Reflection On Competency

It is important to ensure that we meet the need of the students on every level. One effective way to do this is to observe, assess, and record children’s efforts and progress. In this way, an educator can prepare to help a child’s progression in the class. Being able to track and refer to the progress of a child helps to ensure greater levels of success. In the end, our program is only as successful as the children in our care. Record keeping can identify areas that need improvement, and allows us to teach to their strong points.

In 1889 Jane Adams along with Ellen Gates Starr, as the pioneer or "Mother" of social work opened the doors to Chicago's Hull House, which provided social services that included: child care; education in history, music, and mathematics; a library, employment assistance; as well as many others to immigrant communities in the city (NASW 60th Anniversary Interactive Timeline, 2016). Today, the philanthropic work of two women has become the field of social work, with thousands of professional social workers continuing the work they started. Like everything else, the field of social work has evolved over the years to to become a diverse and expanding field. According to the text “Social Work Values and Ethics” by Fredrick G. Reamer (2013), “at its infancy in the late

To provide a developmentally appropriate learning environment that is safe, healthy, respectful and supportive of children and families. For the learning environment to be safe, I ensure that I always check identification, and have parents notify me whenever someone new to the list will be picking up. I always bring my roster with me to ensure I have all my children with me. I do a roll call every time we get to a new area after traveling anywhere away from our room, and before leaving the room. Another way that I make the learning environment safe is by covering all the outlets in the room, and making sure sharp or dangerous objects are put away, and out of the children’s reach. I put cleaning supplies and other chemicals in high locked cabinets.

At my placement, we don’t think of children as special needs, we think of them as children with specific and/or additional needs. We aim to give every child equal opportunities. Children in my setting are not singled out because of their different needs. If a child requires 1:1 support we will keep them within the classroom in their groups and they will receive extra support, we do not remove them from their peers and single them out. In order for children to have opportunities for making progress it is important practitioners identify and implement adaptions to ensure the work is accessible to all children.

Mason commented, “I remembered bullying should not be taken lightly and it is anti-social behavior that harms point the bully and the victim and if I ever see someone being bullied I should stand up for them or go tell an adult.”

The London Mental Health models of Competency Framework was made to suite people receiving mental healthcare needs not just from a tertiary hospital setting but also from primary and secondary settings of the hospital.as well. This health care competency was made in order to improve the mental health quality of the patients and the community health care support that the patient needs. Likewise, this competency focuses more on the rehabilitative phase of a client. The London health care program developed a five-step essential care: Assessment, effective referral to appropriate services, planning, implementation and evaluation (London Health Programs, 2004).

The challenges that I see are learning all the Century and Admin codes to the point of memorization,

Having chosen a highly qualified employee with credible skills and competence, I will be more than convinced that she will be in a position to execute the plan. The development level of the worker is level D, which represents high competence accompanied by high commitment. The leadership style to execute is low supportive and low directive style. The action to be taken is action A where the worker is assigned the project while letting her determine how to accomplish it (The Ken Blanchard Companies, 2008).

In an effort to meet the needs and challenges triggered by the 21st century demand in healthcare, there have been constant calls across the nursing spectrum and beyond to standardize the entry level position into nursing practice. These calls stem from the fact that several research studies have concluded that hospitals with greater number of baccalaureate prepared nurses as an entry- level position have observed considerable benefits as a result. These benefits are associated with the practical differences in competencies exhibited by baccalaureate prepared nurses and experienced by the hospitals (magnet hospitals) that hire greater number of

The goal of competency assessment is to improve the laboratory's performance by identifying areas requiring education and/or training of the staff and thus ensuring patient safety. Ongoing competency assessment outside initial training is not as universally implemented and, in some cases where it exists, may be limited in scope and intensity.

Self-Management: here we are identifying self-confidence, the ability to manage stress, personal creditability, creativity, and flexibility. Likely, an individual may test high in creativity, flexibility, and confidence (Janz, & Mooney, 2000). Whereas, they may score lower on self-starter, and attention to detail. This individual shows strength in an ability to work in a non-conformist business, they tend to approach ideas from a new vantage point, however, they are less likely to pay close attention to detail or begin a project until creatively inspired (Janz, & Mooney, 2000).

A competent assessment includes client’s internal thoughts and feelings, family history, social life, employment, financial situation, coping styles, relevant past histories and client’s goal in seeking services. Clinical assessment includes numerous components such as norm-referenced psychological tests, informal tests and surveys, interview information, school or medical records, medical evaluation and observational data. The methods or assessment procedures that were used should be described well on the final evaluation form in sufficient detail so that the reader can understand and evaluate their

One of my favorite parts of this class has been taking assessments. Over the last two weeks, I have taken a series of five assessments, including: team effectiveness, people skills, leadership, anger management, and management skills. Some of the results surprised me, and after studying them extensively, I have determined the areas that I need to work on. I am confident that by using the information I have gleaned from these results that I can improve all of these skills.

At my practicum site, there were a few competencies that were more difficult to learn/practice than others. Competency eight, engaging in policy practice, was more difficult than most to feel like I was fulfilling it. Competency six, engaging in research-informed practice and practice- informed research, was also a bit of a struggle for me because of the way running groups were being modeled to me.

Specifically, one area is how I formulate and present questions. Sometimes when the nerves get the best of me I start to ask lengthy questions. For example, I wrote in my journal how I have a question in my mind but when I begin to ask it I stumble on what it was I was trying to say and then the question becomes multi-layered. Although many of my nonverbal messages are good, I took notice that my shaky limbs and constant head nods are not. I am aware that I am fidgeting during my sessions and I am working on improving my body language. Also, one of the main areas I am still working on is going deeper with my student by asking challenge questions. I have noticed that although I start off with a challenge question, I do not follow through and stray away from the issue. I would like to work on this aspect more because I do believe growth will come when one is challenged. Lastly, an area that I require improvement is when I am doing general education advising sessions. When I get nervous I turn to ‘fix it’ mode rather than allowing my student to figure out what the next step should be. I know that I still have more learning to do but I am glad to be aware of the areas where I require development so that I can improve my counseling