Authenticity in Generalist Social Work Practice Skills II Tammi Nelson, MSW, LCSW, LCAC Indiana University Bloomington Lecturer

From Role Plays to Authenticity Practice specific skills from one class to the next Engage in the feedback process from the Role-Play ‘Client” Time limited to 5-20 minutes within the classroom Depth of engagement limited to surface discussions Role plays topics scripted

Role Plays to Authenticity Authentic experience Practice specific skills in classroom Role plays Apply skill in Peer-Client meetings as the benefit of use arises. Feedback in class role plays applied to Peer-Client meetings Peer-Client meetings conducted out-of-class Depth of engagements in Peer-Client experience reached 6 of 10 Superficial Genuine need in emotional context Core personal

Comparison 2013 to 2014 S331 Generalist Social Work Practice Skills I – Fall S332 Generalist Social Work Practice Skills II – Spring 2013-2014 Academic Year Teaching provided via lecture, classroom activities and homework 2014-2015 Academic Year Teaching provided via lecture, classroom activities and homework in fall; Peer-Client experience added in the Spring

Fall to Spring All units were taught similarly from one year to the next Addition to unit lessons in 2014 included application of the ethical decision making and case examples likely to occur in Peer-Client experience Specific unit added to address Informed Consent, Confidentiality between peers, with instructor and for assignments Students were provided Supervision by appointment and follow up process for grievances.

Authenticity Genuine engagement Unscripted Skills application in meetings Ethical decision making Professional practice Ethical dilemma’s Client rapport, depth of exploration, goal setting and evaluation Peer-Client Experience

Assignments Each student was assigned a Peer-Client Peer-Clients were assigned based on student designation of peers they were acquainted with but not close to socially Students were assigned within the same classroom, not cross sections

Preparation for Assignments Documentation units same each year 2014 Addition of Progress Notes and Journals Rubrics for assignments same each year Instructions were the same each year Changes from 2013 to 2014 included: Informed consent forms requiring signatures Confidentiality forms requiring signatures Lesson in ethical decision making and behavior specific to engaging with a Peer-Client Supervision process Grievance process

Student Challenges Confidentiality and dual relationships Client versus social relationships Social considerations Ethical considerations Confidentiality with instructor Student Time outside of class Commitment to professionalism and responsibility to Peer-client

Instructor Challenges Instructor knowledge and grading Grading and feedback time increased for instructor Instructor time for supervision Identification of student crisis increased requiring instructor follow up

Management of Challenges Supervision between student and instructor Ethical decision making discussions in class Identification of Students with ethical and professional challenges and greater supervision commitment Each students assignment was confidential from instructor and not kept. Room reservations for Peer-Client meetings Assignment feedback to apply to ongoing Peer-Client meetings

Outcomes Assignments N= 47 M=1; F=46 2013 N=42 M=3; F=39 2014 Initial Assessment (20) 17.69 17.87 Goal Setting (20) 17.85 18.43 Termination Plans (20) 18.19 19.9 Professionalism (50) 47.5 47 Mean points per assignment

Surprising outcomes Specific student-lead discussions around ethical and professional behavior in and out of class More accurate assessment of students interpersonal skills More accurate assessment of students application of knowledge base Clarity of student skills and abilities in planning for practicum Earlier identification of students in trouble Application of Practice Behaviors from CSWE

Student reflections “Some challenges that I have experienced are maintaining professionalism . . .however we have tried to help with setting boundaries.  Successes are that we have made a lot of progress working through her goals.”

“The past few weeks I have been more aware of what I am saying and making sure that I am not giving the client advice. This was difficult for me . . .” “Even though the client may meet with you each week hoping to talk about something different, this experience taught me how to revisit past goals, and try to tie them into new ones that we were trying to set.”

“Before starting this peer/client project, I was really nervous that I would have trouble figuring out what to say. However this assignment has really helped! I love the relationship my client and I developed, and I really saw the progression. At first it was challenging for me to relate to my client, she was a bit quiet and I was uneasy with what I would say, but as the session continued I could tell my client felt comfortable with me. ”

“I think that this meeting was the most successful one that my client and I had. It finally felt like we were equals in this process and that my client was fully open with me. We were also able to address the origins of some of the constructs that she holds true in her life and this seemed very beneficial for her. We also addressed potential risk factors to her not maintaining her goals.”

Planned changes Fall semester critical thinking challenges will increase. Journals accompanying Progress Notes will address successes and challenges rather than a review of skills. Fewer assignments, but greater feedback.

Assessment of Practice Behaviors to provide feedback and student correction prior to practicum Supervision with struggling students will be required Peer-Client assignments will be cross-section only Classroom reflections in skills and knowledge applications.

Thank you Tammi Nelson Indiana University Bloomington School of Social Work tamlnels@iupui.edux