STUDENT INTEGRATIVE LEARNING CONTRACT Areas of Learning: – Academic Year Start Please identify a minimum of one competency for each Learning Objective: Learning Objective I: Learning Objective II: Learning Objective : Consistently demonstrates the professional use of Consistently demonstrates and apply professional Effectively document practice experiences providing self, critical thinking, and ongoing learning within clarity of personal and societal values in ethical data reflective of and building upon evidence-based and outside of assigned agency. decision-making with individuals, families and intervention. groups. Competency: Competency: Competency: Incremental Task Assignments: Incremental Task Assignments: Incremental Task Assignments: Identify one’s own culture influencing personal Create & submit weekly agendas identifying Review ethical guidelines outlined by various 1. 1 1. biases and values that may create prejudices in person-behavior connection disciplines represented at agency working with diverse groups; Utilize supervision to identify professionals Incorporate illustrations of ethical Research the impact of social structure & 2. illustrating exemplar examples of use of self, 2 in weekly supervision as an ongoing 2. cultural values on the functioning of client critical thinking, and lifelong learning agenda item systems Identify & describe in supervision the impact on Identify examples of professional clarity in 3. Attend & participate in agency meetings 3 3. practice as one attains knowledge of differences observed interactions with client system and similarities, and the dimensions of diversity. Attend & participate in training/seminar/podcast Design and include weekly notes of examples of 4. Attend & participate in external meetings 4 highlighting the consequences of unethical 4. practice experiences supported by decision-making on client systems interventions Conduct oral and written feedback from various Review with field instructor documentation of Review ongoing feedback from internal & systems, especially client system on student’s 5. 5 5. practice experiences with evidence-based external interactions demonstration of professional clarity of person interventions. and societal
STUDENT INTEGRATIVE LEARNING CONTRACT – Areas of Learning: Academic Year Start Please identify a minimum of one competency for each Learning Objective: Learning Objective I: Learning Objective II: Learning Objective : Consistently demonstrates the professional use of self, critical thinking, and ongoing learning within and outside of assigned agency. Consistently demonstrates and apply professional clarity of personal and societal values in ethical decision-making with individuals, families and groups. Effectively document practice experiences providing data reflective of and building upon evidence-based intervention. Competency: Competency: Competency: Incremental Task Assignments: Incremental Task Assignments: Incremental Task Assignments: 1. Create & submit weekly agendas identifying person-behavior connection 1 Review ethical guidelines outlined by various disciplines represented at agency 1. Identify one’s own culture influencing personal biases and values that may create prejudices in working with diverse groups; 2. Utilize supervision to identify professionals illustrating exemplar examples of use of self, critical thinking, and lifelong learning 2 Incorporate illustrations of ethical in weekly supervision as an ongoing agenda item 2. Research the impact of social structure & cultural values on the functioning of client systems 3. Attend & participate in agency meetings 3 Identify examples of professional clarity in observed interactions with client system 3. Identify & describe in supervision the impact on practice as one attains knowledge of differences and similarities, and the dimensions of diversity. 4. Attend & participate in external meetings 4 Attend & participate in training/seminar/podcast highlighting the consequences of unethical decision-making on client systems 4. Design and include weekly notes of examples of practice experiences supported by interventions 5. Review ongoing feedback from internal & external interactions 5 Conduct oral and written feedback from various systems, especially client system on student’s demonstration of professional clarity of person and societal 5. Review with field instructor documentation of practice experiences with evidence-based interventions.
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