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Competencies

Kara Schaeffer
Comp 1
● Demonstrate Ethical and Professional Behavior
● PB 1.1: 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.
● Follow the NASW Code of Ethics but also understand the CHC and RCC
policies and ethics as well when dealing with clients. Understand that clients
may be going through a difficult time and practicing safe boundaries and
ethics will be in the best interest of CHC, myself, and the client.
Comp 1
● PB 1.2
● Use reflection and self-regulation to manage personal values and maintain
professionalism in practice situations.
● Reflect daily with journals and weekly with supervision (CHC and UNCP) to
ensure personal and professional values/ behaviors are being held to CHC,
RCC, and UNCP standards.
Comp 1
● PB 1.3
● Demonstrate professional demeanor in behavior; appearance; and oral,
written, and electronic communication.
● Adhere to CHC and RCC dress code. Use skills learned at UNCP to ensure
professional behavior with clients and CHC staff.
Comp 1
● PB 1.4
● Use technology ethically and appropriately to facilitate practice outcomes.
● Use of journals and Canvas to ensure client privacy and professional
boundaries in terms of technology.
Comp 2
● Engage Diversity and Difference in Practice
● PB 2.1
● Apply and communicate understanding of the importance of diversity and
difference in shaping life experiences in practice at the micro, mezzo, and
macro levels.
● Understand that individuals having faced sexual assault are going to be
diverse. Make sure All individuals are being treated appropriately at micro
(Immediate intervention), mezzo (group counseling), and macro grants and
policy change at local, state, and company levels).
Comp 2
● PB 2.2
● Present themselves as learners and engage clients and constituencies as
experts of their own experiences.
● Understand that my own experiences are different that others. Use this to
help others but also to reflect on what others can teach me with their own
experiences. Use this as a learning process and practice cultural humility.
Comp 2
● PB 2.3
● Apply self-awareness and self-regulation to manage the influence of personal
biases and values in working with diverse clients and constituencies.
● Use supervision with supervisor and field director to reflect on my personal
biases. Use their feedback in order to improve and work on them. Use skills
learned throughout courses to regulate biases and find out where I need to
improve.
Comp 3
● Advance human rights and social, economic, and environmental justice.
● PB 3.1
● Apply understanding of social, economic, and environmental justice to
advocate for human rights at the individual and system levels

● Attend and plan events that bring attention to domestic violence and sexual
abuse in society. Advance justice through engaging with my students and
gaining more information on abuse in my area.
Comp 3
● PB 3.2
● Engage in practices that Advance social, economic, and environment justice
● Attend support groups, attend conferences, training, and fundraising events.
● Educate my students on the issues, appropriately. Use my education to give
ideas and insight on how to advance social justice for individuals effective by
sexual assault/domestic violence.
Comp 4
● Engage In Practice-informed Research and Research-informed Practice
● PB 4.1
● Use practice experience and theory to inform scientific inquiry and research.
● Use evidence based information to successfully practice Shifting Boundaries.
Use evidence based information to ensure that RCC clients and students
attending Shifting Boundaries classes receive full advocacy benefits.
Comp 4
● PB 4.2
● Apply critical thinking to engage in analysis of quantitative and qualitative
research methods and research findings.
● Use education and supervision with RCC supervisors and employees to
analyze data from classes, trainings, etc. This will come from pre and post
surveys (shifting boundaries and safe zone). Analyze and determine what
time improve on/change.
Comp 4
● PB 4.3
● Use and translate research evidence to inform and improve practice, policy,
and service delivery.
● Use analysis of data and discussions with colleagues to improve upon
Shifting Boundaries classes. Use data and discussion to improve on my
facilitation skills in Safe Zone.
Comp 5
● Engage in policy practice
● PB 5.1
● Identify social policy at the local, state, and federal level that impacts well-
being, service delivery, and access to social services.
● Work with supervisors and other RCC employees in order to advocate for
policy change in regards to domestic violence and sexual assault.
● Research policy and engage in open discussion daily with RCC staff to
educate myself on what needs to be done.
Comp 5
● PB 5.3
● Apply critical thinking to analyze, formulate, and advocate for policies that
advance human rights and social, economic, and environmental justice.
● Use information gathered from PB 1 and 2, to better my ability to practice at
RCC. Use this information to plan events, and actively participate in events
that are meant for RCC to gain recognition and funding.
Comp 5
● PB 5.3
● Assess how social welfare and economic policies impact the delivery of and
access to social services.
● Have an open dialogue with the grants manager to figure out how we get
funding, and then practice accordingly. Understand how policy shapes CHC
and RCC due to funding non profits.
Comp 6
● Engage with Individuals, Families, Groups, Organizations, and Communities
● PB 6.1
● Apply knowledge of human behavior and the social environment, person-in-
environment, and other multidisciplinary theoretical frameworks to engage
with clients and constituencies.
● Understand with sexual assault that all clients come from different
backgrounds so they will need different services from RCC. Use knowledge
developed in school to notice when people may need something and act
accordingly. Research which framework best fits a clients situation.
Comp 6
● PB 6.2
● Use empathy, reflection, and interpersonal skills to effectively engage diverse
clients and constituencies.
● Clients that come into the office are diverse and have all had different
experiences with SA. I should use my knowledge and reflection in order to
address and confront any biases that I may have. Man for example is one
population that I must reflect on.
Comp 7
● Assess Individuals, Families, Groups, Organizations, and Communities
● PB 7.1
● Collect and organize data, and apply critical thinking to interpret information
from clients and constituencies.
● Use shifting boundary surveys to better the program and to improve my
practice. Collect clinical surveys from all three offices to better clients
experiences with the clinical side of RCC.
Comp 7
● PB 7.2
● Apply knowledge of human behavior and the social environment, person-in-
environment, and other multidisciplinary theoretical frameworks in
interventions with clients and constituencies.
● Use HBSE theory that I’ve learned in order to understand where my clients
are coming from. Use these theories and my knowledge to evaluate what
types of clinical services will better benefit the clients that I am doing the
intakes for.
Comp 8
● Intervene with Individuals, Families, Groups, Organizations, and Communities
● PB 8.1
● Critically choose and implement interventions to achieve practice goals and
enhance capacities of clients and constituencies.
● View referrals and intakes in a way that assesses which group they would
benefit from the most (voyage, thrive, etc). Pick clinicians or preventative
measures that match with client (or community partner) goals and will help
client get the most out of RCC services.
Comp 8
● PB 8.2
● Apply knowledge of human behavior and the social environment, person-in-
environment, and other multidisciplinary theoretical frameworks in
interventions with clients and constituencies.
● Use knowledge of HBSE to appropriately handle crisis situations with clients
during hospital response and personal advocacy visits. Use these skills in
intakes as well to better build rapport with clients.
Comp 8
● PB 8.3
● Use inter-professional collaboration as appropriate to achieve beneficial
practice outcomes.
● Work with LE, NHSO, the hospitals in the area, SART and other agencies in
my area in order to offer the best care to sexual assault victims.
Comp 8
● PB 8.4
● Negotiate, mediate, and advocate with and on behalf of diverse clients and
constituencies.
● Work with underserved population advocates in order to best serve clients.
Work with organizations around wilmington and within CHC to ensure they
are receiving appropriate services.
Comp 8
● PB 8.5
● Facilitate effective transitions and endings that advance mutually agreed-on
goals.
● Refer clients out to appropriate services if RCC does not have them (kids for
example). Follow up with hospital responses to make sure they have gotten
services. Make sure client has crisis line and tell them to call if they ever need
anything.
Comp 9
● Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities
● PB 9.1
● Select and use appropriate methods for evaluation of outcomes.
● Appropriately use surveys (client/shifting boundaries) to evaluate my practice
at RCC.
Comp 9
● 9.2
● Apply knowledge of human behavior and the social environment, person-in-
environment, and other multidisciplinary theoretical frameworks in the
evaluation of outcomes.
● Evaluate my own use of HBSE theory, reflect and then conduct research
and/or talk with clinicians to see if I did the right thing. Use HBSE theory to
place client with right clinician.
Comp 9
● PB 9.3
● Critically analyze, monitor, and evaluate intervention and program processes
and outcomes.
● Analyze whether or not shifting boundaries has helped classes through
meetings with teachers at a later point. Use clinical surveys to evaluate
clinicians. Record everything into empower to ensure everything is
documented and it can be analyzed.
Comp 9
● PB 9.4
● Apply evaluation findings to improve practice effectiveness at the micro,
mezzo, and macro levels.
● Use survey findings to better my own practice but to also help my supervisors
find gaps in services.

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