This document defines four skill levels (foundational, operational, in-depth, and expert) for working with Aboriginal people impacted by residential schools. It provides descriptions and key behaviors for each skill level. The skill levels range from basic understanding of Aboriginal history, culture, and residential school issues at the foundational level to fostering inclusive environments, training others, and establishing partnerships at the expert level. The document is intended as guidance for occupational competency when interacting with and providing services to Aboriginal individuals and communities affected by residential schools.
The Top 5 Performance Management ToolsBernard Marr
Summary of a report that looked at the state-of-the-art in performance management. It identifies the top 5 tools used today to manage performance and adds some words of advice.
The Top 5 Performance Management ToolsBernard Marr
Summary of a report that looked at the state-of-the-art in performance management. It identifies the top 5 tools used today to manage performance and adds some words of advice.
Please summarize the students primary responsibilities I.docxstilliegeorgiana
Please summarize the student's primary responsibilities:
Intake for children entering foster care (placement search, identification, admissions paperwork,
monitoring)
Monthly meetings with children free for adoption and placement.
Development of case plan goals and monthly meetings with parents working reunification/adoption
case plans.
Review of home studies and recruitment of prospective foster and adopt families.
Presentation of available children at paper match meetings.
Attendance of adoption parties with children available for adoption and prospective families.
Court prep and testimony at adoption status hearings.
Preparation of documents for adoption signing and release.
Adoption Consideration Narratives.
Participation in team to develop child specific recruitment plans.
Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on
each of the following
5 4 3 2 1
1. Make ethical decisions by applying the standards of the NASW
Code of Ethics, relevant laws and regulations, models for ethical
decision-making, ethical conduct of research, and additional
codes of ethics as appropriate to context
5 4 3 2 1
2. Use reflection and self-regulation to manage personal values
and maintain professionalism in practice situations
5 4 3 2 1
3. Demonstrate professional demeanor in behavior; appearance;
and oral, written, and electronic communication
5 4 3 2 1
4. Use technology ethically and appropriately to facilitate
practice outcomes
5 4 3 2 1
5. Use supervision and consultation to guide professional
judgment and behavior
Please provide over-all feedback on this competency:
Tuwanda has significantly grown as a social worker. She demonstrates professional demeanor, is
prepared, and communicates well. She is able to develop a rapport with clients and children easily and
is able to relate to individuals from all backgrounds. She has developed partnerships with providers and
Walton staff and is a team player. She is able to discuss best practice and policy/procedure regarding
case decisions and next steps.
Competency 2 - Engage Diversity and Difference in Practice Please rate the student on each
of the following
5 4 3 2 1
6. Apply and communicate understanding of the importance of
diversity and difference in shaping life experiences in practice at
the micro, mezzo, and macro levels
5 4 3 2 1
7. Present themselves as learners and engage clients and
constituencies as experts of their own experiences
5 4 3 2 1
8. Apply self-awareness and self-regulation to manage the
influence of personal biases and values in working with diverse
clients and constituencies
Please provide over-all feedback on this competency:
Tuwanda does a great job asking questions and engaging clients regarding cultural differences. She
inquired about local agencies that serve various populations and made contact. She is able to recognize
her own biases and work ...
You have been successful in your application for the position be.docxbriancrawford30935
You have been successful in your application for the position below and are invited to interview – time and date to be arranged.
Job Title: Social Care Worker – Residential services Panel
The social care worker will…
· work with children / young people, families and / or significant others, Social Work teams, other healthcare providers and agencies, schools, training agencies and community groups.
· care for, protect, and support vulnerable or dependent clients, individually or in groups, in conjunction with the wider multidisciplinary team and other relevant agencies. S/he will ensure the welfare of those under his / her care and will act as an advocate as appropriate.
· contribute to the planning and evaluation of individualised and group programmes of care, which are based on needs, identified in consultation with the client and others and delivered through day-to-day shared life experiences.
· work as part of a team to provide a safe, caring environment for resident clients/ children / young people with the primary aim of providing the intervention necessary to address the issues that are preventing them from fulfilling their outcomes.
· treat clients/ children/ young people and their families with dignity and respect, promoting a culture of unconditional positive regard at all times.
· recognise clients/ children / young people as expert through experience, promoting their participation in care planning, placement planning, decision-making and service delivery.
· contribute to the promotion of good links with neighbours, local community resources, i.e. schools, employment schemes and clubs, local Gardai and any other appropriate service.
· engage in reflective and evidence based practice
. That guideline to use to answer this question 1 to 3
1. Creative practice, reflective practice and team skills
It is important that the Social Care Worker can work independently as well as part of a wider healthcare team, building and maintaining relationships and understanding and valuing individuals and their respective professional roles. S/he should be able to identify the limits of their practice and know when to seek advice and additional expertise or refer to another professional. S/he should be able to give and receive feedback and to input their learning into their practice.
In the space below, please give an example of a situation where you were responsible for an individual piece of work with a service user/group of service users and which demonstrates your ability in the above areas
2
.
Flexibility, resilience and ability to deal with challenges.
An effective Social Care Worker demonstrates a commitment to providing a quality service. S/he is innovative and open to change in striving to ensure high standards in service delivery. Challenges can arise in many ways in the course of Social Care practice and an ability to manage adversity when it arises is an important professional skill.
In the space below, please give an.
Walden UniversitySocial Work and Human Services MSW Child.docxodiliagilby
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
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
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
Please summarize the students primary responsibilities I.docxstilliegeorgiana
Please summarize the student's primary responsibilities:
Intake for children entering foster care (placement search, identification, admissions paperwork,
monitoring)
Monthly meetings with children free for adoption and placement.
Development of case plan goals and monthly meetings with parents working reunification/adoption
case plans.
Review of home studies and recruitment of prospective foster and adopt families.
Presentation of available children at paper match meetings.
Attendance of adoption parties with children available for adoption and prospective families.
Court prep and testimony at adoption status hearings.
Preparation of documents for adoption signing and release.
Adoption Consideration Narratives.
Participation in team to develop child specific recruitment plans.
Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on
each of the following
5 4 3 2 1
1. Make ethical decisions by applying the standards of the NASW
Code of Ethics, relevant laws and regulations, models for ethical
decision-making, ethical conduct of research, and additional
codes of ethics as appropriate to context
5 4 3 2 1
2. Use reflection and self-regulation to manage personal values
and maintain professionalism in practice situations
5 4 3 2 1
3. Demonstrate professional demeanor in behavior; appearance;
and oral, written, and electronic communication
5 4 3 2 1
4. Use technology ethically and appropriately to facilitate
practice outcomes
5 4 3 2 1
5. Use supervision and consultation to guide professional
judgment and behavior
Please provide over-all feedback on this competency:
Tuwanda has significantly grown as a social worker. She demonstrates professional demeanor, is
prepared, and communicates well. She is able to develop a rapport with clients and children easily and
is able to relate to individuals from all backgrounds. She has developed partnerships with providers and
Walton staff and is a team player. She is able to discuss best practice and policy/procedure regarding
case decisions and next steps.
Competency 2 - Engage Diversity and Difference in Practice Please rate the student on each
of the following
5 4 3 2 1
6. Apply and communicate understanding of the importance of
diversity and difference in shaping life experiences in practice at
the micro, mezzo, and macro levels
5 4 3 2 1
7. Present themselves as learners and engage clients and
constituencies as experts of their own experiences
5 4 3 2 1
8. Apply self-awareness and self-regulation to manage the
influence of personal biases and values in working with diverse
clients and constituencies
Please provide over-all feedback on this competency:
Tuwanda does a great job asking questions and engaging clients regarding cultural differences. She
inquired about local agencies that serve various populations and made contact. She is able to recognize
her own biases and work ...
You have been successful in your application for the position be.docxbriancrawford30935
You have been successful in your application for the position below and are invited to interview – time and date to be arranged.
Job Title: Social Care Worker – Residential services Panel
The social care worker will…
· work with children / young people, families and / or significant others, Social Work teams, other healthcare providers and agencies, schools, training agencies and community groups.
· care for, protect, and support vulnerable or dependent clients, individually or in groups, in conjunction with the wider multidisciplinary team and other relevant agencies. S/he will ensure the welfare of those under his / her care and will act as an advocate as appropriate.
· contribute to the planning and evaluation of individualised and group programmes of care, which are based on needs, identified in consultation with the client and others and delivered through day-to-day shared life experiences.
· work as part of a team to provide a safe, caring environment for resident clients/ children / young people with the primary aim of providing the intervention necessary to address the issues that are preventing them from fulfilling their outcomes.
· treat clients/ children/ young people and their families with dignity and respect, promoting a culture of unconditional positive regard at all times.
· recognise clients/ children / young people as expert through experience, promoting their participation in care planning, placement planning, decision-making and service delivery.
· contribute to the promotion of good links with neighbours, local community resources, i.e. schools, employment schemes and clubs, local Gardai and any other appropriate service.
· engage in reflective and evidence based practice
. That guideline to use to answer this question 1 to 3
1. Creative practice, reflective practice and team skills
It is important that the Social Care Worker can work independently as well as part of a wider healthcare team, building and maintaining relationships and understanding and valuing individuals and their respective professional roles. S/he should be able to identify the limits of their practice and know when to seek advice and additional expertise or refer to another professional. S/he should be able to give and receive feedback and to input their learning into their practice.
In the space below, please give an example of a situation where you were responsible for an individual piece of work with a service user/group of service users and which demonstrates your ability in the above areas
2
.
Flexibility, resilience and ability to deal with challenges.
An effective Social Care Worker demonstrates a commitment to providing a quality service. S/he is innovative and open to change in striving to ensure high standards in service delivery. Challenges can arise in many ways in the course of Social Care practice and an ability to manage adversity when it arises is an important professional skill.
In the space below, please give an.
Walden UniversitySocial Work and Human Services MSW Child.docxodiliagilby
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
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
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
1. Working with Aboriginal People impacted by Residential SchoolsOccupational Competency 2015
SKILL LEVEL DEFINITIONS
Foundational (Level1) –emerging experiencewith some knowledgeofthe subjectmatter
Operational (Level 2) –Working knowledge ofsubject matter. Able toperformall duties requiring this skill
In-depth (Level 3) –Able toperformall duties requiring this skill and has the necessary knowledge totrainothers onthejobin theFoundational/Operationalskill
Expert (Level 4) –Comprehensiveknowledgeand advanced understanding as it relates tothe organizationalenvironment. Ableto train, lead or consult inthesubject
matter whencalledupon
Although Manitoba’s rich diversity of Aboriginal peoples makes generic statements difficult,there are benchmark behaviours which
can be used when workingwith those impacted by residential schooling. These benchmarks are comprised of four (4) skill levels.
Skill levels arenotnecessarily progressivebutdescribebehaviours bestused when the followingskill levels arerequired;
Foundational,Operational,In-Depth and/or Expert. This competency is adapted from Manitoba Corrections Competency: “Works
with Aboriginal People”as developed by a team led by Barry French with participation including;The Manitoba Métis Federation,
The Assembly of Manitoba Chiefs,Manitoba Corrections,Manitoba Civil ServiceCommission,Manitoba Government and Employees
Union, and reviewed by JusticeMurray Sinclairin 2002.
Definition of this competency
Interacts,communicates, or works with Aboriginal (FirstNations,Métis,Inuitand Non-Status Indians) peoplewho have been
historically or vicariously impacted by residential schooling.
Skill Level 1
(Foundational)
Skill Level 2
(Operational)
Skill Level 3
(In-Depth)
Skill Level 4
(Expert)
Understands basic knowledge of
Aboriginal history, culture, and
spirituality as well as current and
historic issues stemming from
residential schools
Applies basic knowledge of
Aboriginal history and culture,
including current and historic
issues stemming from
residential schools, to
interactions with individuals,
agencies and communities
Demonstrates advanced
knowledge and applied skills
in working with individuals
and groups impacted by
residential schools as well as
to those who provide services
to them
Fosters an organizational
environment supporting
respectful interactions.
Creates effective partnerships
with Aboriginal people and
communities. Embraces
Aboriginal methods and
approaches to service deliver
Key Behaviours Key Behaviours Key Behaviours Key Behaviours
Is sensitive to how their own
beliefs,traditions, education and
values affect all their interactions
Knows the four main Aboriginal
groups and the main tribal
groups in Manitoba
Understands and can explain the
basic history of Manitoban
Aboriginal people from pre-
contact to the present
Demonstrates respect in all
interactions with Aboriginal
people by using culturally
appropriatecommunication skills
Does not assume Aboriginal
clients have in-depth knowledge
of their culture, history or tribal
spiritual beliefs but checks when
appropriate
Understands and can explain
Uses appropriate protocols in
approaching community or
spiritual resources
Informs clients of traditional
ceremonial options they may
wish to participatein and why
Supports, encourages and
demonstrates respect for
Aboriginal co-workers
Understands and can explain
cultural grief
Gains knowledge of the
residential school the client
attended, confirms
experience/consequences
with client and adapts
interventions appropriately
Can adaptgeneric information
Plans and implements
culturally appropriate
programming to meet the
needs of clients and/or staff
Keeps current in issues
relevant to the inter-
relationship of the
organization and Aboriginal
people and communities
Creates and fosters
community healing
opportunities
Advises managers and staff on
best practices when working
with Aboriginal individuals,
agencies and communities
Teaches others about local
Fosters an inclusive
organizational environment
by integrating regional multi-
tribal Aboriginal cultures into
the workplace as well as the
programs and services offered
Champions educating other
leaders about residential
school impacts and mitigation
strategies
Ensures a representative
workforce reflects the
population served
When making changes to
polices, programs or
operating procedures,
includes appropriate
representation from the
Aboriginal community to
guide them
Monitor and compare the
2. Working with Aboriginal People impacted by Residential SchoolsOccupational Competency 2015
SKILL LEVEL DEFINITIONS
Foundational (Level1) –emerging experiencewith some knowledgeofthe subjectmatter
Operational (Level 2) –Working knowledge ofsubject matter. Able toperformall duties requiring this skill
In-depth (Level 3) –Able toperformall duties requiring this skill and has the necessary knowledge totrainothers onthejobin theFoundational/Operationalskill
Expert (Level 4) –Comprehensiveknowledgeand advanced understanding as it relates tothe organizationalenvironment. Ableto train, lead or consult inthesubject
matter whencalledupon
systemic racism
Understands and can explain
vicarious trauma and
intergenerational effects
Understands and can explain the
philosophy and governance
model of residential schools in
Manitoba
Understands and can explain
how residential schools impact
their business/agency
Understands and can explain
why clients may be dysfunctional
in emotion recognition and
management
Knows and makes appropriate
referrals to local Aboriginal
resources
Actively seeks and accepts
knowledge and insights
regarding residential school
impacts
Understands why Aboriginal
people are less likely to have
secondary education or
participate in the economy and
can explain to others
and resources to the specific
circumstances of their client
Seeks information from
colleagues and/or community
contacts to understand
history of relevant client
home community interactions
and issues
Knows and mitigates impact
of phrases, news events,
physical actions, etc. Which
may trigger trauma responses
Uses stories to convey ideas
Understands the value of
positive people and attitudes
as supports for clients
Recognizes the need for the
family and supports of the
client to be involved in the
healing process
Advocates for clients to use
the seven teachings in guiding
choices they make
Knows the power and value of
the Medicine Wheel and can
use it to explain and guide
healing concepts and
strategies
Aboriginal communities
including; preferences in
spirituality, culture, language,
supports/ resources available
Provides or creates
opportunities for others to
participate in various
traditional ceremonies to gain
understanding and
appreciation which will be
used to guide referrals
Trains others in residential
school impacts and mitigation
strategies
Creates opportunities to
facilitateconstructivedialogue
and raise awareness of
Aboriginal issues, challenges
and needs regarding
residential school impacts
Supports staff participation in
residential school events,
conferences and training
with/by/for Aboriginal
organizations when possible
and appropriate
Encourages Aboriginal
participation in secondary
education opportunities
organization’s performance
and remove systemic barriers
impacting effective results
I review my organizations
ability to meet Truth and
Reconciliation
recommendations and
support strategies to do so
Encourages Aboriginal people
to consider a career in their
organization
Promotes and assists
communities in regaining
cultural identity
Promotes credibility of
Aboriginal Medicines and
doctoring
Creates and leverages
opportunities to establish
meaningful partnerships with
other organizations,
communities and
governments to better meet
the needs of Aboriginal clients
impacted by residential school