<\/p>\n I drew on my knowledge (K) of the NASW Code of Ethics, group development theory, and CBT principles to establish group agreements on confidentiality, respectful communication, and voluntary participation. I upheld the values (V) of dignity, worth of the person, and cultural humility by validating each participant\u2019s experiences and creating a supportive environment that encouraged emotional risk-taking. I demonstrated skills (S) in group facilitation, active listening, and strengths-based reframing to help participants connect thoughts, emotions, and behaviors and explore more balanced perspectives.<\/p>\n Throughout the session, I remained attentive to group dynamics, using ethical reasoning to respond to sensitive disclosures while maintaining professional boundaries (C\/A). I worked to ensure my role supported the group process without dominating it. This intervention was grounded in the Cognitive Behavioral Therapy framework (T), which emphasizes the connection between thoughts, feelings, and behaviors, and was informed by research on the effectiveness of CBT in structured group settings (Hofmann et al., 2012; Padesky & Mooney, 2012).<\/p>\n References<\/strong> Padesky, C. A., & Mooney, K. A. (2012). Strengths-based cognitive-behavioral therapy: A four-step model to build resilience. Clinical Psychology & Psychotherapy, 19<\/em>(4), 283\u2013290. https:\/\/doi.org\/10.1002\/cpp.1795\u00a0<\/a><\/p>\n 1.2 Implement multi-dimensional personal and professional self-care strategies that promote balance.<\/b><\/p>\n Self-Care List<\/a><\/p>\n Vision Board<\/a><\/p>\n As an MSW student preparing for advanced practice, I understand that self-care is not optional; it is a professional responsibility that directly impacts the quality and sustainability of our work (<\/span>V<\/b> K<\/b>). In partnership with my therapist, I developed a comprehensive self-care plan that includes daily, weekly, monthly, and crisis-level strategies. This plan is tailored to my personal needs and reflects ongoing reflection, boundary setting, and ethical commitment to maintaining my well-being (<\/span>S<\/b> V<\/b>).<\/span><\/p>\n To start the year with intention, I also created a vision board that captured how I wanted my year to feel and what I wanted to prioritize personally and professionally (<\/span>C\/A<\/b> T<\/b>). This served as both a grounding tool and a motivational resource throughout the semester. Reviewing and updating it monthly has helped me remain aligned with my goals and self-care needs (<\/span>C\/A<\/b> T<\/b>).<\/span><\/p>\n The value of integrity, as defined by the NASW Code of Ethics, guided this work (<\/span>V<\/b>). Upholding professional integrity includes maintaining personal wellness so that I can serve others with competence and presence (<\/span>K<\/b> S<\/b>). This self-care plan also aligns with ethical standards of professional behavior and reflective self-correction (<\/span>K<\/b> T<\/b>).<\/span><\/p>\n The cognitive process involved was reflective thinking (<\/span>T<\/b>). I examined my past stressors, work habits, and coping responses to identify what supports my well-being most effectively (<\/span>K<\/b> C\/A<\/b>). The affective process included recognizing early signs of emotional strain, honoring my limits, and staying attuned to when I need to pause or seek support (<\/span>C\/A<\/b>). By taking a proactive approach to self-care, I am better equipped to engage in ethical, effective, and sustainable social work practice (<\/span>V<\/b> S<\/b> C\/A<\/b>).<\/span><\/p>\n 1.3 Demonstrate commitment to professional growth through continuing education, supervision, and interprofessional consultation.<\/b><\/p>\n LinkedIn Post on Tennessee Conference on Volunteerism and Service Learning<\/span><\/a><\/p>\n Family Forward Graduation Event Bilingual Volunteer Photo<\/a><\/p>\n Bilingual Volunteers Needed Flyer<\/a><\/p>\n Bilingual-Volunteer-Workshop-Notes-Supervision-Notes <\/a><\/p>\n During the Tennessee Volunteer Conference on Volunteering and Service Learning, I attended a bilingual volunteer recruitment training grounded in the importance of inclusive and ethical community engagement. The presenter emphasized that Latino volunteers should be treated as full participants, not merely language supports, and outlined strategies to ensure respectful and equitable recruitment. I took detailed notes and reflected on how these ideas aligned with the Person-in-Environment (PIE)<\/strong> perspective, which emphasizes understanding individuals within their broader cultural, social, and physical contexts (Fiveable Library, n.d.) (K, V, T).<\/p>\n After the conference, I processed the experience by writing a LinkedIn post summarizing my takeaways and sharing a photo from the event. This helped me reflect on the training and make a public commitment to applying these inclusive practices in my volunteer coordination work (C\/A, K).<\/p>\n I later debriefed with my field instructor, who encouraged me to continue pursuing inclusive strategies even as I build confidence in this area. We discussed how to approach bilingual outreach in a way that honors cultural identity and avoids reducing volunteers to their language skills, reinforcing the importance of viewing each individual within their complex environmental context (S, T, C\/A, V).<\/p>\n With that guidance, I collaborated with our marketing team to design an English-language flyer to recruit bilingual (Spanish-English) volunteers. I was intentional about using respectful, inclusive language that aligned with what I had learned during the training (S, K, V).<\/p>\n As a result, two bilingual volunteers joined us at the Family Forward Graduation alongside several English-speaking volunteers. We captured a group photo that now serves as a visual reminder of what inclusive outreach can achieve when informed by ethical practice and a person-centered perspective.<\/p>\n Reference<\/strong> 1.4 Demonstrate professional oral and written communication skills.<\/b><\/p>\n
Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36<\/em>(5), 427\u2013440. https:\/\/doi.org\/10.1007\/s10608-012-9476-1<\/a><\/p>\n
Fiveable Library. (n.d.). Unit 5: Person-in-environment<\/em>. Retrieved from https:\/\/library.fiveable.me\/foundations-social-work-practice\/unit-5\u00a0<\/a><\/p>\n