student learning plan/contract - the msu school of...

STUDENT LEARNING PLAN/CONTRACTInternship Placement Program

Michigan Department of Human Services

Student Name College/University

Field Placement Site Field Instructor Name

Semester/Year Field Liaison

Practice Behavior Associated Task/Activity Timeline Status/Comments

Competency 1 – Identify as a professional social worker and conduct oneself accordingly. a. Advocate for client access to

the services of social workReview and become familiar with the variety of services available to support family preservation. This would include, but not limited to:

Review of FC/Adoption policy and practice

Meet and shadow FC, Adoption, JJ and licensing staff

Meet and shadow FF, FTBS, Family Court and Wraparound service providers

(CPS) Demonstrate the ability to check potential voluntary/non-voluntary placements consistent with policy and utilizing appropriate forms.

b. Practice personal reflection and self-correction to assure continual professional development.

(CPS) Shadow CPS workers during multiple phases of investigations and through various disposition types.

(CPS) Shadow CPS workers during joint investigations with LE/PA’s.

(CPS) Shadow workers during investigations which involve CAC interviews.

(CPS) Shadow workers during all phases of court hearings; preliminaries, pre-trials, adjudication and termination.

DHS-1315 (Rev. 9-13) MS Word 1



(Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required document-tation related to home visits.

(Foster Care) Shadow a worker performing an initial relative placement home study and completing a relative placement home study.

(Foster Care) Shadow a worker performing foster home licensing home studies.

(Foster Care) Shadow a worker performing a guardianship home study. Possibly perform guardianship home studies.

(Foster Care) Shadow a worker performing a parenting time assessment. Learn to prepare a parenting time assessment.

(Foster Care) Shadow a HLO worker.

(Foster Care) Shadow an IVE eligibility specialist.

(Foster Care) Shadow a Families First worker.

(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system.

c. Attend to professional roles and boundaries.








(Adoption) Attend home visits and demonstrate the ability to discuss required topics and document as required by DHS policy.

(Adoption) Draft Child Adoption Assessments – shadow adoption worker when interviews are conducted.

(Adoption) Draft Adoptive Family Assessments – shadow adoption worker when interviews are conducted.

(Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required documentation related to home visits.




(Foster Care) Shadow a worker performing a parenting time



Practice Behavior Associated Task/Activity Timeline Status/Commentsassessment. Learn to prepare a parenting time assessment.





d. Demonstrate professional demeanor in behavior, appearance, and communication

Read the Crucial Conversations book and attend trainings if necessary. Prepare a paper on what the intern has seen in DHS offices that would require Crucial Conversations training in our locals (identify communication errors at the local offices).




(Adoption) Assist children and families with Life Books.

(Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required document-action related to home visits.












e. Engage in career-long learning.

Observe multiple MiTEAM meetings and demonstrate the ability to facilitate a meeting.

Review and become familiar with Mandated Reporting trainings and guidelines (resource guide, online trainings, and comprehension of CPL requirements).

Participate in recruitment/retention DHS-1315 (Rev. 9-13) MS Word 5


Practice Behavior Associated Task/Activity Timeline Status/Commentsactivities.

(Adoption/Foster Care) Attend PRIDE training to learn foster parent expectations as well as foster parent/child perspectives.

f. Use supervision and consultation.

Review and be tested on DHS policy in foster care, adoption, and CPS (regardless of the program in which they intern. Policies are inter-related and so should their knowledge).

(CPS) Demonstrate the ability to write a petition consistent with policy and local Family Court/PA expectations.

(CPS) Demonstrate the ability to write a report consistent with proper evaluation of safety and risk and meeting policy expectations.

Competency 2 – Apply social work ethical principles to guide professional practice. a. Recognize and manage

personal values in a way that allows professional values to guide practice











(Foster Care) Attend home visits to learn and demonstrate knowledge of DHS policy and required document-ation related to home visits.








b. Make ethical decisions by applying standards of the

Review and become familiar with the variety of services available to support



Practice Behavior Associated Task/Activity Timeline Status/CommentsNation Association of Social work Code of Ethics (NASW) and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, State of Principles

family preservation. This would include, but not limited to:

Review of FC/Adoption policy and practice.

Meet and shadow FC, Adoption, JJ and licensing staff.

Meet and shadow FF, FTBS, Family Court and Wraparound service providers.







c. Tolerate ambiguity in resolving ethical conflicts















(Foster Care) Shadow a worker performing a parenting time



Practice Behavior Associated Task/Activity Timeline Status/Commentsassessment. Learn to prepare a parenting time assessment.




d. Apply strategies of ethical reasoning to arrive at principled decisions

(CPS) Assist the Field Instructor and family in developing realistic, concrete and effective service and safety plans.







(Foster Care) Shadow a worker DHS-1315 (Rev. 9-13) MS Word 10


Practice Behavior Associated Task/Activity Timeline Status/Commentsperforming a guardianship home study. Possibly perform guardianship home studies.





Competency 3 – Apply critical thinking to inform and communicate professional judgments.a. Distinguish, appraise, and

integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

(CPS) Review and become familiar with a wide variety of training tools, including, but not limited to:

Forensic Interview Protocol. REID Technique training for

interrogation. Model Child Abuse Protocol. CPS Investigative Training Tool. Drug Endangered Children (DEC)

Protocol.




DHS-1315 (Rev. 9-13) MS Word 11


Practice Behavior Associated Task/Activity Timeline Status/Comments(Adoption) Draft Adoptive Family Assessments – shadow adoption worker when interviews are conducted.









(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system

b. Analyze models of assessment, prevention, intervention, and evaluation

Review and become familiar with the variety of services available to support family preservation. This would

DHS-1315 (Rev. 9-13) MS Word 12


Practice Behavior Associated Task/Activity Timeline Status/Commentsinclude, but not limited to:





c. Demonstrate effective oral and written communication in working with individuals, families groups, organizations, communities, and colleagues


Attend one or more report writing trainings consistent with DHS policies and procedures.


(CPS) Demonstrate the ability to write a petition consistent with policy and local Family Court/PA expectations.

(CPS) Demonstrate the ability to write a report consistent with proper evaluation of safety and risk and meeting policy expectations.


DHS-1315 (Rev. 9-13) MS Word 13


Practice Behavior Associated Task/Activity Timeline Status/Comments(Adoption) Draft Adoptive Family Assessments – shadow adoption worker when interviews are conducted.

(Adoption) Assist children and families with Life Books.

(Foster Care) Review foster care reports prepared by PAFC agencies to become familiar with acceptable and unacceptable forms of report writing.









DHS-1315 (Rev. 9-13) MS Word 14



Competency 4 – Engage diversity and difference in practice.a. Recognize the extent to which

a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power

(CPS) Review policy and practice specific to the issues of substance use/abuse, domestic violence, and mental health concerns, and demonstrate an awareness of how prevalent these issues are in CPS, the trends and patterns that are common in the investigation types and how to most affectively evaluate safety and mitigate risk.


b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups




c. Recognize and communicate their understanding of the importance of difference in shaping life experiences




DHS-1315 (Rev. 9-13) MS Word 15









d. View themselves as learners and engage those with whom they work as informants

Review and become familiar with the variety of services available to support family preservation. This would include, but not limited to:






DHS-1315 (Rev. 9-13) MS Word 16



Competency 5 – Advance human rights and social and economic justice.a. Understand the forms and

mechanisms of oppression and discrimination

Demonstrate the ability to comprehend the Child Welfare continuum of care and how all children’s services are linked and dependent upon one another for the best possible outcomes for families.

b. Advocate for human rights and social and economic justice







c. Engage in practices that advance social and economic justice



(Adoption) Draft Adoptive Family Assessments – shadow adoption worker when interviews are conducted

DHS-1315 (Rev. 9-13) MS Word 17



Competency 6 – Engage in research-informed practice and practice-informed research.a. Use practice experience to

inform scientific inquiryReview and become familiar with the variety of services available to support family preservation. This would include, but not limited to:




b. Use research evidence to inform practice



(Adoption) Research Post-Adoption services in the community and Post-Adoption best practices.

(Adoption) Research best practices in preparing children and adoptive families for adoption and create informational materials for children, families and workers.


DHS-1315 (Rev. 9-13) MS Word 18



Competency 7 – Apply knowledge of human behavior and the social environment.a. Utilize conceptual frameworks

to guide the processes of assessment, intervention, and evaluation






b. Critique and apply knowledge to understand person and environment

(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.


(CPS) Demonstrate the ability to do DHS-1315 (Rev. 9-13) MS Word 19


Practice Behavior Associated Task/Activity Timeline Status/Commentseffective background checks (CR, LEIN, obtaining and reviewing police reports, reviewing and understanding various DHS data systems for CPS/FC and Assistance provision).

(Foster Care) Interview foster parents and relative providers to learn their perspective of the foster care system

Competency 8 – Engage in policy practice to advance social and economic well-being and to deliver effective social work services.a. Analyze, formulate, and

advocate for policies that advance social well-being

Review and become familiar with CPS policy, including, but not limited to:

Use of online manual. Review of training tools. Review and use J-Jolt trainings

for policy release.


b. Collaborate with colleagues and clients for effective policy action



Competency 9 – Respond to contexts that shape practice.a. Continuously discover,

appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide

Attend court hearings related to all children’s services programs to develop a foundation of knowledge regarding the progression of cases.

(CPS) Review policy and practice DHS-1315 (Rev. 9-13) MS Word 20


Practice Behavior Associated Task/Activity Timeline Status/Commentsrelevant services specific to the issues of substance

use/abuse, domestic violence, and mental health concerns, and demonstrate an awareness of how prevalent these issues are in CPS, the trends and patterns that are common in the investigation types and how to most affectively evaluate safety and mitigate risk.

b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services


Competency 10 – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.Engagement:

a. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities




b. Use empathy and other interpersonal skills


DHS-1315 (Rev. 9-13) MS Word 21



c. Develop a mutually agreed-on focus of work and desired outcomes






Assessment:d. Collect, organize, and

interpret client data(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

(CPS) Demonstrate the ability to do effective background checks (CR, LEIN, obtaining and reviewing police reports, reviewing and understanding various DHS data systems for CPS/FC and Assistance provision).


e. Assess client strengths and limitations

(CPS) Review and become familiar with other service providers and the steps to make referrals to these providers. This

DHS-1315 (Rev. 9-13) MS Word 22


Practice Behavior Associated Task/Activity Timeline Status/Commentsshould include making mock-referrals or referrals for families with the oversight of the Field Instructor.

f. Develop mutually agreed-on intervention goals and objectives


g. Select appropriate intervention strategies


Intervention:h. Initiate actions to achieve

organizational goalsReview and become familiar with the variety of services available to support family preservation. This would include, but not limited to:





i. Implement prevention interventions that enhance client capacities


j. Help clients resolve problems (CPS) Review and become familiar with DHS-1315 (Rev. 9-13) MS Word 23


Practice Behavior Associated Task/Activity Timeline Status/Commentsother service providers and the steps to make referrals to these providers. This should include making mock-referrals or referrals for families with the oversight of the Field Instructor.

k. Negotiate, mediate, and advocate for clients



l. Facilitate transitions and endings


Evaluation:m. Critically analyze, monitor,

and evaluate interventionsDemonstrate the ability to comprehend the Child Welfare continuum of care and how all children’s services are linked and dependent upon one another for the best possible outcomes for families.


(CPS) Demonstrate the ability to do effective background checks (CR, LEIN, obtaining and reviewing police reports, reviewing and understanding

DHS-1315 (Rev. 9-13) MS Word 24


Practice Behavior Associated Task/Activity Timeline Status/Commentsvarious DHS data systems for CPS/FC and Assistance provision).

Additional Practice Behaviors Required by MSU Corresponding with the CSWE 2015 EPAS Competencies Competency 1(d.) use technology

ethically and appropriately to facilitate practice outcomes.

Competency 4(b.) apply critical thinking

to engage in analysis of qualitative and qualitative research methods and research findings.

Competency 5(a.) identify social policy

at the local, state, and federal level that impacts well-being, service delivery and access to social services.

(b.) Assess how social welfare and economic policies impact the delivery of and access to social services.

Competency 6

DHS-1315 (Rev. 9-13) MS Word 25


Practice Behavior Associated Task/Activity Timeline Status/Comments(a.) Apply knowledge to

human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

Competency 8(c.) Use inter-professional

collaboration as appropriate to achieve beneficial practice outcomes.

(d.) Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.

Competency 9(a.) Select and use

appropriate methods for evaluation of outcomes.

(b.) Apply knowledge of

human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

(d.) Apply evaluation findings to improve practice effectiveness at

DHS-1315 (Rev. 9-13) MS Word 26


Practice Behavior Associated Task/Activity Timeline Status/Commentsthe micro, mezzo, and macro levels.

Student Signature Date

Field Instructor Signature Date

Field Liaison/Director Signature Date

Department of Human Services (DHS) will not discriminate against any individual or group because of race, religion, age, national origin, color, height, weight, marital status, sex, sexual orientation, gender identity or expression, political beliefs or disability. If you need help with reading, writing, hearing, etc., under the Americans with Disabilities Act, you are invited to make your needs known to a DHS office in your area.

DHS-1315 (Rev. 9-13) MS Word 27

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