The focus on this section is on problem identification, goal and objectives development and interventions between the social worker and the client(s), which are mutually created. This focus usually takes the form of a treatment plan, contract or plan of care. Student must demonstrate the knowledge, values and skills necessary to operationalize the issues and concerns brought by the client. Plan of care development should demonstrate mutuality between the client and the social worker.
Example
Pretend Service Contract between Instructor Daniels and Students in SW 547
Client-Identified Issues: Reportedly, some areas in the course content and dissemination of content remains confusing. Specifically students report need for clarification on the use of the Social Work Skills Workbook in the MindTap venue in Cengage as well as assignment links in Hepworth. Students request:
exact reading expectations
exact expectations in completing videos and associated quizzes in Cengage Hepworth and Cournoyer books
More concise and clear explanation of expectations from the instructor
Worker-Identified Issues: Observed is the students’ frustration in understanding course expectations in order to accomplish assignments. Issues identified as:
need for more clarification and explanation of course expectations and use of course materials
students’ and instructor’s competency in using Cengage is not fully developed
need for a collaborative approach and accountability in addressing access to, and completion of learning materials and expectations of readings an assignments
Confirmed (Focal) Issues
It was agreed to focus the readings and associated assignments that are expected in the course with a lens on the Social Work Skills Handbook. Additionally the student is successfully linking to embedded assignments in the Hepworth book needs to be monitored. Ongoing communication and collaboration was agreed a key component.
Service Goals
The outcomes involve the students’ gaining a clear understanding of the instructor’s expectation of them in completing readings and assignments in the course modules that involve Cengage. Specifically students will understanding the exact required readings and assignments in the Cournoyer Social Work Skills Workbook. Specifically students will be able to clearly navigate and understand links in modules taking students to the Hepworth book videos and associated assignments. Specifically the instructor will provide clear and concise on-going explanation an instruction of expectations. Goal attainment will be measured by weekly polling questions to students evaluating their comfort level in interfacing with course material in general and specifically, Cengage material. Action will involve students’ engagement in the material and the instructor closely monitoring success and comfort levels. Realistically the reduction in course access frustration should be significantly reduced if not eliminated by midterm and associated time constraints involved the semester being over in 12 weeks.
Action Plans/Service Approach
The instructor and students will work together to build skills in navigating and understanding Cengage. This academic contract in general involves the instructor’s and all students in the course commitment to performing and completing course assignments. Specifically students most impacted are the students with higher levels of frustration and the instructor who has a responsibility to assist them. The general parameters of the action plan is check ins and opportunities for conversation, instruction and collaboration in completing all course work with a specific focus on work associated with Cengage. Weekly check-ins will involve optional anonymous polling activities, email, zoom and after class conversations for students. If frustration levels significantly reduce or are eliminated by week 6, this academic contract will be considered successful. However, the course ends week 12 and the contract can be reinstated at any time. The instructor will maintain an academic role not to be confused with an LCSW therapeutic role. In other words, the focus is purely on the students’ academic experience and success in the classroom and at Barry U. Should students share personal psychosocial issues, they will be referred to the student-counseling center or their healthcare provider for referrals. The applied theoretical approach is Paulo Freire Liberationist critical pedagogy where the students’ voice is priority; democracy is put into the classroom and the teacher as a co-learner with the class discovering how to co-create a clear, engaging learning environment. Strong hints of Lev Vygotsky’s social constructionism is also employed where learning is a collaborative process between student and teacher.
Client Tasks/Action Steps
Students will seek out clarification of assignments and/or readings via requested interaction with instructor after class, email, zoom meetings or other video platforms of their choice
Students will complete all weekly readings and assignment and come to class prepared to apply to the synchronous lesson
Students will engage in ancillary video and reading trainings Cengage Mindtap as needed and refer to resources in Canvas
Students will complete weekly check ins about their frustration levels in using course content with specific focus on Cengage
Worker Tasks
The instructor will block out ancillary material not required in linking options (note: students still have access to entire eBook link)
The instructor will remain available for ongoing advising and clarification after synchronous classes, respond to emails within a 24 hour period, set up individual and/or group zoom chats for clarification of assignments and expectations as requested by students
The instructor will continue to complete tutorials and readings on the integration of Cengage and Mindtap with Canvas
The instructor will use feedback from student in an anonymous way for future instruction of this and any courses the interface with Cengage
In-Session Activities
Weekly check ins can be by polling survey, after class check-ins and as requested by the student and the instructor.
Maintenance Tasks
Following potential resolution of issues by week 6, maintenance of clear pedagogy will be monitored for the rest of the semester.
Plans to Evaluate Progress
Weekly anonymous surveys involving a Likert scale approach will be distributed for students to respond to questions such as “on a scale of 1 -10 with 1 being not at all clear to 10 extremely clear, how would you rate this week’s comprehension of the readings and assignments you are required to complete?” A minimal of three and maximum of five questions will be included. Additionally by week 6 a Self-Appraisal questionnaire modified from appendix 3 in Cournoyer, will be disseminated for student’s completion.
In the upload files I have a paper that needs to follow the the above steps