CHAPTER 8: THE

SOCIAL WORK
PROCESS

Alum Celebration 2007

Bottom photo: The first cohort of online MSW students
(with Mary Jo Garcia Biggs, far left)
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TEXAS STATE UNIVERSITY-SAN MARCOS, 2011

8
Chapter

Context, Engagement, Assessment,

Intervention, Evaluation: The Heart
of Social Work Practice
The Social Work Process from Beginning to End

T
he School views teaching MSW students to understand, appreciate, and
negotiate context as the beginning of the social work process. Students
move from that contextual beginning to the process of engaging and
assessing the client or client system. Based on context, engagement, and
assessment, the student progresses to intervention and finally evaluation of the
process. This is the core of social work practice on micro, mezzo and macro levels.

Social work students yearn to facilitate real, positive differences in the lives of their
clients. Practice courses satisfy that yearning with more immediacy than studying
research, policy, or human behavior. Practice courses, for most students, hold
promise for bridging the academic world and the real world, and students, expect
practice courses to be engaging and meaningful. Texas State School of Social Work
faculty recognize the eagerness with which students face the practice sequence. The
“You don’t sequence helps students integrate personal identity and professional persona by
understand anything experiencing both the theory and application of the true professional‘s knowledge,
until you learn it values, and skills. Built on a broad array of liberal arts content, our curriculum
incorporates the systems-ecological perspective, a strengths base, an appreciation of
more than one
diversity, and an integration of values and ethics. The practice curriculum moves
way”. –Marvin along a continuum of increasing skill development, beginning with sensitivity and
Minsky developing to competence.

Conceptualizing Practice Frameworks

Practice is a broad concept, and real-world cases require practitioners to deal
with different systems—individuals, families, groups, organizations, and
communities—often at the same time. Students learn how to play different roles
with these various systems, moving from broker/case management to therapeutic

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intervention. Because our School mission emphasizes public service with the
most disadvantaged populations, we always highlight how students can advocate
for their clients, developing strategies, resources, and policies leading to more
humane services. This broad view of practice, which requires students to
Justin, a member of develop competence in a number of parallel activities, necessitates creativity and
Phi Alpha Honor critical thinking in assessing the client‘s situation and how best to intervene on
Society, completed different levels and in different contexts. Practice links theory (knowledge) with
application (skills). The framework that we use to shape our practice skill-
his Administrative
building approach consists of two overarching constructs which guide our
Leadership approach to practice. These constructs are presented on the foundation level,
internship at but the concentrations build and expand on them to develop advanced theories
Community and techniques.
Resource
Systems theory, which grew out of the natural sciences, informs us that
Coordination there is interdependence among individuals, processes, and structures. Any
Group. His change within one system generates changes among other parts of that
master’s Research system, as well as changes to all other connected systems. Systems theory
leads us to rely on the critical roles of relationships, collaboration and
Project dealt with
systemic approaches to problems.
the effectiveness of Ecological theory, which grew out of the ecological movement, guides us to
using a wrap- examine the person-in-environment. It is a holistic view of the individual client
around system of
or client group‘s internal biological, psychological, social, relational, and
spiritual functioning, surrounded by the cultural, political, economic,
care to treat clients. ideological, physical and natural aspects of environment.
He is working at an
integral care agency. Our approach to practice involves a core commitment to the strengths of the
client or client system. All effective, ethical social work practice is grounded in a
meaningful, empathic helping relationship, and building those treatment alliances
is consistent with social work‘s purposes and with an integrative perspective.
Students study relationship building, learning a traditional problem-solving
approach as well as current intervention methods, which are supported by
research. Because students learn differently, we vary our presentation
techniques, using lecture, experiential labs, a broad variety of web-based and
technological teaching strategies, and work in community projects. We also aim
to integrate practice with research, so we push students to read, evaluate, and
employ research in practice.

Micro, Mezzo, and Macro Approaches

Our practice curriculum is anchored in the basic purposes of social work,
covering macro, mezzo, and micro approaches and emphasizing the well-being
of clients and client groups. Students learn to cooperate with clients and
communities to enhance social functioning, while striving to make society more
just and to develop effective strategies to weaken the destructive hold of poverty
and oppression on clients. They learn to use both research and social policy to
buttress practice in a culturally diverse society. And they learn to value and fortify
the strengths that clients and client groups present.
We require MSW foundation students to take these three generalist practice
courses that present macro, mezzo and micro level approaches:

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5313 Practice I, which centers on working with individuals, treatment groups,

and families, teaches students how to gather and assess data about
problems, how to plan and apply intervention with clients or client groups, and
how to evaluate the intervention.
Tania completed 5314 Practice II teaches students the social work process with task groups,
her foundation organizations, communities, and larger systems.
placement with Any 5316 Practice III helps students develop interpersonal and communication
skills, centering on interviewing, assessing, and planning skills. We also
Baby Can, an
move students toward communication leadership skills, such as public and
agency which serves persuasive speaking and court testimony.
infants and young
children with The Administrative Leadership (AL) concentration practice courses focus on
working with professionals, support personnel, boards, agencies, and larger
disabilities or
systems using macro and mezzo level approaches.
illnesses. 5320 Advanced Administrative Leadership Practice I: Introduction to
Management emphasizes advanced skills in doing needs assessments and
developing programs to enhance small and large organizations, including
non-profit and public entities.
5334 Advanced Administrative Leadership Practice II: Resource
Development highlights how to write grants, how to market organizations
and services, and how to extend resources.
5325 Advanced Administrative Leaders Practice III: Challenges and
Innovations focuses on advanced supervision and management, applying
professional values to diverse workforce situations. Students get a great deal
of material on real-world ethical situations and how to make action decisions
in these situations.

Direct Practice (DP) concentration students take three practice courses and
focus on learning advanced intervention theories and skills with individuals,
families and groups.
5326 Advanced Direct Practice with Individuals builds on multi-
dimensional assessment. Students learn advanced intervention theories and
modalities, and ethics for practice with individuals.
5324 Advanced Direct Practice with Families uses a systems orientation to
explore advanced current theory, research, and practice models for working
effectively with diverse families.
5327 Advanced Direct Practice with Groups presents advanced group
practice skills, including clinical assessment of group process, intervention,
evaluation, ethical thinking, and needs of diverse populations.

Students in practice courses learn the theoretical and practice foundation they
need to think of themselves as practice leaders, advocating for just treatment of
clients, being active in modifying policy, and developing new practice
technologies or researching practice. Most of our practice assignments highlight
vulnerable and diverse populations, and all of our practice courses begin by
considering the complex and varied contexts that shape practice.

Contexts that Shape Practice

Because professional social workers face complex, demanding practice
environments, they must be able to multi-task, dealing with various systems at

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the same time to accomplish intervention goals and create more effective
services. Students need to understand and work within different contexts, which
Caroline, an MSW include varying locales, populations, scientific and technological developments,
student originally and emerging social trends. All of these contexts affect client systems, and
though a student by inclination and training may be more skillful with one system
from Canada, won
than with others, they need to understand the basics of working in all systems.
a $5000.00 Hogg
Foundation The need to address multiple system levels at the same time is even more
pronounced in dealing with those clients usually served by public monies. These
scholarship for
often-forgotten people are beset by a range of serious difficulties which are
students who want intertwined: low income is connected with poor health care; poor health care is
to work in the associated with low school achievement; low education is associated with
mental health field.
criminal activities; and on and on. To address the needs of people served by
public monies, professionals must deal with various systems. It is therefore
She has “brittle
entirely consistent with our School‘s mission to teach students to respond to
bone” disease and complex contexts that shape practice.
is small in stature.


“I want to be a little
EDUCATIONAL POLICY 2.1.9—Respond to contexts that shape
practice. Social workers are informed, resourceful, and proactive in
voice for people responding to evolving organizational, community, and societal contexts
with special needs”, at all levels of practice. Social workers recognize that the context of
she says. She is practice is dynamic, and use knowledge and skill to respond proactively.
Social workers continuously discover, appraise, and attend to changing
employed with
locales, populations, scientific and technological developments, and
Connections, an emerging societal trends to provide relevant services; and provide leadership in
agency that serves promoting sustainable changes in service delivery and practice to improve the quality of
homeless and social services.
abused youth.
The overarching practice behaviors that our practice courses teach in order to
Caroline wants to achieve Competency 2.1.9 include:
work with people discovering, appraising, and attending to changing contexts to provide relevant
who have special services;
providing leadership in promoting changes in service delivery and practice to
needs.
improve service quality.
These practice behaviors are relevant to micro, mezzo and macro levels of social
work practice. Foundation and Advanced Standing students in both concentrations
must hone the ability to respond to the complex contexts that shape practice.

FOUNDATION STRATEGIES FOR APPLYING EDUCATIONAL POLICY 2.1.9—Respond to

contexts that shape practice.

MSW Students in the Foundation year apply this competency by learning about the
importance of intra-organizational advocacy for clients and social work practice. They
assess the relationship between community organizations and institutionalized
societal attitudes. They begin this process by analyzing macro practice, including
values, ethics and law, and then move towards a deeper understanding of
community, organizational, family and group contexts that influence clients.

5313 Practice I foundation students focus on group interaction, constructing

a sociogram and examining the strengths of the group. They also produce a
social history from interviews they have conducted or a character in a novel.

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They examine various practice theories and apply them to several case
examples. From a case vignette, they develop an intervention plan and a
genogram, ecomap, and timeline. Students see questions on exams, which
call for them to demonstrate that they understand the basic premises of major
intervention theories.
In SOWK 5314 Practice II, foundation students examine community contexts
and conduct a community assessment for a project relating to children and
families, attending to 1) community strengths, weaknesses, 2) developing
intervention strategies and 3) identifying beneficiaries. Finally, they propose
and implement a community intervention and report on project goals,
strategy, tactics (timeline, evaluation, and termination or transfer of action).
This macro project is a core assignment for measuring practice behaviors.
Trish is an MSW
5314 Practice II students assess the context, needs, and capacities of
students who has a diverse communities, and analyze case examples of mezzo and macro
stipend from Title practice with diverse communities. In one classroom activity, students watch
IV-E, a program a film called the ―Two Towns of Jasper‖ which documents the reactions of the
White and Black residents to the brutal dragging murder of an African-
which supports
American resident and the subsequent trials of the perpetrators. Students
students who then assess the assets and capacities of the community in order to develop
commit to go into an intervention to promote racial healing grounded in the residents‘
child welfare work.
understanding of the experience.
5316 Practice III foundation students interview one another about their
Trish says that: “I cultural history and identification. They also complete a psychosocial
have learned in my assessment of a client, as well as participate in client-professional role plays
MSW studies how and simulated case staffings in which they present their client assessment.
to educate clients to
ADMINISTRATIVE LEADERSHIP (ADVANCED) STRATEGIES FOR APPLYING EDUCATIONAL
advocate for POLICY 2.1.9—Respond to contexts that shape practice.
themselves. I’ve
also learned how MSW students in both the online and on-campus Advanced Administrative
Leadership concentration apply this competency by understanding the role of
policy tickles down
context in an organization‘s development, analyzing an organization‘s internal
from the top and and external environment, and grasping the decision-making processes and
affects services.” leadership styles to improve service quality with vulnerable populations.

In 5320 Advanced Administrative Leadership Practice I: Introduction to

Management, Administrative Leadership (AL) students engage in exercises to
apply management tools to organizational scenarios and case studies. They
study how leaders plan for and implement changes to improve service quality
with vulnerable populations.
Learning in 5329 Organizational Development helps students understand
the context of organizational life and how it affects intervention. Students
examine the history, purpose, and mission of an organization and its changing
internal and external environment.
AL students in 5334 Advanced Administrative Leadership Practice II:
Resource Development discuss consumer-oriented models of evaluation and
the importance of gathering stakeholder data through tools such as focus
groups, surveys, and technology. Students complete grant applications for
human service organizations.
AL students in 5325 Advanced Administrative Leaders Practice III:
Challenges and Innovations learn about managing situations of sexual

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harassment and disability in the workplace. They get practice constructing

performance appraisal instruments.

DIRECT PRACTICE (ADVANCED) STRATEGIES FOR APPLYING EDUCATIONAL POLICY 2.1.9—

A single mother, Respond to contexts that shape practice.
Cessily was
employed with MSW students in the Direct Practice advanced concentration apply this competency by
developing specialized knowledge of current treatment options for people with mental
public child welfare
illness, and critically analyze the appropriateness of these treatment options based on
when she entered issues of oppression, poverty, and gaps in service. Teaching students to identify,
the MSW program. analyze, and implement appropriate interventions that consider the context in which the
She became a client exists is part of social work practice knowledge. SOWK 5319 Diagnostic
Assessment, an HBSE advanced course, gives students the chance to learn about
Direct Practice
contexts that affect practice. Students integrate social work values and ethics with the
concentration use of diagnostic assessment, and research and identify treatment options and gaps in
student and services for vulnerable and disadvantaged populations. This research paper is one of
completed her the core assignments for measuring these practice behaviors; however, students learn
to respond to contexts that shape practice in other Advanced Direct Practice courses.
internship at a
county juvenile In 5326 Intervention with Individuals, DP concentration students complete
probation agency, a comprehensive, in-depth assessment and treatment plan of an individual
doing her research
using one of the advanced practice models, such as psychodynamic or
cognitive-behavioral. In most class sessions, students role-play a clinical
project on diversion interview using one of the advanced practice models.
programs for DP concentration students in 5324 Intervention with Families evaluate
juvenile offenders. advanced psychotherapy theories and techniques in class readings,
discussions, and role plays. For instance, they study humanistic, gestalt,
A first-generation
and psychodynamic theories with advanced techniques related to those
college student, theories. Students also write a family assessment and family intervention
Cessily has paper on a family, explaining why they chose to implement their identified
graduated and theory. Students sculpt families in class, as well as videotaping simulated
family interviews and assessing the process. Further, students complete a
entered law school.
group presentation on working with families, using recent research.
In 5327 Intervention with Groups, DP concentration students plan and
implement two 6-week simulated experiential therapy groups, focused on an
issue peculiar to a vulnerable population. Half the class portrays the group;
the other half observes. The students then critique the group processes, as
well as the student facilitator‘s use of theory-based techniques.

Engaging, Assessing, Intervening, Evaluating


EDUCATIONAL POLICY 2.1.10(A)–(D)—Engage, assess, intervene, and
evaluate with individuals, families, groups, organizations, and
communities. Professional practice involves the dynamic and
interactive processes of engagement, assessment, intervention, and
evaluation at multiple levels. Social workers have the knowledge and
skills to practice with individuals, families, groups, organizations, and
communities. Practice knowledge includes identifying, analyzing, and
implementing evidence-based interventions designed to achieve client goals; using
research and technological advances; evaluating program outcomes and practice

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effectiveness; developing, analyzing, advocating, and providing leadership for policies

and services; and promoting social and economic justice.


EDUCATIONAL POLICY 2.1.10(A)—ENGAGEMENT
Arnie graduated Social workers substantively and affectively prepare for action with
from our MSW individuals, families, groups, organizations, and communities; use
program in 2011. empathy and other interpersonal skills; and develop a mutually agreed-
on focus of work and desired outcomes.
He was one of ten
MSW students
across the state to Throughout our practice curriculum, we encourage students to center on building
receive a $5000 strong working relationships and empathic treatment alliances that are ethically
sound. As a precursor to building those relationships, whether on the micro,
scholarship from
mezzo, or macro level, students must first understand their own internal
the Hogg motivations and responses to the client/ client group‘s situation. They must also
Foundation for be cognizant of the boundaries which frame their behavior vis-à-vis the client.
Mental Health for Students learn the importance of building relationships often hear from social
workers in the field who discuss how to relate appropriately, not only to clients,
students committed
but to collateral people important to the client‘s situation, and to other
to working in professionals.
mental health
services. Arnie, a
The overarching practice behaviors which demonstrate competency 2.1.10a include:
Navy veteran and  Substantively and affectively preparing for action at all levels of practice
former journalist,  Using empathy and other interpersonal skills
wants to help  Developing a mutually agreed-on focus and desired outcomes
veterans who suffer
FOUNDATION STRATEGIES FOR APPLYING EDUCATIONAL POLICY 2.1.10a—
mental health
Engagement.
issues. He now
works with the VA In 5314 Foundation Practice II, students partner with an agency to identify a
in Arizona.
need for a short-term macro intervention within the agency.
In SOWK 5314 Foundation Practice II, students complete a multi-component
assignment including a cultural immersion process that involves self-reflection.
They also attend a community activity related to a specific cultural population.
Faculty in 5316 Foundation Practice III set the stage for studying
relationships by stressing how important it is that students listen to their internal
voices, understanding their own responses to client situations. Students read
an actual decision by a social work licensing board, which results in disciplining
a social worker. They discuss how and where the social worker‘s relationship
with the client went awry. They also review taped simulations of client-social
worker encounters, discussing how relationship issues played out in the
simulation. And students discuss how social workers can relate to groups of
people that shape effective, ethical services, like agency boards and
community support groups.

ADMINISTRATIVE LEADERSHIP STRATEGIES FOR APPLYING EDUCATIONAL POLICY

2.1.10a—Engagement.

5320 Administrative Leadership Practice I students engage in an advanced

partnership with a community agency to identify a needs assessment project in

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the community. They conduct the assessment and develop a program

development plan to implement.
In 5334 Administrative Leadership Practice II: Resource Development,
students engage in advanced community organization to identify a need in the
A team of students community or the agency that should be addressed. They write a grant proposal
enrolled in SOWK to address that need.
5339 Troop and 5325 Administrative Leadership Practice III: Challenges and Innovations
students learn advanced skills, including SOLER skills, to supervise professionals
Veteran Transitions
and staff persons. They discriminate between supervision for employment and
completed a project supervision for professional development. They expand these skills to overseeing
to train all the units and agencies.
Resident Assistants In both 5325 Challenges and Innovations and 5334 Resource Development,
Administrative Leadership concentration students deal with relationships that
and other dorm
support and enhance formal leadership. In their grant-writing projects, students
staff to work more examine how leaders use different techniques to relate to various constituent
effectively with groups, assessing how effective and how ethical those strategies are.
veteran students.
DIRECT PRACTICE (ADVANCED) STRATEGIES FOR APPLYING EDUCATIONAL POLICY
They trained over 2.1.10a—Engagement.
100 people.
Direct Practice concentration students in 5324 Intervention with Families
apply ethical and legal standards to advanced clinical work with families.
They deal with such issues as confidentiality and divorced parents‘ rights to
access a child‘s treatment record.
In SOWK 5326 Advanced Practice with Individuals, students role-play
clinical interviews in which they must build rapport with the ‗client‘ in order to
gather history about the client‘s situation. This endeavor must include
empathy and cultural competence.
In SOWK 5326 Advanced Practice with Groups, students take turns
facilitating a mutual aid group made up of fellow students. They take on the
role of creating emotional safety in the group by conducting pre-screening
interviews with clients, and also establishing group norms and expectations.


EDUCATIONAL POLICY 2.1.10(B)—ASSESSMENT
Social workers collect, organize, and interpret client data; assess client
strengths and limitations; develop mutually agreed-on intervention
goals and objectives; and select appropriate intervention strategies.

How effective a social worker is with a client or client system depends on the
quality and quantity of information that social worker has to guide his/her practice.
Consequently, information is vital. We stress that professional social workers do
not need to know everything about any case; in fact, they will never know as
much as the client or client group knows about the situation. However, the
professional social worker needs to be clear about:

 what information he/she needs to have to effectively work the case;

 what gaps in information he/she needs to fill to be effective;
 how interaction shapes the information that emerges;

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 where and how to collect missing necessary information;

 how to identify and weed out information that is superfluous to dealing
appropriately with the case; and
 how to synthesize, summarize, and document case-related information
Patrice, a Direct
appropriately and in a timely manner;
Practice  how to look for client strengths in any system.
concentration
student, took Our School‘s orientation is that people have enormous, if often untapped,
strengths to bring to bear on both their problems and society‘s difficulties. We
SOWK 5334
therefore encourage students to appreciate the inner potential of every person,
Resource group, and organization.
Development (an
Administrative The overarching practice behaviors which operationalize competency 2.1.10b:
Leadership practice
 Collect, organize, interpret client data
course) as an  Assess client strengths and limitations
elective. She really  Develop mutually agree-on intervention goals and objectives
enjoyed the course,  Select appropriate intervention strategies
particularly learning
FOUNDATION STRATEGIES FOR APPLYING EDUCATIONAL POLICY 2.1.10b—
to create Logic Assessment.
Models. “This class
allowed me to 5313 Practice I foundation students discuss practice theories that
emphasize strengths, such as the narrative model, and they incorporate the
integrate my direct
strengths perspective in their case analyses and assessments.
practice knowledge 5313 Practice I foundation students hone their skills in assessing
with tangible information through doing mock interviews and studying case vignettes; they
dialogue for grant complete genograms, ecomaps, and timelines. They learn about assessing
client strengths. For example, faculty provide students case scenarios, and
writing.” She was
students conduct individual and family assessments from a bio-psycho-
part of a student social perspective.
group that 5314 Practice II foundation students work in small groups with agencies to
submitted a grant
develop and implement an intervention that can be completed within the
semester. Students gather information on the agency‘s needs and capacities
proposal to El through their contact person and through on-site visits.
Buen Samaritano Foundation students in 5314 Practice II gather information on diverse
Episcopal Mission. communities, from the perspective of community strengths.
In 5316 Practice III, foundation students learn that the first communication
system they must know and evaluate is their own internal communication
system. That system is a base on which to analyze client information. They
do many simulations of gathering information from clients, as well as
simulations of collateral contacts with groups (such as agency boards),
which affect service delivery.
In 5316 Practice III, foundation students complete a comprehensive
biopsychosocial assessment on a client, integrating the strengths
perspective.

ADMINISTRATIVE LEADERSHIP STRATEGIES FOR APPLYING EDUCATIONAL POLICY

2.1.10b—Assessment.

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In 5320 Advanced Introduction to Management, AL students assess a local

nonprofit organization, conducting a needs assessment of a social problem in a
certain community. For example, one student collected and analyzed data on the
number of kinship care placements in one community. The assessment
Lavina, an MSW identified the need for more training for child protective workers to better assess
student in field, families for potential kinship care placements. Students also complete an
worked with an assessment survey of an organization.
Administrative Leadership concentration students in SOWK 5334 Resource
elderly gentleman.
Development learn to use focus groups to collect stakeholder data on what
He finally said to works well and what needs improvement in organizations. Also students learn
her: “Hush. Just about marketing techniques and how to build on an organization‘s strengths in
slow down. You reaching new markets.
In both 5329 Organizational Development and 5334 Resource Development,
worry too much
AL concentration students center on how to acquire, synthesize, and
and you do too communicate information to effectively manage complex human service
much.” Lavina was organizations. They learn how to gather data about the organization‘s
a little stunned. She environmental context, and how to elicit information from various stakeholders.
The goal of this information, they learn, is to incorporate it into creating more
thought she was
humane, effective social services.
supposed to “do In 5325 Challenges and Innovations, AL students watch videos of supervision
stuff” all the time. and management issues, conducting an assessment of the situation and the
What her client
employees‘ needs and struggles.
AL students in 5334 Resource Development actually do a needs assessment
taught her was to with an agency and then respond to an RFP to propose a program development
be present and activity. They also identify and complete a marketing project for a local agency,
attentive. such as a marketing audit, and a pamphlet promoting a program.

DIRECT PRACTICE (ADVANCED) STRATEGIES FOR APPLYING EDUCATIONAL POLICY

2.1.10b—Assessment.

DP students in 5324 Intervention with Families apply experiential theory by

sculpting their families-of-origin in class at different points in the life cycle.
They videotape simulated family interviews demonstrating psychotherapy and
write a short paper assessing the family and its life cycle issues. Students
also spend a good deal of time analyzing various family assessment and
intervention tools, which becomes the base for their required papers.
In 5324 Intervention with Families, DP students watch videos of leading
family therapy practitioners.
Direct Practice concentration students in 5326 Intervention with Individuals
incorporate a strengths orientation into their required comprehensive
assessment and intervention plan.
In 5326 Intervention with Individuals, DP concentration students also role-
play a clinical interview, and using the data collected, they formulate an
advanced assessment. Then they critique each other‘s assessments.
In 5327 Intervention with Groups, DP students are trained about group
process, emphasizing a growth-oriented strengths perspective. Students
incorporate this perspective into their simulated experiential group, and
critique their own strengths as group facilitators.
DP concentration students in 5327 Intervention with Groups watch part of a
two-hour video in which expert group therapists conduct an insight-oriented
personal development group. Students apply this video to what they have

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been learning about group process and stages of group development. They
pay particular attention to how process and development affect the flow of
information, as well as responses to that information. Students then apply
what they have learned to their own simulated group exercises.
Clint, an AL
graduate of Texas


State several years EDUCATIONAL POLICY 2.1.10(C)—INTERVENTION
Social workers
ago, is now Dean of
• initiate actions to achieve organizational goals;
Student Services at • implement prevention interventions that enhance client capacities;
Austin Community • help clients resolve problems;
College. • negotiate, mediate, and advocate for clients; and
• facilitate transitions and endings.

Our School teaches students to think critically. Critical thinking skills are essential
when students are asked to identify needs, problems, issues, resources, and assets.
We encourage students to think in divergent ways about these elements, considering
all aspects and determining what are the most salient points that will lead to effective,
humane, ethical interventions. We also stress that this thinking process is one that
professionals work on all their careers; we never completely achieve the goal. We
also help students create strategies to prioritize essential elements in order to handle
the always complex and often conflicting issues that cases bring to light.

The overarching practice behaviors which operationalize competency 2.1.10c include:

 Initiating actions to achieve individual, group, and organizational goals;

 Implementing prevention intervention that enhances client capacities;
 Helping clients resolve problems;
 Negotiating, mediating, and advocating for clients;
 Facilitating transitions and endings.

FOUNDATION STRATEGIES FOR APPLYING EDUCATIONAL POLICY 2.1.10c—

Intervention.

Foundation students in 5313 Practice I develop assessments and

intervention plans from case vignettes, identifying needs and resources, as
well as pertinent issues that affect intervention.
5313 Practice I foundation students interview each other and complete a
process recording in which the student reflects on his/her performance as an
interviewer. In simulations, students give each other feedback on
communication skills. Students also engage in exercises on empathy,
authenticity, and confrontation, all elements central to effective interventions
in practice.
In 5314 Practice II, foundation students meet in task groups to develop an
intervention plan that can be implemented in a community agency. Students create
an intervention plan to address an organizational need.
Through their interface with agency contacts, foundation students in 5314
Practice II learn to make quick, concise, focused communication to achieve a
specific goal. They develop self-confidence in presenting themselves as
professionals to an agency professional.

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5316 Practice III foundation students do a simulated case presentation in an

agency staffing meeting, fielding questions and accepting feedback. They
also interview each other about their cultural history and identification, giving
feedback about that issue. In the Day in Court simulation, students conduct a
Students in SOWK mock hearing on a civil case involving child custody, which teaches them
5319 Diagnostic critical elements of how to testify effectively. One potential witness is the
Assessment usually child welfare worker‘s supervisor, and the questioning of that witness brings
out many supervision issues which students discuss afterwards. Students
take a field trip to
identify the different procedures and legal ramifications distinguishing a
the State Hospital, consultant‘s role and a supervisor‘s role. Students also submit case
where they learn documentation in simulated client encounters, and they discuss the critical
how mental health elements and boundaries of case documentation. They also learn strategies
of persuasive communication, which they can use to garner support and
policy affects
resources for humane services.
services. Recently Using specific case scenarios, foundation students in 5316 Practice III
students were able simulate meetings, such as agency case staffing sessions and community
to witness a interest groups, in which they examine the issues presented in the case
scenario and determine ways to deal with the needs presented, given
commitment
available resources.
hearing, which they
found fascinating. ADMINISTRATIVE LEADERSHIP STRATEGIES FOR APPLYING EDUCATIONAL POLICY
2.1.10c—Intervention.

AL students in 5320 Advanced Introduction to Management students create an

advanced program development evaluation. They develop measurable objectives
and outcome measures derived from program goals.
AL concentration students in 5325 Challenges and Innovations consider
communication in leadership and supervision roles. They learn to affirm
employees‘ positive achievements, while confronting employees in ways that
diminish defensiveness. They also deal with the legal dimensions and
requirements of management tasks, such as hiring and firing employees and
managing employee records appropriately.
AL students in 5334 Resource Development study how to develop and
communicate a service proposal in an ethical but persuasive manner to
funders and to constituent groups. They learn the necessary written
communication techniques to craft a fundable proposal.
In 5334 Resource Development, AL students concentrate on how to
develop and fund resources. They study fund-raising and grant-writing
techniques. One assignment is to write a grant proposal, but students must
also learn how to market the proposal and craft reasonable and useful
deliverables from the proposed project. They also strategize about the most
effective ways to bring agency staff and management on board with the
proposed project, and they do not neglect the evaluation component of the
project.

DIRECT PRACTICE (ADVANCED) STRATEGIES FOR APPLYING EDUCATIONAL POLICY

2.1.10c—Intervention.

In 5323 Advanced Research, concentration students learn skills for evaluating

practice and program effectiveness.

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DP concentration students in 5324 Intervention with Families identify and

apply the concept of Levels of Need of families, assessing which family
practice theories best fit families with different Levels of Need. They
demonstrate skills with families having different levels of needs.
A graduate of Texas In 5324 Intervention with Families, DP students develop cultural
State’s genograms and develop more advanced sensitivities to how culture affects
Administrative people, and how services may not respond appropriately to these needs.
DP students in 5326 Intervention with Individuals role-play situations that
Leadership
involve issues of justice, such as cases of poverty, domestic violence, chronic
concentration, illness, and child protection.
Charles is Deputy DP students in 5327 Intervention with Groups simulate a group comprised
Director of the of members that represent a spectrum of diversity – age, ethnicity, sexual
orientation, SES, gender, ability.
Legislative Finance
Committee in New


Mexico.

EDUCATIONAL POLICY 2.1.10(D)—EVALUATION

Social workers critically analyze, monitor, and evaluate interventions.

As part of the School‘s reliance on empirically supported practice strategies, we make

sure that students grasp techniques and concepts about evaluating practice,
particularly their own practice. The overarching practice behaviors which
operationalize competency 2.1.10d include:

 Critically analyzing, monitoring, and evaluating interventions.

FOUNDATION STRATEGIES FOR APPLYING EDUCATIONAL POLICY 2.1.10d—Evaluation.

5313 Practice I students use measurement tools to assess progress

toward goals, particularly in their individual and family assessments.
Foundation students in 5314 Practice II develop a proposal for agency
intervention. The proposal must include an evaluation plan.
Foundation students in 5316 Practice III complete a psychosocial
assessment and intervention assignment, which includes a component on
how they will measure progress toward goals.

ADMINISTRATIVE LEADERSHIP STRATEGIES FOR APPLYING EDUCATIONAL POLICY

2.1.10d—Evaluation.

AL students in 5320 Advanced Introduction to Management develop

evaluation plans as part of their program development project. This project
can be incorporated into their learning in 5323 Advanced Research.
AL students in 5334 Resource Development view measurement as a
critical component of grant proposals.
In 5622-5623 Administrative Leadership Field, students design and
complete a program evaluation study in their field agencies. They present
their project in the Research Forum and write up their project as an article
for publication.

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DIRECT PRACTICE (ADVANCED) STRATEGIES FOR APPLYING EDUCATIONAL POLICY

2.1.10d—Evaluation.

In 5324 Intervention with Families, DP students read and discuss

assessment tools for working with families. In their Family Assessment and
Intervention papers, students identify ways to measure progress toward
meeting goals. They learn to evaluate research on how effective different
family therapy techniques can be measured, and how much evidence really
backs up those techniques. Students also learn about how the feminist
movement has challenged family therapy, increasing awareness of how
culture and class affect family relations, and how social work has flavored
In 5316 Foundation
family therapy with social work values.
DP students in 5324 Intervention with Families role-play Cinderella‘s
Practice III, family at different stages of the life cycle, but they also identify
students research communication techniques that are effective and ineffective in Cinderella‘s
their family culture case. Students also videotape simulated family interviews using different
practice theories. Students learn about non-defensive communication
on genealogy sites
through an in-class exercise of turning blaming statements into ―I‖
and by interviewing statements.
relatives. They DP students in 5326 Intervention with Individuals learn empirically-based
assess their own guidelines for using different DSM diagnostic categories. For example, they
study research about using cognitive-behavioral methods to treat mood and
culture and what
anxiety disorders. They do comprehensive treatment plans and simulated
impact that culture role-plays which must include an evaluation component, based on their
might have on their foundation research and practice classes. Students also read an article
interviewing skills. pertaining to empirically-based group intervention and then write a critique of
the article.
When students get
DP students in 5327 Intervention with Groups find at least one article
to 5324 Practice pertaining to empirically-based group intervention and then write a brief
with Families, they critique of the article.
build on their
culture project by Taking Evaluation Further: Empirical Knowledge
doing a cultural
and Technology
genogram of their
In our School, faculty instill a respect for evaluating interventions empirically, and
families.
for investigating whether intervention techniques are supported by research.
While we recognize that professionals must approach practice in a flexible,
individualized, creative way, we emphasize that this flexibility and creativity must
be tethered to proven technologies. New interventions and technologies must be
tested before professionals engage in them widely.

This admonition is balanced by the caveat that, unfortunately, empirical research

of human service technologies and interventions is somewhat limited because of
lack of public interest and funding for such research, as well as the inherent
difficulties of applying empirical methods to human subjects. So it is a goal for
professional social workers to seek ways to study interventions so that human
subjects are not adversely affected.

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There is more empirical evidence on potential interventions, however, than most

professionals can digest in the course of their careers. So we start students on a
diet of reading and analyzing journal articles that address empirical evidence on
various interventions. Building on their growing skills in identifying theories and
understanding empirical implications, we encourage them to adapt theories and
empirical methods to their own practice. Throughout this process, we encourage
students to be creative in devising and implementing interventions.

We encourage students to take advantage of the technological assistance

available to them to improve their learning and humanize services. To begin that
process, faculty use TRACS extensively, which forces students to become
comfortable with using the Internet for learning and information. Increasingly, of
course, students come to us as computer-savvy learners, but we build on that.
For students who are computer-challenged, we match them up with University-
sponsored training in computer labs.
Under the
Though we do not specifically teach web-based therapy, we recognize that this is
supervision of Dr. a growing area of practice, and we discuss the effectiveness of using the internet
Hill Jones, Erin, an for therapy, as well as the ethical implications of such approaches. We discuss
MSW student, using social media as a way of reaching clients and client groups.
conducted a
5313 Practice I foundation students develop an intervention plan from a
research study of case vignette, justifying their selection of a theoretical base for the plan.
older adult women They examine the ethical considerations and boundary issues of using
diagnosed with
technology (such as Facebook and other social media), and develop
strategies to protect confidentiality in such issues.
ADHD. Erin and 5314 Practice II foundation students discuss how technology and social
Dr. Hill Jones media can bridge communities through communication.
presented their Foundation students in 5316 Practice III read and discuss information
findings at the 2009
about empirically-based practice approaches. They demonstrate their
knowledge in the psychosocial assessment and implementation plan they
CSWE meeting, produce, as well as in the simulated case staffing. Students also discuss
and wrote a Internet therapy and use of social media, examining the legal and ethical
manuscript which ramifications of these approaches.
In 5334 Resource Development, AL students use various technological
was published by
means to research funding bodies, their topic of interest, and the grant proposal
Women & Aging. they make about their topic of interest. They form teams to develop ways to
Erin shared the market their proposals, and they conduct much of their work via Internet and
article with her field TRACS.
agency, and they
have been very Experiential Learning in Social Work Practice:
grateful. They Exploring our Signature Pedagogy
share the article
Students in our MSW program receive hands-on learning throughout the curriculum in
with staff and find
order to prepare them for real-world experiential learning in agency settings during
it helpful. their field internships. Field practicum is our signature pedagogy; it is where we ―put
the practice into social work practice‖. Because ours is a professional program, it is
our ethical obligation to make sure that students are adequately prepared to work
effectively in agencies and facilities. We intentionally create classroom and field
experiences that promote behavioral competencies in our students. Consequently,

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our practice coursework and our field program are highly integrated. Students are
prepared to work in a variety of agencies, a sampling of which follow:

Foundation students do field placement in generalist agencies such as:

o Public child welfare agencies
o Public agencies which protect the elderly
o Communities in Schools
Administrative Leadership students do advanced work in such entities as:
o Legislative offices and other policy-making bodies
o State offices of child welfare, services for the elderly, services for
the disabled, state health services, etc.
o Administrative offices of Veteran‘s Affairs, Red Cross, USO, and
family advocacy programs
o Agencies which serve troubled families and children, particularly in
grant-funded initiatives or program-planning roles
o Military installations, such as Brooks Army Medical Center,
Randolph Air Force Base, and Wounded Warrior Battalion
Direct Practice students complete advanced placement in settings such
as:
o State and private in-patient mental hospitals
o Agencies serving those affected by drugs and alcohol
o Prisons and juvenile justice agencies
o Facilities serving people with head injuries and developmental
disorders
o Medical hospitals in various programs, such as transplant units,
oncology units, emergency departments, etc.
o Hospice
o Agencies serving families and children

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