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COMPETENCE 1

Demonstrate Ethical and 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.
 During my internship I practice the NASW code of ethics by applying
them to each task I am given. Following this code allows me to stay
within all ethical lines to ensure myself in becoming a social worker.
Behavior 2

■ Use reflection and self regulation to manage personal values and


maintain professionalism in practice situations.
■ When reviewing each case, I put any personal biases aside to ensure
that any decision made through the case meets all the clients values
and/or beliefs. This allows me to understand how effective a
placement may be or to identify any aspects that may be considered
normal in their culture.
Behavior 3

■ Demonstrate professional demeanor in behavior; appearance; and


oral, written, and electronic communication.
■ In the work environment, it is important for me to arrive earlier then
the time given for meetings or court to ensure all proper documents
are together. I am expected to wear business attire everyday and am
advise to wear darker or more natural colors during court. In this
environment I am expected to think before speaking even if I am
asked to express my honest opinion.
Behavior 4

• Use technology ethically and appropriately to facilitate practice


outcomes.
 While attending court, meeting or on a home visit I am expected to
keep my cell phone in my vehicle or the GAL office. When in the
office I am allowed to use my cell phone to call any individual that is
listed on the case.
Behavior 5

■ Use supervision and consultation to guide professional judgment and


behavior.
■ When at my internship I am working with two GAL supervisor in
different counties and also have many discussions with another
intern. I am able to do many things without permission since I have
already had experience with a case before starting this internship.
When need my supervisor may ask question to ensure I am on the
right track in a case.
COMPETENCE 2
Engage 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.
■ In the GAL office, we work with many children and families of
different ethnic groups. Each child come from a different background
and places then others. When visiting a child or attending court, a
GAL intern or volunteer is expected to work with a child or children on
a 101 basis, talk with family, review facts in a meeting with DSS
supervisors, attorneys and etc. before court.
Behavior 2

■ Present themselves as learners and engage clients and


constituencies as experts of their own experiences.
■ As a GAL you are expected to stay within all ethical regulations while
being a voice for each child professional as well as building an
effective relationship with the child and even the parents or
guardian. As a GAL intern I am expected to look at what is best for
the child.
Behavior 3

■ Apply self-awareness and self-regulation to manage the influence of


personal biases and values in working with diverse clients and
constituencies.
■ It is very important to set any bias or opinions aside in each case you
are given. When working with diverse clients it is important that I
fully understand their values and beliefs so that I could effectively
recommend what is best for the child.
COMPETENCE 3
Advance Human Rights and Social, Economic,
and Environment Justice
Behavior 1

■ Apply understanding of social, economic, and


environmental justice to advocate for human rights
at the individual and system levels
■ Research resources such as the Guardian Ad Litem
practice guide as well as resources presented from
other agencies, in order to better serve the client.
Behavior 2

■ Engage in practices that advance social, economic,


and environmental justice
■ Complete Mental Health First Aid, in order to
become a certified first responder to those with
anxiety, depression, and suicidal ideations.
COMPETENCE 4
Engage in Practice-informed Research and
Research-informed Practice
Behavior 1

■Use practice experience and theory to


inform scientific inquiry and research.
■Create a proposal to help the Guardian
Ad Litem Agency
Behavior 2

■ Apply critical thinking to engage in analysis of


quantitative and qualitative research methods and
research findings.
■ Conduct child abuse and neglect research in order
to review data and outcomes of the population
served by the Guardian Ad Litem agency.
Behavior 3

■ Use and translate research evidence to inform and


improve practice, policy, and service delivery.
■ Discuss skills or techniques learned from Guardian
Ad Litem practice guide and express any concerns
with field instructor
COMPETENCE 5
Practice Behavior
Advance Human Rights and Social, Economic, and
Environment Justice
Behavior 1

■ Identify social policy at the local, state, and federal


level that impacts wellbeing, service delivery, and
access to services.
■ Discuss way Guardian Ad Litem work with other
agencies to provide services to the community with
field instructor
Behavior 2

■ Assess how social welfare and economic policies


impact the delivery of and access to social services.
■ Conduct research on the 1974 Child Abuse and
Treatment Act as well as the adoption and safe
families Act of 1997 through Guardian Ad Litem
best practice guide in order to become familiar with
policies and law.
Behavior 3

■ Apply knowledge of human behavior and the social


environment, PIE, and other multidisciplinary
theoretical frameworks to engage with clients and
constituencies.
■ Advocate for the client’s stability and safety by
staying up to date with changes that could affect a
child’s development
COMPETENCE 6
Practice Behavior
Advance Human Rights and Social, Economic, and
Environment Justice
Behavior 1

■ Apply knowledge of human behavior and the social


environment, PIE, and other multidisciplinary
theoretical frameworks in interventions with clients
and constituencies.
■ Observe environments and discuss how it could
affect a child outcome
Behavior 2

■ Use empathy, reflection, and interpersonal skills to


effectively engage diverse clients and constituency.
■ Develop a rapport with colleagues from other
agencies such as DSS as well as a professional
rapport with clients, foster parents, and
caretakers/guardians.
COMPETENCE 7
Practice Behavior
Advance Human Rights and Social, Economic, and
Environment Justice
Behavior 1

■ Collect and organize data, and apply critical


thinking to interpret information from clients and
constituencies.
■ Conduct interviews over the phone and home visits
in order to gather information that are relevant to a
clients case
Behavior 2

■ Apply knowledge of human behavior and the social


environment, PIE, and other multidisciplinary
theoretical frameworks in interventions with clients
and constituencies.
■ Conduct assessments using the strength base
approach
Behavior 3

■ Develop mutually agreed on intervention goals and


objectives based on the critical assessment of
strengths, needs, and challenges within clients and
constituencies.
■ Employ a humanistic approach such as focusing on
the clients strengths in order to individualize client
goals.
Behavior 4

■ Select appropriate intervention strategies based on


the assessment, research knowledge, and values
and preferences of clients.
■ Help employ person centered therapy as an
intervention strategy for at least one client, and
discuss with field instructor why that method was
chosen.
COMPETENCE 8
Practice Behavior
Advance Human Rights and Social, Economic, and
Environment Justice
Behavior 1

■ Critically choose and implement interventions to


achieve practice goals and enhance capacities of
clients and constituencies.
■ Work with DSS and clients on a continuous bases to
ensure progress toward permanency for children
Behavior 2

■ Apply knowledge of human behavior and the social


environment, PIE, and other multidisciplinary
theoretical frameworks in interventions with clients
and constituencies.
■ Conduct a process recording that is based on a
strengths based approach, promoting a client’s
behavior
Behavior 3

■ Use inter-professional collaboration as appropriate


to achieve beneficial practice outcomes.
■ Articulate to field instructor the ways in which DSS,
attorneys and Guardian Ad Litem work in sync
toward a goal of reunification of the client
Behavior 4

■ Negotiate, mediate, and advocate with and on


behalf of diverse clients and constituencies.    
■ Assess, inquire and report any wishes or needs of
the child and not of the parent or caretaker
Behavior 5

■ Facilitate effective transitions and endings that


advance mutually agreed-on goals.
■ Effectively terminate relationship with client by
providing referrals, resources such as support
groups, and discussion of any further concerns with
the client, once reunification or permanency for the
child has been obtained.
COMPETENCE 9
Practice Behavior
Advance Human Rights and Social, Economic, and
Environment Justice
Behavior 1

■ Select and use appropriate methods for evaluation


of outcomes.
■ Utilize court reports and client feedback to evaluate
the efficiency of goals and interventions
Behavior 2

■ Apply knowledge of human behavior and the social


environment, PIE, and other multidisciplinary
theoretical frameworks in interventions with clients
and constituencies.
■ Identify and assess environmental factors that
could influence the outcome of the client
Behavior 3

■ Critically analyze, monitor, and evaluate,


intervention and program processes and outcomes .
■ Conduct a follow up plan with a client(s), placement
or social worker to develop future goals.
Behavior 4

■ Apply evaluation findings to improve practice


effectiveness at the micro, mezzo, and macro
levels.
■ Utilize existing court reports recommendations to
see improvements in a case.