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SOCIAL WORK

Social Work Competencies
Image by STIL

Competency #1: Demonstrate Ethical and Professional Behavior

  • 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.

  • Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

  • Demonstrate professional demeanor in behavior, appearance, and oral and written and electronic communication.

  • Use technology ethically and appropriately to facilitate practice outcomes.

  • Use supervision and consultation to guide professional judgment and behavior.

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Supporting Evidence from Supervisor:

 

Nikki demonstrates ethical and professional behavior throughout their internship roles and responsibilities. She embodies the NASW Code of Ethics in all field activities, including, but not limited to: interactions with supervisors, interactions with peers, and interactions with others related to completing field tasks. Nikki has also been involved in developing formal orientation policies and procedures for future interns, emphasizing ethical and professional behavior.

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Competency #2: Engage Diversity and Difference in Practice

  • Apply and communicate an understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

  • Present themselves as learners and engage clients and constituencies as experts of their own experiences.

  • Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

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Supporting Evidence from Supervisor:

 

Nikki clearly values diverse perspectives and understands the ways in which individual clients, client groups, and colleagues are advantaged and disadvantaged. In fact, Nikki is currently working with colleagues to co-design an anti-oppression curriculum or tool kit that the ECP will use in onboarding processes.

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Plant Mirror Reflection

Competency #3: Advance Human Rights and Social, Economic, and Environmental Justice

  • Apply to understand of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

  • Engage in practices that advance social, economic, and environmental justice.

Supporting Evidence from Supervisor:

 

Nikki's understanding of the importance of human rights and social, economic, and environmental justice informs all of their field placement activities. She will engage in and help plan a community forum (held on 12/17) based on a youth client-designed participatory research project on e-learning. Through this, Nikki will help youth and colleagues explore and discuss barriers to e-learning and how social workers and youth can advocate for themselves and for others facing similar injustices.

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Competency #4: Engage In Practice-informed Research and Research-informed Practice

  • Use practice experience and theory to inform scientific inquiry and research.

  • Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.

  • Use and translate research evidence to inform and improve practice, policy, and service delivery.

Supporting Evidence from Supervisor:

 

Nikki does a great job of using practice experience and theory and critical thinking to inform scientific inquiry and research. Moreover, Nikki utilizes human rights perspectives to inform research activities, which relates to Competency #3. This is supported and demonstrated by Nikki's work in co-authoring and co-presenting a paper on the ECP's human rights work with youth, published through the Center for the Human Rights of Children.

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Notepad on Desk

Competency #5: Engage in Policy Practice 

  • Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.

  • Assess how social welfare and economic policies impact the delivery of and access to social services.

  • Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice. 

Supporting Evidence from Supervisor:

 

Nikki is doing great work in evaluating the ECP and is conducting a SWOT analysis, as well as developing an ECP staff evaluation process. She has key responsibilities in these evaluation processes. Future work in this competency will focus on bringing in more policy work, including writing a policy brief.

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Brick Building Graffiti

Competency #6: Engage with Individuals, Families, Groups, Organizations, and Communities

  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

  • Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Supporting Evidence from Supervisor:

 

Nikki efficiently utilizes supervision meetings to discuss many dimensions related to this competency. Specifically, Nikki learns about intervention strategies and how the agency evaluates the effectiveness of its engagement with individuals, families, groups, organizations, and communities and explores how the ECP engages with the community in which it resides and brainstorm ways the ECP could improve community engagement.

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Competency #7: Assess Individuals, Families, Groups, Organizations, and Communities

  • Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.

  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies. 

  • Develop mutually agreed-upon intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies. 

  • Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

  • Assess and analyze social systems (e.g., communities, organizations, political systems) to identify their strengths and limitations and establish priorities for intervention.

  • Synthesize and differentially apply theories, constructs, frameworks and models of human behavior and the social environment to guide assessments and planning macro practice.

Supporting Evidence from Supervisor:

 

Nikki is involved in many assessment-based projects at the ECP, including a SWOT analysis on the ECP, a program evaluation by other interns, and an evaluation of services provided by the ECP. In doing so, Nikki is able to critically evaluate and apply knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. This also allows Nikki to apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies. 

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Competency #8: Intervene with Individuals, Families, Groups, Organizations, and Communities

  • Critically choose and implement interventions to achieve practice goals and enhance the capacities of clients and constituencies.

  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies.

  • Use interprofessional collaboration as appropriate to achieve beneficial practice outcomes. 

  • Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.

  • Facilitate effective transitions and endings that advance mutually agreed-upon goals.

  • Identify appropriate interventions and how they are relevant to clients/constituent systems.

  • Implement a problem-solving sequence when intervening in an organizational, community, or policy practice setting.

  • Make use of changing technology or innovations that contribute to understanding and problems affecting organizations, communities, or policy.

Supporting Evidence from Supervisor:

 

Nikki is key in ensuring that the services and interventions provided to youth clients by the ECP is of the highest possible quality. This involves making use of changing technology or innovations that contribute to understanding and problems affecting organizations, communities, or policy, critically evaluating and choosing intervention strategies, and using interprofessional collaboration to achieve beneficial practice outcomes. 

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Competency #9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

  • Select and use appropriate methods for evaluation of outcomes.

  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

  • Critically analyze, monitor, and evaluate intervention and program processes and outcomes.

  • Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

  • Develop a research question that can inform policy, programs, or practice.

  •  Analyze and interpret data to inform policy, programs, or practice.

Supporting Evidence from Supervisor:

 

Nikki engages in many activities related to competency #9, including,  practicing self-reflection and self-correction through the use of supervision and process recording, discussing professional roles and boundaries during supervision, discussing the connection of theory and practice, exploring evaluation approaches, theories, and tools, and applying evaluation findings.

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Competency #10: Engagement, Assessment, Intervention and Evaluation

ENGAGEMENT​

  • Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities.

  • Use empathy and other interpersonal skills.

  • Develop a mutually agreed upon focus of work and desired outcomes.

  • Demonstrate an understanding of how organizations function in formulating effective communication plans with diverse stakeholders.

ASSESSMENT

  • Collect, organize, and interpret client data.

  • Assess client strengths and limitations.

  • Develop mutually agreed upon intervention goals and objectives.

  • Select appropriate evidence informed intervention strategies.

  • Collect, maintain, interpret, and analyze data from both internal and external organizational environments, the community, stakeholders, and diverse client groups to assess whether outcome goals have been achieved.

INTERVENTION

  • Initiate actions to achieve organizational goals. 

  • Implement prevention interventions that enhance client capabilities.

  • Conduct and design a plan of organizational analysis and change.

  • Help organizations resolve problems.

  • Negotiate, mediate, and advocate for clients.

  • Facilitate transitions and endings.

EVALUATION

  •  Critically analyze, monitor and evaluate social work interventions.

  •  Devise logic models to assist the organization in evaluating outcomes and justify interventions that reflect evidence based practice.

Supporting Evidence from Supervisor:

 

Nikki developed the sub-competencies very well! We are extremely pleased with Nikki's work and contributions!

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CORE COURSES

SOWK Courses

SOCIAL WORK (SOWK)

SOWK 200 | Intro to Social Work (Service Learning)

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.1 Identify as a professional social worker and conduct oneself accordingly

      • PB: ​Attend to professional roles and boundaries

      • PB: Demonstrate professional demeanor in behavior, appearance, and communication

      • PB: Practice personal reflection and self-correction to assure continual professional development.

    • EPAS 2.1.2 Apply social work ethical principles to guide professional practice

      • PB: Recognize and manage personal values in a way that allows professional values to guide practice. 

    • EPAS 2.1.5 Advance human rights and social and economic justice

      • PB: Understand the forms and mechanisms of oppression and discrimination.​

    • EPAS 2.1.10 Engage, assess, intervene and evaluate engagement

      • PB: ​Prepare for action with clients.

      • PB: Use empathy and interpersonal skills.

      • Intervention

        • PB: Initiate actions to achieve organizational goals.​

      • Evaluation

        • PB: Critically analyze, monitor, and evaluate interventions.​

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SOWK 201 | Social Welfare & Social Work I (Writing Intensive)

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.1 Apply critical thinking to inform and communicate professional judgments.

      • PB: ​Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom.

      • PB: Demonstrate effective oral and written communication.

    • EPAS 2.1.4 Engage diversity and difference in practice.

      • PB: Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, create, or enhance privilege and power.​

    • EPAS 2.1.5 Advance human rights and social and economic justice.

      • PB: Understand the forms and mechanisms of oppression and discrimination.​

    • EPAS 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social services.

      • ​PB: Analyze, formulate, and advocate for policies that advance well-being.

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SOWK 301 | Individual & Family I

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.2 Apply social work ethical principles to guide professional practice

      • PB: Recognize and manage personal values in a way that allows professional values to guide practice. 

    • EPAS 2.1.4 Engage diversity and difference in practice.

      • PB: Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, create, or enhance privilege and power.

    • EPAS 2.1.5 Advance human rights and social and economic justice

      • PB: Understand the forms and mechanisms of oppression and discrimination.​

    • EPAS 2.1.6 Engage with individuals, families, groups, organization, and communities

    • EPAS 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social services.

      • ​PB: Analyze, formulate, and advocate for policies that advance well-being.

    • EPAS 2.1.10 Engage, assess, intervene and evaluate engagement

      • PB: ​Prepare for action with clients.

      • PB: Use empathy and interpersonal skills.

      • Intervention

        • PB: Initiate actions to achieve organizational goals.​

      • Evaluation

        • PB: Critically analyze, monitor, and evaluate interventions.​

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SOWK 303 | Social Work with Groups

Not Available at this time 

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SOWK 305 | Human Behavior in the Social Environment I

(Writing Intensive)

Not Available at this time 

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SOWK 307 | Policies and Strategies of Community Intervention ​

Not Available at this time

 

SOWK 330 | Social Work Practice I: Field Internship

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SOWK 370 | Oppression, Privilege, Diversity

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.4 Engage diversity and difference in practice.

      • PB: Students at the advanced level will demonstrate advanced professional demeanor in behavior, appearance, and communication, recognize the extent to which a culture’s structures and values may oppress, 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.

    • EPAS 2.1.5 Advance human rights and social and economic justice

      • PB: Understand the forms and mechanisms of oppression and discrimination.​

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SOWK 340 | Social Work Practice II: Field Internship

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SOWK 350 | Integrative Practice Seminar

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SOWK 501 | Human Behavior in the Social Environment II

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.3 Apply critical thinking to inform and communicate professional judgments

      • PB: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. ​

      • PB: Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. 

    • EPAS 2.1.4 Engage diversity and difference in practice

      • PB: Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, create, or enhance privilege and power.

      • PB: Recognize and communicate their understanding of the importance of difference in shaping life experiences.

    • EPAS 2.1.6 Engage in research-informed practice and practice-informed research

      • PB: Use research evidence to inform practice.​

ASSIGNMENTS

  • Assignments related to Competencies & PB TO SOWK 200:

    • Completion of Service Learning at a Nonprofit or Social service agency​

    • Two Reflection papers on the Service Learning

    • Interview with a Social Worker

    • Social Justice Poster

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  • Assignments related to Competencies & PB TO SOWK 201:

    • Introductory Materials of Social Policy & Services I

    • Policy Analysis​

    • Advocacy Letter

    • Policy-Making; Healthcare Policy; Blog Participation

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  • Assignments related to Competencies & PB TO SOWK 301:

    • Conceptualization of Assessment​

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  • Assignments related to Competencies & PB TO SOWK 307:

    • Restore Justice Foundation Basic Advocacy Training​

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  • Assignments related to Competencies & PB TO SOWK 370:

    • Leading Class Dialogue on Intersectionality and Empowerment

    • Self-awareness Journal parts 1 to 3

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  • Assignments related to Competencies & PB TO SOWK 501:

    • Group Presentation on a diagnosis or its treatment​

    • Diagnostic Critique paper

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  • Assignments related to Competencies & PB TO SOWK 504:

    • Advanced Assessment Paper

    • Advanced Intervention and Termination Paper

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  • Assignments related to Competencies & PB TO SOWK 606:

    • Critical Questions & Answers based off on Research ​

    • Logic Model & Program Description

    • Evaluation Proposal

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  • Assignments related to Competencies & PB TO SWOK 653:

    • Logic Model & Group Presentation​

    • Conceptualizing & Developing a Program

    • Evaluating & Funding a Program

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  • Assignments related to LDSS Practice Behaviors TO SOWK 713:

    • Nonprofit agency Analysis Paper

    • Strategic Plan: SWOT Analysis

    • Two Forum Discussions about Book: Black Women As Leaders: Challenging and Transforming Society​, and sharing concerns to experiences in the public and private sectors

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  • Assignments related to Competencies & PB TO SOWK 730:

    • Field agency analysis​

    • Community assessment

    • Grant proposal

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  • Assignments related to Competencies & PB TO SOWK 731

    • ​Reflection Posts & Response to Peers in Discussion Forums: Hull House Videos

    • Reflection Post in Discussion Forums: Immigration Nation

    • Paper on Integrative Social Work practice model

    • Final integrative theory with a population group presentation and group handout

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  • Assignments related to Competencies & PB TO SOWK 732:

    • Discussion Forums focusing on major conceptualizations of justice and human rights, particularly social justice concerns related to migration.

    • Reflective Film Journal of "The New Americans."

    • StoryCorps Interview of my Ma's migratory, resettlement, and the return journey. 

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SWFI 630S | Integrative Field Seminar

  • Assignments related to Competencies & PB:

    • LDSS Case presentation​ on current agency

    • Case feedback Forums

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  •  EPAS 2.1.10 Engagement: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities:

    • Assessment

      • PB:  Collect, organize, and interpret client data.

      • PB:  Assess client strengths and limitations.

      • PB: Select appropriate intervention strategies.

    • Intervention

      • PB:  Facilitate transitions/endings.

    • Evaluation

      • PB: Critically analyze, monitor, and evaluate interventions.

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SOWK 606 | Practicum in Research​​

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SOWK 644 | Ethics: Theory and Application

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.1 Identify as a professional social worker and conduct oneself accordingly

      • PB-C: Demonstrate advanced professional use of self with the client(s).

      • PB-LDSS: Demonstrate advanced professional use of self with the client(s) and/or within organizational settings.

    • EPAS 2.1.2 Apply social work ethical principles to guide professional practice​

      • PB-C: Articulate the process of their ethical decision-making in their work with client systems, distinguishing between personal and professional ethics, values, and behaviors.

      • PB-LDSS: Articulate the process of their ethical decision-making in their work with client systems and/or within organizational settings, distinguishing between personal and professional ethics, values, and behaviors.

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SOWK 650 | Staff Management and Development in Social Services

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.1 Identify as a professional social worker and connect oneself accordingly​

      • PB: Students at the advanced level will demonstrate advanced professional use of self with the client(s) and/or organizational settings.

    • EPAS 2.1.2 Apply social work ethical principles to guide professional practice​

      • PB: At the advanced level, students will articulate their ethical decision-making process in their work with the client system and/or within organizational settings, distinguishing between personal and professional ethics, values, and behaviors.

    • EPAS 2.1.3 Apply critical thinking to inform and communicate professional judgments

      • PB: Students at the advanced level will demonstrate critical thinking by communicating their professional judgment using oral and written communication appropriate to the practice setting.

    • EPAS 2.1.5 Advance human rights and social and economic justice

      • PB: Students at the advanced level will use knowledge of the effects of oppression and discrimination on clients and client systems to guide programmatic or organizational planning and intervention.

    • EPAS 2.1.7 Apply knowledge of human behavior and the social environment

      • Students at the advanced level will select diverse theories of human behavior and the social environment, including organizational theory, to guide their administrative practice.

    • EPAS 2.1.9 Apply knowledge of human behavior and the social environment

      • Students at the advanced level will identify ways to maximize the client context's strengths to design and promote effective programs for clients.

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SOWK 653 | Program Management and Development Practice

  • EPAS 2.1.3 Apply critical thinking to inform and communicate professional judgments

    • Advanced PB: Students at the advanced level will demonstrate critical thinking by communicating their professional judgment using oral and written communication as appropriate to the practice setting.

  • EPAS 2.1.5 Advance human rights and social and economic justice

    • Advanced PB: Students at the advanced level will use knowledge of the effects of oppression and discrimination on clients and client systems to guide programmatic or organizational planning and intervention.

  • EPAS 2.1.6 Engage in research-informed practice and practice informed-research

    • Advanced PB: Students at the advanced level will use practice, policy, and administrative experience to inform the formulation of researchable questions to enable them to become more evidence-informed in selecting interventions and conducting program evaluation, particularly with diverse and marginalized clients.

  • EPAS 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services

    • Advanced PB: Students at the advanced level will communicate to stakeholders and policymakers the implications of policies and policy change in the lives of clients.

  • EPAS 2.1.9 Respond to contexts that shape practice

    • Advanced PB: Students at the advanced level will identify ways that they can maximize the strengths of the client context to design and promote effective programs for clients.

  • EPAS 2.1.10 (a) Engagement

    • Advanced PB: Students will demonstrate their understanding of how organizations function in formulating effective communication plans with diverse stakeholders.

  • EPAS 2.1.10 (b) Assessment

    • Advanced PB: Students at the advanced level will collect, maintain, interpret and analyze data from both internal and external organizational environments, the community of stakeholders and diverse client groups to assess whether outcome goals have been achieved.

  • EPAS 2.1.10 (c) Intervention

    • Advanced PB: Students at the advanced level will conduct and design a plan of organizational analysis and change, working with relevant constituencies, to evaluate interventions that impact clients and communities utilizing best practice models reflecting social work values, ethics and the mission of the organization.

  • EPAS 2.1.10 (d) Evaluation

    • Advanced PB: Students at the advanced level will devise logic models to assist the organization in evaluating outcomes and justify interventions that reflect evidence-based practice.

 

SOWK 663 | Women in a Global Context

  • Competencies & Practice Behaviors (PB):

    • EPAS 5 Demonstrate awareness of social and economic justice as well as human rights.


    • ​EPA 9 Understand the ways that context influences service and be able to shape their response accordingly. They will recognize the potential of contemporary technologies.

      • PB: Students at the advanced level will identify ways to maximize the client context's strengths to design and promote effective programs for clients.

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SOWK 713 | Nonprofit Management

  • LDSS Practice Behaviors (PB):

    • LDSS-PB 2 Students at the advanced level will articulate their ethical decision-making process in their work with client systems and/or within organizational settings, distinguishing between personal and professional ethics, values, and behaviors.

    • LDSS-PB 3 Students at the advanced level will demonstrate critical thinking by communicating their professional judgment using oral and written communication as appropriate to the practice setting.

    • LDSS-PB 4 Students at the advanced level will engage client systems in diverse settings to challenge oppression, discrimination, and privilege at the societal, institutional, and personal level.

    • LDSS-PB 5 Students at the advanced level will use knowledge of the effects of oppression and discrimination on clients and client systems to guide programmatic or organizational planning and intervention.

    • LDSS-PB 7 Students at the advanced level will select diverse theories of human behavior and the social environment, including organizational theory, to guide their administrative practice.

    • LDSS-PB 8 Students at the advanced level will communicate to stakeholders and policymakers the implications of policies and policy change in clients' lives.

    • LDSS-PB 9 Students will demonstrate how organizations function in formulating effective communication plans with diverse stakeholders.

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SOWK 730 | Immigration Dynamics and U.S. Social Policy

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.2 Apply social work ethical principles to guide professional practice

      • PB: Make ethical decisions by applying the standards of the NASW Code of Ethics.

      • PB: Apply strategies of ethical reasoning to arrive at principled decisions.

    • EPAS 2.1.3 Apply critical thinking to inform and communicate professional judgments

      • PB: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom.

      • PB: Demonstrate effective oral and written communication.

    • EPAS 2.1.4 Engage diversity and difference in practice

      • PB: Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or enhance privilege and power.

    • EPAS 2.1.9 Respond to context that shape practice

      • PB: Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging social trends to provide relevant services.

      • PB: Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

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SOWK 731 | Social Work Practice with Refugees and Immigrants

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.2 Apply social work ethical principles to guide professional practice

      • PB: Students at the advanced level will use knowledge of the effects of oppression and discrimination on clients and client systems to guide treatment planning and intervention.

      • PB: Students at the advanced level will demonstrate sensitivity to the interpersonal dynamics and cultural/contextual factors that can both strengthen and potentially threaten a therapeutic alliance.

      • PB: Students at the advanced level will evaluate the outcomes of their interventions and use this information to calibrate and modify their further work with their clients.

      • PB: Students at the advanced level will engage client systems in diverse settings to challenge oppression, discrimination, and privilege at the societal, institutional, and personal level.

    • EPAS 2.1.3 Apply critical thinking to inform and communicate professional judgments

      • PB: Students at the advanced level will demonstrate critical thinking by communicating their professional judgment using oral and written communication as appropriate to the practice setting.

      • PB: Students at the advanced level will use knowledge of the effects of oppression and discrimination on clients and client systems to guide treatment planning and intervention.

    • EPAS 2.1.4 Engage diversity and difference in practice.

      • PB: Students at the advanced level will use knowledge of the effects of oppression and discrimination on clients and client systems to guide treatment planning and intervention.

      • PB: Students at the advanced level will demonstrate sensitivity to the interpersonal dynamics and cultural/contextual factors that can both strengthen and potentially threaten a therapeutic alliance.

      • PB: Students at the advanced level will evaluate the outcomes of their interventions and use this information to calibrate and modify their further work with their clients.

      • PB: Students at the advanced level will engage client systems in diverse settings to challenge oppression, discrimination, and privilege at the societal, institutional, and personal level.

    • EPAS 2.1.5 Advance human rights and social and economic justice

      • PB: Understand the forms and mechanisms of oppression and discrimination

    • EPAS 2.1.9 Respond to contexts that shape practice

      • PB: Students at the advanced level will identify ways that they can maximize the strengths of the client context to design and promote effective interventions with clients.

 

SOWK 732 | Migration, Social Justice, Human Rights

  • Competencies & Practice Behaviors (PB):

    • EPAS 2.1.3 Apply critical thinking to inform and communicate professional judgments. 

      • PB: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom.

      • PB: Demonstrate effective oral and written communication.

    • EPAS 2.1.4 Engage diversity and difference in practice.

      • PB: Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, create, or enhance privilege and power.

    • EPAS 2.1.5 Advance human rights and social and economic justice.

      • PB: Understand the forms and mechanisms of oppression and discrimination.

    • EPAS 2.1.8 Engage in policy practice to advance social and economic well-being and deliver effective social work services.

      • PB: Analyze, formulate, and advocate for policies that advance well-being.

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SWFI 630S | Integrative Field Seminar​

Women's & Gender Studies + Assignments

WSGS 375 | Masculinity Studies

  • Course Learning Objectives:

    • Acquire and utilize key theoretical concepts in Men and Masculinity studies and apply a wide critical terminology to both literary texts and visual and cultural phenomena;

    • Demonstrate cultural competency in critical theory and familiarity with key issues in different disciplinary realms, such as race theory, migration and transnational studies, Latin American Studies, and, Queer theory, film, and visual studies;

    • Present final academic critical project by formulating an argument, summarizing, comparing, and contrasting different academic positions, applying close reading techniques to written or visual texts, and locating and citing secondary sources;

    • Present information orally, collaboratively, and generate discussion on focused issues related to the course’s material and fields of inquiry.

  • Assignments:

    • Critical/literary/movie reflections; Group PowerPoint presentation; Midterm oral interview; FInal research paper

 

WSGS 380/480 | Queer Theory 

  • Course Learning Objectives:

    • Acquire and utilize key theoretical concepts in Queer studies and apply a wide critical terminology to both literary texts and visual and cultural phenomena;

    • Demonstrate cultural competency in critical theory and familiarity with key issues in different disciplinary realms, such as race theory, migration and transnational studies, Latin American Studies, film, and visual studies;

    • Present final academic critical project by formulating an argument, summarizing, comparing, and contrasting different academic positions, applying close reading techniques to written or visual texts, and locating and citing secondary sources;

    • Present information orally, collaboratively, and generate discussion on focused issues related to the course’s material and fields of inquiry.

  • Co-created Syllabi and Undergraduate T.A.

 

WSGS 397 | Special Topics in Women's Studies: (Im) Migration, Identity, Sexuality 

  • Course Learning Objectives:

    • Acquire and utilize key theoretical concepts in the study of “borders,” identity politics, transnationalism, and sexuality from an intersectional lens and apply a wide critical terminology to both literary texts and visual and cultural phenomena;

    • Demonstrate cultural competency in critical theory and familiarity with key issues in different disciplinary realms, such as race theory, migration, diaspora, and transnational studies, Latin American-US Latinx Studies, and, Queer theory, film, and visual studies;

    • Write academic, critical papers and projects by formulating an individual argument, summarizing, comparing, and contrasting different academic positions, applying close reading techniques to written or visual texts, and locating and citing secondary sources;

    • Present information orally and generate discussion on focused issues related to the course material and fields of inquiry.

    • Collaborate and work with classmates from different academic and ethnic-migration backgrounds to create “My/A Migration Story Project” from an intersectional lens.

  • Assignments:

    • Critical/literary/movie reflections; Group PowerPoint presentation; Midterm oral interview; My/A Migration Project

Women's & Gender Studies

CERTIFICATES, WORKSHOPS & TRAININGS

Certificate, Workshops & Trainings

2021

  • Voices with Impact: Dueling Citizenships: Heritage, Cultural Identity, and Mental Health, June 2021

  • Voices with Impact: A Foot in Both Worlds: mental health among Queer, Racialized people, June 2021

  • Diversity, Equity, and Inclusion in the Workplace Certificate, USF Office of Corporate Training and Professional Education, May 2021

  • From Settler Colonialism to Self-Determination: An Indigenous Perspective on Decolonizing Social Work, March 2021

  • COVID-19's Impact on Immigrant and Refugee Communities Part 1: Latinx Immigrants Access to Health Care and Mental Health Services, March 2021

  • Bystander Intervention to stop anti-Asian/American and xenophobic harassment, March 2021

  • Race, Ethnicity, and Mental Health: Embracing and Supporting Diversity In Undocumented Immigrant and Refugee Communities, Jan. 2021

2020

2019

  • Restore Justice Foundation Basic Advocacy Training, Oct. 2019

  • Culturally Responsive & Trauma-Informed Services for Hispanic and Latino Populations, Oct. 2019

  • Paying Homage to Stonewall: Queer Artistic Expressions of Resistance/Rendir Homenaje a Stonewall: Expresiones artísticas cuir de resistencia, Oct. 2019

2018

  • 13th Annual Women's and Gender Studies Student Symposium: Sex-Selection Abortion Ban: Don't Be Fooled by the Framing of "Saving Girls", April 2018

  • Human Research Community-Engaged Research Stage 1, Feb 2018

  • Human Research Group 1 Lakeside Investigator Basic - Stage 1, Feb 2018

2013

  • Futuristic Feminisms: Visionary Perspectives Across the Disciplines, Sept. 2013

2011

  • Juniors Diplomats Philippines Corps Leadership Congress and Strategic Planning, June 2011

 

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leadership &

community involvement

Leadership & Community Involvement

  • Web Development & Social Media Presence Co-Chair

    • July 2020 - present, The Coalition of Immigrant Mental Health

  • Gabriela Chicago, Member

    • March 2019 - present, Gabriela USA

  • Cancer Support Specialist and Mentor Angel

    • Mar 2018 - present, Imerman Angels

  • Patient and Family Advisory Council Committee Member

    • Sep 2017 - Sep 2019, Amita Health Saints Mary and Elizabeth Medical Center

  • Communications and Social Media Volunteer

    • Jan 2014 - May 2016, The National Veterans Art Museum (NVAM)

  • Arts and Administrative Volunteer

    • Jan 2017 - May 2017, Gilda's Club Chicago

  • Writing Coach and Packing Volunteer

    • Sept 2017 - Dec 2017, Open Books

  • Art Therapy Volunteer

    • Oct 2016 - Dec 2016, Amita Health Cancer care Center

  • Personal Meal Shopper

    • Jan 2018, Lakeview Pantry

 

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