Demonstrate Ethical and Professional Behavior
As a competent social worker, I strive to meet the needs of my clients using ethical and professional behavior. This will be demonstrated by using the NASW Code of Ethics to make ethical, informed decisions as well as participating in routine self-care. Additionally, I will treat my clients, and coworkers in a professional manner not only in behavior, but in appearance and communication as well.
1.1: Develop a practice framework for analysis of complex environments, that is ethical, value-grounded, and evidence-based.
Course Evidence: In my Advanced Administrative Practice: Administrative and Leadership Skills class, I was able to work with 3 other group members and develop a non-profit organization over the course of a semester. This non-profit organization focused on providing equine therapy services to children and families in the foster care and adoption system as well as children referred by mental health or medical professionals. This Non-profit proposal paper is still being developed and will be uploaded upon completion.
Field Evidence: For my practicum, I was able to work with my field supervisor, Amanda Ancheta, as well as Stephanie Guster to implement a model into a small Seventh-day Adventist school that previously have not had any mental health services in their school. One of the first things we were able to do in the implementation process was to send out a brochure to parents and teachers explaining my role in the school and the services that I would be able to offer. This helped to inform the families of who I was and what they could expect as well as increased awareness about mental health education. To view this brochure, click here.
1.2: Implement supervisory and self-care strategies that integrate professional strengths, limitations, and challenges
Course Evidence: Throughout my Advanced Clinical Practice: Group Psychotherapy class, we got the opportunity to write three different reflection papers. These papers focused on two main areas: experiential and academic. These reflection papers were written in reflection of the in-class group practice sessions we had. This allowed me to write how I felt as either a facilitator or participant as well as look at the academic skills that I used or could work on improving for the future. To view one of these reflection papers, click here.
Field Evidence: During my practicum experience, I was able to look at the work I was doing with clients and identify 3 challenges/weaknesses that I was facing on a regular basis. After identifying these, I was able to put together an action plan to turn the weaknesses I had identified into strengths. To view a reflective journal entry identifying 3 challenges and forming a plan to address these weaknesses, click here.
1.3: Exhibit commitment to professional growth through continuing education, supervision, and ongoing consultation
Course Evidence: As a part of my School Social Work Emphasis Classes and my Advanced Administrative Practice: Program Development class, I was able to participate in different training courses on Trauma Informed Schools, Suicide Prevention Training as well as a Collaborative Institutional Training Initiative (CITI) Training. In the Trauma Informed Schools training, I was able to learn more about the science of how the brain processes stress and trauma and how that affects a child in their everyday life. The Suicide Prevention Training focused on educating us on facts about suicide, risk factors, and signs a suicidal person might show. In addition, it shared information and resources on what to do and who to contact if someone you are in contact with is suicidal. Click here to view the Suicide Prevention Training Certificate. Lastly, the CITI Training focused on different aspects of research and what is ethical and not ethical when conducting research. To view the certificates received from this training, click here and here.
Field Evidence: My field supervisor, Amanda Ancheta, brought to my attention an organization that provides free mental health trainings on different topics. These trainings are put on by Mindspring Mental Health Alliance. I was able to look through and sign up for trainings that I felt would increase my knowledge and competence in different areas. The first one I signed up for and attended was on how to respond to a mental health emergency and when certain individuals should be called in to help. To view a reflective journal entry on this training, click here. To click the certificate of attendance received after the training, click here.
1.4: Demonstrate professional, oral, and written communication skills
Course Evidence: As a part of my School Social Work Core Concepts Class, I got the opportunity to do a Bio-Psycho-Social Assessment on a minor. With the consent of the parents, I was able to speak with the child as well as the parents. I was able to write up a written Bio-Psycho-Social Assessment Report that outlined the history, current issues, and the needs of this child. Click here to view the full report.
Field Evidence: During my practicum experience, I got the opportunity to invite other small Seventh-day Adventist schools in the area to participate in advocacy efforts by having their middle school students complete the CASEL questionnaire that the middle school students at Standifer Gap SDA School had completed. This involved email communication with the administration of the schools. These emails demonstrated professional written communication skills by giving thorough explanations and providing information to answer any questions they might have. To view a copy of one of the emails sent, click here.
Skills Used: Through the completion of these learning behaviors, I demonstrated skills of communication, active listening, leadership, critical thinking, and collaboration.
Knowledge Used: Multiple classes aided in my knowledge through this competency including Advanced Administrative Practice: Administrative and Leadership Skills, Advanced Clinical Practice: Group Psychotherapy, School Social Work Emphasis I and II, Advanced Administrative Practice: Program Development, and School Social Work Core Concepts. Additionally, knowledge in using programs such as Canva, Gmail, Google Forms, school social work, and professional oral and written communication skills also can be seen throughout this competency.
Values Present: The values that were present through completing these learning behaviors were integrity, competence, and social justice. The trainings I completed increased my competence in different areas. Additionally, the professionalism in different aspects of the field showed my integrity and willingness to go the extra mile to ensure that I am upholding ethical principles and standards. Through the work done in my practicum, I was able to utilize the value of social justice as I am working to create social change for students.
Cognitive Processes Used: Multiple cognitive processes were demonstrated through competency 1 such as recognizing needs, developing and illustrating information through papers and brochures, formulating action plans, organize and propose plans to others, as well as acquire more knowledge through trainings and certifications.
Affective Processes Used: Some affective processes that were used throughout this competency were, pursuing knowledge, create brochures, clarity information through written communication, and review and resolve weaknesses/challenges by creating a plan to turn them into strengths.
Theoretical Foundation: Credibility Theory: this theory looks into factors that tend to increase trust and credibility and how professionalism increases credibility in a person. When working with others, it is important for me, as a professional, to demonstrate professionalism in my actions, words, and written and oral communication. By doing this, I can increase my credibility and clients are more likely to have more trust in me and my abilities.