Learning Contract: BASW Generalist Practice for Field Placement
Case #1—Direct Practice Setting
A student will soon begin her BASW field placement at a community-based agency serving youth that have been victimized by crime. As part of her learning the supervisor has asked her to create and co-facilitate a support group at the local high school. The group will be held one time per week throughout the semester and this particular group is scheduled to begin in week five. The student will also be responsible for collaborating with the appropriate partners and learning how to access resources needed by the target population.
Although the student is excited about this opportunity she is deeply concerned because she has very little experience with group facilitation. Also, she is somewhat anxious about the sensitive nature of the group, as she has not worked with individuals victimized by crime.
Examples of possible learning activities to help the student enhance competencies needed to work with victims of violence and conduct group facilitation:
Competency 1: Demonstrate Ethical and Professional Behavior
1a. Familiarize self with NASW Code of Ethics particularly competencies 1.04 Competence, 1.05 Cultural Competence and Social Diversity, and 1.07 Privacy and Confidentiality.
1e. Meet with supervisor twice per week specifically in the first five weeks to consult about professional judgment and appropriate behavior when facilitating a support group for young people dealing with crime victimization.
Competency 2: Engage Diversity and Difference in Practice
2b and 2c. Use supervision and seminar class to discuss specific ways to manage personal biases toward individuals from backgrounds different than myself.
2a and 2b. Find three cases-based articles related to crime victims from diverse backgrounds to discuss during supervision and other staff meetings in an effort to enhance knowledge and increase personal understanding about the importance of differences.
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
3a. Interview three professionals from different agencies providing services to crime victims to better understand how social, economic, and environmental justice issues impact their client base.
3a. Attend one community-based diversity training to increase knowledge about best practices when advocating for a diverse population of crime victims and connect with professional services providers in the community.
3b. Create group guidelines that will help ensure a safe environment for all the young people attending the support group.
Competency 4: Engage in Practice-informed Research and Research-Informed Practice
4a. Read two articles that are theoretically based and provide suggestions for best practices indeveloping and conducting school-based support groups.
4b. Do a presentation to the team members with group facilitation experience about the articles focused on in competency 4a. Discuss my understanding of the theory, the methods and findings used in the study and how this information is relevant to for a social work student conducting support groups for high school students.
Competency 5: Engage in Policy Practice
5a. and 5b. Familiarize self with agency policies and guidelines for school based support groups as a way to increase knowledge about the agency’s role in advancing human rights and addressing environmental justice issues for crime victims.
Competency 6: Engage with Individuals, Families, Groups, Organization, and Communities
6a. Sit in on a minimum of four support groups to observe the facilitation style of each facilitator. Ask permission to practice the skill of empathy and reflection when it is appropriate to do. After the group is over process with facilitators to receive their feedback.
6a. Journal aboutmy perception of the concept of person-in-environment and how it is applicable to the young people attending the group. Discuss journal entries during supervision.
6b. Utilize seminar class specifically, during case study presentations, to practice the skills of empathy, reflection, and interpersonal skills with fellow classmates.
Competency 7: Assess Individuals, Families, Groups, Organizations and Communities
7a. Journal weekly about feelings, experiences, and lessons learnedwhile both creating and facilitating group. Process this information during supervision and in seminar class.
7c. Work with supervisor to develop goals and objectives for the high school based support group.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
8c. Collaborate with professionals from the high school (teachers, counselors, other community-based services based in the school) to understand their beliefs about the needs of the young people that will attend the group.
8d. Familiarize self with community resources specific to crime victims as a way to be prepared to advocate for additional services when needed.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
9a and 9b. Learn to use the agency measurement tools to appropriately evaluate the support group. Discuss outcomes during supervision.
9c. Process weekly with co-facilitator and supervisor to gain feedback about how well my group facilitations skills are developing.