Capstone Assignment: Student Portfolio

2y ago
23 Views
3 Downloads
304.74 KB
20 Pages
Last View : 9d ago
Last Download : 2m ago
Upload by : Jayda Dunning
Transcription

JMSW Capstone Assignment: Student PortfolioPURPOSEThe purpose of this capstone assignment is to provide students an opportunity to:1.2.3.4.demonstrate integration of theory and practice using the advanced generalistsocial work model, within a selected area of practice, and in accordance with theprogram’s stated mission and objectives;reflect on their overall learning while in the JMSW program;assess areas of professional growth and development; andprovide a document available for review by appropriate and interestedprofessionals (i.e., CSWE site visitors, interested JMSW applicants, and studentsin the program) that validates the student’s learning experience in the program.Each student will prepare a portfolio of his or her work since beginning the JMSW program.The portfolio, consisting of a reflective paper with supporting attachments, should be acompilation of practicum and related classroom work that gives some indication of the extent towhich the student understands and can apply the knowledge, skills, and values of advancedgeneralist social work practice.Each student will be under faculty direction and supervision of their field liaison to refine andfocus their portfolio. Students will be able to make revisions to the portfolio until it conforms toan acceptable level of work. The assignment is due no later than the last class meeting of thespring semester.CONTENT OF PORTFOLIOReflective Paper (15‐28 pages)The reflective paper, which should be in narrative form and identify the chosen area of practice,will summarize significant learning experiences that have occurred and describe the newknowledge, values, and/or skills acquired during the foundation and concentration years of theprogram. The paper should also assess students’ use of self in the helping process.The reflective paper must present the relatedness of social work methods (includingindividuals, families, groups, and communities), social policy, human behavior and socialenvironment, research, and field practicum. Further, it should demonstrate application andinclusion of professional ethics and values, human and cultural diversity, social and economicjustice, and populations at‐risk, in beginning advanced generalist practice.

In the reflective paper, students will demonstrate integration of: knowledge of theories, concepts, and models for practice with individuals,families, groups, organizations, and communities;advanced practice skills to address complex direct practice situations, includingindividual, family, and group techniques;advanced skills to address indirect practice situations, including tasks related tosupervision, administration, and program evaluation;knowledge and skills related to social policy;ability to engage in strength‐based, eclectic practice using a range of theories andmodels as appropriate for client needs and problems;ability to engage in applied practice research and evaluation;multicultural competence at all system levels of social work practice; andunderstanding and application of professional values and ethics to social workpractice.The following 5 sections are required. Additional suggestions on how to structure and treateach topic are included in this packet.1. Multicultural competence* (3‐5 pages)Reflect on personal and professional growth in regard to multicultural and cross‐culturalcompetence (i.e., importance of cultural awareness in working with clients, awareness andchanges in previous prejudices, appreciation of diversity, cultural sensitivity in practicesituations, etc.).2. Advanced knowledge and skills for complex direct practice incorporating a strength‐based eclecticapproach to practice* (3‐5 pages)Reflect on significant learning and application, or anticipated application, of knowledge andskills for handling complex direct practice situations within a strengths‐based perspective.Identify a specific situation when you utilized multiple practice theories and models inresponse to a complex case, provide a rationale for your choice of theories and models, clearlydescribe how you implemented the practice theories and models in the case, and describe theclient outcomes as well as what you learned from the case.3. Advanced knowledge and skills for indirect practice* (3‐5 pages)Reflect on significant learning and application and/or anticipated application, of knowledgeand skills for handling complex indirect practice situations. Remember to include social policyin this section.

4. Knowledge and skills for research & evaluation* (3‐5 pages)Reflect on significant learning and application and/or anticipated application related to the useof research to guide practice and program development.5. Self‐reflection/summary (3‐5 pages)Summarize the major learning you have had during the JMSW program. Identify specificstrengths you bring into your first paid practice experience. Identify area(s) where ongoinggrowth and development are needed. Indicate what 5 attachments you have included in yourmaterials and your rationale for those choices.*Note: Students should address their learning and growth in regard to values and ethics in the sectionson multicultural competence, direct practice, indirect practice, and research.AttachmentsStudents are to select 5 assignments or other related documents that were among their mostmeaningful learning assignments while in the program. These assignments do not have tocorrespond to any one section of the project. Students are cautioned that these attachmentsbecome part of the public record of the capstone projects. Therefore students need to make surethey are comfortable with the availability of the material and ensure that client confidentiality isprotected. It is not necessary for students to edit assignments based on feedback they hadreceived from their instructors.FORMATAs of the 2004‐05 academic year all Capstone Projects must be prepared and submitted to theirfield liaisons on a CD in a standard square plastic (jewel) case or sleeve and meet the followingrequirements.The CD must be labeled with: Student NameCapstone Project for (academic year)Field Liaison NameAll parts of the Capstone Project must be contained in one continuous file.The Capstone Project must contain the following sections in this order: A Title Page that indicates the name of the student, Capstone Project for (academicyear submitted), and Name of Field Liaison

Table of Contents, which lists each of the five sections of the Capstone withcorresponding pages that begin each section and a listing of the five attachments byassignment title with the beginning page number of each assignment. All pages of theCapstone Project should follow in chronological order.Each of the five major sections should be introduced with the title of the section on thetop of the first page. Separate title pages for each section are not to be used. The titlesused for each section must be as follows:1. Multicultural Competence2. Advanced Knowledge and Skills for Complex Direct Practice3. Advanced Knowledge and Skills for Indirect Practice4. Knowledge and Skills for Research and Evaluation5. Self‐Reflection/SummaryThe five attachments should each contain the title of each assignment on the first page.Students must submit clean copies of their five attachments since assignments containingfeedback from their instructors will not be on computer files, unless the student has theassignment scanned. If students choose to use an assignment as an attachment that they didnot save on a file then the student will be responsible for having the assignment scanned so thatit can then be copied to the file of their Capstone Project.Students need to remember that all Capstone Projects are considered public record and can beused by the JMSW Program as they deem appropriate. All JMSW students will be asked to signa statement indicating this understanding and must submit this form to their field liaison whenthey turn in their Capstone Project disk.

Multicultural CompetencePrepared by Dr. Jacalyn ClaesKnowledge & skills in multicultural competence (3‐5 pages)Reflect on significant personal and professional growth in multicultural competence duringyour two years in the program.Suggested Approaches (Choose one)I.Personal transformation‐Describe and discuss specific transformational experiences for you as a JMSW student in thearea of multicultural competenceII.1.Introduction: A brief discussion of the importance of multicultural competencein social work practice followed by a description of the content of this section.2.Think back to a time shortly before you entered the JMSW Program. Reflect onyour level of awareness of the prejudice(s) that you held, the stereotypes that youheld, and your own cultural identity.3.Describe specific growth while in the JMSW program. This may includeconsciousness‐raising moments which encouraged you to change your thinkingand behavior.4.Discuss how the above transformational events influenced you personally and inrelationships with colleagues and clients.5.Relate this learning to social work values and ethics6.Conclusion. How do you see yourself using this knowledge and skill in socialwork practice?Application of a modelDescribe one model or theory of racial identity or cultural competence practice and apply thismodel to a case in your field placement.1.Introduction. A brief discussion of the importance of multicultural competencein social work practice followed by a description of the content of this section.

2.Introduce and discuss the model or theory that you will use and indicate thecontribution of this model to social work practice3.Apply this model to a person or family with whom you worked in fieldplacement. Provide clear descriptions.4.Conclusion. Discuss how the use of this model improved your social workpractice with this individual or family. Speculate on how the use of this modelmight assist you after you graduate from the JMSW Program.

Direct Practice With Complex Cases, Incorporating A Strengths‐BasedEclectic Approach To PracticePrepared byProf. Susan Dennison, Dr. John Steele,& Dr. Betsy LindseyI.Introduction1.2.3.4.Educate your reader as to what is meant by direct social work practice within theJMSW curriculum model: working with complex problems and populations thatexperience severe, chronic, and persistent problems.Explain the strengths‐based and eclectic approach to social work practice andwhy these perspectives are important.Clarify for the reader the knowledge and skills required to engage in eclecticpractice , addressing specifically assessment, theory, and intervention.Explain how you will demonstrate that you have gained the requisite knowledgeand skills necessary to be a competent direct service practitioner.II.Demonstration of Knowledge and SkillsFaculty suggest you select one of two approaches to for demonstration of knowledge and skills:1.Select a single complex case in which you have used a strengths‐based eclecticapproach to your practice and provide the following information:a.b.c.d.e.f.g.ORBrief background on client and presenting problemAssessment of client’s strengths and needsRationale for why you consider this to be an example of complex directpracticeThe intervention approach(es) you chose to treat the problem and yourtheoretical rationale for that choice; for each approach you used:i.Briefly describe the intervention approachii.Explain your theoretical rationale for selecting that approach todeal with the specific client goal(s) which are the target(s) of theinterventioniii.Clearly describe how you applied the intervention to the case.Client outcomes in regard to presenting problem(s)Ethical issues involved in this caseWhat you learned from this case and how you see yourself using whatyou have learned about eclectic practice when you enter the field as aprofessional social worker.

2.III.Select multiple cases in which you used a variety of theoretical and interventionapproaches. Briefly cover the above topics in relation to each client, with a clearrationale for your choice of the approach in relation to your assessment of theclient’s strengths and needs.Conclusion1.2.How have you changed over the past two years as you have worked with clientsin direct practice?How are you now professionally, socially, and emotionally different in relation toassessment and treatment of clients than you were at the beginning of the JMSWprogram?

Some Theoretical Treatment Models That May Be Incorporated intoAn Eclectic Approach to Direct Social Work onaleTechniques Brief Treatment Self Esteem Difficulties Lack of response to moretraditional approaches Joining Exploring exceptions to theproblem Normalizing Compliments Formula interventions Miracle Question Formula 1st session task “Do something different” “Pay attention to how youovercome the urge to ”Task‐Centered Short‐term brief treatment Multiple presenting problems Client not motivated toaddress any one problem in‐depth Often client needs resourcesfrom several agencies Can be used as the basicframework for other approachesCognitive‐Behavioral Particularly effective fordepression, anxiety disorders,impulse control problems, socialskill difficulties, & self esteemissues. Ideal for clients who aremotivated to focus on theircognitive functioning & see theconnection to their behavioralresponses Steps to problem solving Resource referral Goal formulation & prioritizing Formulation of Specific Tasks forProblem Resolution Develop steps for theaccomplishment of each taskestablished Analyze and resolve obstacles Have client practice newbehaviors Thoughts Stopping Journal of self talk pattern Development of new self talk Help client identify thedysfunctional beliefs & patterns intheir thoughts and self talk Assist clients in rewardingthemselves as they develop& usenew self talk Have clients practice newthinking and self talk along withlogging behavioral responses as aresult

Crisis Intervention “Use in urgent crisissituations precipitated bystressful events, maturationalcrises, and acute transitionalsituations” (Hepworth &Larsen, 1993, p. 418)Time‐limitedFocuses on problems of livingrather than psychologyOriented to here and now Initial phaseRelieve emotional distressAssessment, including relevantcultural factors and supportsystemsContracting and planningTask implementationGuidelines associated with thetask‐centered approach apply,except practitioners are usuallymore active and directive, whilestill respecting client autonomyAnticipatory guidanceAnticipate future crises thatmight develop and plan effectivecoping strategiesThese four models are the basic models taught in the JMSW program to all students; studentsmay learn other models in their field practicum and area of practice classes and are free todescribe utilization of any models they have used.Modalities of TreatmentIndividual CounselingGroupMarital CounselingFamily TherapyCase ManagementSupport/MonitoringPair CounselingSibling Counseling

WorksheetEclectic, Strength‐based Approach to Direct PracticeInstructions: Fill in the table on two complex cases you have worked with in either internship. Try using cases where you had longercontact with the clients or had some extensive history.Brief Description of CaseTheoretical Approach Used and RationaleTechniques that were part of the approachand how you used them

Indirect PracticePrepared by Dr. Wayne MooreI.Introduction1.In first paragraph tell reader what encompasses or what is the thrust of indirectpractice and its importance to social work practice.2.Clarify what courses (required and elective) which support knowledge and skillsyou have gained, refined, or expanded in evaluating, studying, or engaging inindirect practice. Remember your required courses have been policy I &II,communities and organization course, administration and field internship.3.How has indirect practice influenced you, both as a professional social workpractitioner and as an informed citizen of your community? (Remember,community is now defined as local, organizational, state, nation, world)II.Demonstration of knowledge, skills, values of indirect practice. You may wish to choosefrom the following suggestions:1.You may have already selected a particular case or situation to discuss andelaborate in your complex direct and eclectic practice sections. Consider thisspin. Now take that same case and examine it carefully from an indirect practiceperspective. How has indirect practice influenced, dictated, guided, affected,determined, restricted or challenged you directly and indirectly in the actionsyou undertook in that case? Don’t forget social work values and ethics.2.Select a single incident—positive or negative—which occurred during your fieldinternship experience and do an analysis using an indirect practice perspective.If it turned out positive, what did you contribute and how can you explain whatoccurred? If the outcome was negative, what went wrong? Where, when, howand what should one be cautious about should it arise again? As a part of yourcritical analysis, reflect on what have you learned about indirect practice throughthis situation and how it fits into the overarching framework of indirect practice.Oh yes, don’t forget social work values and ethics.3.Describe and discuss specific knowledge and skills you learned in the policy,administration and community organization courses giving specific examplesand how you applied them. Application can be from your field experiences or asan involved community citizen. Yes, be consistent: what about social workvalues and ethics?

III.ConclusionDiscuss how you see yourself using what you have acquired about indirect practice in yourfuture roles as a direct practitioner, prospective supervisor, future administrator andcommunity participant on decision making and governing boards, committees, or institutions.

Examples of Indirect PracticePolicy is the domain through which all programs and services are created, implemented,funded and sustained. Remember your courses in policy, community organization,administration and field instruction. Please be sure to examine your learning contract—did anyof your learning activities address indirect practice?Policy manual and agency directivesOrientation—this is where it begins for new employees, staff & even studentsTable of organization—who’s who; the chain of commandAgency structureOverview of agency proceduresAccountabilityFundingDocumentation—the how, when, whereSupervision—chain of command and responsibilityPerformance appraisals and reviewsGrievances and appealsCode of ethics and conductLiabilityBenefitsAdministrationBoard of directors, executive officer, supervisorsRole and philosophyHow are employees utilized in management and maintenance of the agency?Employee input into decision‐making or governanceClient input into decision‐making or governanceCommittee structure—type, purpose, influenceGrants—enhance or restrict serviceBoard, Administrator, SupervisorsLeadership style, attitudesCommunicationDecision‐makingCrisis managementFiduciary responsibilityStaff developmentContinuing educational opportunities—what, where, who, howStaff training and developmentMeetings—when; informational vs. decisionRetreats—agency, administrative, professional, annualNewsletters, memos, e‐mails

Volunteers—utilization, training, evaluation, maintenanceProgram evaluationAgency services match agency missionAgency services match client needsServices changes to match trends and needs?Program auditsQuality assurance activitiesResearch and evaluation effortsServices grounded in theoretical frameworkServices deliver most effective, efficient and cost‐effective meansAgency focus of serviceReactive or proactive — Preventive or reactiveTraditional vs. innovative (services, hours, professionals)Therapeutic vs. non‐traditionalRural vs. urban vs. suburbiaProgram planning and actio

JMSW Capstone Assignment: Student Portfolio PURPOSE The purpose of this capstone assignment is to provide students an opportunity to: 1. demonstrate integration of theory and practice using the advanced generalist social work model, within a selected area of practice, and in accordance with the

Related Documents:

capstone powerpoint presentation Author: CapstoneProject.net Subject: Education Keywords: capstone powerpoint presentation, capstone presentation example, capstone presentation outline, capstone project powerpoint presentation

Student Guide to Capstone Project for students commencing Capstone Project in Spring Session 2017 Version 35.1 9 August 2017 Email: FEITCapstone@uts.edu.au Capstone webpage: uts.edu.au/capstone-project UTSOnlin

Engineering Capstone Festival 2019 4 5 Engineering Capstone Festival 2019 The Sixth NYU Abu Dhabi Engineering Capstone Festival showcased the Class of 2019’s year-long Capstone Projects and is a celebration of the completion of these projects. These were based on the culmination of ideas from their Junior year and hard work

GEOG 1303 World Regional Geography World Regional Geography Signature Assignment . Course Assignment Title Assignment ID (to be assigned) Outcomes/Rubrics to be Assessed by the Assignment Assignment Description For this assignment students must analyze an issue related to world regional geography. Students will research the issue using .

Student users submit papers to a Turnitin assignment from the Turnitin assignment inbox. To access the assignment inbox, first click on the relevant Turnitin assignment link from the homepage. A new window will open displaying the start, due date, and post date of the assignment. Click on the My Submissions tab to submit to the Turnitin assignment.

Capstone: Entrepreneurship Experience is a capstone experience at the secondary level. Capstone: An Entrepreneurship Experience would follow coursework in any career cluster and may precede enrollment in a postsecondary program.

Capstone Projects Using Arduino Platform Abstract Capstone courses play a crucial role in Computer Engineering curricula. The principle purpose of a Capstone project course is to offer a summative opportunity for graduating senior engineering students to apply their professional skills and knowledge in a single experience and

ANSI A300 Part 4 ( American National Standards Institute, Standard for Lightning protection Systems For Trees ) recommends designing the earth (ground) termination based on a visual inspection of the soil and its moisture content. This is not possible as water is an insulator not a conductor; it is the dissolved salts in the water that give it its conductive properties. These salts are not .