By: Megan McMenamin

CORE COMPETENCIES
Competency 1:
Identify as a
professional social
worker and conduct
oneself accordingly.
Practice Behaviors
-1.1: Advocate for client access to the services of social work.
I am more aware of local programs and community resources
for clients that I did not know existed. (H.A.T.S. Program)
-1.2: Practice personal reflection and self-correction to assure
continual professional development.
I journal every day that I am at my internship. Asking
questions is also necessary, because there have been
instances where I was unsure of what action to take.
-1.3: Attend to professional roles and boundaries.
As with the other employees, I am expected to attend to
professional roles and boundaries at all times. (Cultural
competency, confidentiality, etc.)

Competency 2:
Apply social work
ethical principles to
guide professional
practice.
Practice Behaviors
- 2.1: Recognize and manage personal values in a way that
allows professional values to guide practice.
Recently, there was a child who was attending
McLauchlin Elementary but was out of district (the
mother used a different address when enrolling her
son). Although I did not necessarily agree with the
decision, the superintendent allowed the child to remain
at McLauchlin. I did not allow my opinion(s) to
obliterate professional values.

Cont.
-1.4: Demonstrate professional demeanor in behavior, appearance,
and communication.
I must first abide by the dress code at all times (business
attire only) so that I am respectable when meeting with
clients. It is also important to be mindful of facial expressions.
-1.5: Engage in career-long learning.
Career-long learning takes place on a daily basis through
observation. (Note-taking)
-1.6: Use supervision and consultation.
I am directed by my field supervisor on a daily basis to ensure
that effective learning is taking place.

Cont.
-2.2: Make ethical decisions by applying standards of the National
Association of Social Workers Code of Ethics and, as applicable, of
the International Federation of Social Workers/International
Association of School of Social Work Ethics in Social Work, Statement
of Principles.
I keep a copy of the Code of Ethics in my binder and I also
refer to the school handbook to familiarize myself with
school policies.
-2.3: Tolerate ambiguity in resolving ethical conflicts.
Since there are many jobs within a school setting, I realize
that not everyone is familiar with the Social Workers Code of
Ethics. When/if a conflict arises, I will continue to adhere to
the social work standards.

Cont.
-2.4: Apply strategies of ethical reasoning to arrive at
principled decisions.
While working with my field supervisor, I never
hesitate to ask questions in regards to an ethical
dilemma. By listening to real-life experiences, it
is easier to envision what I should do (according
to the Code of Ethics) when presented with a
case.
Competency 3:
Apply critical thinking
to inform and
communicate
professional judgments.
Practice Behaviors
-3.1: Distinguish, appraise, and integrate multiple sources of
knowledge, including research-based knowledge, and practice
wisdom.
I now attend PLC (Professional Learning Community)
meetings every third Thursday of the month along with
my field supervisor. Also in attendance are other school
social workers, school nurses, guidance counselors, etc.
-3.2: Analyze models of assessment, prevention, intervention,
and evaluation.
I keep a copy of the Hoke County Schools A Guide to
Common Formative Assessments in my binder.
Cont.
-3.3: Demonstrate effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and colleagues.

I speak in a professional manner when speaking
with families, colleagues, etc. When I am working
with children, I am sure to use words that they will
understand.
Competency 4:
Engage diversity and
difference in practice.
Practice Behaviors
-4.1: Recognize the extent to which a cultures structures and values
may oppress, marginalize, alienate, or create or enhance privilege
and power.
Hoke County is definitely not the wealthiest county in
North Carolina, so I am aware that many clients do not have
access to privileges that I take for granted: Food, clothing,
shelter, steady transportation, etc.
-4.2: Gain sufficient self-awareness to eliminate the influence of
personal biases and values in working with diverse groups.
I try my best to remove personal values when working with
diverse groups, because I know that I will encounter many
people in social work that do not share the same opinions as I
do. Whenever I am unsure of how to react when/if a conflict
arises, I frequently talk with my field supervisor.


Cont.
-4.3: Recognize and communicate their understanding of the
importance of difference in shaping life experiences.
When working with a small group of first grade girls, I gave
them each a mirror and asked them to write down what they
saw. I explained that it is admirable to be unique because that
is how we learn from one another.
-4.4: View themselves as learners and engage those with whom they
work as informants.
As a social work intern, I know that I am not as experienced
as the other staff members within the school. Not only do I
talk with my field supervisor, but I am able to speak with
others (teachers, nurses, etc.) to gain additional knowledge.
Competency 5:
Advance human rights
and social and economic
justice.
Practice Behaviors
-5.1: Understand the forms and mechanisms of oppression and
discrimination.
There are many Hispanic families within the school system
that are Spanish-speaking only, so I understand that they
might feel alienated living in an English-speaking country.
-5.2: Advocate for human rights and social and economic justice.
Based on the specific need, my field supervisor keeps a list of
resources available for clients.
-5.3: Engage in practices that advance social and economic justice.
Many clients do not have a source of transportation, so my
field supervisor and I transport them to doctors
appointments, care-plan meetings, etc.

Competency 6:
Engage in research-
informed practice and
practice-informed
research.
Practice Behaviors
-6.1: Use practice experience to inform scientific inquiry.
I have used much of the information gained in the social work
program, specifically research strategies that I learned in Dr.
Kodwos class, to better my knowledge on topics such as:
school polices, mental illness in children, and behavior
interventions.
-6.2: Use research evidence to inform practice.
I have researched plenty of behavior interventions when
working with misbehaving children in order to better inform
my practice.
Competency 7:
Apply knowledge of
human behavior and the
social environment.
Practice Behaviors
-7.1: Utilize conceptual frameworks to guide the processes of
assessment, intervention, and evaluation.
Utilization of P.I.E (Person in Environment), the strengths
perspective, and the cultural competence perspective.
-7.2: Critique and apply knowledge to understand person and
environment.
Before we meet, I review their individual folder to
understand more about the client and their needs/issues.
Competency 8:
Engage in policy practice
to advance social and
economic well-being and
to deliver effective social
work services.
Practice Behaviors
-8.1: Analyze, formulate, and advocate for policies and advance social
well-being.
I have gone to local businesses in Raeford to hang up flyers
regarding homeless individuals and their rights (DSS, CPS,
laundromats). The flyers are also printed in Spanish.
-8.2: Collaborate with colleagues and clients for effective policy
action.
My field supervisor and I, along with other school staff , have
met with the mother of a first grade boy who has frequent
outbursts in the classroom. He has created a safety issue
for the other students in the class, so the meetings have
consisted of proposed interventions as well as
communication with outside agencies on what to do about
his unruly behavior.

Competency 9:
Respond to contexts
that shape practice.
Practice Behaviors
-9.1: Continuously discover, appraise, and attend to changing locales,
populations, scientific and technological developments, and
emerging societal trends to provide relevant services.
The DSM V is a good source of knowledge, since coding is
updated every year. By reviewing the DSM Manual, it is easier
to better understand disorders.
-9.2: Provide leadership in promoting sustainable changes in service
delivery and practice to improve the quality of social services.
I have attended an intervention committee meeting at Sandy
Grove, which is a team of school staff that develops
intervention plans for students (by request).
Competency 10
Engage, assess,
intervene, and evaluate
with individuals, families,
organizations, and
communities.
Practice Behaviors
-10.1: Substantively and affectively prepare for action with
individuals, families, groups, organizations, and communities.
I reviewed a kindergartners behavior chart before we met
with his mother, along with his kindergarten teacher, the
school principal, and the assistant principal.
-10.2: Use empathy and other interpersonal skills.
I have to know how to socialize and empathize with the
students as well as their parents. I think every social worker
should use these skills on a daily basis.
-10.3: Develop a mutually agreed-on focus of work.
I always discus what is to be done with my field supervisor for
the day each morning.
Cont.
-10.4: Collect, organize and interpret client data.
Many teachers will keep a behavior log on students that
display disruptive behavior during class, and then my field
supervisor and I interpret the information .
-10.5: Assess client strengths and limitations.
-10.6: Develop mutually agreed-on and intervention goals and
objectives.
-10.7: Select appropriate intervention strategies.
Practice Behaviors 10.5, 10.6, and 10.7 are used together a lot
when meeting with the parents of students: School staff
reviews a clients strengths and weaknesses in order to
develop goals and appropriate intervention strategies.
Cont.
-10.8: Initiate actions to achieve organizational goals.
I have created homeless packets for families that will be
enrolling in school.
-10.9: Implement prevention interventions that enhance client
capacities.
I have encouraged parents to consider tutoring if their child is
having problems learning in school.
-10.10: Help clients resolve problems.
My field supervisor makes sure that a client is given all of the
necessary resources to be able to help themselves (provider
lists, transportation).
Cont.
-10.11: Negotiate, mediate, and advocate for clients.
I have talked with several students that are in I.S.S (In School
Suspension) about what their conflict was, how they were
feeling, etc.
-10.12: Facilitate transitions and endings.
My field supervisor and I are always sure to contact a client
before we meet as well as when there will be another meeting.
-10.13: Social workers critically analyze, monitor, and evaluate
interventions.
In the school system, I have noticed that follow-up (for
students) takes place on a daily basis. For instance, I have been
asked to go into some of the same classrooms several times
during one week to ensure that a student is not misbehaving
after receiving interventions.