Student is able to explain the purpose of assessment in problem-solving with client FPO 10. Continue to Continue to explain the purpose of client systems and to develop more complex evaluate and apply assessment. ways of eliciting client data. research findings to _____ Continue to demonstrate the ability to separate Student can discuss client systems and practice and evaluate facts from one’s own bias and attitude. interactions in such a way that his/her bias individual practice is not apparent in a description of the interventions at multi _____ Continue to explain how the process of case. Errors present; increasing accuracy. levels appropriately. research is used in the agency. Student is able to identify how the agency uses evaluation and research and how _____ Continue to demonstrate the ability to these skills impact clients and the agency. operationalize client problems into measurable goals In using the PIP, student is able to devise and objectives. measurable goals and objectives for client systems; some errors, increasing accuracy. _____ Continue to demonstrate the ability to measure client progress using a Single Subject Design. Using class content on SSDs or agency protocols, student can begin to determine _____ Continue to identify the connection between a when and if a client is making progress; student intervention and a client response. some errors, increasing accuracy, supervision needed. _____ Apply research findings in the literature to Student is able to conduct a brief inform practice. literature review on a topic related to client population of agency. Content is _____ Demonstrate the application of practices that accurate, information can be used to have measurable evidence of effectiveness for given inform agency practice. populations and problems. Student exhibits beginning ability to ________ Average (To be completed by Faculty evaluate a client’s response to an Liaison) intervention; some errors, some accuracy, responsive to supervisory feedback.
FPO 10. Continue to evaluate and apply research findings to practice and evaluate individual practice interventions at multi levels appropriately. Student is able to explain the purpose of assessment in problem-solving with client systems and to develop more complex ways of eliciting client data. Student can discuss client systems and interactions in such a way that his/her bias is not apparent in a description of the case. Errors present; increasing accuracy. Student is able to identify how the agency uses evaluation and research and how these skills impact clients and the agency. In using the PIP, student is able to devise measurable goals and objectives for client systems; some errors, increasing accuracy. Using class content on SSDs or agency protocols, student can begin to determine when and if a client is making progress; some errors, increasing accuracy, supervision needed. Student is able to conduct a brief literature review on a topic related to client population of agency. Content is accurate, information can be used to inform agency practice. Student exhibits beginning ability to evaluate a client’s response to an intervention; some errors, some accuracy, responsive to supervisory feedback. Continue to explain the purpose of client assessment. _____ Continue to demonstrate the ability to separate facts from one’s own bias and attitude. _____ Continue to explain how the process of research is used in the agency. _____ Continue to demonstrate the ability to operationalize client problems into measurable goals and objectives. _____ Continue to demonstrate the ability to measure client progress using a Single Subject Design. _____ Continue to identify the connection between a student intervention and a client response. _____ Apply research findings in the literature to inform practice. _____ Demonstrate the application of practices that have measurable evidence of effectiveness for given populations and problems. ________ Average (To be completed by Faculty Liaison)
2015-2016-field-handbook.docx