Recall that your Student Skills Inventory is like a passport in which you collect stamps whenever you enter a new country. In the Skills Lab Intensive, every time you demonstrate a skill, you “collect” that skill by rating yourself and evaluating your demonstration of that skill in the Student Skills Inventory.
STUDENT SKILLS INVENTORY AND PROFESSIONAL BEHAVIORAL ASSESSMENT
Recall that your Student Skills Inventory is like a passport in which you collect stamps whenever you enter a new country. In the Skills Lab Intensive, every time you demonstrate a skill, you “collect” that skill by rating yourself and evaluating your demonstration of that skill in the Student Skills Inventory.
Then, at the end of Skills Lab Intensive, you upload your checklist following the instructions below. Your Instructor will then review your checklist and compare their notes of their own observation of your work.
· If you have successfully demonstrated all the required skills, you earn full points for the Skills Lab Intensive portion of the course.
· If you did not demonstrate all the required skills, your Instructor may discuss an alternate assignment to make up for that skill demonstration so that you can earn full points for the Skills Lab Intensive portion of the course. Note that not completing all the required skills demonstrations may result in an incomplete for the class.
· If this applies to you, your Instructor may have reached out to you during the intensive portion and provided direction.
If you know you are missing required skills, reach out to your Instructor as soon as possible.
In addition, students will be assessed on their ability to demonstrate professional and ethical behavior throughout the entirety of the Skills Lab Intensive experience. Students are expected to demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication. This should be demonstrated in interaction with faculty, staff, and classmates. Students should use faculty supervision and consultation to guide professional judgment and behavior to help resolve any issues that emerge when working with classmates. Students are expected to adhere to the NASW Code of Ethics toward colleagues (faculty, staff, and classmates) and when discussing clients. Students should pay particular attention to the following ethical codes relating to Social Workers’ Ethical Responsibilities to Colleagues.
2.01 RESPECT
a. Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues.
b. Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues’ level of competence or to individuals’ attributes such as race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.
c. Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the well-being of clients.
Standard for professional behavior:
· Student respectfully interacts with faculty, staff, and colleagues in both online and face-to-face interactions. Student demonstrates ability to take another perspective and seeks understanding.
· Student actively works with group and supports group process. Student is able to navigate group dynamics and work together to resolve any group conflict. Student fully participates and equally contributes.
· Student arrives on time to sessions and stays the entire session. Student actively participates by engaging in group discussions. Student’s attention is present in the classroom (e.g., student is not working on other items or engaged in activities not related to the immediate session).
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
BY DAY 7
Submit your Student Skills Inventory.
Rubric
SWLB_0651_Week4_Assignment_Rubric
| SWLB_0651_Week4_Assignment_Rubric | |||
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeSkills Inventory/Residency Intensive Grade |
330 pts 1. Excellent Effectively demonstrated all required skills on the Student Skills Inventory. If an additional assignment(s) required to attain full demonstration of skills, assignment(s) demonstrate a high level of critical thinking and clearly indicates that student can apply knowledge of social work skills. Attended all sessions or made up any missed sessions, up to two excused absences. … Always arrived on time to sessions and stayed the entire session. Fully participated and contributed more than their share. Received a 5 on both areas assessed below. 330 pts 2. Good Effectively demonstrated all required skills on the Student Skills Inventory. … If an additional assignment(s) m required to attain full demonstration of skills, assignment(s) demonstrate a competent level of critical thinking and demonstrates that student can adequately apply knowledge of social work skills. … Attended all sessions or made up any missed sessions, up to two excused absences. … Student almost always arrived on time to sessions and stayed the entire session. … Student fully participated and significantly contributed. … Received a 4 or better on both areas assessed below. 330 pts 3. Fair Effectively demonstrated all required skills on the Student Skills Inventory. If an additional assignment(s) required to attain full demonstration of skills, assignment(s) demonstrate an acceptable level of critical thinking and demonstrates an acceptable ability to apply knowledge of social work skills. Attended all sessions or made up any missed sessions, up to two excused absences. Student arrived on time to sessions and stayed the entire session or for the majority of sessions. Student adequately participated and contributed to their group. Received a 3 or better on both areas assessed below. OR Received a 2 in one of areas assessed above AND completed additional requirements as determined by instructor and Director of Skills Lab to demonstrate readiness for Field Placement. 0 pts 4. Poor 0 pts 5. Poor |
330 pts | |
|
This criterion is linked to a Learning OutcomeProfessional Behavioral Assessment: Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication. |
5 pts Excellent Student exceeded expectations in professional interactions through all modes of communication. Student respectfully interacted with faculty, staff, and colleagues, both online and face to face, in all interactions. Student demonstrated excellent ability to take another perspective and seek understanding. Student exceeded expectations of participation and active engagement in group discussions. Student’s attention was fully present in the classroom at all times (e.g., student did not work on other items or engage in activities not related to the immediate session). 4 pts Good Student met expectations in professional interactions through all modes of communication. Student respectfully interacted with faculty, staff, and colleagues, both online and face to face, in most interactions. Student demonstrated ability to take another perspective and seek understanding. Student actively participated by engaging in group discussions. Student’s attention was present in the classroom (e.g., student did not work on other items or engage in activities not related to the immediate session). 3.5 pts Fair Student met minimal level of expectations in professional interactions through all modes of communication. Student respectfully interacted with faculty, staff, and colleagues, both online and face to face, in most interactions. Student demonstrated minimal ability to take another perspective and seek understanding. Student participated at the minimal expected level in group discussions. Student’s attention was mostly present in the classroom (e.g., student may have occasionally been distracted by other activities not related to the immediate session). 2 pts Poor Student did not meet expectations in professional interactions through all modes of communication. Student inconsistently interacted with faculty, staff, and colleagues in both online and/or face-to-face interactions. Student demonstrated limited ability to take another perspective and seek understanding. Student insufficiently participated in group discussions. Student’s attention was not focused in the classroom (e.g., student may have worked on other items or engaged in activities not related to the immediate session a significant portion of the time). 1 pts Poor Student did not meet expectations in professional interactions through any modes of communication. Student did not respectfully interact with faculty, staff, and colleagues in either online or face-to-face interactions. Student demonstrated no ability to take another perspective or seek understanding. Student did not participate in group discussions. Student’s attention was not present in the classroom (e.g., student consistently worked on other items or engaged in activities not related to the immediate session). Student behaved or interacted in ways that would be harmful toward clients in a social work setting. |
5 pts | |
|
This criterion is linked to a Learning OutcomeProfessional Behavioral Assessment: …Use supervision and consultation to guide professional judgment and behavior. |
5 pts Excellent Student expertly used faculty supervision and consultation to guide professional judgment and behavior to help resolve any issues that emerge when working with classmates. 4 pts Good Student sufficiently used faculty supervision and consultation to guide professional judgment and behavior to help resolve any issues that emerge when working with classmates. 3.5 pts Fair Student minimally used faculty supervision and consultation to guide professional judgment and behavior to help resolve any issues that emerge when working with classmates. 2 pts Poor Student somewhat used faculty supervision and consultation to guide professional judgment and behavior but struggled to resolve issues that emerge when working with classmates. 1 pts Poor Student failed to use faculty supervision and consultation to guide professional judgment and behavior. Significant issues emerged when working with classmates. |
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Total Points: 340 |
Previous
Next
Student Skills Inventory: Social Work Skills Lab Intensive 1
Student Name:
During the Intensive, you must demonstrate
all the required behaviors from each Skills Category. Use this document to track, score, and describe those behaviors as you perform them. The other listed skills are highly encouraged but not required. These include skills that you may or may not have the opportunity to display, depending on your role in the Intensive’s sessions.
Instructions:
Checkmark Column: Place a check next to each skill as you demonstrate it in the Intensive. This column is your quick view of what you have completed.
Score Column: After checking off a skill, assess yourself on that skill using the following scale:
5 = Demonstrates a high level of competency
4 = Clearly demonstrates competency
3 = Demonstrates a minimum level of competency
2 = Demonstrates an inadequate level of competency
1 = Demonstrates no competency
Student Assessment Column: Then, record when and how you demonstrated the skill and any other relevant information to support your self-assessment.
* = Skills that are required
Example:
|
✓ |
|
Create a safe environment (setting up ground rules)* |
4 |
In Day 1 Session 2, I developed group rules with input from group members. I attended to the needs of potentially introverted members by setting a ground rule that each person should participate according to their abilities and comfort level. |
|
Diversity and Inclusion |
|||||||||||||||||||||||||||
| ✓ |
Skills to Demonstrate |
Score |
Student Assessment |
||||||||||||||||||||||||
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Create an inclusive environment |
|
||||||||||||||||||||||||||
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Demonstrate sensitivity to accessibility |
|||||||||||||||||||||||||||
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Demonstrate an openness to difference* |
|||||||||||||||||||||||||||
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Demonstrate an ability to solicit information regarding an individual’s cultural and spiritual background* |
|||||||||||||||||||||||||||
|
Articulate resources to improve one’s own knowledge regarding diverse populations* |
|||||||||||||||||||||||||||
|
Group Facilitation |
|||||||||||||||||||||||||||
|
✓ |
|||||||||||||||||||||||||||
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Create a safe environment* |
|||||||||||||||||||||||||||
|
Provide verbal encouragement* |
|||||||||||||||||||||||||||
|
Provide nonverbal encouragement |
|||||||||||||||||||||||||||
|
Enlist feedback from group members |
|||||||||||||||||||||||||||
|
Address disruptive group members |
|||||||||||||||||||||||||||
|
Demonstrate the ability to effectively and professionally work within a group* |
|||||||||||||||||||||||||||
|
Close a meeting |
|||||||||||||||||||||||||||
|
Micro Skills |
|||||||||||||||||||||||||||
|
Nonverbally attend to an individual’s situation* |
|||||||||||||||||||||||||||
|
Demonstrate open-ended questions* |
|||||||||||||||||||||||||||
|
Demonstrate the ability to assess client needs* |
|||||||||||||||||||||||||||
|
Gather specific information |
|||||||||||||||||||||||||||
|
Demonstrate paraphrasing* |
|||||||||||||||||||||||||||
|
Ask questions to uncover client strengths* |
|||||||||||||||||||||||||||
|
Convey client strengths |
|||||||||||||||||||||||||||
|
Demonstrate the ability to address a hostile individual |
|||||||||||||||||||||||||||
|
Demonstrate appropriate self-disclosure |
|||||||||||||||||||||||||||
|
Demonstrate a SOAP note* |
|||||||||||||||||||||||||||
|
Community |
|||||||||||||||||||||||||||
|
Demonstrate the ability to advocate with and for a population* |
|||||||||||||||||||||||||||
|
Demonstrate how to assess community needs* |
|||||||||||||||||||||||||||
|
Demonstrate an understanding of how to engage key stakeholders |
|||||||||||||||||||||||||||
|
Demonstrate the ability to identify and understand community resources* |
|||||||||||||||||||||||||||
|
Explain the role of a community organization within the context of the needs of a community |
|||||||||||||||||||||||||||
|
Professional Demeanor |
|||||||||||||||||||||||||||
|
Demonstrate appropriate dress* |
|||||||||||||||||||||||||||
|
Use professional language to convey ideas* |
|||||||||||||||||||||||||||
|
Use person-first language* |
|||||||||||||||||||||||||||
|
Show respect for colleagues through verbal communication* |
|||||||||||||||||||||||||||
|
Show respect for colleagues through nonverbal communication* |
|||||||||||||||||||||||||||
|
Demonstrate understanding of social work concepts, values, and ethics* |
|||||||||||||||||||||||||||
|
Accept feedback in a positive manner* |
|||||||||||||||||||||||||||
|
Give feedback in a positive manner* |
© 2021 Walden University, LLC
01-02 Cohort Introductions/SWLB 0651_D01S02_Introduction to Cohort_handout x
Student Skills Inventory: Social Work Skills Lab Intensive 1
Student Name:
During the Intensive, you must demonstrate
all the required behaviors from each Skills Category. Use this document to track, score, and describe those behaviors as you perform them. The other listed skills are highly encouraged but not required. These include skills that you may or may not have the opportunity to display, depending on your role in the Intensive’s sessions.
Instructions:
Checkmark Column: Place a check next to each skill as you demonstrate it in the Intensive. This column is your quick view of what you have completed.
Score Column: After checking off a skill, assess yourself on that skill using the following scale:
5 = Demonstrates a high level of competency
4 = Clearly demonstrates competency
3 = Demonstrates a minimum level of competency
2 = Demonstrates an inadequate level of competency
1 = Demonstrates no competency
Student Assessment Column: Then, record when and how you demonstrated the skill and any other relevant information to support your self-assessment.
* = Skills that are required
Example:
|
✓ |
|
Create a safe environment (setting up ground rules)* |
4 |
In Day 1 Session 2, I developed group rules with input from group members. I attended to the needs of potentially introverted members by setting a ground rule that each person should participate according to their abilities and comfort level. |
|
Diversity and Inclusion |
|||||||||||||||||||||||||||
| ✓ |
Skills to Demonstrate |
Score |
Student Assessment |
||||||||||||||||||||||||
|
Create an inclusive environment |
|
||||||||||||||||||||||||||
|
Demonstrate sensitivity to accessibility |
|||||||||||||||||||||||||||
|
Demonstrate an openness to difference* |
|||||||||||||||||||||||||||
|
Demonstrate an ability to solicit information regarding an individual’s cultural and spiritual background* |
|||||||||||||||||||||||||||
|
Articulate resources to improve one’s own knowledge regarding diverse populations* |
|||||||||||||||||||||||||||
|
Group Facilitation |
|||||||||||||||||||||||||||
|
✓ |
|||||||||||||||||||||||||||
|
Create a safe environment* |
|||||||||||||||||||||||||||
|
Provide verbal encouragement* |
|||||||||||||||||||||||||||
|
Provide nonverbal encouragement |
|||||||||||||||||||||||||||
|
Enlist feedback from group members |
|||||||||||||||||||||||||||
|
Address disruptive group members |
|||||||||||||||||||||||||||
|
Demonstrate the ability to effectively and professionally work within a group* |
|||||||||||||||||||||||||||
|
Close a meeting |
|||||||||||||||||||||||||||
|
Micro Skills |
|||||||||||||||||||||||||||
|
Nonverbally attend to an individual’s situation* |
|||||||||||||||||||||||||||
|
Demonstrate open-ended questions* |
|||||||||||||||||||||||||||
|
Demonstrate the ability to assess client needs* |
|||||||||||||||||||||||||||
|
Gather specific information |
|||||||||||||||||||||||||||
|
Demonstrate paraphrasing* |
|||||||||||||||||||||||||||
|
Ask questions to uncover client strengths* |
|||||||||||||||||||||||||||
|
Convey client strengths |
|||||||||||||||||||||||||||
|
Demonstrate the ability to address a hostile individual |
|||||||||||||||||||||||||||
|
Demonstrate appropriate self-disclosure |
|||||||||||||||||||||||||||
|
Demonstrate a SOAP note* |
|||||||||||||||||||||||||||
|
Community |
|||||||||||||||||||||||||||
|
Demonstrate the ability to advocate with and for a population* |
|||||||||||||||||||||||||||
|
Demonstrate how to assess community needs* |
|||||||||||||||||||||||||||
|
Demonstrate an understanding of how to engage key stakeholders |
|||||||||||||||||||||||||||
|
Demonstrate the ability to identify and understand community resources* |
|||||||||||||||||||||||||||
|
Explain the role of a community organization within the context of the needs of a community |
|||||||||||||||||||||||||||
|
Professional Demeanor |
|||||||||||||||||||||||||||
|
Demonstrate appropriate dress* |
|||||||||||||||||||||||||||
|
Use professional language to convey ideas* |
|||||||||||||||||||||||||||
|
Use person-first language* |
|||||||||||||||||||||||||||
|
Show respect for colleagues through verbal communication* |
|||||||||||||||||||||||||||
|
Show respect for colleagues through nonverbal communication* |
|||||||||||||||||||||||||||
|
Demonstrate understanding of social work concepts, values, and ethics* |
|||||||||||||||||||||||||||
|
Accept feedback in a positive manner* |
|||||||||||||||||||||||||||
|
Give feedback in a positive manner* |
© 2021 Walden University, LLC
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