Throughout the semester, students will have completed deliverables initially identified in the integrative project proposal. At the end of the semester, students will submit a 15-page paper outlining the components and ultimate outcomes of their project. Students must pay particular attention to the theoretical perspective that guided their project, incorporating at least five sources that relate to their topic. Additionally, students should identify ethical implications and issues of diversity that arose throughout the project. Students should include detailed information about their attempts to engage, assess, and intervene with their selected system at the individual, family, or community level. Keen attention should also be given to steps to evaluate the identified project. Below, students will find the outline for the assignment:
Introduction
Review of Literature/ Theoretical Perspectives
Project Overview
Steps to Engage Identified System
Assessment of Identified System
Developing and Executing the Intervention with the Identified System
Tools for Evaluating the Project
Steps to Advance Human Rights, Social, Economic, and Environmental Justice
Implications of Diversity for Project
Analysis of Policy Implications of Project
Ethical Implications of Project
Implications for Social Work Practice and Individual, Family and Community Well-Being
Conclusion
Rubric attached: Integrative Project Rubric.docx
Integrative Project Rubric: Assessment of Specialized Practice Competency
Criteria
Specialized Competency Behavior Considerations
Not included/Not Addressed (0)
Unsatisfactory
(1)
Satisfactory (2)
Exceptional (3)
Review of literature/ theoretical perspectives.
Competency 4
Use practice to inform research and research to inform practice with individuals, families and communities.
Critique and challenge how research can be used to perpetuate injustice and oppression.
Engage in research practice that aims to advance human rights and well-being.
Use research to improve policy, programs, and practice for individual, family, and community well-being.
No theoretical perspective identified.
Theoretical perspective identified but not clearly explicated/ no clear connection to the literature.
Theoretical perspective identified and explicated but not clearly connected to the client system.
Theoretical perspective identified and explicated clearly with a succinct connection to client system and literature.
Detailed overview of project.
No overview of project identified.
Overview provided, but does not clearly connect to identified project.
Overview provided with connection to project, but minimal detail provided.
Overview provided with connection to project and extensive detail provided.
Identification of steps taken to engage identified system
Competency 6
Identify, understand, and apply a range of relationship-enhancing strategies with culturally and racially diverse populations, mandated and voluntary clients, and use advanced engagement skills that are foundational to support the well-being of each population served.
Use a range of engagement skills to address underlying motivations that promote help-seeking behaviors in a variety of contexts.
Model appropriate professional use of self, accessing supervision and mentorship to reflect on effective use of self and affective self-regulation while navigating the engagement process.
Challenge their biases and recognize their own and the client’s life experiences that may impact the engagement process, including but not limited to age, race, ethnicity, class, ability, culture, gender identity and expression, geographic location, immigration status, political ideology, religion, and spirituality.
No identification of engagement steps noted.
Engagement steps noted but not clearly articulated.
Engagement steps noted and articulated, but not executed.
Engagement steps noted, articulated, and appropriately executed.
Clear and detailed assessment of identified system.
Competency 7
Identify interconnections and interdependencies between micro and macro-level systems, as well as those relevant constituencies, partners, and communities with whom relationships are necessary for change to improve the lives of vulnerable populations.
Engage in multidisciplinary and interdisciplinary collaboration to assist clients to identify their needs to achieve well-being.
Conduct advanced assessments with individuals, families and communities that explore and examine the effects of both trauma and resiliency and assess for risks, strengths, and protective factors in a developmental context, conceptualizing a path for healing and well-being.
Select and use empirically sound assessment techniques that are culturally and developmentally attuned.
Demonstrate the ability to create a conceptualization that strives to reflect an unbiased understanding of a person’s experience.
Demonstrate awareness of ways in which one’s own biases, experiences, potential countertransference processes, and values can affect the assessment process.
Collaborate with clients, constituencies, community members, professional colleagues, and political stakeholders throughout the assessment process as appropriate.
No system identified.
System identified, but no detailed assessment provided.
System identified with acceptable level assessment completed.
System level identified with a high level of detailed data included.
Developing and executing the intervention with the identified system.
Competency 8
Critically evaluate, select, and implement evidence-informed interventions and indigenous approaches to promote and ensure the well-being of individuals, families, and communities.
Mobilize the strengths of clients and systems to increase individual, family, and community capacity.
Identify and apply prevention strategies to anticipate and address challenges to individual, family, and community well-being.
Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies to promote individual, family, and community well-being.
Initiate and facilitate interprofessional collaborations within and between organizational and/or community partners to promote client well-being.
Continually develop and consistently use self-care strategies that support resiliency and well-being.
No intervention plan identified.
Intervention plan identified with minimal objectives outlined.
Intervention plan identified with clear objectives outlined.
Intervention plan identified utilizing SMART goals and clear, achievable objectives demonstrated.
Identification of tools for evaluating the project.
Competency 9
Select and use appropriate methods for evaluation of outcomes through knowledge and accurate use of evaluation tools at the individual, family, and community levels.
Plan and conduct evaluations to continuously improve programs, policies, and practice.
Utilize and translate evaluation outcomes to enhance the effectiveness and sustainability of programs and propose necessary changes to interventions and policies that impact individuals, families, and communities.
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidimensional theoretical frameworks in the evaluation of outcomes.
Evaluate one’s own practice and adapt to meet client’s needs to assure the well-being of individuals, families, and communities.
No evaluative tools identified.
Evaluative tools identified, but not clearly connected to the project.
Evaluative tools identified with connection to project.
Evaluative tools identified with connection to project and executed in practice.
Analysis of Policy Implication of Project
Competency 5
Identify social policy at the local, state, and federal level that impacts individual, family and community well-being, service delivery, and access to social services.
Assess how social welfare and economic policies impact the development, delivery and access to social services.
Engage in policy practice in partnership with clients to advance policies that fulfill human rights and improve well-being for individuals, families and communities.
Engage in policy practice in partnership with clients to advance policies that fulfill social, economic, and environmental justice.
Identify how power is involved in the policy process and develop ways to question that power and seek an equitable distribution of power.
No policy component identified.
Policy component identified, but not clearly articulated.
Policy component identified and articulated.
Policy component identified with clear articulation and clear connection to project.
Ability to reflect on implications of diversity for the project.
Competency 2
Examine the impact of historical and current structural inequalities and oppression that affect the well-being of diverse populations.
Communicate differentially to effectively engage with vulnerable individuals, families and communities.
Practice cultural humility while acting as learners and partners in the social work relationship.
Co-create with clients and colleagues a climate of collaboration and inclusion.
Demonstrate cognitive self-awareness, affective exploration, and appropriate self-regulation, understanding how one’s own personal biases and structural inequalities impact their social work practice.
No diversity implications identified.
Diversity implications identified, but with little to no reflection.
Diversity implications identified with acceptable level of reflection.
Diversity implications identified with reflection and strategies for implementation into future practice.
Steps to advance human rights, and social, economic, and environmental justice.
Competency 3
Apply their understanding of social, economic, and environmental justice to advocate for human rights to enhance well-being at the individual, family and community levels.
Engage in practices that advance social, economic, and environmental justice.
Understand and address systemic issues that affect the well-being of people and the planet.
Engage in practice that advances human rights and meets human needs.
Address the intersecting human rights violations that lead to social, economic, and environmental injustice.
No steps to advance justice identified.
Social, economic, and/or environmental justice issue identified. However, there is no reflection on impact to the system.
Clear identification of social, economic, and/or environmental issue with acceptable level reflection on impact to the system.
Clear identification of social, economic, and/or environmental issue with in- depth reflection on impact to the system.
Ability to identify and reflect on ethical implications of the identified project.
Competency 1
Apply an anti-oppressive ethical framework integrating the principles of
the NASW Code of Ethics and the International Federation of Social Workers (IFSW) Statement on Ethical Principles as well as additional ethical standards as appropriate to the context of practice.
Apply aspects of cultural awareness and humility to ethical decision making,
demonstrating recognition of and ability to identify and use ethical models in practice with individuals, families, and communities.
Identify and critically apply ethical decision-making frameworks that reflect social work values and the basic needs, rights and well-being of vulnerable, marginalized, and disadvantaged individuals, families, and communities.
Identify and promote vision, values and goals of individuals, families and communities.
Use self-evaluation and reflection to critically navigate competing personal and professional values, to advance professional practice and personal/professional well-being.
Use social work supervision as an accountability mechanism to support ethical and professional social work practice with individuals, families and communities.
No clear identification of values and ethics when working with identified system.
Values and ethics identified, but not clearly connected to identified system.
Values and ethics identified with acceptable level integration with client system.
Values and ethics identified with in-depth level of integration with client system.
Integration of impact of well-being at the individual, family, and community level.
None identified.
Integration of well-being addressed at 1 level.
Integration of well-being addressed at 2 levels.
Integration of well-being identified at all levels, with clear implications for future practice.
Adherence to appropriate formatting and style of writing.
Not formatted in APA style.
Minimal use of APA style. Major grammatical errors noted.
APA style utilized, but revisions needed. Some grammatical errors noted.
Mastery of APA style demonstrated. No major grammatical errors noted.
Total:
XX/36
Comments: