social work assignment

Social Work Toolbox: 37 Questions, Assessments, & Resources

This may be because of its unlikely position, balanced between “the individual and society, the powerful and the excluded” (Davies, 2013, p. 3).

Social work is a unique profession because of its breadth and depth of engagement and the many governmental and private organizations with which it engages.

Not only does it help individuals and groups solve problems in psychosocial functioning, but it also attempts to support them in their life-enhancing goals and ultimately create a just society (Suppes & Wells, 2017).

This article provides a toolbox for social workers, with a selection of assessments and resources to support them in their role and career.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

6 best resources for social workers, top 17 questions to ask your clients, 2 assessments for your sessions, social work & domestic violence: 5 helpful resources, our 3 favorite podcasts on the topic, resources from positivepsychology.com, a take-home message.

Demanding professions require dedicated and supportive resources that transform social work theory into practice. The following worksheets and tools target some of the most challenging and essential areas of social work (Rogers, Whitaker, Edmondson, & Peach, 2020; Davies, 2013):

Emotional intelligence

“Understanding emotion arises from the combined consciousness of how we perceive emotions and use our intellect to make sense of them” (Rogers et al., 2020, p. 47).

For social workers, emotional intelligence is invaluable. They must develop and maintain awareness of both their own and their client’s feelings and use the insights to select appropriate interventions and communication strategies without becoming overwhelmed.

The Reflecting on Emotions in Social Work worksheet encourages social workers to stop and consider their feelings following an initial client visit.

In the worksheet, the social worker is guided to find some quiet time and space to reflect on:

• How do I feel about my initial visit?
• What are my thoughts regarding the purpose of the visit?
• How do I think I can proceed with developing a relationship with the client?
• How do I think the client feels about my visit?

Being self-aware is a crucial aspect of social work and will inform the ongoing relationship with the client.

Fostering empathy

Mirror neurons fire when we watch others performing an action or experiencing an emotion. They play a significant role in learning new skills and developing empathy for others’ experiences (Thomson, 2010).

Social workers must become more aware of service users’ experiences, as they can influence and affect the interaction with them.

Use the Fostering Empathy Reflectively worksheet to improve the understanding of your own and others’ emotions and increase the degree of empathy.

Observing others can make social workers more aware of human behavior and the emotions and thoughts underneath to increase their capacity for empathy.

Reflective cycle

Reflecting on situations encountered on the job can help social workers fully consider their own and their clients’ thoughts and feelings before drawing conclusions. Indeed, “successful reflection emphasizes the centrality of self-awareness and the capacity for analysis” (Rogers et al., 2020, p. 64).

Use the Reflective Cycle for Social Work to reflect on events, incidents, and behaviors in a structured and systematic way (modified from Gibbs, 1988).

Challenging social interactions

Good communication skills and confidence in social interactions are essential for social work. There will be times when you need assertiveness to challenge others to ensure the client’s needs are met (Rogers et al., 2020).

However, like all skills, social skills can be learned and maintained through education and practice.

The Preparing for Difficult Social Interactions worksheet considers how a situation or event may unfold through focusing on the essential issues.

Practice and role-play can help social workers prepare for a more successful social interaction and gain confidence in their coping abilities.

Motivational Interviewing in Social Work

“Change can become difficult for service users when they are ambivalent about the extent to which the change will be beneficial” (Davies, 2013, p. 451).

One method used by social workers to explore their clients’ intrinsic values and ambivalence is through motivational interviewing (MI). MI has four basic principles (modified from Davies, 2013):

• Expressing empathy Displaying a clear and genuine interest in the client’s needs, feelings, and perspective.
• Developing discrepancy Watching and listening for discrepancies between a client’s present behavior and values and future goals.
• Rolling with resistance Avoiding getting into arguments or pushing for change.
• Supporting self-efficacy Believing in the client’s capacity to change.

The Motivational Interviewing in Social Work worksheet uses the five stages of change to consider the client’s readiness for change and as input for selecting an appropriate intervention (Prochaska & DiClemente, 1986; Davies, 2013).

The client should be encouraged to create and implement a plan, including goals and details of the specific tasks required.

Respectful practices

Rogers et al. (2020) identified several fundamental values that social workers should be aware of and practice with their service users, families, and other organizations with which they engage. These include:

• Individuality
• Honesty and integrity

The Respectful Practices in Social Work worksheet encourages reflection on whether a social worker remains in touch with their values and the principles expected in their work.

Social workers should frequently think of recent examples of interactions with clients, families, and other organizations, and ask themselves (modified from Rogers et al., 2020):

• Were you polite, courteous, warm, and approachable?
• How well did you accept people with different beliefs and values from your own?
• Did you attempt to understand the person and their history?
• Were you professional, open, honest, and trustworthy?
• Did you treat each person equally, providing fair access to your time and resources?

A regular check-in to ensure high standards are being maintained and values remain clear will ensure the continued professionalism expected from a social worker.

The following questions provide practical examples; practitioners should tailor them according to timing and context and remain sensitive to the needs of all involved (Rogers et al., 2020; Suppes & Wells, 2017; Davies, 2013).

Open questions

Open questions encourage the respondent to reflect and respond with their feelings, thoughts, and personal experiences. For example:

• What is your view of what happened?
• What has it been like living with this issue?
• How could we work together to find a good solution?
• What are your greatest fears?

Closed questions

Typically, closed questions are used to find out personal details such as name and address, but they can also provide focus and clarity to confirm information. Closed questions are especially important when dealing with someone with cognitive impairment or who finds it difficult to speak up, and can lead to follow-up, open questions.

For example:

• How old are you?
• Are you in trouble?
• Are you scared?
• Do you need help?

Hypothetical questions

Hypothetical questions can be helpful when we need the service user to consider a potentially different future, one in which their problems have been resolved. Such questions can build hope and set goals. For example:

• Can you imagine how things would be if you did not live with the fear of violence?
• Where would you like to be in a few years after you leave school?
• Can you imagine what you would do if a similar situation were to happen again?

Strengths-based questions

“Focusing on strengths helps to move away from a preoccupation with risk and risk management” and builds strengths for a better future (Rogers et al., 2020, p. 243). Strengths-based questions in social work can be powerful tools for identifying the positives and adopting a solution-focused approach.

Examples include:

• Survival – How did you cope in the past?
• Support – Who helps you and gives you support and guidance?
• Esteem – How do you feel when you receive compliments?
• Perspective – What are your thoughts about the situation, issue, or problem?
• Change – What would you like to change, and how can I help?
• Meaning – What gives your life meaning?

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Interventions in social work are often described as having four stages: engagement, assessment, intervention, and evaluation (Suppes & Wells, 2017).

The assessment stage typically involves:

• Collecting, organizing, and interpreting data
• Assessing a client’s strengths and limitations
• Developing and agreeing on goals and objectives for interventions
• Selecting strategies appropriate to the intervention

Assessment is an ongoing process that typically focuses on risk. It begins with the referral and only ends when the intervention is complete or the case closed.

Assessment will need to be specific to the situation and the individuals involved, but it is likely to consider the following kinds of risks (Rogers et al., 2020; Bath and North East Somerset Council, 2017):

General risk assessment

Risk management does not remove risk, but rather reduces the likelihood or impact of problematic behavior. Risk assessments are performed to identify factors that may cause risky behavior or events (Davies, 2013).

Questions include:

• What has been happening?
• What is happening right now?
• What could happen?
• How likely is it that it will happen?
• How serious could it be?

The wording and detail of each will depend on the situation, client, and environment, guided by the social worker’s training and experience.

Assessment of risk to children

A child’s safety is of the utmost importance. As part of the assessment process, a complete understanding of actual or potential harm is vital, including (modified from Bath and North East Somerset Council, 2017):

• Has the child been harmed? Are they likely to be harmed?
• Is the child at immediate risk of harm and is their safety threatened?
• If harmed previously, to what extent or degree? Is there likely to be harm in the future?
• Has there been a detrimental impact on the child’s wellbeing? Is there likely to be in the future?
• Is there a parent or guardian able and motivated to protect the child from harm?

Social workers must use professional judgment to assess the level of risk and assure the child’s ongoing safety.

Assessment process – Oregon Department of Human Services

The figures related to domestic violence are shocking. There are 1.3 million women and 835,000 men in the United States alone who are physically assaulted by a close partner each year (NASW, n.d.).

The NASW offers valuable resources to help social workers recognize the signs of existing domestic violence, prevent future violence, and help victims, including:

• We can help end domestic violence – information on how the White Ribbon Day Campaign is raising awareness of domestic violence

SocialWorkersToolBox.com is another website with a vast range of free social work tools and resources. This UK-based website has a range of videos and educational toolkits, including:

• Exploring Healthy Relationships: Resource Pack for 14–16-Year-Olds
• Parents’ Guide: Youth Violence, Knife Crime, and Gangs
• Family Meetings: Parents’ Guide and Templates
• Preventing Bullying: A Guide for Parents

Many of the worksheets are helpful for sharing with parents, carers, and organizations.

Here are three insightful podcasts that discuss many of the issues facing social workers and social policymakers:

• NASW Social Work Talks Podcast The NASW podcast explores topics social workers care about and hosts experts in both theory and practice. The podcast covers broad subjects including racism, child welfare, burnout, and facing grief.
• The Social Work Podcast This fascinating podcast is another great place to hear from social workers and other experts in the field. The host and founder is Jonathan Singer, while Allan Barsky – a lecturer and researcher – is a frequent guest. Along with other guests, various issues affecting social workers and policymakers are discussed.
• Social Work Stories Podcast hosts and social workers Lis Murphy, Mim Fox, and Justin Stech guide listeners through  all aspects of social work and social welfare.

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Social workers should be well versed in a variety of theories, tools, and skills. We have plenty of resources to support experienced social workers and those new to the profession.

One valuable point of focus for social workers involves building strengths and its role in solution-focused therapy . Why not download our free strengths exercise pack and try out the powerful exercises contained within? Here are some examples:

• Strength Regulation By learning how to regulate their strengths, clients can be taught to use them more effectively.
• You at Your Best Strengths finding is a powerful way for social workers to increase service users’ awareness of their strengths.

Other free helpful resources for social workers include:

• Conflict Resolution Checklist Remove issues and factors causing or increasing conflict with this practical checklist .
• Assertive Communication Practicing assertive communication can be equally valuable for social workers and service users.

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

• Self-Contract

Commitment and self-belief can increase the likelihood of successful future behavioral change.

The idea is to commit yourself to making a positive and effective change by signing a statement of what you will do and when. For example:

I will do [goal] by [date].

• Cognitive Restructuring

While negative thoughts may not accurately reflect reality, they can increase the risk of unwelcome and harmful behavior.

This cognitive psychology tool helps people identify distorted and unhelpful thinking and find other ways of thinking:

• Step one – Identify automatic unhelpful thoughts that are causing distress.
• Step two – Evaluate the accuracy of these thoughts.
• Step three – Substitute them with fair, rational, and balanced thoughts.

Individuals can then reflect on how this more balanced and realistic style of thinking makes them feel.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

Society and policymakers increasingly rely on social workers to help solve individual and group issues involving psychosocial functioning. But beyond helping people survive when society lets them down, social workers support them through positive change toward meaningful goals.

Social workers must be well equipped with social, goal-setting, and communication skills underpinned by positive psychology theory and developed through practice to be successful.

Reflection is crucial. Professionals must analyze their own and others’ emotions, thinking, and behavior while continuously monitoring risk, particularly when vulnerable populations are involved.

The nature of social work is to engage with populations often at the edge of society, where support is either not provided or under-represented.

This article includes tools, worksheets, and other resources that support social workers as they engage with and help their clients. Try them out and tailor them as needed to help deliver positive and lasting change and a more just society.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Bath and North East Somerset Council. (2017, June). Risk assessment guidance . Retrieved November 17, 2021, from https://bathnes.proceduresonline.com/chapters/p_risk_assess.html
• Davies, M. (2013). The Blackwell companion to social work . Wiley Blackwell.
• Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods . Oxford Further Education Unit.
• National Association of Social Workers. (n.d.). Domestic violence media toolkit . Retrieved November 17, 2021, from https://www.socialworkers.org/News/1000-Experts/Media-Toolkits/Domestic-Violence
• Prochaska, J. O., & DiClemente, C. C. (1986). Toward a comprehensive model of change. In W. R. Miller & N. Heather (Eds.) Treating addictive behaviors: Processes of chang e. Springer.
• Rogers, M., Whitaker, D., Edmondson, D., & Peach, D. (2020). Developing skills & knowledge for social work practice . SAGE.
• Suppes, M. A., & Wells, M. A. (2017). The social work experience: An introduction to social work and social welfare . Pearson.
• Thomson, H. (2010, April 14). Empathetic mirror neurons found in humans at last . New Scientist. Retrieved November 16, 2021, from https://www.newscientist.com/article/mg20627565-600-empathetic-mirror-neurons-found-in-humans-at-last/

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What our readers think.

Thanks so much for including the Social Work Podcast in this article. One correction: Allan Barsky is a frequent guest, but Jonathan Singer is the founder and host.

Hi there Jonathan,

Thank you so much for bringing this to our attention! We are delighted that you are reading the blog as we are fans of your podcast as well.

We will adjust this right away so we can give credit where credit is due 🙂

Thanks for all that you do!

Kind regards, -Caroline | Community Manager

Petra, it does not hurt to see this information again. Some social workers are new at their jobs and can always benefit from hearing this info repeated. If you want to hear from social workers only, then encourage your peers and or colleagues to write this stuff from their perspective.

This article is demeaning and patronsing! As social workers – we have done our (at least) 4 years at uni and this stuff is social work 101. As psychologists – I find you often think you know best and can “tell” other professionals how to do their jobs. So – if you want to write something to social workers – get a social worker to write it! Petra van Vliet – proud and loud social worker

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Writing Guide

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries. Social work programs prepare students for these tasks through writing assignments such as research papers and essays. To prepare for these writing assignments, students should have a basic understanding of grammar, punctuation, citation styles, and essay formats before entering a social work program.

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries.

Social workers handle vital information, which makes the ability to communicate clearly in writing a crucial skill. For example, a child welfare worker gathers information concerning the wellbeing of a child. If the phrasing in the related case report is too complicated, the professional may overlook safety details, which could endanger the child. Additionally, concise wording is important. Wordy documents can take excessive amounts of time to read, which could prevent social workers from considering other cases on a suitable schedule. To master the social work writing style, students should learn to provide necessary information succinctly.

Social work programs may begin assessing writing abilities during the application process through personal statements, so applicants should polish their writing skills before applying.

Featured Programs in Social Work

Types of writing social workers will do in school, personal statements.

Many applications require a personal statement that provides in-depth information highlighting the candidate’s qualifications and positive traits. Whereas a resume may briefly reference a volunteer opportunity at an organization, a personal statement could describe lessons learned while volunteering or elaborate on personal contributions that benefited the organization.

Schools examine these qualifications while reviewing statements, but they also consider the statements as social work writing samples and evaluate each applicant’s writing skills. For this reason, candidates should proofread these documents and include the standard introduction, body paragraphs, and conclusion. By following these practices, applicants demonstrate their understanding of college-level writing concepts.

Applicants should focus on strengths and experiences related to social work and avoid vague statements and cliches. Instead of noting their lifelong passion for the field, a student could address a single incident that sparked interest in social work. The school may provide a prompt on which applicants should base their statements. These prompts may involve career goals or ambitions in the social work field.

If the school lists personal statements as optional, applicants should consider submitting a statement to demonstrate their work ethic. However, if the school makes no mention of personal statements, students should refrain from submitting one, given the amount of application materials each school must review each year.

Social work courses may include essay examinations during which learners must answer questions in a limited time frame. Students rarely see the questions in advance. To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments. Study groups may also be beneficial.

To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments.

During the exam, students should begin by outlining the thesis and supporting evidence. This outline guides the student through the writing process and ensures the response remains on-track. These assessments often require three main supporting points, so students may include five paragraphs within these outlines: the introduction, three body paragraphs, and the conclusion.

Learners should also use time-management techniques during these assessments. Students may allot a certain amount of time for each paragraph, plus time to proofread. Using this strategy, students can write and polish each paragraph.

Candidates should carefully answer the assigned question, ensuring they read the question correctly. A single word can alter the prompt’s meaning. For example, an essay explaining how an event happened is different than one detailing why the event happened.

Research Papers

Whereas an essay may include personal opinions, a research paper focuses on facts. For example, an essay discussing a novel could include the student’s thoughts about the work. A research paper would use scholarly evidence to examine aspects of the novel, such as themes, characters, and historical significance.

Essays and research papers also differ in length. An essay may require only five paragraphs. A research paper, however, may be 10 pages or longer.

Students in social work courses can research topics such as drug or alcohol issues, government policies, child welfare, community involvement, and mental wellness. Social work research papers often include sections for methodology, literature, and research results, as well as an abstract and a reference list that fulfills APA requirements.

Students should use a variety of primary and secondary sources when writing research papers. Citing multiple sources reinforces the student’s claims. However, students should refrain from relying too heavily on quoted material; excessive quotations implies the writer does not understand the topic well enough to paraphrase the source information.

Learners may also submit papers to tutoring services before submitting to reduce the chances of spelling, grammar, and punctuation errors.

How Do You Write an Essay?

Social work programs may require various writing assignments to prepare students to complete professional writing for social work practice. Each form of academic writing serves a distinct purpose, and an understanding of various writing styles provides a foundation to help students during these assignments.

Narrative papers often depict personal experiences, such as memorable vacations or first attempts at hobbies. Narrative works also include opinion pieces, such as book reports. When writing a narrative essay, students should have a clear focus.

Expository writing explores a specific topic and requires the writer to carefully examine the topic. The facts presented in an expository piece can come from research or, if the assignment’s structure limits research time, through means such as logic or an example. Cause and effect pieces, compare and contrast works, and process descriptions may all qualify as expository writing if they are meant to present information. All expository pieces should include a thesis and logical transitions.

Persuasive writing requires students to take a stance on a topic and to support that stance with evidence. Research is crucial to persuasive writing, and students should incorporate multiple sources to support their thesis. Additionally, writers should present countering opinions and prove the instability of opposing viewpoints through facts, logic, and examples. Ultimately, persuasive writing should convince readers that the writer’s position is the accurate stance on the topic.

Comparative

These assignments require students to compare two or more similar concepts, such as political positions, marketing plans, or fictional themes. Professors may assign topics or allow students to select their own. Before writing, learners should brainstorm similarities and organize them into body paragraphs. For instance, a student comparing two artistic pieces may construct paragraphs about color, medium, and setting.

Cause and Effect

This type of paper explains a presumed cause for a specific occurrence. For example, a student may claim that limited health insurance options lead to untreated illnesses in the United States. With this topic, the student could divide supporting evidence into separate paragraphs, such as the cost of health insurance, the benefits of health insurance, and the process of finding insurance information. Using this strategy, the writer covers various health insurance problems to verify the paper’s main point.

Citations Guide for Social Work Students

Using source information without proper citation leads to plagiarism, the act of claiming a source’s ideas without giving the source due credit. Consequences for plagiarism can include failing assignments, failing courses, being expelled from school, and enduring a lawsuit. Since departments require different citation styles, degree candidates should ensure they use the proper citation format for each assignment.

American Psychological Association (APA) Style

APA format was established in 1929 to create a common format for writing. These guidelines allowed writers to more easily interpret one another’s findings. Professionals in fields including psychology, criminology, and business use APA style.

APA format requires specific headers, page numbers, a cover page, an abstract, divided sections, and a reference list. APA in-text citations specify the author’s last name, the year of publication, and the page number. Students may substitute these details for the work’s title, “n.d.” (“no date”), and a paragraph number or section title, respectively, if the primary information is not available.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons & Hatfield, 2016, p. 23).

Chicago Manual of Style (CMS)

In 1906, the Chicago University Press established this citation style, which professionals in fields including history and philosophy employ today. Students following Chicago style may use in-text citations but often use footnotes or endnotes instead. Chicago style also requires a specifically structured cover page, page numbers, and a bibliography.

Footnotes and endnotes resemble bibliography entries but have different punctuation. In a bibliography, students use periods to separate a book’s publisher, publication place, and publication year. In footnotes and endnotes, this information is in parentheses. Additionally, endnotes and footnotes should include page numbers.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 2016, 23).

Modern Language Association (MLA) Format

Established in 1883, the Modern Language Association supplies guidelines that many English, literature, and communication departments adopt.

MLA format includes a works cited page at the end of the document and specific page headers and numbers in the upper right-hand corner of each page. Basic assignment information, such as the student’s name, the date, and the course title, appears in the upper left-hand corner of the first page. MLA does not require a cover page, which separates this format from other styles. MLA in-text citations include the author’s last name and the page number.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 23).

Associated Press (AP) Style

This style, established in 1977, covers wording, organization, and source documentation. Journalists and news reporters often use this format.

AP style uses brief paragraphs and concise sentences to quicken the pace of the writing. The style requires writers to abbreviate certain words, use a person’s first name only on the initial mention, and eliminate titles. Writers should also replace vague words with more specific options.

Instead of using parenthetical citations, writers can reference the sources in dialogue format. This detail and the lack of reference list are AP style’s distinct elements.

The company decided that the new marketing policy was “their best idea in 20 years,” according to Simmons and Hatfield.

The Best Writing Style for Social Work Majors

Most types of writing in social work require learners and professionals to use APA format. This style is ideal for social work professionals, who often work with documents containing vital information. When dealing with these types of documents, clear details and concise wording are essential. The rigidness of APA style helps writers provide an organized overview of the document’s topic.

Common Writing Mistakes Students Make

Active vs. passive voice.

When writing in active voice, writers state the doer of the action before the sentence’s verb. An example of an active construction would be, “He wrote the book.” Passive voice places the object of the action prior to the verb: “The book was written by him.” Though the information remains the same, active voice states the message more concisely.

Passive voice is a style error, not a grammar issue, and can even be useful in certain situations. Writers may use passive voice when the noun or pronoun undergoing the action supplies the sentence’s emphasis, such as in the following sentence: “The U.S. was founded in 1776.” Because passive voice serves certain purposes and has no technical grammar flaws, using unnecessary passive constructions is a common error.

In most cases, students should choose active voice for concision and clarity. Consider the sentence, “The food was enjoyed.” The reader cannot tell who enjoyed the food, whereas an active sentence with an equal number of words answers this question: “Jane enjoyed the food.”

Punctuation

Punctuation marks include periods, commas, semicolons, dashes, and quotation marks, and confusing their purposes may lead to flawed sentence structures. For example, a semicolon joins two independent clauses, or phrases that can stand alone: “The dog barked; it was loud.” Using a comma in this situation constitutes a grammatical error called a comma splice: “The dog barked, it was loud.”

Punctuation missteps can also alter meaning. In the sentence, “Please stop, David,” the comma before the name directs David to stop. “Please stop David,” on the other hand, would instruct an unknown person to stop David from performing a task.

Writers may confuse colons and semicolons. Colons indicate a pause before an emphasized idea, such as in the sentence,”She knew where to drive: Montana.” The colon places importance on the destination, Montana. Semicolons, on the other hand, may separate nested lists, as in the following sentence.

“The attendants choose between hiking, swimming, and basketball; running, yoga, and tennis; or weightlifting, bicycling, and baseball.”

Writers should become familiar with punctuation rules to craft accurate and clear sentences.

Grammar refers to language rules for phrasing and wording, including concepts such as verb tense and noun-pronoun agreement. Students may struggle with grammatical details, since the language includes irregularities that alter guidelines. For example, constructing past tense verbs often involves adding “d” or “ed.” However, irregular verbs use different formats; the past tense of “eat” is “ate,” and the past tense of “go” is “went.”

Writers may also struggle with homophones, which sound similar but have distinct meanings. Commonly confused homophones are “there,” “their,” and “they’re,” which indicates a place, shows possession, and is a contraction for “they are,” respectively. To avoid grammatical mistakes, learners should thoroughly study the language’s structure.

Writing Resources for Social Work Students

• Paradigm Online Writing Assistant This website guides learners through various stages of the writing process, including topic selection, revisions, and idea organization. Additionally, students may find information on different types of writing, such as argumentative works and informal pieces.
• Write Content Solutions This website provides tips on grammar, punctuation, and sentence structure and assists students with researching and citing sources. Students can improve their writing skills using practice worksheets available through the website.
• Purdue Online Writing Lab The Purdue OWL offers information on the writing process and assists applicants to undergraduate and graduate programs. Students can explore MLA, APA, AP, and Chicago formats through the writing lab.
• Writer’s Digest This website provides articles on creating pieces in specific genres, for individuals with particular levels of writing expertise. Topics include homophones and time management. The website also provides information about writing conferences and publications.
• TutorMe This website assists students struggling with essay structure or citation format. Tutors may help learners polish their writing through grammar and punctuation checks and general proofreading.

Take the next step toward your future in social work.

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SCWK 4333: Social Work Practice I

Assignments.

• Getting Started
• Journal Databases
• Books and Journals
• Government Publications and Reports
• InterLibrary Loan
• Citing Your Sources
• Academic Integrity at UofA

Component #3 Client engagement and bio-psycho-social assessment

• This is the first of a two-part assignment.
• Discussion of client engagement for this individual, including strategies you may use, potential power differences that may exist, and any personal issues that may arise for you in working with such an individual.
• Discussion of this individual, considering the bio-psycho-social assessment framework. This will include areas of client need, client strengths, all dimensions of the bio-psycho-social framework, and additional information you would need about the client’s situation to complete a comprehensive assessment.
• Review of relevant evidence regarding individuals like your character. You will be required to find and discuss two sources that describe characteristics of a population which the client is a member of and two sources that discuss services or interventions for the population.
• Short stories to choose from
• Detailed instructions and requirements
• Grading rubric
• Note: we will also all read one additional short story and use it as an example during class discussions to highlight 1) issues of engagement, assessment and planning in general and 2) the requirements of the assignment.  

Component #4 Client planning and evaluation

• This is the second part of the assignment using the short stories.
• An intervention plan including client goals, measurable objectives and specific interventions/actions.
• A discussion of why you would propose such a plan to this individual.
• A discussion of how you would evaluate the intervention(s), identify how termination should occur, and discuss any recommended follow-up plan.

Component #5: Memo and referral

• A professional internal memo regarding a hypothetical client.
• A professional external referral regarding a hypothetical client.
• Note: for these you may continue to use the character from your short story or just make up a client and situation.
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Fieldwork in Social Work pp 55–72 Cite as

Field Assignments and Duties in Social Work Field Practice

• M. Rezaul Islam   ORCID: orcid.org/0000-0002-2217-7507 2  
• First Online: 22 March 2024

The chapter discusses the intricacies of fieldwork assignments, a pivotal aspect of social work education. It offers an exploration of the diverse array of assignments students may encounter during their fieldwork experiences, providing a comprehensive understanding of the scope and breadth of their responsibilities. The chapter emphasizes the importance of defining roles and responsibilities within these assignments, ensuring that students are well-prepared to navigate their roles effectively. Through this chapter, social work students gain insights into the dynamic nature of their fieldwork roles and the significance of clear expectations in fulfilling their duties.

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Rowe, W. S. (2017). Client-centered theory and the person centered approach: Values-based, evidence-supported (pp. 34–53). Social Work Treatment: Interlocking Theoretical Approaches.

Royse, D., Dhooper, S. S., & Rompf, E. L. (2016). Field instruction: A guide for social work students . Waveland Press.

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Institute of Social Welfare and Research, University of Dhaka, Dhaka, Bangladesh

M. Rezaul Islam

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Review Questions

What are the key foundational principles of field assignments in social work practice?

How do roles and responsibilities in fieldwork contribute to client-centered approaches?

Why is effective fieldwork documentation crucial, and what ethical standards should be followed?

How can ethical challenges in field practice be navigated, considering ethical principles?

In what ways does supervision contribute to the professional development of social work practitioners?

Why is adaptability essential in responding to dynamic situations during field assignments?

Multiple Choice Questions

What is the primary purpose of effective fieldwork documentation?

To meet bureaucratic requirements

To ensure client-centered approaches

To avoid ethical considerations

To impress supervisors

How does adaptability contribute to successful field assignments?

By sticking to predetermined plans

By resisting changes in the field

By responding to dynamic situations

By avoiding client feedback

What role does supervision play in the fieldwork experience?

It hinders professional development

It provides constructive feedback

It is unnecessary for experienced practitioners

It adds bureaucratic layers

Why is understanding cultural sensitivity crucial in field practice?

To enforce a single cultural perspective

To undermine diversity

To tailor interventions to client needs

To avoid client communication

Which statement best describes the importance of ethical considerations in fieldwork?

Ethical considerations are optional

They are only relevant in crisis situations

They guide professional conduct and decision-making

Ethical principles hinder effective interventions

What is the main goal of client-centered approaches in field assignments?

To tailor interventions to meet client needs

To prioritize the social worker's preferences

To streamline bureaucratic processes

To enforce predetermined plans

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© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Islam, M.R. (2024). Field Assignments and Duties in Social Work Field Practice. In: Fieldwork in Social Work. Springer, Cham. https://doi.org/10.1007/978-3-031-56683-7_4

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DOI : https://doi.org/10.1007/978-3-031-56683-7_4

Published : 22 March 2024

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-56682-0

Online ISBN : 978-3-031-56683-7

eBook Packages : Social Sciences

Reading and Case Study Analysis for Social Work

Professor betty kramer, social work 821.

The purpose of this initial assignment is to demonstrate your understanding of the readings and your ability to apply course content to the mental health challenges faced by an elder and their family.

Instructions:

• Review lecture notes from Week 1 and all required readings for Week 1 and Week 2.
• Read the attached case study.
• Preliminary Assessment (Suspicions): Given what Vanessa shares with you, what might you initially suspect is causing her mother’s symptoms and why?  Be specific and provide and cite evidence from the reading to support your preliminary assessment.
• Engagement & the Clinical Interview: You will need to do a home visit to initiate the assessment.  What will you do in advance to prepare for the interview? How will you approach Mrs. Johnson?  What will want to accomplish during this home visit?
• Please list the various domains that you believe will be important to investigate as part of the assessment to determine the cause of Mrs. Johnson’s symptoms and the most appropriate care plan. Be sure to list the mental status tests and medical tests that you feel should be completed (see Ch. 4 McKinnis, 2009; Ch. 6 in Zarit & Zarit).  [Note: it is acceptable to provide bulleted list of points in response to these particular questions]
• Describe how that data will be collected (and by whom)?
• Provide a brief rationale for the assessment domains that will be included.
• Possible Recommendations: Assuming your preliminary assessment turns out to be correct, name 2-3 primary recommendations that you might make to Mrs. Johnson and her family? 
• Submit paper to Learn@UW dropobox by 9:00 a.m. before week 2 of class.

Daughter Requests Case Manager Consultation for her mother: Mrs. Johnson

Mrs. Johnson (Mrs. J.) is a 78-year-old, African American woman who lives in a small Midwestern city. About a year ago, her husband died suddenly of a stroke, leaving Mrs. J. to live alone in her home of 52 years. It was the home where she had raised her three children, all of whom graduated from college, have professional careers, and now live in other parts of the state. Her family is a source of pride, and her home has numerous pictures of her children and grandchildren.

About 3 months ago, Mrs. J.’s oldest daughter, Vanessa, got a call from one of the neighbors. Vanessa lives a 4-hour drive from her mother—a drive that can often be longer in bad weather. The neighbor stated that Mrs. J. had walked to the neighborhood store in her pajamas and slippers. Because Mrs. J. has lived in the community for several years, people have been watching out for her since her husband died, and someone gave her a ride back home. Mrs. J. doesn’t drive, and the temperature was fairly chilly that day.

As a result of the call, Vanessa went to Mrs. J.’s home for a visit. Although she and her siblings had been calling Mrs. J. regularly, no one had been to the family home in about 7 months. Vanessa was shocked at what she saw. Mrs. J. had been a cook in a school cafeteria earlier in life and always kept her own kitchen spotless. But now the house was in disarray with several dirty pots and pans scattered throughout different rooms. In addition, odd things were in the refrigerator such as a light bulb and several pieces of mail. Many of the food products were out of date, and there was a foul smell in the kitchen. Trash covered the counters and floor.

Vanessa contacted her siblings to ask them if their mother had told any of them that she wasn’t feeling well. Her brother, Anthony, remarked that their mother would often talk about Mr. J. in the present tense—but he thought that it was just her grief about his death. The younger brother, Darius, reported that his wife was typically the one who called their mother—about once a month. He didn’t know if there had been any problems—his wife never said anything about it to him. Vanessa also contacted the pastor of her church, Rev. M. He stated that Mrs. J. had been walking to church on Sundays, as usual, but he did notice that she left early a few times and other times seemed to come to service late. But like the brother, Anthony, he thought that this behavior was probably a grief reaction to the loss of her husband.

A final shock to Vanessa was when she went through her mother’s mail. There were several overdue bills and one urgent notice that the electricity was going to be cut off if the balance wasn’t paid. She owed several hundred dollars in past due heating, electric, and telephone bills.

Vanessa contacted her mother’s primary care physician (Dr. P.) who said that he had last seen Mrs. J. for her regular checkup 6 months earlier and that she had missed her last appointment a week ago. Dr. P. said that her staff had called to make another appointment but that her mother hadn’t called them back yet.  Mrs. J. is being treated with medication for arthritis, hypertension, and gastroesophogeal reflux (GERD). Her weight was stable, and her only complaint was some difficulty staying asleep at night. Dr. P. reported that her mother’s mood was sad but had improved some in the month before the last visit. The doctor asked about memory and concentration, but her mother denied having any problems with memory. Imagine that you a case manager at the local Senior Coalition.  Vanessa is calling you to seek advice about what to do. She would like you to do an assessment to help her determine what is wrong and how she can best help her mother.

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Learning contract and evaluation activities

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[email protected]

The School of Social Work currently is exploring and developing frameworks and applications of a trauma-informed and human rights (TI-HR) perspective across all levels of social work practice.

Trauma-Informed and Human Rights Perspective Activities

Please select a student type and learning objective to see a list of related Field Education activities. Activities relevant to a [TI-HR] perspective are labeled as such.

Student Type

• 8/21/18 Advanced Year
• 8/21/18 Foundation Year

Email us at [email protected]

Sample Learning Contract Projects for In-person or Remote Field Learning

These assignments can be useful adjuncts to in-person fieldwork as well as for when a disruption or stoppage in fieldwork occurs related to a public health issue or other event. They should be incorporated into student learning contracts and connected to relevant competencies.  

Examples include the following:

• Development of agency trainings on topics of self-care, ethics, etc.
• Development of curricula for groups or workshops on things like life skills, grief, trauma, intimate partner violence, etc.
• Development of written materials, such as handouts, flyers or brochures, for service recipients or wider community on topics such as voting rights, informed consent, etc.
• Agency-specific policy review with written recommendations on topics such as safety, use of social mediate, utilization of technology, etc. 
• Legislative policy review paper on laws and policies impacting the population students work with (ex- Indian Child Welfare Act, Emergency Mental Health Holds, Homeless Camping Ban, etc.) and provide a synopsis of key takeaways or prepare advocacy materials (letter to editor, develop key talking points, etc.)  
• Literature review on field-specific topics, i.e. effectiveness of an intervention, how interruption of services impacts mental health or economic stability, etc.
• Grant work, including researching potential funding opportunities and/or preparing specific sections of a proposal. 
• Community networking and Resource development, i.e. teleconferencing with various service providers, participating in resource mapping, and develop a list of resources for clients with services offered, referral process, etc. 
• Completing on-line trainings and providing a certification of completion and/or a written reflection paper.
• Engaging in volunteer work related to population served, or in response to community crisis and providing a written reflection paper. 

Assignments

Creating a virtual social work office: an innovative way to engage clients (5-10 hours).

Social workers are finding new and creative ways to engage clients in the pandemic. One way is through creating a virtual office. Clients can "visit," see helpful resources and activities, and schedule appointments. In this activity, students will enhance their technology skills and create a product that will help them engage with clients at their field agency. To participate, you can:

• View this presentation
• View Bitmoji Classroom Tutorial [19:12 min YouTube video]
• Create a virtual office using the instructions in the presentation
• Send out links and instructions for the virtual office to stakeholders at your field site

Watch Creating a Virtual Social Work Office: An Innovative Way to Engage Clients [10:02 min]

To cite: Shanahan, M. & Lynch, M. (2020). Creating a Virtual Social Work Office: An Innovative Way to Engage Clients. Retrieved from  http://socialwork.buffalo.edu/field-educators-liaisons/field-educator-resources/orientation-and-training-new/learning-contracts-and-performance-evaluations/learning-contract-evaluation-activity-search.html .

Self-Care Assignment (4-5 Hours)

Self-care is an important component of social work practice (and life in general), especially in times of stress. While many of you will have already seen some of these resources, and certainly given thought to your personal self-care, it is important to regularly re-visit our self-care plans and activities. We are in a time of unprecedented uncertainty and we want to encourage and ensure that students are taking care of themselves in positive and healthy ways. For this assignment, we want to students to spend around five hours engaging in the study of self-care, and developing a personal plan for yourself.

Review the following:

• Self-Care for Social Workers During the Coronavirus Pandemic (NASW Podcast)
• Six Domains of Self-Care: Attending to the Whole Person (Butler, et al. 2019)
• Kristin Neff: The Three Components of Self-Compassion (Youtube video)
• UBSSW Self-Care Starter Kit
• Kristin Neff: The Three Componentsof Self-Compassion (Youtube video)

Field Podcast Assignment (35-40 Hours)

This assignment can be done individually or with a partner. The purpose of this assignment is to help students learn about assessment, evaluation, and/or intervention skills while also learning about technology tools and resources that will help them be informed about social work practice. In this assignment you will also demonstrate your ability to present yourself in a professional manner, self-awareness, and ability to engage in critical peer consultation.

An audio podcast is a digital audio file made available on the Internet for downloading to a portable media player, computer, or other device. The content of a podcast can inspire, inform, or entertain an audience. An audio format can be used as a way to capture people’s attention and direct their concern to the topic you cover in ways that you cannot do in writing. You will save your audio file in an mp3 or mp4 format, which is the default for most recording devices.

Before you record, edit, and upload your podcast, you will:

• Listen to a podcast and rate it using the attached rubric
• Review attached material about storytelling best practices and audio technology
• Review YouTube videos related to creating podcasts
• Listen to a podcast that is similar to the type of podcast you will create
• Choose a topic, audience, and interview or discussion guide for your podcast. Draft your narrative: what’s the story you want to tell? What do you imagine will flow from this story? What will listeners want to know about your topic? How will you elicit or develop this information?

For your podcast - your podcast should focus on a topic that is relevant to your field agency, the podcast can then be shared with your field site to use as a resource. For example, if you are placed in a school, any topic about education and/or children and youth would be relevant. You could also highlight how your agency is adapting to the changes and stresses associated with the Corona Virus pandemic.

The podcast assignment has three parts:

1. Create a podcast between 15-20 minutes in length, including intro. 

• The intro should be 1-4 minutes and identify you (name and your role as a social work student), and any other people, include the date of the recording, and explain what is talked about during the podcast. It should also mention any distractions (that can’t be edited out) that happen during the podcast. You might also discuss background or relevance of the topic to social work, and what audience might benefit from listening. For best results, this should be created after the podcast is recorded.
• If you are conducting an interview, questions should help weave a story. If you are not interviewing, your narrative should still help weave a story. See story arc presentation handout.
• The podcast should end with a thank you (if interview) or other clear ending (where to find more information on the topic, etc.)
• The interview should be edited to cut distractions where possible, pauses, and add a very short (a few sec) intro/exit music or other appropriate sounds that enhance the recording.
• If you have external references, mention the website/article/etc as “show notes” which will be posted alongside your podcast if shared widely.

2. Have a peer review your podcast using the attached rubric. After the review, you may choose to re-record or edit any part of the podcast to address changes. Complete the reflection portion of your assignment. Your reflection should answer these questions: (a) what did it take to create your podcast; (b) what did you learn from creating the podcast, about technology and your topic; (c) how is podcasting similar and different to writing a paper on the topic; (d) how will you use podcasts in the future; (e) if you worked with a partner, describe how you divided the work and who did what.

3. Complete a short survey about this assignment. This survey is worth one hour of field time. You will upload the last page of the survey (confirmation of submission) to receive the extra credit. Your answers to the survey will not impact your grade, but will be used to improve the assignment in the future, and the information will also be anonymized and used for research if you give consent. The survey will ask you about your learning and strengths/weaknesses of this assignment.

Complete a reflection paper that covers: (a) what did it take to create your podcast; (b) what did you learn from creating the podcast, about technology and your topic; (c) how is podcasting similar and different to writing a paper on the topic; (d) how will you use podcasts in the future; (e) if you worked with a partner, describe how you divided the work and who did what.

Consider sharing your podcast with the Field Team at [email protected] and/or via social media. For example, your podcast can be published with accompanying text via Wordpress or other blogging site, and a link to your post can be shared on Twitter or other platform using the hashtag #UBSSW. 

• Digital Storytelling: Tools, Techniques, and Traditions (Sage et al., 2020)
• Three files posted below, Podcasting for Social Work, Consent Form, and Rubric and Checklist

Cultural Humility Assignment (9-15 Hours)

The online version of this module, Conversations About Culture: Video and Lesson Plan, can be found on this website .

The content is designed to facilitate skills for effective cross cultural communication and collaboration. The very important concept of cultural humility is a central focus. Cultural humility entails acknowledging difference, and positioning ourselves as people interested in learning and understanding. Cultural humility is particularly relevant to a trauma-informed, human-rights-based approach to social work practice; it underscores the dignity and value of the individual and empowers the client as expert in their experience.

Because the process of self-reflection is so important for the development of cultural humility, sample reflection exercises are provided. Learning objectives include the following:

• Define the concept of cultural humility;
• Discuss the difference between cultural competence and cultural humility;
• Highlight the role cultural humility plays in social work practice;
• Explore the dynamics of difference;
• Reflect on the knowledge, skills, and attitudes which are associated with becoming culturally self-aware and valuing diversity;
• Increase awareness of unconscious cultural stereotypes, and the impact of these on service recipients.
• Introduction Video - This video defines the concept of cultural humility and highlights related components. Cultural humility is defined as an ongoing process of self- reflection and self-critique. It entails working collaboratively with clients, and embracing difference. Students, faculty and practitioners reflect on the role of cultural humility in their work and share their insights.
• Cultural Humility: People, Principles and Practice s Video
• Standards and Indicators for Cultural Competence (NASW)
• Retrieve from UB Libraries: Fisher-Borne, Jessie Montana Cain & Suzanne L. Martin (2015). From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence, Social Work Education, 34:2, 165-181, DOI: 10.1080/02615479.2014.977244
• Optional Additional Readings and Videos

Technology in a Pandemic Assignment (4-5 Hours)

The use of technology, both personally and professionally has profound impacts on our lives and our work. Recently, CSWE and NASW have put out standards for the ethical use of technology and making tech proficiency a critical component of social work education. This assignment allows students to explore various uses of technology and their implications for practice and self-care.

• Listen to the following podcast: New York Times: Alone Together podcast (7 minutes)
• Review at least 4 blog posts on Laurel Hitchcock’s Social Work Technology Blog
• Read: The Tech That Could Be Our Best Hope for Fighting Covid-19—and Future Outbreaks
• Watch: How Technology is Being Utilized to Mitigate the Covid-19 Virus
• What ways are you using technology for self care and to stay connected to peers?
• How have you been using technology in your field placement? Do you have any new or innovative ideas of ways that technology can be implemented in your field placement?
• How can technology be used in social work to improve practice?
• Do new technology (social media) pose any unique risks or threats in an environment that the Covid-19 pandemic?

Training or Volunteer Participation Reflection Assignment

This sample reflection paper assignment can be used in conjunction with training, volunteer or other activities assigned by the Field Educator. 

Write a Reflection Paper (at least 3-5 pages) on the training you attended, responding to the prompts below, and addressing where possible connections to competencies 1-9. 

Submission instructions: Students can submit their reflections, noting number of completed training hours plus time spent completing this reflection, directly to their Field Educator. 

(1-2 Pages) Respond to the following prompts

• What I learned
• What I would do differently
• My thoughts going forward

(1-2 Pages) Next, consider any connections to the nine Social Work competencies.

• Competency 1: Demonstrate Ethical and Professional Behavior
• Competency 2: Engage Diversity and Difference in Practice
• Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
• Competency 4: Engage In Practice-informed Research and Research-informed Practice
• Competency 5: Engage in Policy Practice
• Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
• Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
• Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
• Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Social Work

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• SWK 237 Field of Practice Assignment
• SWK 446 Library Assignment
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Field of Practice Assignment - Resources Available on Social Work Research Guide

1) Books - Book Search --- Follow steps provided to search OneSearch's Advanced Search to find electronic books for Social Work fields of practice --- See Searching Tips on the right-side of the page for instructions for searching for books by Subject .  A list of Subject Terms for common subjects in Social Work are provided as a starting point. 2) Encyclopedia of Social Work - Published by the National Association of Social Workers Press (NASW) and Oxford University Press.  This resource provides information on fields of practice, policy issues, and important people in the field of Social Work. a) The Encyclopedia is available in print and electronically at Reference - Print & E-Books or Databases b) Select the link for the Encyclopedia c) Enter your CUNY Login Credentials to access the Encyclopedia d) Once CUNY Login credentials are validated, the Encyclopedia will open 3) Journal Articles - to find scholarly journal articles on Social Work fields of practice a) Click Databases ; go to the Top Social Work Databases box --- Here you will find links for Databases that contain journals in the field of social work, sociology, and other areas in the social sciences. ---Start your search for articles with the SocIndex Database --- Enter the Field of Practice in the search box and press Search Fields of Practice is the field you selected and your professor approved from your textbook, Urban Social Work .  These are also the Subject Terms listed on Book Search 4) Social Service Agencies - Find Social Service Agencies --- Page provides detailed instructions and a PDF with steps for searching HITE (Health Information Tool for Empowerment) , an online searchable directory of over 6,000 health and social service organizations in New York City, Long Island and Westchester. --- The HITE website, maintained by the Greater New York Hospital Association, allows you to search by Keyword / Field of Practice , ex. Senior services; Veterans' services, Youth & Family services, etc. or Browse by Category - Social Supports & Services   You can limit searches by Age , Population , Conditions or Language Spoken .  You also have the option to limit to Zip Code and Distance you are willing to travel .

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Unit 8 Assignment 1 - 8015

COUNCIL ON SOCIAL WORK EDUCATION - FORM AS 4(M)   INDIANA UNIVERSITY MASTER’S SOCIAL WORK PROGRAM  ASSESSMENT OF STUDENT LEARNING OUTCOMES 

Submitting form as 4 for reaffirmation self-study & candidacy benchmarks #.

This form is used to assist the Commission on Accreditation in the evaluation of the program’s compliance with the accreditation standard below:  

  4.0.3: The program uses Form AS 4(B) and/or Form AS 4(M) to report its most recent assessment outcomes for each program option to constituents and the public on its website and routinely up-dates (minimally every 2 years) its findings.  

  All programs accredited by the Council on Social Work Education’s (CSWE) Commission on Accreditation (COA) are required to measure and report student learning outcomes.  All students are assessed using a minimum of two measures on their mastery of the nine competencies that comprise the Educational Policy and Accreditation Standards (EPAS) and any additional competencies programs may choose to add.  These holistic competencies reflect the dimensions (knowledge, values, skills, and cognitive & affective processes) of social work practice that all social workers are expected to master during their professional training.    

Programs determine a percentage-based benchmark for each competency and determine an outcome-measure benchmark (minimum score) for each measure. The competency benchmark (which can differ for each competency) represents the minimum percent of students the program expects to have achieved the outcome measure benchmarks in both/all measures for each of the nine competencies. The program then d etermines the percentage of students that attained each outcome measure (e.g., minimum score or higher), and aggregates the percentages for both/all measures together to obtain the percentage of students demonstrating competence inclusive of two (2) or more measures . The result of aggregating both/all outcome measure percentages provides the percentage of students achieving the competency benchmark. An aggregated percentage at or above the competency benchmark is considered achievement of that competency. If the program has more than one program option, the program must report data for each program option, and also an aggregate of all program options combined to determine an overall percentage of students across all program options achieving the competency benchmark.  

Posting Form AS 4 for Ongoing Compliance with AS 4.0.3 #

Per the requirement of CSWE COA’s recognizing body, the Council on Higher Education Accreditation (CHEA), and accreditation standard 4.0.3, programs must post this form public ly on its website and routinely up-date (minimally every 2 years) its findings .   Upon request, programs must provide CSWE with the weblink to the p ublished form on the program’s web site where it is accessible to the public .  Data presented on the form must be collected within 2 years of today’s date at all times.    

Summary of the Program’s Assessment Plan | Generalist Practice #

All s tudents are assessed using a minimum of two measures on their mastery of the nine competencies that comprise the Educational Policy and Accreditation Standards of the Council on Social Work Education and any additional competencies programs may choose to add .   Summarize the program’s competency-based assessment plan .  Programs may add/ delete rows to accurately reflect the number measures included in the data presented .  

Assessment Measure #1: Signature Assignments #

Assessment measure #2: field final evaluations #, summary of the program’s assessment plan | specialized practice #.

S tudents are assessed using a minimum of two measures on their mastery of the nine competencies that comprise the Educational Policy and Accreditation Standards of the Council on Social Work Education and any additional competencies programs may choose to add , that reflect the area of specialized practice .   Summarize the program’s competency-based assessment plan .  Programs may add/ delete rows to accurately reflect the number of areas of specialized practice and each measure included in the data presented .  

Area of Specialized Practice #1: Clinical and Community Practice  

Directions for completing Form AS 4 #

Indicate the benchmark percentage for each competency .  The competency benchmark is the percent of students the program expects to have achieved both/all outcome measure benchmarks .   Programs calculate the percentage of students achieving each outcome measure benchmark , then calculate the percentage of students achieving each competency inclusive of two or more measures for each program option .  Programs with multiple program options must present data for each program option , and in aggregate inclusive of all program options per competency .   Programs may add/ delete columns and to accurately reflect the number of program options offered .  This is a required form .  The assessment data table may be altered to accurately reflect the number of program options offered and additional program-developed competencies . However, beyond these formatting alternations, the program may not alter the content of this form.   

Assessment Data Collected during the Academic Year (2019-2020)  Program Option #1: Indianapolis campus #

Note: PSAB – Percent of Students Achieving Benchmark

Assessment Data Collected during the Academic Year (2019-2020)  Program Option #2: MSW Direct Online #

Assessment data collected during the academic year (2019-2020)  program option #3: bloomington campus #, assessment data collected during the academic year (2019-2020)  program option #4: south bend campus #, assessment data collected during the academic year (2019-2020)  program option #6: fort wayne campus #.

* Competency not measured during measurement period due to cohort course sequencing.  

Assessment Data Collected during the Academic Year (2019-2020)  Program Option #7: East campus #

Overall assessment of student learning outcomes  (aggregate findings for all students from all program options combined)  #.

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Assignments

This is a list of all assignments discussed on this blog.  For more options, please search the blog’s content using the search feature or filter all the blog posts by clicking one of the categories (see the right-hand sidebar).

• Remind 101 – Free Texting App for Educators (6/3/14)
• When Technology and Social Work assemble in Higher Education – Using Remind 101 by Dr. Nathalie P. Jones (6/10/14)
• Feedback from the summer on Remind, a free messaging service (8/21/14)
• Using Mobile Apps with Social Work Students (10/26/18)
• ‘App’- lying the digital in social work… Or why we should not be teaching the same way for 20 years by Denise Turner (6/4/19)
• 360-degree immersive video apps: Why you should create meaningful research-based digital resources to engage learners by Tarsem Singh Cooner  (7/31/19)
• Incorporating Flipgrid into the Social Work Classroom: Tips for #SocWorkEd (7/4/18)
• #APM19 The Flip(grid) Classroom: Utilizing the Microsoft app Flipgrid to promote student learning by Katie MaClain-Meeder, Michael Lynch, Todd Sage and Margie Quartley  (10/21/19)

General Technology-based Assignments 

• Revised Technology-Based Learning Task List for Social Work Education (6/13/16)
• Talking Technology Competency in the Social Work Classroom (9/9/16)
• #APM16 Day 3 -Incorporating Digital & Social Technologies into Social Work Education (11/5/16)
• The Shared Case Study: An online activity for Interprofessional Teamwork (1/25/17)
• Day Two of #SWDE2017 – Integrating Technology-rich Assignments in the Curriculum (4/13/17)
• Teaching Technology-Mediated Practice in a Clinical MSW Program (7/7/17)
• Course Mapping for Online Social Work Courses (3/8/18)
• Reflection Questions for Digital Literacy in Social Work (7/2/18)
• Assignments for Remote Teaching & Learning in Social Work (3/24/20)

Infographics

• Teaching with Infographics by Dr. Nathalie Jones (2/24/17)
• Visualizing Data: Infographic Assignments (3/3/17)
• Integrating Technology-Rich Assignments into the Curriculum (4/13/17)
• Creating an Infographic in a Social Work Course: A Student’s Perspective from Danielle Davis (10/9/18)
• #SW2018 Visualizing Data: Infographic Assignments across the Social Work Curriculum (4/13/18)
• #husITa18/#SWSD2018: Visualizing Data: Infographics for Teaching and Learning about Social Welfare (7/4/18)

Online Teaching

• Supporting the success of online students who are deaf: Lessons presented at #SWDE2017 (6/23/17)
• Social Work Educator Tips: Guidelines for Online Discussion Forums (2/20/18)
• #APM18 Teaching with Technology using the SAMR Model (11/10/18)
• Using Pinterest in Undergraduate Social Work Education – #BPDTX16 (3/3/16)
• Pinterest Assignment for the Social Work Classroom (9/16/20)
• Podcasting for Social Work Students, Part 1 – Describing the Assignment
• Podcasting for Social Work Students, Part 2 – Why use podcasting in the classroom
• Podcasting for Social Work Students, Part 3 – Advice for designing the assignment from Jonathan Singer
• Podcasting with Social Work Students – #BPD2015 Conference (3/5/15)
• List of Podcasts for Social Work  (1/30/19)
• Podcast Assignment for the Social Work Classroom (1/15/20)

Professional Collaboration Networks

• What is a Professional Collaboration Network (PCN) & why do you need one? (12/17/19)
• Twitter for your Professional Collaboration Network (PCN) (1/3/20)
• How do you do relational Twitter?: Developing your Professional Collaboration Network (2/14/20)
• Using Twitter at a Professional Conference (3/12/20)
• Academic and Professional Blogging (4/24/20)
• Professional Collaboration Networks for Social Work Practice (8/26/20)
• Changing my grading practices in 2019: Tips for #SocWorkEd  (1/11/19)
• Using Rubrics to provide Strength-based Feedback for Social Work Assignments  (2/4/19) by Kristen Samuels
• Reviewing my 2019 grading practices for #SocWorkEd – Part 2  (5/27/19)
• Sharing power with students by seeking their input on a grading rubric  (6/19/19) by Matthea Marquart & Elise Verdooner

Social Media Policy Toolkit for Field Educators

• My Guidelines for using Digital & Social Tech in the Classroom and Beyond (2/12/16)
• #APM16 Day 4 – A Toolkit for Social and Digital Media Policies in Field Education (11/6/16)
• Modeling Practice: Social Media Guidelines in Social Work Field Education (2/20/17)
• #BPDNOLA17 – The Social Media Toolkit goes on the road (3/4/17)
• Social Media Toolkit for Social Work Field Educators – Get your Free Copy! (7/28/17)
• Second Edition of the Social Media Toolkit for Social Work Field Educators (11/5/18)

Social Media Resources

• Social Media How-To Guide for Social Work Educators (6/24/16)
• FERPA & Social Media: Thoughts for Social Work Education (6/9/17)
• Conference Presentation: Developing a Professional & Ethical Online Presence for Social Work Practice (10/2/19)
• #APM19 – Evolving the Signature Pedagogy with the Social Media Toolkit for Field Educators (10/22/19)
• Developing a Personalized Social Media Policy for Social Work Practice  (7/14/21)

SW Virtual Pal

• #SWvirtualpal: Hashtagging for Connection (9/24/16)
• Social Work Educator’s Guide for #SWVirtualPal (12/8/16)
• Social Work Virtual Pal (#SWVirtualPal)… a very ‘real’ connection! (6/29/18)
• #husITa18/#SWSD2018: A Connected Community of Learning for Practice: Social Work Virtual Pal (7/5/18)
• Introducing our new @SWVirtualPal student co-hosts  (4/11/21)
• Using LinkedIn for #SWVirtualPal  (9/8/21)
• Teaching in the open: How I published a free textbook
• Low-Stakes Twitter Assignment for Social Work (11/21/13)
• Twitter Learning Activities for Social Work Competencies (12/18/13)
• Using Social Media with Macro/Policy Assignments (3/6/15)
• Making Social Policy Relevant Through Social Media (5/1/15)
• Online Toolkit for PLN with Twitter (9/3/15)
• Job Shadowing on Twitter (1/8/16)
• Educational Outcomes for Live Tweeting with Students (1/29/16)
• Using #MacroSW in the Classroom (3/14/16)

Laurel Hitchcock

Photo Credit: Jared Bash

• #SWvirtualpal
• Accreditation
• Assignments for Social Work
• Guest Educator Post
• Guest Student Post
• Interprofessional Education
• Presentations/Conferences
• Professional Collaboration Network
• Professional Learning Network
• Service Learning
• Simulations
• Social Media
• SW Field Education
• SW Practice with Tech
• Teaching with Tech

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FTX Controversy Derails Top Law Firm’s Bid for Binance Role

By Sabrina Willmer and Ava Benny-Morrison

The Department of Justice is retreating from picking an elite New York law firm for a key assignment overseeing cryptocurrency exchange Binance Holdings Ltd. because of its work for FTX , according to people with knowledge of the matter.

Sullivan & Cromwell was close to winning approval to serve as independent monitor for Binance on behalf of both the Justice Department and the Treasury Department’s Financial Crimes Enforcement Network, Bloomberg reported in February. The monitorships were a condition of the $4.3 billion deal by which Binance pleaded guilty to violating US money-laundering regulations and trade sanctions.

But Justice Department officials ...

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