Ur.

rrv,r,nsrrv o/ NonrH CaRolrNn

PEMBROKE
Department of Social Work
Bachelors of Social Work Program
Final Evaluation

Student Name: David Lowery STAR Program with the

Center for Student
Success

Semester: Fall2O17 Field Supervisor Timothy Hunt

(BSW):
Task lnstructor: Jody Thomas

The purpose of the final evaluation is to assess each BSW student's performance before they
graduate. Students are evaluated using the competencies, generalist practice behaviors and
tasks that are specified on the learning contract.

Students must dernonstrate competency in each of these areas by performing the tasks outlined
on the learning contract and also listed below.

Steps to Complete Evaluation

Students: 1)fill in the information above and list tasks from learning contract below, 2)
complete self-assessment by filling in the first section of the rating column and writing any
comments, 3) email form to your field supervisor/task instructor.

Supervisors: 1) review student self-assessment, 2) complete second section of the rating

column using the rating criteria below, 3) review ratings and comments with student and sign.

Students: 4) review supervisor's ratings and comments, 5) be sure form has your and your
supervisor's signature, 6) make a copy for yourself and your supervisor, 7) submit to field
Director.

Ratins Criteria
5 The student is competent in this area for generalist social work practice.
The student is gaining competency in this area.
J The student is gaining experience and meetinq expectations in this area.
a The student has not as yet met the expectations in this area, but there is evidence that
the student will meet the exDectations in the near future.
1 The student has not met the expectations in this area, and there is not much evidence
that the student will meet the exoectations in this area in the near future.

Rev. 1/16 Page I of 9

 1. Demonstrate Ethical and Profeeslonal Behavlor
Behaviors Tasks from Learning Contract
1 .1 Make ethical decisions
by applying the standards of
the NASW Code of Ethics,
relevant laws and
regulations, models for
ethical decision-making,
ethical conduct of research,
and additional codes of
ethics as appropriate to
context.
1 .2 Use reflection and self-
regulation to manage
oersonal values and
maintain professionalism in
oractice situations.
1 .3 Demonstrate
professional demeanor in
behavior; appearance; and
oral, written, and electronic
communication.
1 .4 Use technology ethically
and appropriately to
facilitate oractice outcomes.
1 .5 Use supervision and
consultation to guide
professional iudgment and
behavior.
Final Evaluation (1-5)
Student-Self Supervisor
o Self-awareness of NASW Code
ofEthics
o Practice and keep
confidentiality
o Adhere to all policies &
procedures of STAR Program
o Adhere to IRB guidelines and
ethical considerations related to
research
4 4
r Self-awareness of my own
personal bias
r Identi& values & ethics ofself
o Cultural sensitivity
Maintain professional 4
boundaries
No social media
contacvinteraction
Maintain personal hygiene
Adhere to dress code
Maintain prompt
correspondence through e-mail
when necessary
Practice good note taking skills
Refiain flom inappropriate
language
Keep student(s) personal
information on a secured file
r Use work e-mail and work
phone when necessary to
communicate with students
outside scheduled coaching
sesslons
o No communication through
social media
o Maintain meetings w/supervrsor 5
to assess performance
e Address concems
. Allow for teachable moments
Page 2 of 9
 2.
Ensase Diversity and Dafforence in Practice
Behaviors Tasks from Learning Contract Final Evaluation (1-5)
Student-Self Supervisor
2.'1 Apply and communicate
understanding of the r Awareness of student(s)
importance of diversity and background (upbringing,
difference in shaping life values, beliefs, interests, etc.)
exoeriences in oractice at o asking questions
the micro. mezzo. and
macro levels.
o addressing biases
o Use the knowledge and
understanding gair.red in order
to bctler servc clicnts in their
sociocultural environment.
. Being involved in community
eveltts

2.2 Present themselves as 4 4

learners and engage clients . Meet client(s) rvhere they are at
and constituencies as
exoerts of their own
exoenences.
2.3 Apply self-awareness
and self-regulation to
manage the influence of Understand my own and
"alues
personal brases and values biases. leam how b control
in working with diverse those values and stereotypes,
clients and constituencies. and lirnit their intert-orence in
your praotice with all clients.

3.
Advance Human Rishts and Social, Economic, and Environmental Justico
Behaviors Tasks from Learning Contract Final Evaluation (1-5)
Student-Self Supervisor
3.1 Apply understanding of
social, economic, and Identify agencies/organizations
environmental justice to that are available that can assist
advocate for human rights in students need
at the individual and system
levels.

3.2 Engage in practices that e Volunteering to help assist with

advance social. economic. cleanup after Hurricane
and environmental iustice. Matthew
e Social clubs, organizations that
are available in community
. Attend conferences, workshops,
trainings

Page 3 of 9
 4. Engage ln Prac{lca.lnformcd Resarch and Resoarchinformed Practice
Behaviors
4.1 Use practice experience
and theory to inform
scientific inquiry and
research.
4.2 Apply critical thinking to
engage in analysis of
quantitative and qualitative
research methods and
research findings.
4.3 Use and translate
research evidence to inform
and improve practice,
policy, and service delivery.
Tasks from Learning Contract Final Evaluation (1-5)
Student-Self Supervisor
Apply Critical Thinking Model
to practice, as well as other
theories based on the need of
the student(s)
Research and document
evidence-based practice models
that are relevant to the
population served by the
agency.
4
o In supervision, discuss with
fi eld supervisor research
findings and practice
implications related to
evidence-based practice mode'ls,
. Plan and implanent an
evidenced-based practice
model, such as facilitating a
psycho-educational group
Research and apply trends & 4
practices to workload
Design and implement an
evaluative strategy for
determining intervention
effectiveness, and document
results.
Page 4 of 9
 5.Engage in Policy Prac-tice
Behaviors Tasks from Learning Contract
5.1 ldentify social policy at
the local, state, and federal
level that imoacts well-
being, service delivery, and
access to social services.
5.2 Assess how social
welfare and economic
policies impact the delivery
of and access to social
5.3 Apply critical thinking to
analyze, formulate, and
advocate for oolicies that
advance human rights and
social. economic. and
environmental justice.
6. Engage with Individuals, Families, Groupa, Organizations, e4C t9mEC4!9C
Behaviors Tasks from Learning Contract
6.1 Apply knowledge of
human behavior and the
social environment. oerson-
in-environment, and other
multidisciplinary theoretical
frameworks to engage with
clients and constiluencies.
6.2 Use empathy, reflection,
and interoersonal skills to
effectively engage diverse
clients and constituencies.
Final Evaluation (1-5)
Student-Self Supervisor
o In supervision, identifu ways
clients experience oppression
and discrimination when it
comes to accessing resources at
your agency or on a local, state,
or federal level; and discuss
your findings during
supervision.
o Conduct needs assessment of 4 4
student(s)
o Conduct SWOT Analysis of
STAR
o Become familiar with current
political events by identifying
current policy issues. In
supervision, discuss the effects
ofthese issues on clients and
service delivery systems
Final Evaluation (1-5)
Student-Self Supervisor
Use of a genogram to gain an
in-depth understanding of past
family history
. Listening
r Self-disclosure
o Sharing common interests
o Select one interpersonal skill
and set a goal with measureable
strategies including evaluation
during the year to become more
effective in engaging clients.
o Keep a reflectivejoumal ofhow
I use my interpersonal skills to
Page 5 of 9

7. Individuals, Familles. Groups. Orqanizations. and Communities
Behaviors
7.1 Collect and organize
data, and apply critical
thinking to inlerpret
information from clients and
constituencies.
7 .2 Apply knowledge of
human behavior and the
social environment, person-
in-environment, and other
m u ltid isciplina ry theoretical
frameworks in interventions
with clients and
constituencies.
7.3 Develop mutually
agreed-on intervention
goals and objectives based
on the critical assessment
of strengths, needs, and
challenges within clients
and constituencies:
7.4 Select appropriate
intervention strategies
based on the assessment,
research knowledge, and
values and Dreferences of
clients and constituencies.
8. Intervene with Individuals, Families, Groups, Organizations. and Conrmuniffea
Behaviors
8.1 Critically choose and
imolement interventions to
achieve practice goals and
enhance caoacities of
clients and constrtuencies.
8.2 Apply knowledge of
human behavior and the
social environment, person-
in-environment, and other
multidisciolinarv theoretical
engage clients and share with
agency or faculty supervisor or
in the oracticum seminar
Tasks from Learning Contract Final Evaluation (l -5)
Student-Self Supervisor
r Assess clients for services / 4
r Assess previous instances &
apply lessons leamed to new
clientele
. Approaches that have worked
with previous students
Open discussion with students
of eoals and needs to be met
o Identify previous best practices
and incorporate
. Be cognizant to new approaches
Tasks from Learning Contract Final Evaluation (1-5)
Student-Self Supervisor
. I will evaluate various
interventions across all levels of
practice (micro, mezzo, and
macro) in considering the best
response to meet client needs
and share my findings during
staff meetings and/or in
practicum seminar
J
. I will discuss client progress on
treatment goals and agency
termination protocols during my
Page 6 of 9
frameworks in interventions
with clients and
constituencies.
8.3 Use inter-professional
collaboration as appropriate
to achieve beneficial
oractice outcomes.
8.4 Negotiate, mediate, and
advocate with and on behalf
of diverse clients and
constituencies.
8.5 Facilitate effective
transitions and endings that
advance mutually agreed-
on ooals.
9. Evaluate Practice with lndividuals. Families. Groups. Omanizatione. and Communities
Practice Behaviors
9.1 Select and use
appropriate melhods for
evaluation of outcomes.
9.2 Apply knowledge of
human behavior and the
social environment, person-
in-environment, and other
multidisciplinary theoretical
frameworks in the
evaluation of outcomes.
9.3 Critically analyze,
monitor, and evaluate
intervention and program
Drocesses and outcomes.
9.4 Apply evaluation
findings to improve practice
effectiveness at the micro,
mezzo, and macro levels.
ongoing supervision in the
agency
. open communication 4
. autonomy
o mutual trust and respect
o sharing skills and knowledge
. Help student resolve any
disputes he may have with other
systems, such as family or
school
. Help student set timeline to
reach attainable goal(s)
Tasks from Learning Contract Final Evaluation (1-5)
Student-Self Supervisor
o I will discuss with my J 4
supervisor how client
interventions can change as
client's situations shift.
I will interview
a staff member
regarding agency history, how it
has changed over the years, and
why changes were made.
o I will discuss the demographics
of who seeks services at our
agency with my supervisor
. I will offer suggestions to my 4
supervisor as to how the agency
could better reach populations
or develop more sustainable
servlces
Page 7 of 9
Areas of Strength: David's greatest strength in this setting has been his ability to jump in and
help regardless of the task. Davrd shows great passion. He has a "carpe diem" allitude toward
his work experience. He is always able to find the positive. David has an excellent work ethic.
He is on time and always ready to contribute to whatever task is needed. David is devoted to
the helping professional and his eagerness shows in his conceptualization of what would work
best for students. David is warm and caring. David isn't afraid to ask questions and is willing to
listen to feedback thal is offered. David uses his experiences in a way that helps guide his
professional identity.

Areas for Growth: David will benefit from attending psychotherapy sessions to continue rn his
personal groMh in order to be effective working with future clients. David's issues with
boundaries will continue to be an issue until he is able to address them in a therapeutic setting.
David at times has attempted to manipulate in our setting to get his needs met. David's
continued groMh will be in the area of asking directly for what he needs and learning to accept
the word, no. David would benefit from continuing to work on his communication skills with his
oeers.

Foundation I Semester Overall Evaluation

Student has excelled by performing above expectations of a BSW student.
Student has met expectations of a BSW student.
Student has not met expectations but there is evidence lhat improvements can be made
in order for student to meet expectations- A plan of correction has been discussed.
Student has not met expectations and has demonstrated serious problems in
performance.

Recommend Grade ?
Pass=P or Fail=F
Number of Cfock Hours Gomptet.a *DO (t+u s)v

Student Acknowledgment
I agree with the evaluation.
4, I disagree with the evaluation. (please explain below)

Page I of 9
 Additional Student Comments:

Additional Field Supervisor/Task Insfuctor Comments:

Student Slgnature: Date:

*urr,a,Da"rQ
Field Supervisor Date:
Signature (BSW): I l-3s - r-
Task Instruc'tor Signature
(if applicable):
Field Direc'tor Signature:
d4 Date:

Date:
It.30-t7

Page 9 of I