Daisy Arabella Only
Signature Assignments are those assignments chosen by the WNMU School of Social Work faculty to evaluate a student’s ability to demonstrate the CSWE-mandated core competencies and related practice behaviors. In addition to measuring student competency, the assignments are used as indicators of program efficacy. Signature assignments are clearly identified in all School of Social Work syllabi.
Students must demonstrate competency in order to pass each course. Students must complete all signature assignments throughout their program of study. Failure to complete a signature assignment in any course will result in automatic failure of the course, and will result in a referral to the Student Performance Committee for possible re-evaluation of School of Social Work admission.
SWK 527 - SIGNATURE ASSIGNMENT: PRACTICE MODEL COMPARISON (2.1.3 a, b, c)
For this assignment, students will apply critical thinking to inform and communicate professional judgments. Students will analyze models of intervention by choosing and comparing two intervention models. In this assignment, students must:
Thoroughly describe at least two treatment models, including information about the evidence that supports the use of the model to assist clients with problems.
Provide a thorough comparison of the two models, including strengths, criticisms, and potential weaknesses of the models.
Provide a thorough description and comparison of the role of the social worker using each model.
Provide a thoughtful comparison of the perspective of the human condition (how does each model see people and their problems?), and the approach for problem solving used in each model.
Provide a thoughtful comparison of how tasks for improving the client’s problems are assigned or completed.
Communicate a preference for a perspective/model/mode of treatment that is based on information learned through this assignment.
Write a paper limited to no more than 6 double spaced pages using Times New Roman 12 point font. In addition to the textbook, in your discussion students must include two scholarly sources for each model.
You must use APA style, including double spaced. Be sure to review the grading rubric before you start writing so you include all the required components. This paper is to be written in APA format with appropriate running head, page numbering, title page (which does not count towards the length of the paper), headers/sub-headers, academic citations and references for this paper.
SWK 527
EPAS 2.1.3: Apply critical thinking to inform and communicate professional judgments
| Criteria | 18-20 Points Capstone (A) | 16-17 Points Benchmark (B) | 14-15 Points Emerging Skill (C) | 0-13 Points Not Competent (D/F) | Scoring |
| APA: -Title page (2 pts.), -Running head (2 pts.) -Page numbers (2 pts.) -Reference page (4 pts.) -In text citations (4 pts.) -Page headings (2 pts.), -Font (12 pt. Times New Roman) (2pts.) -Margins and spacing (2 pts.). | Successfully demonstrates mastery of 18-20 points of the criteria. | Successfully demonstrates 16-17 points of the criteria. | Demonstrates only 14-15 points of the criteria. | Did not meet criteria. (13 and below) | |
| Criteria | 18-20 Points Capstone (A) | 16-17 Points Benchmark (B) | 14-15 Points Emerging Skill (C) | 0-13 Points Not Competent (D/F) | Scoring |
| Mechanics: -Spelling (4 pts.) -Grammar (4 pts.) -Word usage (2 pts.) -Page length requirements (3 pts.) -Sentence structure (2 pts.) -Punctuation (2 pts.) -Appropriate sources (3 pts.) | Successfully demonstrates mastery of 18-20 points of the criteria. | Successfully demonstrates 16-17 points of the criteria. | Demonstrates only 14-15 points of the criteria. | Did not meet criteria. (13 and below) | |
| Criteria | 45-50 Points Capstone (A) | 40-44.5 Points Benchmark (B) | 35-39.5 Points Emerging Skill (C) | 0-34.5 Points Not Competent (D/F) | Scoring |
| EPAS 2.1.3 Practice Behavior a: Social workers distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. | Student demonstrates an advanced ability 1. Student thoroughly describes two treatment models, and includes thorough information about the evidence that supports the use of the model to assist clients with problems. (45-50 pts.) | Student demonstrates a foundational ability 1. Student describes two treatment models, and includes information about the evidence that supports the use of the model to assist clients with problems. (40-44.5 pts.) | Student demonstrates an emerging ability 1. Student describes two treatment models, though the description is brief or lacking detail, and the student includes some information about the evidence that supports the use of the model to assist clients with problems, though sources may not be current or scholarly. (35-39.5 pts.) | Student demonstrates a deficient ability 1. Student does poorly at describing treatment models OR only describes one treatment model OR evidence that supports the use of the model is not provided or not scholarly or very outdated. (0-34.5 pts.) | |
| Criteria | 72-80 Points Capstone (A) | 64-71.5 Points Benchmark (B) | 58-63.5 Points Emerging Skill (C) | 0-57 Points Not Competent (D/F) | Scoring |
| EPAS 2.1.3 Practice Behavior b: Social workers analyze models of assessment, prevention, intervention, and evaluation. | Student demonstrates an advanced ability 1. Student provides a thorough comparison of the two models, including strengths, criticisms, and potential weaknesses of the models. Comparison is complete, reasoned, and thorough. (18-20pts.) 2. Student provides a thorough description and comparison of the role of the social worker using each model. Comparison is complete, reasoned, and thorough. (18-20pts.) 3. Student provides a thoughtful comparison of the perspective of the human condition and the approach for problem solving used in each model. Comparison is complete, reasoned, and thorough. (18-20pts.) 4. Student provides a thoughtful comparison of how tasks for improving the client’s problems are assigned or completed. Comparison is complete, reasoned, and thorough. (18-20pts.) | Student demonstrates a foundational ability 1. Student provides a comparison of the two models, including strengths, criticisms, and potential weaknesses of the models. Comparison is mostly complete, reasoned, and thorough. (16-17.75pts.) 2. Student provides a description and comparison of the role of the social worker using each model. Comparison is mostly complete, reasoned, and thorough. (16-17.75pts.) 3. Student provides a comparison of the perspective of the human condition and the approach for problem solving used in each model. Comparison is mostly complete, reasoned, and thorough. (16-17.75pts.) 4. Student provides a comparison of how tasks for improving the client’s problems are assigned or completed. Comparison is mostly complete, reasoned, and thorough. (16-17.75pts.) | Student demonstrates an emerging ability 1. Student provides a comparison of the two models, including strengths, criticisms, and potential weaknesses of the models. Comparison is somewhat complete, reasoned, and thorough. (14.5-15.75pts.) 2. Student provides a description and comparison of the role of the social worker using each model. Comparison is somewhat complete, reasoned, and thorough. (14.5-15.75pts.) 3. Student provides a comparison of the perspective of the human condition and the approach for problem solving used in each model. Comparison is somewhat complete, reasoned, and thorough. (14.5-15.75pts.) 4. Student provides a comparison of how tasks for improving the client’s problems are assigned or completed. Comparison is somewhat complete, reasoned, and thorough. (14.5-15.75pts.) | Student demonstrates a deficient ability 1. Comparison of the models’ strengths, criticisms, and weaknesses is incomplete, not well reasoned, or is not thorough. (0-14.25pts.) 2. Comparison of the role of the social worker using each model is incomplete, not well reasoned, or is not thorough. (0-14.25pts.) 3. Comparison of the perspective of the human condition and the approach for problem solving used in each model is incomplete, not well reasoned, or is not thorough. (0-14.25pts.) 4. Comparison of how tasks for improving the client’s problems are assigned or completed is incomplete, not well reasoned, or is not thorough. (0-14.25pts.) | |
| Criteria | 27-30 Points Capstone (A) | 24-26.5 Points Benchmark (B) | 21-23.5 Points Emerging Skill (C) | 0-20 Points Not Competent (D/F) | Scoring |
| EPAS 2.1.3 Practice Behavior c: Social workers demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. | Student demonstrates an advanced ability 1. Student effectively communicates a preference for a perspective/model/mode of treatment that is based on information learned through this assignment. (27-30 pts.) | Student demonstrates a foundational ability 1. Student does a relatively good job in communicating a preference for a perspective/model/mode of treatment that is based on information learned through this assignment. (24-26.5 pts.) | Student demonstrates an emerging ability 1. 1. Student communicates a preference for a perspective/model/mode of treatment that is based on information learned through this assignment; however the description is not clear or misses key information. (21-23.5 pts.) | Student demonstrates a deficient ability 1. Student does not provides an adequate description of a preference for a perspective/model/mode of treatment OR the description is not based on information learned through this assignment. (0-20 pts.) |
