■ 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.