Identifying student competencies in macro practice: articulating the practice wisdom of field instructors.: An article from: Journal of Social Work Education

This digital document is an article from Journal of Social Work Education, published by Council On Social Work Education on March 22, 2012. The length of the article is 5355 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

From the author: Although a growing literature examines competencies in clinical practice, competencies of students in macro social work practice have received comparatively little attention. A grounded-theory methodology was used to elicit field instructor views of student competencies in community, organization, and policy contexts. Competencies described by field instructors encompassed 2 broad dimensions: meta competencies and procedural competencies. Meta competencies included characteristics such as self-awareness, compassion, motivation, and commitment to social justice. Procedural competencies included project management and presentation skills, and the ability to articulate and implement steps to attain goals. These identified competencies provide a basis for development of a tool to assess student performance of competencies in macro practice.

Citation Details
Title: Identifying student competencies in macro practice: articulating the practice wisdom of field instructors.
Author: Cheryl Regehr
Publication:Journal of Social Work Education (Magazine/Journal)
Date: March 22, 2012
Publisher: Council On Social Work Education
Volume: 48 Issue: 2 Page: 307(13)

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