EDITORIALThe Art of Not KnowingElizabeth C. Pomeroy and

EDITORIAL
The Art of Not Knowing
Elizabeth C. Pomeroy and Angela M. Nonaka
The only true wisdom is in knowing you know
nothing.
—Socrates
S
ince the beginning of the new millennium,
the world has been experiencing profound
change and uncertainty. The international
order is convulsing socioeconomically and realign-
ing geopolitically. This upheaval can lead to a sense
of disequilibrium in which widespread concern,
anxiety, discomfort, and disillusionment reach viral
proportions. All, from local communities to large
governments, are being required to work harder with
fewer resources.This paradigmatic shift pressures us
to alter or abandon established notions of practice
and to develop innovative and effective strategies
for responding to these changes on micro, mezzo
and macro levels. Holistic, nuanced, social scientifi -
cally informed approaches to and analyses of these
changes and Stressors are vital to successful responses
to these social challenges.
The social sciences encompass several distinct

intellectual and professional disciplines, including
social work and anthropology. Methodological
and theoretical differences notwithstanding, these
diverse fields share an overarching goal: All seek to
understand human beings and their lived experi-
ences in the world and, thereby, to improve the
human condition by investigating how individuals,
group, families, and communities shape their lives
within rich cultural backgrounds. Sometimes this
is primarily an intellectual enterprise—describing,
comparing, and contrasting extant societies to il-
luminate the unity and diversity of humankind. In
other instances, social scientific research and practice
has specific, applied aims—influencing public policy
or advocating for clients. In either case, the emphasis
on understanding people in context underscores
why social scientific knowledge and practices are
critical for navigating our changing social world.
The quest for creative solutions to contemporary
problems can lead down many paths, some familiar
and others unexplored. Innovation usually occurs
gradually, with established knowledge or policies and
existing tools or techniques being refined and altered
incrementally. Discovery, however, can and does
happen suddenly. Whether pursued proactively by
choice or reactively by necessity, this mode of change
involves significant alteration, or even abandonment,
of existing theories and favored methods.
"Thinking outside the box" requires letting go,
maintaining an open mind, and embracing the
unknown .Yet it is often because of fear of the un-
known, and the attendant fear of being (deemed)
unknowledgeable, that we chng to the status quo

in our fields of endeavor. Like knowledge and ig-
norance, knowing and not knowing typically are
defined antithetically. Understood in this way, not
knowing is interpreted as a threat to competency.
This relationship, however, can be understood less
dualistically. More resonant with certain Eastern phi-
losophies is the "art of not knowing," which is a great
opportunity for insight, growth, and development.
The power of this way of thinking is exemplified
in the following examples.
Sign languages have existed since time imme-
morial, although for most of human history they
were stigmatized as an inferior form of gestural
communication.That changed in 1960, when Wil-
liam Stokoe, a professor at Gallaudet University,
proposed the then radical claim that sign languages
were full-fledged languages on a par with spoken
ones. Until then, the perceived absence of phonology
(the building-block system of sounds in a language)
had prevented recognition of sign languages as ac-
tual languages. Stokoe, however, observed that sign
languages indeed had manually expressed sublexical
units analogous to phonemes (the units of sounds
from which w ôrds are built).
A prime example of the art of not knowing,
Stokoe's insight was significant for several reasons.
First, keep in mind that he was not a linguist but a
professor of English, an expert on Chaucerian-era
literature. Nevertheless, he came to his realization
CCC Code: 0037-8046/11 $3.00 ©2011 National Association of
Social Workers 293

because he was teaching deaf students and noticed
that the errors in their writing were systematic, not
random. Whereas other teachers simply attributed
those errors to hearing loss and, by extension, lin-
guistic impairment, Stokoe noticed error patterning
more consistent with those of nonnative English
speakers. This spurred him to scientifically study
American Sign Language (ASL).Eventual recogni-
tion of ASL as a real language, in turn, opened up
an entirely new field of study called "sign language
linguistics." This new area of linguistics spread from
the United States to other countries, dispelling the
myth of sign language universality. Finally, scientific
linguistic acknowledgment of sign languages as ac-
tual languages allowed for rethinking of the identity
of deaf people as linguistic minorities versus simply
hearing-impaired people.
Another example of the significance of not know-
ing is the story of Nobel laureates Barry Marshall
and Robin Warren, two Australian physicians and
researchers who revolutionized the treatment of
peptic ulcers by demonstrating that the cause of this
condition was a bacterial infection. It had long been
a tenet of biomedicine that ulcers were caused by
stress and indigestion, and all treatments proceeded
from that assumption. In asserting their new etiology
of peptic ulcers, the two men encountered signifi-
cant opposition and resistance to their claims. For
several years, their attempts to publish and deliver
academic presentations were often stymied. Even
after appearing in prestigious, peer-revieved medical
journals, their work was still viewed skeptically. Not
to be dissuaded from their cause, one of the doctors
went so far as to use himself as a medical guinea pig

to show that peptic ulcers were indeed caused by a
particular strain of bacteria. In taking this calculated
risk, these physicians proved that ulcers could be
effectively treated with antibiotics, thereby revolu-
tionizing patient treatment of this illness.
Clearly, in both of these examples, indefatigable
professionals, who were experts in their fields,
began the process of discovery by embracing the
unknown and assuming the position of not know-
ing. Building on their respective competencies and
expertise, they were confident enough to take the
extra step of suspending what they knew, which
opened the space for new investigations. Had they
based their work solely on existing knowledge and
assumptions, both popular and professional, in all
likelihood their discoveries never would have been
made or the outcomes would have been entirely
different. The keystone of their success was the art
of not knowing.
Although these internationally acclaimed ex-
amples have changed the lives of millions of people,
we have encountered many everyday instances that
underscore the importance of exercising the skill
of not knowing. As social scientists, we have found
that one of the greatest roadblocks to discovery and
understanding is a tendency to place answers before
questions. For example, in our roles as academic
mentors, at times students have come to the table
with a research proposal having already decided what
the answer and conclusion to the research question
will be. One former student wanted to test the effec-
tiveness of an intervention that he "knew" had a posi-
tive outcome. Although his supervisor pointed out

the inherent personal bias in his research question,
the student maintained that he could be objective
despite his certainty in the outcome of the research
project. After long discussions about the possibility
of alternative outcomes, the student still adhered
to the notion that he knew that the intervention
"worked." When the supervisor steadfastly refused
to let the student pursue this biased research agenda,
the student angrily submitted a different proposal.
Had the student been able to remain open-minded
and test the intervention with an objective attitude,
he could have conducted his original project without
prejudice. In this situation, he clearly had not yet
learned the art of not knowing.
Moving from research to clinical practice, both
experienced and inexperienced practitioners can
make the mistake of assuming that they know
how to help a chent before fully understanding
the client's situation and perspective. For example,
one recent graduate obtained a position as a child
and family counselor at a mental health center.
She interviewed a six-year-old girl who had been
referred by the school while the girl's' parents were
interviewed by another practitioner. The girl talked
nonstop while tossing every toy into the middle
of the floor, and she never stopped moving for the
entire session. Her concentration was poor and her
attention span fleeting. After the session, this novice
practitioner quickly concluded that this client had
an attention-deficit disorder, but then she talked to
the coworker who had interviewed the girl's parents.
Her coworker discovered that, two weeks earlier,
the girl's aunt had been in a serious car accident in
which the aunt and her three-year-old niece had
been killed. Furthermore, the three-year-old girl

294 Social Work VOLUME 56, NUMBER 4 OCTOBER 2011
had died in the lap of her sister—the only survivor
of the crash. Suddenly, this new practitioner realized
that her initial assessment was probably wrong, and
her certainty in understanding the problem waned.
In addition, she recognized that she had assumed
she knew more than she actually did of this young
girl's unique circumstances.
In both of these cases, had they practiced the art
of not knowing, the student and the practitioner
might have come to quite different conclusions.
Often, the admission of "not knowing" the answer
to a problem is equated with incompetence. In the
highly competitive, information-driven society in
which we live, being "right"—having the correct
answer to the question or the instant solution to
the problem—has become synonymous with intel-
ligence and status.The flaw in this mode of thinking
is that by initially assuming that we already know
the answer, we overlook or fail to grasp the deeper,
richer, and more accurate picture of the issue at
hand. The stance of not knowing may open the
door to the development of new and innovative
perspectives, solutions, and discoveries that might
otherwise remain buried beneath the status quo of
existing knowledge.
In this issue, readers will find an interesting and
informative assortment of articles in which the
authors have exercised the skill of not knowing.
From an innovative study on conducting research

with people with disabilities to social work practice
addressing the spiritual needs of clients in health care
settings and the stress of mental health practitioners
working with suicidal clients, this impressive array of
studies uses culturaUy responsive methods for exam-
ining important social work issues. New perspectives
on research issues, such as design-based practice
and policies regarding juvenile probation, are also
examined through new sets of lenses that call social
workers to action on behalf of children, clients, and
workers. It is our hope that these articles will serve
as an inspiration and a reminder to use the wisdom
of not knowing in research and practice. SUS
REFERENCE
Stokoe,W. C. (1960). Sign language structure:An outline
of the visual communication systems of the American
dea/'(Studies in Linguistics: Occasional Paper No.
8). BufFalo: University at Buffalo, State University
of New York, Department of Anthropology and
Linguistics.
Elizabeth C. Pomeroy, PhD, LCSH^ACSH^isprofessor and
codirector of the Institute for Grief, Loss, and Family Survival,
School of Social Work, University of Texas at Austin. Angela
M. Nonaka, PhD, is assistant professor, Department of Anthro-
pology, University of Texas at Austin. Address correspondence
to Elizabeth C. Pomeroy, School of Social Work, University of
Texas at Austin, 1 University Station D3500, Austin, TX

78746; e-mail: [email protected]
NASW PRESS POLICY ON
ETHICAL BEHAVIOR
The NASW Press expects authors to ad-here to ethical standards
for scholarship
as articulated in the NASW Code of Ethia
and Writing for the NASW Press: Information
for Authors. These standards include actions
such as
• taking responsibility and credit only for
work they have actually performed
• honestly acknowledging the work of
others
• submitting only original work to
journals
• fuUy documenting their own and others'
related work.
If possible breaches of ethical standards have
been identified at the review or publication
process, the NASW Press may notify the au-
thor and bring the ethics issue to the attention
of the appropriate professional body or other
authority. Peer review confidentiality will not
apply where there is evidence of plagiarism.
As reviewed and revised by
NASW National Committee on
Inquiry (NCOI), May 30,1997
Approved by NASW Board of

Directors, September 1997
POMEROY AND NONAKA / The Art of Not Knowing 295
Please summarize the student's primary responsibilities:
Valerie is responsible for counseling services to our refugee
clients, as well as initial mental
health assessments for new arrival refugees. Val is leading a
new group of Certified Peer
Recovery Support Specialists who did training for 45 hours and
will now start to utilize their
training.
Please rate the student on each of the following competencies
using the following scale:
5 Demonstrates a high level of competency
4 Clearly demonstrates competency
3 Demonstrates minimal level of competency
2 Demonstrates inadequate level of competency
1 Fails to demonstrate even minimal competency
NA
Have not had an opportunity to observe (Only use this choice if
the student has not had
the opportunity to demonstrate the skill. Do not use if the
student has had an opportunity
but did not demonstrate the skill—this would be rated as “1”.)

Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally
competent, 2 = inadequately
competent, 1 = fail, NA = not observed
Score Criteria
4
1. Makes clinically appropriate decisions based on the NASW
Code of Ethics, and other
local, state, and federal legal statutes and regulations.
4
2. Identifies and manages personal values to provide clinical
service delivery, according
to professional values and standards.
5
3. Incorporates professional behavior when engaging clients,
families, colleagues, and
other professionals.
4
4. Evaluates the ethical and appropriate use of technology to
facilitate delivery of
clinical social work services.
4
5. Integrates principles of supervision and consultation to guide
professional
judgement and behavior.
5
6. Demonstrates professional development by identifying the
specialized skills and
knowledge needed to practice clinical social work.

Please provide over-all feedback on this competency:
Valerie is very professional in her interactions with clients.
She has her own CPRS training and
is eager to assist these new trainees.
Competency 2 - Engage Diversity and Difference in Practice
Score Criteria
4
7. Demonstrates cultural awareness by recognizing and
integrating diverse
populations’ varying values, culture, norms, and beliefs
throughout the therapeutic
process.
4
8. Demonstrates cultural humility by managing personal biases
when partnering with
clients.
4
9. Communicates in a culturally responsive way recognizing
various community
structures, norms, and values.

Val is learning how to use interpreters with her clients, both
over the phone and in-
person. This takes some time to get used to working through
interpreters, but Val is managing
that process. She is sensitive to the different cultures being
served.
Competency 3 - Advance Human Rights and Social, Economic,
and Environmental Justice
Score Criteria
4
10. Examines the effects of oppression, discrimination,
structural social inequality, and
historical trauma on clients/constituents and their systems to
guide intervention
planning.
5
11. Chooses social work clinical practices that promote human
rights and social,
economic, and environmental justice.
Val works with all clients with a great amount of respect for
their culture and experience.
Competency 4 - Engage In Practice-informed Research and
Research-informed Practice

Score Criteria
4 12. Critically evaluates evidence based and “best practice”
treatment interventions.
4
13. Develops clinical intervention plans based on the best
available research and “best
practices”.
We will continue to discuss this in supervision going forward.
Competency 5 - Engage in Policy Practice
Score Criteria
3
14. Critically evaluates and creates awareness about agency
and/or government
policies and regulations that impact the well-being of clients.
4
15. Applies critical thinking to analyze, formulate, and

advocate for policies that
support the needs of clients who present for clinical services.
We have not had significant discussions about policy issues. I
am sure that Val has a good
understanding and we will be moving more into this area to best
understand impacts on
clients. Val continues to advocate for clients.
Competency 6 - Engage with Individuals, Families, Groups,
Organizations, and Communities
Score Criteria
Individuals
4
16. Uses empathy, reflection, and interpersonal skills to engage
diverse clients in the
therapeutic process.
Families
4
17. Uses empathy, reflection, interpersonal skills, and
knowledge of human behavior
and the social environment and family systems to engage with
families.

Groups
5
18. Uses empathy, reflection, interpersonal skills, and
knowledge of group dynamics
to engage group members in the group process.
4
19. Engages with inter-professional teams and stakeholders
associated with clients'
care.
Organizations
4
20. Engages with organizations that provide services, support,
advocacy, and
resources to support to clients.
Communities
3
21. Identifies and actively participates in opportunities to
communicate with
community leaders and members about community service gaps
for clients.

Val is enthusiastic to be working here at Dorcas International
and her enthusiasm working with
our clients is contagious. She has really taken on the CPRS
group and is eager to work with
them. We will continue to work on how she can advocate to
resolve community gaps.
Competency 7 - Assess Individuals, Families, Groups,
Score Criteria
Individuals
4
22. Conducts clinical assessments that provide information
about the
biopsychosocial-spiritual needs of clients.
4
23. Uses critical thinking to apply the strengths perspective and
theories of human
behavior and the social environment when analyzing and
interpreting assessment
information in a clinical setting.
4
24. Develops mutually agreed-upon evidence-based therapeutic
interventions that

consider culture, values, and safety.
Families
3
25. Conducts family assessments to understand family roles,
functioning,
relationships, resources, and support needs.
3
26. Uses critical thinking to apply theories of family systems
when analyzing and
interpreting family functioning, support, and dynamics.
Groups
4
27. Identifies the professional social work role in inter-
professional and supervision
group meetings and assesses how that role contributes to the
group's purpose.
4
28. Assesses the functioning and needs of professional and/or
client focused groups,
and considers the best intervention strategies, based on
professional knowledge and
ethics.
Organizations

3 29. Assesses how the agency’s mission, structure, vision,
connect to client outcomes.
3
30. Uses critical thinking to consider the strengths and
limitations of therapeutic
services provided to clients.
Communities
4
31. Develops knowledge about community resources, resources,
governance,
political climate, and initiatives to support mental health.
4
32. Uses critical thinking to consider the strengths and
limitations of the community
and how those impact the functioning of clients.
We will be working more on these macro issues in the next
months. Val is good at accessing
resources for clients.
Competency 8 - Intervene with Individuals, Families, Groups,

Score Criteria
Individuals
4
33. Implements therapeutic interventions based on the strengths
perspective,
biopsychosocial needs, and current theories appropriate for the
setting and client
needs.
4 34. Utilizes appropriate resources and services for clients.
Families
NA
35. Implements family interventions based on the strengths
perspective, family
culture, family systems theory, and evidence-based practice.
NA 36. Utilizes appropriate resources, services, and
interventions for families.
Groups
4
37. Uses professional ethics, knowledge, and evidence-based
interventions in
groups.

Organizations
4
38. Participates in opportunities to improve
agency/organization service delivery
that will support the needs of clients.
Communities
4
39. Explores and actively participates in opportunities to
advocate for community
services and support mental health services.
Val represented our agency at World Refugee Day Celebration
and was talking with other
agency providers about resources, as well as interacting with
the public. She is working with
individuals and groups using strengths-based approach. We
hope to have her involved with a
family system soon.
Competency 9 – Evaluates with Individuals, Families, Groups,
Organizations, and
Communities
Score Criteria

Individuals:
Score Criteria
4
40. Evaluates the effectiveness of therapeutic intervention
strategies for with
individuals.
3 41. Utilizes evaluation data to inform new intervention
strategies.
Families
NA
42. Evaluates the effectiveness of intervention strategies used
to improve family
functioning and support.
NA 43. Utilizes evaluation data to inform new intervention
strategies and resources.
Groups
4 44. Evaluates the effectiveness of group related processes.
3 45. Utilizes evaluation data to inform future group
processes.
Organizations
4

46. Evaluates the effectiveness of social services and
intervention strategies
provided by agencies to support clients.
3 47. Utilizes evaluation data to inform advocacy initiatives
to improve services.
Communities
4
48. Evaluates the effectiveness of community services and
resources for clients and
their families.
3 49. Utilizes evaluation data to inform advocacy initiatives.
Val and I will continue to discuss evaluating our impact of
treatment strategies, including use of
data to better inform our practice.
MSW Advanced Clinical Concentration -Student Learning
Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530

Agency Name: Dorcas International Institute of Rhode Island
Agency Address: 220 Elmwood Ave. Providence, RI 02907
Student Information Instructor/Supervisor
Information
Faculty Liaison
Information
Agency Info
Name: Valerie Carrington
Walden Email:
[email protected]
Phone: 857-544-3088
Name: Anne Fortier LICSW
Email: [email protected]
Phone: 401-784-8695 /401-419-0724
Name: Dr. Charlene
Greenidge-Lane
Email: Charlene.greenidge-
[email protected]
Phone: 346-768-3662
Description: Dorcas
International Institute of
Rhode Island
Academic Term
Summer 2021

Course Number
Example: SOCW 6520-10
SOCW 6520-16
Population Served:
Refugees and immigrates
Diverse group of populations,
including all ages, races, and
ethnic backgrounds.
Proposed Schedule: Monday and Wednesday 9:30 – 4:30
Describe what your regular tasks will be at the agency: Intern
will observe and perform diagnostic assessments under
supervision. Intern will observe and take cases within the
agency that are for initial behavioral health assessments. Intern
will gain knowledge on safety planning, agency policies and
community engagement. Student with communicate
coordinate with other providers.

Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is
designed to ensure students are mindful about the learning
expectations in their
field placement. It was developed to help students and
supervisors/instructors plan a well-rounded experience that will
help students meet the
learning objectives.
Learning Objectives: The Council on Social Work Education
(CSWE) requires students gain competency in nine areas of
social work practice. These
areas of practice are defined as core competencies of the
profession. Each core competency requires particular behaviors
students should be able
to engage and gain competency in. Students should provide
examples of activities in the agency they can participate in to
help them meet the
learning objectives. Some examples of activities are provided.
This is not an exhaustive list, so others can be added. Students
must have an
opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning
agreement a helpful tool to plan the learning goals for the term,
but it connects

directly to the evaluation points in the student evaluation. Field
Instructors/supervisors will be asked to complete student
evaluations. Each
student is evaluated on the nine core competencies of social
work. Having a solid learning agreement aligns the learning
goals with the student’s
evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be
completed by week 3 at the agency. This is a collaborative
process, where the field
instructor/supervisor and student meet to establish goals for the
term. The student will then submit the agreement to the faculty
liaison for
feedback and comments. Once everyone is happy with the
agreement, all parties sign the agreement. During the
evaluation session, toward the
end of the quarter, the student and instructor/supervisor should
meet to discuss progress and challenges with the plan and
develop ways to adjust
the learning for the remainder of the placement and the next
quarter.
Form Layout:

Each page/grid is devoted to one of the nine Social Work Core
Competencies. Students must have experience in all nine
competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are
identified based on the concentration area. These behaviors
should be
demonstrated by students during the term of the field
placement/internship.
Agency Activities-These are examples of particular activities
that students can do at the agency to demonstrate the expected
behaviors.
Most of these are general to all settings. However, if they don’t
quite match, feel free to add/change these to fit with the context
of your
agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field
course assignments that help reinforce the Social Work Core
Competencies.
Students will be required to complete all field course
assignments.
How to Complete the Form:
a- By week 2, students should complete all student designated
sections on the learning agreement and discuss it with their
supervisor/instructor.

b- By week 3, students should upload the learning agreement to
Blackboard for the faculty liaison to review. (Only upload
agreements that have been
approved by your supervisor/instructor).
c- After the faculty liaison reviews and signs the agreement, the
student and instructor should sign it.
d- After the agreement has been signed, the student will upload
it to Meditrek.
Learning Agreement
Social Work Core Competency 1 – Demonstrate Ethical and
Professional Behavior
Expected Behaviors – You will be
evaluated on these at the end of the
quarter
Agency Activities to help you achieve the
expected behaviors- Check ALL that
apply AND add other activities specific to
your agency.
Field Course Assignments – Complete
these in the course when assigned.
a- Makes clinically appropriate decisions based on
the NASW Code of Ethics, and other local, state,
and federal legal statutes and regulations.
b- Identifies and manages personal values to
provide clinical service delivery, according to
professional values and standards.

X Adhere to ethical standards outlined by the
NASW and other social work organizations
X Discuss personal values in supervision when
they conflict with the values of the profession and
adjust practice as needed.
SOCW 6520 (Field III) Assignments:
Self-Assessment Assignment (Week1)
Blog post on confidentiality (Week 2)
Blog Post safety in the field (Week 3)
c-Incorporates professional behavior when
engaging clients, families, colleagues, and other
professionals.
d- Evaluate the ethical and appropriate use
technology to facilitate delivery of clinical social
work services
e-Integrates principles of supervision and
consultation to guide professional judgment and
behavior.
f-Demonstrates professional development by
identifying the specialized skills and knowledge
needed to practice clinical social work.
X Recognize personal triggers that could impede

effectiveness with clients. Discuss those triggers
with your supervisor.
X Discuss case scenarios with my supervisor and
faculty liaison that require ethical reasoning.
Seek guidance when you experience and ethical
dilemma.
X Maintain professional boundaries with clients
and others and discuss and potential boundary
challenges in supervision.
X Use professional communication and
interaction with clients, colleagues, and others.
X Recognize your professional responsibility to
the client, the profession, and the agency.
X Adhere to agency policies about technology
and record-keeping. Discuss with your supervisor
any potential ethical challenges that may arise
because of the use of technology.
Add other activities here:
Blog Post on Supervision (Week 4)
Blog on Ethics (Week 5)
Use of Self Blog (Week 8)
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how these expectations and
activities will help you increase competence in ethical and

professional behavior. For example, how will you use your
strengths, improve knowledge, develop skills, and address any
areas you need to improve as a professional (be spec ific)?
Working in alliance with the NASW code of ethics is vital as
professional and social work practice. The goals I’ve set for
myself
during my field experience will support me in developing a
much more knowledgeable grasp of the core competence. Thus,
consulting weekly with my supervisor regarding any concerns
and Evidence-based practices and setting boundaries with
clients to
follow ethical standards. Additionally, following agency
guidelines and procedures by dressing appropriately, abiding by
confidentiality rules, and respecting others’ values and beliefs
will help me grow as a professional in the field.
Social Work Core Competency 2 – Engage Diversity and
Difference in Practice
quarter

your agency.
a-Demonstrates cultural awareness by recognizing
and integrating diverse populations’ varying
values, culture, norms, and beliefs throughout the
therapeutic process.
b-Demonstrates cultural humility by managing
personal biases when partnering with clients.
c- Communicates in a culturally responsive way
recognizing various community structures, norms,
and values.
X Practice with those who are different from you
based on age, SES, color, culture, disability,
ethnicity, gender, religion, sexual orientation, etc.
X Discuss in supervision and in class the strengths
of engaging diversity and the challenges you have
when engaging difference.
X Engage in self-refection about personal biases
related to client population and discuss with
supervisor and be able to demonstrate that you
SOCW 6520 (Field III) Assignments:

Agency Assignment – describe the population
(Week 4)
Diversity Blog (Week 7)
For Student: Write two goals that you want to achieve to help
you develop as a professional social worker (these goals should
address areas of growth and professional development).
1st goal for this MSW intern is to remain teachable, be open to
feedback and make any needed changes to improve my
knowledge of
core competencies as it pertains to my field education.
2nd goal for this MSW intern will be to maintain a present of
professionalism, staying impartial and provide objective
feedback
while assessing any and all situations to foster self-awareness at
all times during field education.
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation).

can have a personal view and a professional view
in practice.
X Develop a diversity/cultural competency plan
that allows you to learn about the cultural needs
of client groups and be culturally responsive when
communicating with clients.
Course Assignments, describe how these will help you enga ge
diversity and difference in practice. For example, how will you
use your strengths, improve knowledge, develop skills, and
address any areas you need to improve as a professional (be
specific)?
Dorcas International Institute of Rhode Island serves a unique
population. In this way, I will have the rare opportunity to gain
experiences with many different ethnic and cultural
backgrounds. Through my experience, I must practice cultural
competence
while recognizing any cultural differences from my own that
may cause conflict with my values. I must accept every
individual
with unconditional positive regard. If there comes an instance
where I am uncomfortable with a client or situation, I must
report the

concern to my supervisor immediately to ensure quality care
and best practice. In addition, I will exhibit contextual and
cultural
competency by respecting all person’s rights, dignity, and
worth. Including respect for age, culture, disability, ethnicity,
race,
religion/spirituality, gender, sexual orientation,
marital/partnership status, language preference, socioeconomic
status, veteran status,
immigration status, or any basis proscribed by law or as defined
by potential clients' experience (Center for Substance Abuse
Treatment (US).
Reference:
Improving Cultural Competence. Rockville (MD): Substance
Abuse and Mental Health Services Administration (US); 2014.
(Treatment Improvement Protocol (TIP) Series, No. 59.) 1,
Introduction to Cultural Competence. Available from:
https://www.ncbi.nlm.nih.gov/books/NBK248431/
For Student: Write two goals that you want to achieve to engage
diversity and difference in practice (these goals should
address areas of growth and professional development). 1st goal
for this MSW intern is to engage therapeutically with diverse
populations of different ethnic backgrounds and cultural beliefs
and gain cultural competence by working with these diverse

populations. As
evidence, by effectively communicating, respecting differences
of opinions, and openly explore interpersonal differences
weekly for the entire
field placement.
2nd goal for this MSW intern will recognize any conflicts with
personal/ ethnic or cultural beliefs and discuss concerns with
the supervisor
immediately.
completed during the evaluation).
Social Work Core Competency 3- Advance Human Rights and
Social, Economic, and Environmental Justice

quarter
your agency.
a-Examines the effects of oppression,
discrimination, structural social inequality, and
historical trauma on clients/constituents and their
systems to guide intervention planning.
b- Chooses social work clinical practices that
promote human rights and social, economic, and
environmental justice.
X Identify barriers clients face when accessing
services at my agency or at other agencies and
discuss during supervision.
X Develop a plan to learn about the effects of
oppression, discrimination, inequality, and trauma
on clients.
X Use evidence-based practices that consider the
unique challenges clients have when faced with
oppression, discrimination, social inequality, and
historical trauma.

X Discuss with supervisor about how social,
economic, and environmental factors affect client
outcomes.
X Work with instructor/supervisor to engage
advocacy for needs and services for clients.
X Collaborate with a local or national organization
that advocates for your population.
Course Assignments, describe how these will help you advance
human rights and social, economic, and environmental justice.
For example, how will you use your strengths, improve
knowledge, develop skills, and address any areas you need to
improve as a professional (be specific)?
By becoming aware of barriers to a client’s success in
treatment, I can help them overcome obstacles and empower
them through
strengths-based techniques. Discussing these concerns with my
supervisor will allow for crucial insight and growth during my
field
experience.

you advance human rights and justice (these goals should
1st Goal
This MSW intern will gain knowledge, implement, and assess
all ethical standards, policies, and protocols during the field
experience to identify barriers to treatment and positive
outcomes for clients and perform client outcomes surveys
during and after
treatment.
2nd Goal
This MSW intern will explore and build awareness on
community resources to connect clients and help them meet
their identified
needs.
completed during the evaluation)
Social Work Core Competency 4 – Engage in Practice-Informed
Research and Research-Informed Practice

quarter
your agency.
a-. Critically evaluates evidence based and “best
practice” treatment interventions
b- Develops clinical intervention plans based on
the best available research and “best practices”.
X Research the evidence-based treatment
interventions associated with the context of your
agency.
X Use critical thinking to evaluate the benefits and
challenges of the evidence-based interventions
used with clients. Discuss your ideas with your
supervisor.
X Develop treatment plans for clients that are
evidence-based.

SOCW 6520 (Field III) Assignment:
Intervention Treatment Plan Assignment
SOCW6530 (Field IV) Assignment:
Intervention Treatment Plan Assignment part II
Course Assignments, describe how these will help you engage
in
practice-informed research and research-informed practice. For
example, how will you use your strengths, improve knowledge,
develop skills, and address any areas you need to improve as a
professional (be specific)?
Evidence-based practice guides our treatment at DIIRI. By
cultivating learned research skills, I will effectively serve my
clients
with appropriate therapeutic techniques and treatment
interventions.
you improve use research in your practice justice (these goals
should address areas of growth and professional development).
1st Goal
This MSW intern will research current evidence-based practices
and their effectiveness for treatment.
2nd Goal
This MSW intern will learn theories of evidence-based practice
and implement therapeutic skills when necessary.

completed during evaluation).
Social Work Core Competency- 5- Engage in Policy Practice
quarter
your agency.
a- Critically evaluates and creates awareness
about agency and/or government policies and
regulations that impact the well-being of clients.
b- Applies critical thinking to analyze, formulate,
and advocate for policies that support the needs

of clients who present for clinical services
X Consider policies that affect the lives of your
clients and discuss those challenges with your
supervisor.
X Use critical thinking to examine the negative
impact of policies on clients and advocate when
needed.
X Explore how social problems are connected to
social policy.
X Explore how agency funding is connected to
policy.
SOCW 6520 (Field III) Assignment:
Week 10 focuses on Organizational Policy
Social Problem/Policy Assignment
SOCW6530 (Field IV) Assignment:
Agency Funding and Policy Implication
Assignment

Course Assignments, describe how these will help you engage
in
policy practice. For example, how will you use your strengths,
improve knowledge, develop skills, and address any areas you
need to improve as a professional (be specific)?
As a social worker, it is vital to be aware of policies
implemented within the community and how these policies may
impact the
individuals we serve. It is essential to research and advocate
and attend community events or meetings to be a voice for the
individuals
we do and create awareness for other community members.
For Student: Write two goals that you want to achieve to engage
in policy practice (these goals should address areas of growth
and professional development).
1st Goal
For this MWS intern, researching, becoming educated and
gaining competence of all ethical standards, policies, and
protocols must be congruent with institutional policies and
procedures.
2nd Goal
For this, MSW intern polish up on macro-level policies in the
agency to realize how they impact the clients we serve and
educate clients
on policies and empower clients to voice their opinions.

completed during evaluation)
Social Work Core Competency 6- Engage with Individuals,
Families, Groups, Organizations, and Communities
quarter
expected behaviors – Check ALL that
your agency.
Individuals
Uses empathy, reflection, and interpersonal skills
to engage diverse clients in the therapeutic
process.

Families
Uses empathy, reflection, interpersonal skills, and
knowledge of human behavior and the social
environment and family systems to engage with
families.
X Show care, empathy, and genuineness with
clients to initiate therapeutic relationships.
X Use a strengths-based approach when engaging
with individuals, groups, and families.
X Use active listening and other engagement
skills.
SOCW 6520 (Field III) –First 11 weeks
Process Recording (Week 5)
Week 9 focuses on Individual, Family, and Group
contexts
Groups
a-Use’s empathy, reflection, interpersonal skills,
and knowledge of group dynamics to engage
group members in the group process.

b- Engages with inter-professional teams and
stakeholders associated with clients' care.
Organizations
Engages with organizations that provide services,
support, advocacy, and resources to support to
clients.
Communities
Identifies and actively participates in
opportunities to communicate with community
leaders and members about community service
gaps for clients.
X Consult with organizations to assist with client
needs.
☒Engage in professional communication in
interprofessional team meetings from the social
work perspective.
X Connect and work with community
organizations that provide services related to the
clients you serve.
Add other engagement activities:
SOCW6530 (Field IV)- Second 11 weeks
Week 1 & Week 2 Focus on Engagement
Blog on Engagement (Week 2)

Course Assignments, describe how you will engage with the
following target systems in the context of your agency:
Individuals: Implement social work skills of when working
with clients assigned to my caseload.
Families: Observe Refugee and immigrant intake team meetings
that support family newly arriving families.
Groups: Facilitate Certified Peer Recovery Speciali st (CPRS)
support group meeting to assist recently trained clients in
completing
needed requirements for certifications
Communities: Connect clients to community resources
Organizations: Coordinate services with outside agencies that
are involved with mutual cases.
you develop your engagement skills (these goals should address
areas of growth and professional development).
1st Goal
This MSW intern will participate in individual, group, and
community venues, attend all assigned meetings and interact
with

supervisors and colleagues during field education placement.
2nd Goal
This MSW intern will receive positive feedback, express
empathy, and genuineness during field education placement.
completed during the evaluation)
Social Work Core Competency 7-Assess Individuals, Families,
Groups, Organizations, and Communities
quarter
your agency.

Individuals
a-Conducts clinical assessments that provide
information about the biopsychosocial-spiritual
needs of clients.
b- Uses critical thinking to apply the strengths
perspective and theories of human behavior and
the social environment when analyzing and
interpreting assessment information in a clinical
setting.
c- Develops mutually agreed-upon evidence-
based therapeutic interventions that consider
culture, values, and safety.
X Utilize agency appropriate forms, tools, and
processes to complete clinical assessments.
X Utilize developmentally, and strengths-based
approaches to assessment.
X Assist clients in developing mutually agreed
upon goals and interventions to enhance well-
being.
X Assess family functioning, relationships and
support needs in the context of the agency’s
practice.
SOCW6520 (Field III) – First 11 weeks
Week 9 Focus on Individuals, Families, and Groups
SOCW 6510 (Field II)- Second 11 weeks

SOCW 6530 (Field IV)- Second 11 weeks
Week 3 and 4 devoted to the assessment process,
with assignments of blogs and process recordings.
Families
a- Conducts family assessments to understand
family roles, functioning, relationships, resources,
and support needs.
b- Uses critical thinking to apply theories of family
systems when analyzing and interpreting family
functioning, support, and dynamics.
Groups
a-Identifies the professional social work role in
inter-professional and supervision group meetings
and assesses how that role contributes to the
group's purpose.
b- Assesses the functioning and needs of
professional and/or patient focused groups, and
considers the best intervention strategies, based
on professional knowledge and ethics.
Organizations
a-Assesses how the agency’s mission, structure,
vision, connect to client outcomes.
b- Uses critical thinking to consider the strengths
and limitations of therapeutic services provided to
clients.
Communities
a-Develops knowledge about community

resources, resources, governance, political
climate, and initiatives to support mental health
b- Uses critical thinking to consider the strengths
and limitations of the community and how those
impact the functioning of clients
X Work with groups to assess needs and to inform
group intervention goals and treatment
strategies.
X Assess ways you can participate in inter-
professional and supervision meetings from the
social work perspective.
X Assess how other organizations assist with
client needs and where there may be gaps in
services.
X Assess the role the community plays in
providing services for your clients (financial,
legislative, representative, etc.) Discuss your
findings with your supervisor.
Add other assessment activities:
Course Assignments, describe how you will assess the following
target systems in the context of your agency:
Individuals:
Families:
Groups:

Organizations:
Communities:
you develop your assessment skills (these goals should address
areas of growth and professional development).
completed during supervision)
Social Work Core Competency 8-Intervene with Individuals,
Families, Groups, Communities, and Organizations
quarter

your agency.
Individuals
a-Implements therapeutic interventions based
on the strength’s perspective, biopsychosocial
needs, and current theories appropriate for
the setting and client needs.
b- Utilizes appropriate resources and services
for clients.
c- Promotes effective transitions and endings
that incorporate mutually agreed-upon goals.
Families
a-Implements family interventions based on
the strength’s perspective, family culture,
X Use agency-appropriate and developmentally-
appropriate intervention strategies and
techniques.
X Use relevant prevention strategies with
individuals, families, and groups.
X Explore various evidence-based interventions
and discuss those with your supervisor.

X Intervene with families using appropriate family
theories.
X Explore and utilizes resources to provide
holistic care.
SOCW 6520 (Field III) First 11 weeks
Week 9 focuses on Individuals, Families, and
Groups
Discuss with supervisor evidence-based practices
used in agency setting
SOCW 6530 (Field IV) Second 11 weeks
Weeks 5 and 6 focuses on intervention with
assignments of blogs and process recordings.
Week 9 focuses on Termination with clients
family systems theory, and evidence-based
practice.
b- Utilizes appropriate resources, services,
and interventions for families.
Groups

Uses professional ethics, knowledge, and
evidence-based interventions in groups.
Organizations
Participates in opportunities to improve
agency/organization service delivery that will
support the needs of clients.
Communities
Explores and actively participates in
opportunities to advocate for community
services and support mental health services.
X Talk with supervisor about planning for
termination or transitions with clients.
X Consults with supervisor about ways to be
involved in service delivery improvement at
the agency.
☒Consults with supervisor about
opportunities to be involved in advocacy.
Course Assignments, describe how you will intervene with all

of the
Individuals: Implement therapeutic interventions.
Families: Practice strengths- based approach and connect
families to community resources.
Groups: Use evidence- based interventions within group
settings.
Organizations: Complete agency trainings in order to maintain
competency.
Communities: Advocate and participate in community activities
that promote mental health awareness.
you apply appropriate intervention strategies (these goals
should
1st Goal
This MSW intern will use appropriate treatment planning tools
and interventions based on the client’s needs and agency
guidelines.
2nd Goal

This MSW intern will successfully utilize interventions with
clients to guide them through treatment and the termination
process.
Social Work Core Competency 9- Evaluate Practice with
Individuals, Families, Groups, Organizations, and Communities
quarter
your agency.
Individuals
Evaluates the effectiveness of therapeutic

intervention strategies for with individuals
Utilizes evaluation data to inform new
intervention strategies.
Considers the effectiveness of therapeutic
interventions and makes changes to
treatment plans as needed.
SOCW 6520 (Field III) First 11 weeks
Week 9 focuses on Individuals, Families, and
Groups
Families
Evaluates the effectiveness of intervention
strategies used to improve family functioning and
support.
Utilizes evaluation data to inform new
intervention strategies and resources.
Groups
Evaluates the effectiveness of group related
processes.
Utilizes evaluation data to inform future group
processes.
Organizations
Evaluates the effectiveness of social services and
intervention strategies provided by agencies to

support clients.
Utilizes evaluation data to inform advocacy
initiatives to improve services.
Communities
Evaluates the effectiveness of community services
and resources for clients and their families.
Utilizes evaluation data to inform advocacy
initiatives
X Consults with supervisor about treatment
plan outcomes to consider potential
alternatives.
X Evaluate the effectiveness of social
services provided organizations and
communities and advocate where needed.
X Meet with clients to assess the progress of
their goals and make changes in treatment
plans as necessary.
X Participate in data collection, needs
assessments, and other research efforts to
inform advocacy or awareness initiatives.
SOCW 6530 (Field IV) Second 11 weeks
Weeks 7 and 8 focus on evaluation of client
success with assignments of blog posts and

process recordings.
For Student: After reviewing the Agency Activities and Fiel d
Course Assignments, describe how you will evaluate with all of
the
Individuals: Perform monthly and quarterly reports, including
outcome questioning to measure effectiveness.
Families: Perform monthly and quarterly reports, including
outcome questioning to measure effectiveness.
Groups: Evaluate the effectiveness of group interventions.
Organizations: Evaluate the effectiveness of social services to
support clients.
Communities: Evaluate the effectiveness and reliability of
community services offered to clients.
For Students: Write two goals that you want to achieve to help
you understand how to evaluate clients and other systems
(these goals should address areas of growth and professional
development).
1st Goal

This MSW intern will identify how the agency records client
outcomes and how often treatment planning takes place.
2nd Goal
This future social worker will evaluate treatment goals for
review with all clients based on agency guidelines.
For Students: Write down any questions you have for your
Signature Page
X
Student's Signature

X
Printed Name
X
Date
X
Faculty Liaison's Signature
X
Printed Name
X
Date
X
Field Instructor's Signature
X
Printed Name
X
Date
The Field Office accepts e-signatures, so feel free to type in
your full name and Email as your official signature.

EDITORIALThe Art of Not KnowingElizabeth C. Pomeroy and

EDITORIALThe Art of Not KnowingElizabeth C. Pomeroy and

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