A competency-based contract and student assessment for implementing US Council on Social Work Education (CSWE) 2008 competencies in field education

Karen Tapp

doi:10.1921/jpts.v10i3.255

Authors

Karen Tapp

DOI:

https://doi.org/10.1921/jpts.v10i3.255

Keywords:

field learning contract, field education, field competencies, field learning outcomes, social work field, social work field evaluation

Abstract

This article introduces a competency-based integrated learning contract and student assessment for social work field education. Historically, learning contracts and student assessments have often been two separate documents and could appear unconnected. In addition, individually developed student learning objectives could lack consistency across placement settings. The proposed learning contract seeks to remedy these limitations and was created based on field supervisors’, field students’, social work faculty feedback, and the Council on Social Work Education (CSWE) 2008 competencies. This article describes how the instrument was developed, pilot-tested, and then fine-tuned. The contract provides significant direction for field student learning while still allowing for individual student created competencies. The learning contract and student assessment tool itself is provided for ease of implementing and adapting to other field programs.

References

Aronson, H. & Overall, B. (1966). Treatment expectations of patients in two social classes. Social Work, 11, 34–41\nBaird, B. N. (2008). The Internship, Practicum, and Field Placement Handbook: A guide for the helping professions. 5th Ed. Upper Saddle River: Pearson\nBirkenmaier, J. & Berg-Weger, M. (2007). The Practicum Companion for Social Work: Integrating class and field work. 2nd Ed., Boston: Pearson\nBogo, M. & Vayda, E. (1986). The Practice of Field Instruction in Social Work: Theory and process. Toronto: University of Toronto Press\nCorden, J. & Preston-Shoot, M. (1987). Contracts in Social Work. Aldershot, England: Gower\nCournoyer, B. R., & Stanley, M. J. (2002). The Social Work Portfolio. Pacific Grove: Brooks/Cole\nCournoyer, B. R., & Stanley, M. J. (2008). CSWE Educational Policy and Accreditation Standards. Retrieved from: <a target="_blank" href='http://www.cswe.org/NR/rdonlyres/2A81732E-1776-4175-AC42-65974E96BE66/0/2008EducationalPolicyandAccreditationStandards.pdf'>http://www.cswe.org/NR/rdonlyres/2A81732E-1776-4175-AC42-65974E96BE66/0/2008EducationalPolicyandAccreditationStandards.pdf</a>\nFox, R. (2004). Field instruction and the mature students. Journal of Teaching in Social Work, 24, 3/4, 113–129\nFriedman, B.D. & Neuman, K.M. (2001). Learning plans: A tool for forging allegiances in social work education. Journal of Teaching in Social Work, 21, 3/4, 123–138\nGarthwait, C. L. (2005). The Social Work Practicum: A guide and workbook for students. 3rd Ed. Boston: Pearson\nHamilton, N. & Else, J.F. (1983). Designing Field Education: Philosophy, structure, and process. Springfield: Charles C. Thomas\nHenfiled, V. & Waldron, H. (1988). The use of competency statements to facilitate individualized learning. Nurs. Educ., 8, 205–211\nKentucky Performance Report 2006–2007 (2007). Retrieved from: <a target="_blank" href='http://www.btown.k12.ky.us/bes/Assessment/2007/KPR07_017010.PDF'>www.btown.k12.ky.us/bes/Assessment/2007/KPR07_017010.PDF</a>\nKlier, J., Fein, E. & Genero, C. (1984). Are written or verbal contracts more effective in family therapy? Social Work, 29, 298–299\nKnight, C. (2001). The process of field instruction: bsw and msw students’ views of effective field supervision. Journal of Social Work Education, 37, 357–379\nLawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 4, 563–575\nLemieux, C.M. (2001). Learning contracts in the classroom: Tools for empowerment and accountability. Social Work Education, 20, 2, 265–276\nMaluccio, A.N. & Marlow, W.D. (1974). The case for the contract. Social Work 19(1), 28–36\nNASW (2008). Code of ethics of the National Association of Social Workers. Retrieved from: <a target="_blank" href='http://www.socialworkers.org/pubs/code/code.asp'>http://www.socialworkers.org/pubs/code/code.asp</a>\nNilson, L. B. (1998). Teaching at its best. Bolton: Anker Publishing Co. Inc\nParsons, J.E. & Durst D. (1992). Learning contracts: Misunderstood and underutilized, The Clinical Supervisor. 10, 1, 145–156\nPetracchi, H.E. & Zastrow, C. (2010). Suggestions for utilizing the 2008 EPAS in CSWE- accredited baccalaureate and masters curriculums. Journal of Teaching in Social Work, 30, 125–146\nRhodes, S.L. (1977). Contract negotiation in the initial stage of casework service, Social Service Review, 51, 125–140\nRoyse, D., Dhooper, S., & Rompf, E. (2007). Field iInstruction: A guide for social work students. 5th Ed., Boston: Pearson\nSmith, G. & Corden, J. (1981). The introduction of contracts in a family service unit. British Journal of Social Work, 11, 289–313\nStephenson, J. & Laycock, M. (1993, reprinted 2002). Using Learning Contracts in Higher Education. London: Kogan Page Limited\nSweitzer, H. F., & King, M. A. (2004). The Successful Internship: Transformation and empowerment in experiential learning. 2nd Ed., Belmont: Thomson Brooks/Cole\nTough, A., (1978). Major learning efforts: Recent research and future directions. Adult Education, 28, 250–263\nTough, A., (1979). The Adult’s Learning Projects: A fresh approach to theory and practice in adult learning. 2nd ed., Ontario Institute for Studies in Education Toronto CA\nWard, K. & Mama, R.S. (2006). Breaking out of the Box: Adventure-based field instruction, Chicago: Lyceum Books Inc\nWhitty, G. & Willmott, E. (1991). Competence-based teacher education: approaches and issues, Cambridge Journal of Education, 1469–3577, Vol. 21, 3, 309–318\nWood, K.M. (1978). Casework effectiveness: a new look at the research evidence. Social Work, 23, 437–458\nZwick, R. & Attkisson, C.C. (1985). Effectiveness of a client pretherapy orientation videotape, Journal of Counseling Psychology 32, 4, 514–524\n