LC SCW Learning Contract 2020 - Version 2

Loras College Social Work Learning Contract 2010
Student Name: Krystyna Kaminski Fall/Spring/Sum 2020 (Yr.)

Circle one
Field Instructor: Tammi Saunders Field agency #___________
Field Agency: Dubuque Senior High School
Mission: The Loras Social Work Program provides a supportive learning community that graduates
competent, ethical, value-based, generalist social work practitioners who critically use their liberal arts
background in service to others. Working with and in partnering agencies, students, grounded in
empowerment, actively learn knowledge values and skills, reflect upon those through opportunities in and
outside the classroom, adopt and adhere to ethical approaches with diverse populations, and contribute
responsibly to an ever growing and changing world.
Directions: The student and field instructor develop the Learning Contract together. The content of the
learning agreement must be thoroughly discussed by the student and field instructor prior to the individual
sections being completed. This agreement sets forth the context of the field experience, its parameters and
the performance expectations of both student and field instructor.
A completed agreement must be turned in to the field Director by the third week of the semester.
The tasks, activities and knowledge areas expected of the student must be reflective of the eight goals set
forth in this contract. It is intended that the Field Instructor will observe the student doing the assignments,
tasks and activities.
Learning activities- Students will choose activities associated with their field placement that fulfills the
competencies of the CSWE and the Loras College Social Work Program.
Activities should be specific to the agency placement and measurable.
CSWE Competence #1: Identify as a professional social worker and conduct oneself accordingly
 advocate for client access to the services of social work;
 practice personal reflection and self-correction to assure continual professional development;
 attend to professional roles and boundaries;
 demonstrate professional demeanor in behavior, appearance, and communication;
 engage in career-long learning; and, use supervision and consultation
1. Student will wear nametag every day
2. Student will dress appropriately
CSWE Competence #2: Apply social work ethical principles to guide professional practice.
 recognize and manage personal values in a way that allows professional values to guide practice;
 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 Schools of
Social Work Ethics in Social Work Statement of Principles;
 tolerate ambiguity in resolving ethical conflicts; and, apply strategies of ethical reasoning to arrive at principled
decisions.
1. Student will write a paper on ethical dilemmas experienced by the Life Coach position
2. Student will show respect to students as observed by Field Instructor
CSWE Competence #3: Apply critical thinking to inform and communicate professional judgments.
 distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and
practice wisdom;
 analyze models of assessment, prevention, intervention, and evaluation; and, demonstrate effective oral and
written communication in working with individuals, families, groups, organizations, and communities.
1. Student will communicate with the 10th grade Success House teachers weekly
2. Student will attend Life Coach meeting weekly
CSWE Competence #4: Engage diversity and difference in practice

 recognize the extent to which a culture’s structures and values may opposes, marginalize, alienate, or create or
enhance privilege and power;
 gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse
groups;
 recognize and communicate their understanding of the importance of difference in shaping life experiences;
and, view themselves as learners and engage those with whom they work as informants.
1. Student will write a reflection on cultural humility
2. Student will work with the GSA at DSHS monthly
CSWE Competence #5: Advance human rights and social and economic justice
 understand (sic: “can identify and articulate”) the forms and mechanisms of oppression and discrimination;
 advocate for human rights and social and economic justice; and engage in practices that advance social and
economic justice.
1. Student will advocate for House students with relevant teachers as observed by Field Instructor
2. Student will contact students during COVID-19 to assure they have necessary resources
CSWE Competence #6: Engage in research-informed practice and practice-informed research

 use practice experiences to inform scientific inquiry; and
 use research evidence to inform practice.
1. Student will write a literature review on how to work with students with anxiety
2. Student will send high school students self-care ideas to help cope with COVID-19.
CSWE Competence #7: Apply knowledge of human behavior and the social environment
 utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and,
 critique and apply knowledge to understand person and environment
1. Student will take a seminar course on Trauma-Informed Services and Treatments for Crossover Youth
2. Student will complete a training on Adverse Childhood Experiences (ACEs)
CSWE Competence #8: Engage in policy practice to advance social and economic well-being and to deliver effective social
work services
 analyze, formulate, and advocate for policies that advance social well-being; and
 collaborate with colleagues and clients for effective policy action.
1. Student will write a policy review on the attendance and behavior policies in the DSHS handbook
2. Student will attend a One Iowa webinar on how to advocate for LGBT+ related laws from home
CSWE Competence #9: Respond to contexts that shape practice.

 continuously discover, appraise, and attend to changing locales, populations, scientific and technological
developments, and emerging societal trends to provide relevant services; and,
 provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of
social services.
1. Student will help create an open closet with clothing and other essentials
2. Student will analyze how COVID-19 will disproportionately affect the Marshallese population in
Dubuque
CSWE Competence #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities
 Engagement:
o substantively & affectively prepare for action with individuals, families, groups, organizations, and
communities;
o use empathy and other interpersonal skills; and
o develop mutually agreed-upon focus of work & desired outcomes.
1. Student will meet with a student outside of Success Houses weekly
2. Student will meet with 10th grade House students weekly
 Assessment:
o collect, organize, and interpret client data;
o assess client strengths and limitations;
o develop mutually agreed-upon intervention goals & objectives; and
o select appropriate intervention strategies.
1. Student will complete Screening, Brief Intervention, and Referral to Treatment (SBIRT) training
2. Student will debrief with F.I. weekly
 Intervention:
o initiate actions to achieve organizational goals;
o implement prevention interventions that enhance client capacities;
o help clients resolve problems;
o negotiate, mediate, and advocate for clients; and
o facilitate transitions and endings.
1. Student will meet weekly with 10 students independently
2. Student will complete training for suicide prevention and postvention
 Evaluation:
o Social workers critically analyze, monitor, and evaluate interventions.
1. Student will complete a self-evaluation at Midterm and Final evaluation

2. Student will create an evaluation journal for a high school student with weekly goals and check-ins
Student Signature ________________________________________Date ___________
Field Instructor (Agency) Signature ____________________________Date ___________
Loras Field Director Signature ____________________________________

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Loras College Social Work Learning Contract 2010

Student Name: Krystyna Kaminski Fall/Spring/Sum 2020 (Yr.)

Field Instructor: Tammi Saunders Field agency #___________

Field Agency: Dubuque Senior High School

CSWE Competence #4: Engage diversity and difference in practice

CSWE Competence #6: Engage in research-informed practice and practice-informed research

CSWE Competence #9: Respond to contexts that shape practice.

1. Student will complete a self-evaluation at Midterm and Final evaluation

Student Signature ______________________________Date _

Field Instructor (Agency) Signature __________________Date _

Loras Field Director Signature ____________________________________

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