THE 9 COMPETENCIES

Hannah Kelley
COMPETENCY 1
Demonstrate Ethical & Professional Behavior
 Behavior 1
• Make ethical decisions by applying the standards of the
NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of
research, and additional codes of ethics as appropriate to
context.
• Placing client files in one giant file to be given to COA, but
will black out all personal information of client including
names
 Behavior 2
• Use reflection and self-regulation to manage personal
values and maintain professionalism in practice situations.
• My job is a Christian based organization, so my views
align well with that of the organization
 Behavior 3
• Demonstrate professional demeanor in behavior;
appearance; and oral, written, and electronic
communication.
• Professional demeanor- Business dress, using manners,
having boundaries
 Behavior 4
• Use technology ethically and appropriately to facilitate
practice outcomes.
• Using technology ethically to view client files, forms, and
to not disturb anything that is confidential.
 Behavior 5
• Use supervision and consultation to guide professional
judgment and behavior.
• Uploading scores, missing paperwork/scores, learning
how to judge and choose how to enter date correctly
COMPETENCY 2
Engage in Diversity and Difference in Practice
 Behavior 1
• Apply and communicate understanding of the importance
of diversity and difference in shaping life experiences in
practice at the micro, mezzo, and macro levels.
• Took three different diversity trainings through our online
training courses for BCH
• I will attend IEP (Individualized Education Programs)
meetings with client and case manager
 Behavior 2
• Present themselves as learners and engage clients and
constituencies as experts of their own experiences.
• Allow clients to express there thoughts and feelings
without correcting them. Just listen. They are the experts
of themselves.
• Allow the client’s parents to be the expert of the child no
matter what the situation is
 Behavior 3
• Apply self-awareness and self-regulation to manage the
influence of personal biases and values in working with
diverse clients and constituencies.
• Be aware of facial expressions when client speaks to you
• Reflect with a co-worker or supervisor after a meeting to
break down and fully understand everything that
happened and was said
COMPETENCY 3
Advance Human Rights and Social, Economic, and
Environmental Justice
 Behavior 1
• Apply understanding of social, economic, and
environmental justice to advocate for human rights at the
individual and system levels
• Transitional Living Program (TLP) 18-21 years old
• Provide needs for young adults yet still grant them
independence
• Understand how deprivation affects mental health,
education, and the social environment
 Behavior 2
• Engage in practices that advance social, economic, and
environmental justice
• Assuring children they are cared for, there needs are met,
and they have a chance at normalcy.
• The Normalcy act- Child(s) being able to do “normal”
activities.
• BCH has to adhere to this law
COMPETENCY 4
Use experience and theory to inform scientific inquiry
and research
 Behavior 1
• Participating in CARE
Training
• This is a best practice
model
• CARE Model by
Cornell University
 Behavior 2
• Apply critical thinking to engage in analysis of quantitative
and qualitative research methods and research findings
• Child Global Assessment (CGAS)
• Hopelessness Scale
• We use both of these assessments regularly- every three
months, at admission, and at discharge
• A higher score on the CGAS is favorable
• A lower score on the Hopelessness Scale is favorable
 Behavior 3
• Use and translate research evidence to inform and
improve practice, policy, and service delivery
• Form tutoring program to be used to better clients
educational needs
COMPETENCY 5
Engage in Policy Practice
 Behavior 1
• Identify social policy at the local, state, and federal level
that impacts well-being, service delivery, and access to
social services
• Foster care 18-21 Program (Federal Law)
• Family First Prevention Act (Federal Law)
• This act is incredibly controversial right now
• Uniting children with family is wonderful
• Places group homes as a last resort
• More monies are being allocated to parenting classes and
preventive methods for foster care, but there is already money
being used for these things before more was allocated towards it
• Not all states have implemented this Act yet- they need time
 Behavior 2
• Assess how social welfare and economic policies impact
the delivery of and access to social services
• Family First will affect group homes forcing them to add
services to be in-line with the law.
• Services such as drug therapy, individualized foster care housing,
etc.
• Assess what future changes need may be needed
COMPETENCY 6
Engage with Individuals, Families, Groups,
Organizations, and Communities
 Behavior 1
• Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with
clients and constituencies
• Perform Inquiries & Risk Assessments
• Be empathetic and use reflection during inquiries
 Behavior 2
• Use empathy, reflection and interpersonal skills to
effectively engage diverse clients and constituencies
• Diversity trainings
• Using empathy with clients and guardians
• Reflection and interpersonal skills in inquiries and
assessments
COMPETENCY 7
Assess Individuals, Families, Groups, Organizations,
and Communities
 Behavior 1
• Collect and organize data and apply critical thinking to
interpret information from clients and constituencies
• Collecting and filing information for case files
• Keep information up to date
• Upload information to database
 Behavior 2
• Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary multi-theoretical frameworks in
interventions with clients and constitutencies
• Use of person-in-environment in inquiries, assessments,
individual crisis management plan, and plan of service
 Behavior 3
• Develop mutually agreed-on-intervention goals and
objectives based on the critical assessment of strengths,
needs, and challenges within clients and constituencies
• Form ICMP to know how to respond to child in crisis
• Also know child’s strengths and needs from the initial
inquiry
 Behavior 4
• Select appropriate intervention strategies based on the
assessment, research knowledge, and values and
preferences of clients and constituencies
• Allowing child to pick own intervention to allow self to
calm down
• ICMP- Intervention section
COMPETENCY 8
Intervene with Individuals, Families, Groups,
Organizations, and Communities
 Behavior 1
• Critically choose and implement interventions to achieve
practice goals and enhance capacities of clients and
constituencies
• Family Assessment Conference, Admission, Plan of
Service meeting, make referrals
 Behavior 2
• Apply knowledge of human behavior, person-in-
environment, and other multidisciplinary theoretical
frameworks in interventions with clients and
constituencies
• Plan of service- Child picks their own goals
• This gets reviewed with the child every 90 days
 Behavior 3
• Use inter-personal collaboration as appropriate to achieve
beneficial practice outcomes
• Attending school meetings
• Meetings with DSS workers
• Communicating with clients therapists
• Possible juvenile court counselors
 Behavior 4
• Negotiate, meditate, and advocate with and on behalf of
diverse clients and constituencies
• Negotiate and advocate with DSS to allow child to
participate in activities (EX: One of our children does
Cheer X-Cel. We cannot afford to pay for this so we had
to negotiate with DSS to have them pay for it and reason
with them as to why this is important for the child’s mental
health, to give the child a creative outlet, and for the
child’s mental health)
• Finding counselling that Medicaid will pay for
 Behavior 5
• Facilitate effective transitions and endings that advance
mutually agreed-on goals
• Working with TLP clients
• Make referrals
COMPETENCY 9
Evaluate Practice with Individuals, Families, Groups,
Organizations, and Communities
 Behavior 1
• Select and use appropriate methods for evaluation of
outcomes
• When a child is discharged they receive a follow up
questionaire.
• 90 day POS evaluation- Are goals being met?
• Performance Quality Improvement- How can we improve
our performance to create better quality in the workplace
and in the cottages?
 Behavior 2
• Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation
of outcomes
• Go to team meetings to discuss each child
• Strengths
• Needs
• Goals
• What child and child care worker can work on for the next two
weeks
 Behavior 3
• Critically analyze, monitor, and evaluate intervention and
program processes and outcomes
• Plan of Service
• 90 day evaluations
• Performance Quality Improvement
 Behavior 4
• Apply evaluation findings to improve practice
effectiveness at the micro, mezzo, and macro levels
• Applying answers from evaluation methods to improve our
campus
• Work with DSS, therapists, schools, etc.
• Reporting what we will change for improvements