Although a growing literature examines competencies in clinical practice, competencies of students in macro social work practice have received comparatively little attention. A grounded-theory methodology was used to elicit field instructor views of student competencies in community, organization, and policy contexts. Competencies described by field instructors encompassed 2 broad dimensions: meta competencies and procedural competencies. Meta competencies included characteristics such as self-awareness, compassion, motivation, and commitment to social justice. Procedural competencies included project management and presentation skills, and the ability to articulate and implement steps to attain goals. These identified competencies provide a basis for development of a tool to assess student performance of competencies in macro practice.
- Content Type Journal Article
- Pages 307-319
- Authors
- Cheryl Regehr, vice-provost and professor, University of Toronto
- Marion Bogo, professor, University of Toronto
- Kirsten Donovan, research assistant, University of Toronto
- April Lim, PhD candidate, University of Toronto
- Susan Anstice, social worker, Community Care East York
- Journal Journal of Social Work Education
- Print ISSN 1043-7797
- Journal Volume Volume 48
- Journal Issue Volume 48, Number 2 / Spring/Summer 2012