FIELD WORK FOR THE PUPIL PERSONNEL SERVICES CREDENTIAL PROGRAM

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PPSC candidates must complete at least 450 hours of school based practice supervised by a credentialed practitioner. At least 100 hours must involve contact with pupils (at least 10) of a racial/ethnic background different from the candidate.

The candidate must provide service in at least two of three settings (elementary, middle, high school), with a minimum of 100 hours at each setting. All candidates must satisfactorily address the following competencies:

A. TECHNICAL PRACTICE SKILLS

1. Demonstrates ability to establish and maintain a supportive and facilitative relationship with clients and relevant others (school staff and other professionals within the school and the community at large) throughout the intervention process; demonstrates knowledge of barriers and inhibitors to the development of effective interrelationships among teachers, staff, parents and others.

2. Demonstrates basic interviewing skills.

3. Assesses clients and relevant others within a person-in-environment framework. Such assessments shall demonstrate knowledge of:

• the influence of the assessment environment upon outcomes;
• the conditions that place pupils at risk and assessment procedures for evaluating risk;
• assessment theories and methods appropriate to the specific backgrounds of the pupils;
• the influence of non-cognitive factors on assessment outcomes (e.g., poor nutrition, physical and emotional abuse, poverty, separation and loss; and other individual, family, school and societal related variables);
• relevant research and theories of normal and abnormal human behavior in the social environment;
• the developmental life cycle;
• the family development cycle: family systems theory, family roles, family dynamics, parenting styles, and differences due to class, ethnicity and belief systems;
• the wide variety of social and cultural influences that may affect pupils in a school setting;
• the interacting systems of home, school and community which influence the pupil's behavior and school performance;
• how stereotyping, family influences, and socio-economic status may affect the pupil's development;
• the culture and values of the five dominant California ethnic groups: Asian Americans, African Americans, Latino/Hispanic Americans, Native Americans, European Americans and the diversity within each group;
• the effects of emotional, intellectual, physical, and social characteristics on the learning performance of diverse populations;
• the characteristics of pupils at risk of failing in school and,
• behavior and its relation to stress.

4. Formulates clear problem statements, including identifying problems in the school and community and appropriate goals with measurable outcomes.

5. Selects intervention modalities which are appropriate to client needs and agency resources, and are based on sound theory and research, especially interventions that prevent further problem development in critical areas such as suicide, child abuse, and alcohol and other drug abuse, and/or those that prevent failure and promote success of pupils and schools.

6. Demonstrates knowledge and skill in a range of intervention modalities including:

• individual work
• group work
• family work
• community work
• collaboration
• consultation
• advocacy
• peer counseling
• parent education
• referrals
• alternatives to regular school attendance

7. Demonstrates knowledge of methods and techniques of resolving conflicts between and among pupils, groups of pupils, and families.

8. Demonstrates knowledge of principles and practices of effective classroom management and school discipline.

9. Locates relevant agency and community resources and makes appropriate referrals to meet intervention goals.

10. Follows through with intervention plans, making modifications as needed.

11. Evaluates systematically the effectiveness of interventions.

12. Terminates client relationships effectively and in a timely manner.

13. Advocates effectively for clients within and outside the agency.

14. Establishes and maintains effective working relationships with professionals and non-professionals involved in intervention plans.

15. Meets agency standards for case recording, documentation, reports, and records.

16. Communicates effectively orally, including case presentation and transmission of other information.

17. Demonstrates knowledge and understanding of the essential steps and processes of social research.

B. THE PRACTICE ENVIRONMENT

1. Demonstrates understanding of the school as an institution and a social system in terms of:

• structure and function, including the effects of school organization systems on pupils;
• mission;
• policies and procedures, including safety procedures;
• funding;
• community context including social and cultural influences in the school environment that impact the delivery of pupil personnel services.

2. Demonstrates knowledge of developing, coordinating, and enhancing programs.

3. Demonstrates knowledge of the factors that promote and enhance a positive school climate and the processes that facilitate change in school climate to promote pupil success.

4. Demonstrates knowledge of the interdisciplinary team approach to involving all school personnel in services to pupils.

5. Demonstrates knowledge of the barriers and inhibitors to the development of effective interrelationships among teachers, staff, parents, and others.

6. Identifies with the role of the social worker in the agency and understands the roles of other disciplines.

7. Interacts appropriately with all levels of agency staff.

8. Demonstrates knowledge of methods, techniques and processes that develop and enhance staff morale.

9. Demonstrates specific knowledge and skills related to:

• theories of learning;
• developing positive, culturally sensitive learning environments;
• curriculum and methods for conducting human relations training and effective learning;
• the principles of human relations and the effect of teacher-pupil and pupil-pupil relationships on learning;
• ways to help students accept responsibility for their own learning and,
• the role of effective learning on pupil self esteem.

C. PROFESSIONAL CONDUCT

1. Abides by the NASW Code of Ethics.

2. Organizes, plans and carries through work efficiently and with appropriate autonomy.

3. Participates effectively and appropriately in meetings.

4. Critically examines behavior and beliefs as they affect social work practice.

5. Understands and identifies with the role of social work professionals ( as distinct from other human service workers).

6. Utilizes feedback to improve effectiveness.

7. Seeks and utilizes consultation appropriately.

8. Gives appropriate feedback to co-workers.

9. Actively plans for and participates in supervision.

D. CULTURAL COMPETENCY

1. Assesses health, illness, functional and dysfunctional behavior, and psychopathology taking into account the cultural relativity of diagnostic categories and modes of expression.

2. Demonstrates culturally appropriate interviewing techniques which consider level of intrusiveness, directness, social distance, formality and forms of address.

3. Includes in psychosocial assessments a consideration of the client/family's world view and level of acculturation or biculturality.

4. Incorporates cultural self-assessment in conscious use of self.

5. Forms professional relationships across cultures with the appropriate level of intimacy and with proper timing.

6. Designs culturally relevant interventions.