ualr.eduualr.edu/cehp/files/2007/04/MSWADPAssesPlan-Kim-Jones.docx · Web viewADP 1.5...use technology ethically and appropriately to facilitate practice outcomes ADP 1.6….Use self-reflection

ACADEMIC PROGRAM ASSESSMENT PLAN

Program Name: MSW Advanced Direct Practice Concentration Skim Program: NoDisciplinary Accrediting Body: Council on Social Work Education (CSWE)Department Name: School of Social WorkDate Submitted: Submitted by: Kim JonesPhone/Email: 501-569-8451/[email protected]

Section 1. Program Mission Statement.

The Mission of the Graduate Social Work Program

“The mission of the graduate program of the UALR School of Social Work, building on a strong generalist foundation, is to prepare graduates for leadership roles in clinical practice and in management and community practice within the social welfare system in Arkansas. Our commitment is to discover and disseminate knowledge, embrace diversity, to serve our communities and organizations, and to eliminate the barriers that oppressed and vulnerable people face.”

Section 2. Student Learning Goals.

Competency 1: Demonstrate Ethical and Professional Behavior

At the concentration level, advanced practitioners working at the micro, mezzo, and macro level will apply ethical principles of practice. As critical thinkers, applying the frameworks of ethical decision making and apply principles of critical thinking to practice, research and policy. They also deepen their capacity for self-reflection and self-regulation, in addition to the capacity to understand how personal experiences and affective reactions influence professional judgment and behavior. Advanced practitioners integrate the importance of inter-professional contributions and lifelong learning. The significance of the historical perspective of social work provides the context of the profession and its mission. The ethical use of technology and its limitations ensures the relevancy of social work practice. Advanced direct practice students….

ADP 1.1…attend to professional roles and boundaries in working with individuals, families, and groups

ADP 1.2…demonstrate professional demeanor in behavior, appearance, oral and written communication

ADP 1.3…use supervision and consultation to further enhance expertise with individuals, families, and groups

ADP 1.4…make ethical decision by applying the NASW Code of Ethics, in addition to relevant laws and regulations in all practice situations

ADP 1.5...use technology ethically and appropriately to facilitate practice outcomes

ADP 1.6….Use self-reflection and self-regulation to manage personal values and maintain professionalism in all aspects of practice.

Competency 2: Engage Diversity and Difference in Practice

Concentration students working with individuals, families, and groups understand the multifaceted nature of diversity and the challenges it presents. Students develop a deeper understanding of oppression and its effect on behavior and development. Students become aware of exclusions that marginalize. Advanced direct practice students will:

ADP 2.1…assess all aspects of diversity that impact and influence individuals, families, and groups.

ADP 2.2…demonstrate increased self-awareness and self-regulation to manage the influence of personal bias and values in working with diverse clients and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

In the Advanced Direct Practice concentration, a proactive approach to work with individuals, families, and groups continue to be informed by the idea that each individual has the right to freedom, safety, privacy, and an adequate standard of living, health care, and education. Knowledge of theories related to human rights/needs, and social justice strategies to promote social and economic justice and human rights. Advanced Direct Practice students understand strategies designed to eliminate oppressive structural barriers to ensure equal distribution of resources. Advanced practice students will:

ADP 3.1…apply an understanding of social, economic, and environmental justice to advocate for human rights at all system levels.

ADP 3.2…engage in practices that advance social and economic justice for individuals, families, and groups.

Competency 4: Engage in Practice-Informed Research, and Research Informed Practice

At the concentration level, advanced practitioners are knowledgeable of evidence-based models in working with individuals, families, and groups, and are skilled at understanding the processes for translating research findings into effective practice. An integration of research and practice creates a greater understanding of research informs practice. Advanced direct practice students will:

ADP 4.1…identify, evaluate and select effect evidence-based intervention strategies in working with individuals, families, and groups.

Competency 5: Engage in Policy Practice

Advanced practitioners understand the impact of social policy on individuals, families, and groups. Policy development and implementation create a more comprehensive understanding of policy’s influence on human behavior in practice with individuals, families and groups. Advance direct practice students will:

ADP 5.1…apply critical thinking and policy practice skills in work with individuals, families, and groups.

Competency 6: Engage with Individuals, Families, and Groups.

Relationship skills and knowledge of advanced practice theories are enhanced for concentration level practitioners working with individuals, families and groups. Practitioners comprehend the diverse population they face and develop working relationships. Advanced Direct Practice Students will:

ADP 6.1...apply knowledge of advanced practice theories in addition to the continued use of empathy, use of self, and other interpersonal skills when working with individuals, families, and groups.

Competency 7: Assess Individuals, Families, and Groups.

Advanced practitioners utilize practice theories to evaluate and assess client situations with individuals, families, and groups. Collecting and organizing information about clients and client systems creates the opportunity for an accurate assessment. The use of critical thinking allows practitioners to accurately assess clients. Advanced direct practice students will:

ADP 7.1…draw from knowledge of advanced practice theories and treatment models to organize and collect data form the assessment with individuals, families, and groups.

ADP 7.2... develop mutually agreed-on interventions, intervention strategies, goals and objectives based on research knowledge, critical assessment of strengths and needs, in work with client systems.

Competency 8: Intervene with Individuals, Families, and Groups.

The selection of appropriate interventions with individuals, families, and groups is directly connected to practice theories and their application in intervention models. Knowledge of evidence-based interventions will guide the selection of appropriate interventions. Facilitating effective termination allows practitioners to effectively transition. Advanced practice students will:

ADP 8.1…draw from knowledge of advanced practice theories to select and implement prevention and intervention strategies that are informed by advanced practice theories and models for practice.

ADP 8.2…appropriately terminate and facilitate transitions with individuals, families, and groups.

Competency 9: Evaluate Practices with Individuals, Families, and Groups.

Advanced practitioners working with individuals, families, and groups evaluate the effectiveness of interventions and modify according to their effectiveness, based on intended outcome. Understanding theories of human behavior and the effects of the social environment and its influence on outcomes facilitates an accurate evaluation. Advanced Direct Practice students will:

ADP 9.1…apply research skills and knowledge to select appropriate methods to evaluate practice effectiveness with individuals, families, groups, organizations and communities.

ADP 9.2…critically analyze, monitor, and evaluate intervention and program processes and outcomes.

ADP 9.3…apply and communicate evaluation findings to improve practice effectiveness.

Section 3. Curriculum Map.

Each program competency has a set of behaviors associated with that particular competency. Behaviors are comprised of knowledge, values, skills, cognitive and affective processes. The following grid shows how our program positions each of these competency dimensions in regard to program content, courses, and course units.

Competency #1: Demonstrate Ethical and Professional Behavior. At the concentration level, advanced practitioners working at the micro, mezzo, and macro level will apply ethical principles of practice. As critical thinkers, applying the frameworks of ethical decision making and apply principles of critical thinking to practice, research and policy. They also deepen their capacity for self-reflection and self-regulation, in addition to the capacity to understand how personal experiences and affective reactions influence professional judgment and behavior. Advanced practitioners integrate the importance of inter-professional contributions and lifelong learning. The significance of the historical perspective of social work provides the context of the profession and its mission. The ethical use of technology and its limitations ensures the relevancy of social work practice.

Competency #1 CoursesCourse Content

Competency Dimension Course Units

Demonstrate Ethical & Professional Behavior

ADP I

ADP II

ADP III

Case formulation assignment for ego psychology

Case formulation assignment for CBT

Ego psychology exam

CBT exam

Class discussion/role-play

Exams

Family exploration workbook

Family therapy paper

Class discussion

Exams

Experiential exercise: lead a class-based group

Knowledge, Values, Skills, Cognitive & Affective Processes


Knowledge

Knowledge

Skills/Cognitive & Affective Processes

Knowledge

Knowledge/Values

Knowledge/Values

Cognitive & Affective Processes

Knowledge

Skills, Cognitive & Affective Process

Units 1-2

Unit 3

Units 1-2

Unit 3

Units 1-3

Units 1-3

Units 2, 5, 8, 9

Units 2, 5, 8, 9

Units 2, 5, 8, 9

Units 2, 5, 8, 9

Units 1, 4, 5, 12, 13

ADP I & II Internships

Group experience paper

Class presentation of groups

Exams

Direct client contact

Individual client assessment

Process recordings

Supervision

Knowledge/Values

Values/Cognitive & Affective Processes

Knowledge


Skills, Values, Cognitive & Affective Processes



Unit 1

Unit 1

Unit 1

Unit2 1, 2

Units 1, 2

Units 1, 2

Units 1, 2

Competency #2: Engage Diversity and Difference in Practice. Concentration students working with individuals, families, and groups understand the multifaceted nature of diversity and the challenges it presents. Students develop a deeper understanding of oppression and its effect on behavior and development. Students become aware of exclusions that marginalize.

Competency #2 Courses Course Content Competency Dimension Course Units

Engage Diversity & Difference in Practice

ADP I Class lecture/discussion

Ego psychology case formulation

CBT case formulation

Exams

Knowledge/Values

Knowledge

Knowledge/Skills

Knowledge

Knowledge,

Unit 1

Unit 1

Unit 3

Units 1-3

ADP II

ADP III



Class discussion

Exams

Family exploration workbook assignment



Exams



Process recordings

Supervision

Values, Cognitive & Affective Processes

Knowledge, Values, Cognitive & Affective Processes

Knowledge


Skills, Cognitive & Affective Processes

Knowledge

Knowledge


Knowledge, Cognitive & Affective Processes



Units 1, 4, 6, 8

Units 1, 4, 6, 8

Units 1, 4, 6, 8

Units 1, 4, 6, 8

Unit 1

Unit 1

Unit 1

Unit 2

Unit 2

Unit 2

Unit 2

Competency #3: Advance Human Rights and Social, Economic, and Environmental Justice. In the Advanced Direct Practice concentration, a proactive approach to working with individuals, families, and groups continue to be informed by the idea that each individual has the right to freedom, safety, privacy, and an adequate standard of living, health care, and education. Students acquire knowledge of theories related to human rights/needs, and social justice

strategies to promote social and economic justice and human rights. Advanced Direct Practice students understand strategies designed to eliminate oppressive structural barriers to ensure equal distribution of resources.


Advance Human Rights & Social, Economic, & Environmental Justice

ADP I

ADP II

ADP III


Ego psychology case assignment

Lecture/discussion

Exams


Class discussion

Exams




Exams



Process recordings

Supervision

Skills/Values

Knowledge

Knowledge

Knowledge/Values


Knowledge



Knowledge

Knowledge


Knowledge/Values


Knowledge, Values, Skills, Cognitive &

Unit 2

Unit 2

Unit 2

Units 1, 4, 6

Units 1, 4, 6

Units 1, 4, 6

Units 1, 4, 6

Unit 1

Unit 1

Unit 1

Unit 2

Unit 2

Unit 2

Unit 2

Affective Processes Competency #4: Engage in Practice-Informed Research, and Research Informed Practice. At the concentration level, advanced practitioners are knowledgeable of evidence-based models in working with individuals, families, and groups, and are skilled at understanding the processes for translating research findings into effective practice. An integration of research and practice creates a greater understanding of research informs practice.


Engage in Practice-Informed Research, & Research Informed Practice

ADP I

ADP II

ADP III

Statistics



Class lecture

Exam


Class discussion

Standardized family therapy assessment measures assignment

Exams


Exams

Written homework assignments

In class homework assignments

Group presentation

Final assessment article critique


Knowledge/Values

Knowledge

Knowledge

Knowledge

Knowledge

Knowledge, Skills, Cognitive & Affective Processes

Knowledge

Knowledge/Skills

Knowledge

Knowledge/Values/Cognitive & Affective Processes

Knowledge/Values/Skills

Knowledge Knowledge/Cognitive & Affective Processes

Knowledge, Skills, Cognitive & Affective Processes

Unit 2

Unit 2

Unit 2

Units 3, 4, 12

Units 3, 4, 12

Units 3, 4, 12

Units 3, 4, 12

Units 14, 15

Units 14, 15

Units 1, 3, 8

Units 1, 3, 6, 8

Units 1, 3, 6, 8

Units 1, 3, 6, 8

Unit 4

Evaluation of practice assignment


Skills

Knowledge

Unit 4

Unit 4

Competency #5: Engage in Policy Practice. Advanced practitioners understand the impact of social policy on individuals, families, and groups. Policy development and implementation create a more comprehensive understanding of policy’s influence on human behavior in practice with individuals, families and groups.


Engage in Policy Practice

ADP I

ADP II



Class discussion/role-play

Exams


Class discussion

Exams



Process recordings

Supervision

Knowledge/Skills

Skills/Cognitive & Affective Reactions

Knowledge

Knowledge/Values


Knowledge


Knowledge



Units 1-2

Units 1-2

Units 1-3

Units 2, 4,

Units 2, 4

Units 2, 4

Unit 2

Unit 2

Unit 2

Unit 2

Competency #6: Engage with Individuals, Families, and Groups. Relationship skills and knowledge of advanced practice theories are enhanced for concentration level practitioners working with individuals, families and groups. Practitioners comprehend the diverse population they face and develop working relationships.


Engage with Individuals

ADP I

ADP I Internship


CBT case assignment

Discussion/role-play

Exams



Process recordings

Supervision




Knowledge


Knowledge



Units 1-2

Unit 3

Units 1-3

Units 1-3

Units 1-4

Units 1-4

Units 1-4

Units 1-4

Engage with Families

ADP II

ADP II Internship


Class discussion

Exams



Family assessment

Process recordings


Knowledge



Knowledge


Units 2, 5

Units 2, 5

Units 2, 5

Units 1-4

Units 1-4

Units 1-4

Supervision Knowledge, Values, Skills, Cognitive & Affective Processes

Units 1-4

Engage with Groups

ADP III

ADP II Internship




Exams Direct client contact


Group assessment

Process recordings

Supervision

Knowledge/Skills/Cognitive & Affective Processes

Knowledge

Knowledge

Knowledge


Knowledge



Units 2, 3, 6, 7, 9

Units 2, 3, 7

Units 2, 3, 7

Units 2, 3, 7

Units 1-4

Units 1-4

Units 1-4

Units 1-4

Competency #7: Assess Individuals, Families, and Groups. Advanced practitioners utilize practice theories to evaluate and assess client situations with individuals, families, and groups. Collecting and organizing information about clients and client systems creates the opportunity for an accurate assessment. The use of critical thinking allows practitioners to accurately assess clients.


Assess Individuals

ADP I Ego psychology case assignment

CBT case assignment


Exams




Knowledge

Units 1-3

Units 1-3

Units 1-3

Units 1-3

ADP I Internship Direct client contact


Process recordings

Supervision


Knowledge



Units 2-4

Units 2-4

Units 2-4

Units 2-4

Assess Families ADP II

ADP II Internship


Class discussion

Exams



Family assessment

Process recordings

Supervision

Knowledge/Skills


Knowledge



Knowledge



Units 2, 4, 5, 6, 7, 9, 10, 11, 12

Units 2, 4, 5, 6, 7, 9, 10, 11, 12

Units 2, 4, 5, 6, 7, 9, 10, 11, 12

Units 2, 4, 5, 6, 7, 9, 10, 11, 12

Units 2-4

Units 2-4

Units 2-4

Units 2-4

Assess Groups ADP III Experiential exercise: lead a class-based group

Knowledge/Skills/Cognitive & Affective Processes

Units 2, 3, 8, 10

ADP II Internship



Exams


Group assessment

Process recordings

Supervision

Knowledge/Values

Knowledge

Knowledge


Knowledge



Units 2, 3

Units 2, 3

Units 2, 3

Units 2-4

Units 2-4

Units 2-4

Units 2-4

Competency #8: Intervene with Individuals, Families and Groups. The selection of appropriate interventions with individuals, families, and groups is directly connected to practice theories and their application in intervention models. Knowledge of evidence-based interventions will guide the selection of appropriate interventions. Facilitating effective termination allows practitioners to effectively transition.


Intervene with Individuals

ADP I

ADP I Internship


CBT case assignment


Exams





Knowledge


Units 1-3

Units 1-3

Units 1-3

Units 1-3

Units 2-4


Process recordings

Supervision

Intervention plan

Knowledge



Skills

Units 2-4

Units 2-4

Units 2-4

Units 2-4

Intervene with Families

ADP II

ADP II Internship


Class discussion

Exams



Family assessment

Process recordings

Supervision

Knowledge/Skills


Knowledge



Knowledge



Units 2, 3, 8, 12

Units 2, 3, 8, 12

Units 2, 3, 8, 12

Units 2, 3, 8, 12

Units 2-4

Units 2-4

Units 2-4

Units 2-4

Intervene with Groups

ADP III Experiential exercise: lead a class-based group



Exams

Skills/Knowledge/Cognitive & Affective Processes

Knowledge/Values

Knowledge

Knowledge

Units 2, 3, 5

Units 2, 3, 5

Units 2, 3, 5

Units 2, 3, 5

ADP II Internship Direct client contact

Group assessment

Process recordings

Supervision


Knowledge



Units 2-4

Units 2-4

Units 2-4

Units 2-4

Competency #9: Evaluate Practice with Individuals, Families and Group. Advanced practitioners working with individuals, families, and groups evaluate the effectiveness of interventions and modify according to their effectiveness, based on intended outcome. Understanding theories of human behavior and the effects of the social environment and its influence on outcomes facilitates an accurate evaluation.


Evaluate Practices with Individuals

ADP I

Statistics


CBT case assignment

Discussion

Exams



Group presentation





Knowledge


Knowledge

Knowledge


Knowledge, Values,

Units 1, 2

Unit 3

Unit 3

Units 1, 2, 3

Units 4, 5, 9

Units 4, 5

Units 4, 5

Unit 4

Units 2-4

ADP I Internship Direct client contact


Supervision

Evaluation of practice


Knowledge


Skills

Units 2-4

Units 2-4

Units 2-4

Evaluate Practice with Families

ADP II

Statistics

ADP II Internship


Class discussion

Standardized family therapy assessment measures assignment

Exams



Group presentation



Family assessment



Skills

Knowledge


Knowledge

Knowledge



Knowledge

Units 5, 7, 9, 10, 11, 12

Units 5, 7, 9, 10, 11, 12

Units 5, 7, 9, 10, 11, 12

Units 5, 7, 9, 10, 11, 12

Units 4, 5, 9

Units 4, 5

Units 4, 5

Unit 4

Units 2-4

Units 2-4

SupervisionKnowledge, Values, Skills, Cognitive & Affective Processes

Units 2-4

Evaluate Practice with Groups

ADP III

Statistics

ADP II Internship


Exams



Group presentation



Group assessment

Supervision

Knowledge/Cognitive & Affective Processes

Knowledge


Knowledge

Knowledge



Knowledge


Units 9, 11

Units 9, 11

Units 4, 5, 9

Units 4, 5

Units 4, 5

Unit 4

Units 2-4

Units 2-4

Units 2-4

Section 4. Assessment Methods for the Advanced Direct Practice Concentration.

Assessment Procedures-Explicit Curriculum

The goal of our assessment plan for the ADP concentration is to assess student outcomes; assess and improve curriculum effectiveness; and, improve the assessment methods used.

In this section, we include the following:

1. A plan for ongoing assessment of student outcomes for all MSW foundation competencies.

2. A description of assessment procedures that detail when, where, and how, each competency is assessed.

3. Measures used to assess each competency, one of which is based on the demonstration of the competency in real (field) practice situations.

4. An explanation of how our assessment plan measures multiple dimensions of each program competency.

5. Benchmarks for each program competency, which includes a rationale for each benchmark and how it is determined that students’ performance meets the benchmark.

6. An explanation of how we determine the percentage of students achieving the benchmark

Measures

The two measures used for program are customized measures modeled after the FPPAI, and FCAI described in detail above.

The measures include:

1. Advanced Direct Practice Field Instrument (ADPFI): This measure was modeled after the SWEAP FPPAI, and is a measure of student outcome in the field practicum/placement under the 2015 Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education. The ADPFI is a 22 question measure, and uses a Likert scale format. The Likert scale used consists of a 5-point range, where 1 represents lacking in performance, and 5 represents having mastered performance on any given item. The ADPFI asks the field instructor to rate the student on each behavior associated with the nine program competencies. Each behavior is associated with one, or more, of the dimensions (values, skills, cognitive & affective processes), which are needed in order to demonstrate the behaviors of each competency. How each competency behavior is tied to one or more of the dimensions can be seen in the table below.

Every competency behavior is measured on a five-point Likert scale with the following criteria:

Scale Performance Measure Description Definition 5 Mastered Performance The intern/student shows

effective andinnovative application of the knowledge, values,and skills related to the performance of the behavior.

Mastered: "somebody highly skilled at something." Masteredperformance is demonstration of knowledge, values, and skillsof the behavior at high levels.

4 Superior Performance

The intern/student shows superior application ofthe knowledge, values, and skills related to theperformance of the behavior.

Superior: "surpasses competent in one or more ways."Superior performance is demonstration of knowledge, values,

and skills where all components of the behavior areincluded.

3 Competent Performance The intern/student shows competent applicationof the knowledge, values, and skills related to theperformance of the behavior.

Competent: "having enough skill or ability to do somethingwell." Competent performance is demonstration of knowledge,values, and skills where all components of the behavior are included, but at the beginning or rudimentarylevel.

2 Inadequate Performance The intern/student shows beginning applicationof the knowledge, skills, or dispositions related tothe performance of the behavior

Inadequate: "failing to reach an expected or required level orstandard." Inadequate performance is demonstration ofknowledge, values, and skills where one or more of thecomponents of the behavior are missing.

1 Lacking Performance

The intern/Student has not had the opportunityto demonstrate the knowledge, values, and skillsrelated to the performance of the behavior.

Lacking: "missing, not present or available." Lackingperformance is the inability to demonstrate any of thecomponents of the knowledge, values, or skills related to the behavior.

The following definitions apply to the competency dimensions:

Values: The student’s adherence to social work core values (Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, human rights, and scientific inquiry), as defined by CSWE.

Skills: The student’s ability to execute professional behaviors in the field that demonstrate the integration and application of what they have learned through their social work education.

Cognitive and Affective Processes: The student’s ability to engage in critical thinking and utilize affective reactions to exercise appropriate judgment when working with or on behalf of the client/client system, peers, colleagues, and/or the community.

Benchmarks

We expect 90% of the students to score a 3 or higher on each behavior and associated dimension assessed at the end of the senior year internship. We will determine the percentage of students that attainted the benchmark for each behavior/dimensions assessed, and then average the percentages together to obtain the percentage of students achieving competence. We will then be able to determine whether this percentage is larger than the competency benchmark.

The following Table shows how and when each competency behavior/dimension is assessed, along with the desired benchmark for each areas assessed.

Competency Bench-mark

Measures Behavior Dimension(s) When Assessed

#1 Demonstrate Ethical & Professional Behavior

90% ADPFI Intern makes ethical decisions by applying the standards of the NASW Code of Ethics, in addition to relevant laws and regulations in all practice situations

Intern uses reflection and self-regulation to manage personal values and maintain professionalism in practice situations

Intern demonstrates professional demeanor in behavior and appearance

Intern demonstrates professional demeanor in oral, written, and electronic communication

Intern uses technology ethically and appropriately to facilitate practice outcomes

Cognitive & Affective Processes & Values

Cognitive & Affective Processes &Values

Skills

Skills

Skills

End of ADP II Internship

Intern uses supervision and consultation to guide professional judgment and behavior




# 2 Engage Diversity & Difference in Practice

90% ADPFI Intern assesses all aspects of diversity that impact and influence practice situations. Intern demonstrates increased self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Skills



Competency Benchmark Measures Behavior Dimension(s) When Assessed

# 3 Advance Human Rights & Social, Economic & Environmental Justice

90% ADPFI Intern applies their understanding of social economic, and environmental justice to advocate for human rights at all system levels. Intern engages in practices that

Skills

Skills


advances social, economic and environmental justice.

.

Competency Benchmark


#4 Engage in Practice-informed Research & Research-informed Practice

90% ADPFI Intern identifies, evaluates, and selects effective evidence-based intervention strategies in working with client systems.

Skills



#5 Engage in Policy Practice

90% ADPFI Intern applies critical thinking and policy practice skills in practice situations.





#6 Engage with Individuals, Families, Groups, Communities & Organizations

90% ADPFI Intern applies advanced practice theories to practice situations.

Intern uses empathy, use of self, self-reflection, and other interpersonal skills to effectively engage with

Skills

Cognitive & Affective Processes, Skills


individuals, families and groups. .



#7 AssessIndividuals, Families, Groups, Communities & Organizations

90% ADPFI Intern draws from advanced practice theories and treatment models to organize and collect data from the assessment with individuals, families, and groups.

Intern develops mutually agreed-on interventions, intervention strategies, goals, and objectives based on research knowledge, critical assessment of strengths and needs, in work with client systems.

Skills

Skills




#8 Intervene with Individuals, Families, Groups, Communities & Organizations

90% ADPFI Intern draws from knowledge of advanced practice theories to select and implement prevention and intervention strategies that are informed by advanced practice theories and models of practice.

Skills

Skills


Intern appropriately terminates and facilitates effective transitions and endings that advance mutually agreed-on goals.

Competency Bench- Measures Behavior Dimension(s) When Assessed

#9 Evaluate Individuals, Families, Groups, Communities & Organizations

90% ADPFI Intern applies research skills and knowledge to select and use appropriate methods to evaluate practice effectiveness with client systems. Intern critically analyzes, monitors, and evaluates intervention and program processes and outcomes.

Intern applies and communicates evaluation findings to improve practice effectiveness

Skills


Skills


Procedures for the ADPFI

At the end of the spring semester of the MSW ADP concentration, students will be evaluated by their field instructor using the ADPFI. Field instructors will provide a rating for each behavior listed on the ADPFI. The ADPFI is administered through an online format, which provides data that can be generated back to the program. Program results from the ADPFI can also be compared to national averages.

1. Advanced Direct Practice Assessment Instrument (ADPAI): The ADPAI is a 69 question, multiple choice instrument that can be given as a pre and posttest, and measures the dimension of knowledge associated with each of the nine competencies.

Benchmarks

The ADPAI measures the dimension of knowledge for each of the nine program competencies. We expect 90% of our students to answer correctly each question of ADPAI. We will determine the percentage of students that attainted the benchmark for each question assessed, and then average the percentages together to obtain the percentage of students achieving the benchmark. We will then be able to determine whether this percentage is larger than the competency benchmark.

The following table describes how questions correspond to each competency and the dimension assessed:

Competency Measure Dimension Measure items #1 Demonstrate Ethical & Professional Behavior

ADPAI Knowledge 1-7

#2 Engage Diversity & Difference in Practice

ADPAI Knowledge 8-16

#3 Advance Human Rights & Social, Economic, & Environmental Justice


#4 Engage in Practice-informed Research & Research-informed Practice


#5 Engage in Policy Practice ADPAI Knowledge 30-36#6 Engage with Individuals, Families, Groups, Organizations, and Communities


#7 Assesse Individuals, Families, Groups, Organizations, and Communities


#8 Intervene with Individuals, Families, Groups, Organizations, and Communities


#9 Evaluate Individuals, Families, Groups, Organizations, and Communities


Procedure for the ADPAI

Entering ADP concentration year students will be given the ADPAI as a pre-test within the first few weeks of class. These same students will then be administered the posttest upon completion of the concentration year. Students are sent a link to both the pre-and posttest, and proceed to complete the measures online. Students enter an ID that includes the last four digits of their UA Little Rock student ID in order to track completion of the assessment measures.

Results obtained from our assessment plan will directly inform the various dimensions that make up the explicit curriculum: individual courses offered; the formal educational structure and sequences of courses; the competency dimensions (knowledge, values, skills, cognitive and affective processes); teaching methods, which also encompasses how competency behaviors and dimensions are assessed and measured in individual courses. Results will also be used to inform and modify the implicit curriculum, which include: diversity; student development; advising; faculty; administrative; and program resources.

Section 5. Assessment Cycle Timeline.

Assessment for both the explicit and implicit curriculum will occur each academic year. Reports for the preceding year are submitted to the College of Education and Health Professions each spring, and made available to CSWE during the same period.

Section 6. Continuous Improvement Plan.Results of our assessment are sent to the School of Social Work Curriculum Committee, who reviews the results and makes program recommendations based on the findings.

Section 7. Stakeholder Involvement/Communication Plan.

Stakeholders

The assessment plan for the explicit curriculum and program competencies includes direct involvement of:

1. Field instructors 2. Faculty 3. Students

Documents

ualr.eduualr.edu/cehp/files/2007/04/MSWADPAssesPlan-Kim-Jones.docx · Web viewADP 1.5...use technology ethically and appropriately to facilitate practice outcomes ADP 1.6….Use self-reflection