Browsing by Subject "readiness"

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    Assessing Readiness of Clinical Social Workers: Using the American Board of Examiners’ Conceptual Model
    (2018-05) Tracey, Paula
    This study examined the practical use of the American Board of Examiners’ (ABE) Conceptual Model for assessing clinical social work trainees’ readiness to become independent licensed clinicians. At present, licensure standards including completion of supervised practice hours, attestation of competence by a supervisor, and passing a national licensure exam are the sole determinants of readiness for independent practice. The ABE Conceptual Model identifies practice expectations for clinical social work. The study analyzed their effectiveness in determining the proficiency of trainees. Nine pairs of supervisors and supervisees from Northern Minnesota used the ABE Conceptual Model in assessing trainee readiness for independent practice of clinical social work in a supervisory context. The results indicated that practice expectations of the ABE Conceptual Model assisted in determining competence of autonomous clinical social work practice. The participants reflected on the importance of having a common understanding of proficiency determination at all phases of supervision. Ancillary analysis reiterated the significance of contextual factors in effective supervision.
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    Rethinking Adolescence and Education Policy
    (2024-05-01) Piper, Lauren; Leopold, Melanie; Reese, Sophie; Trueblood, Isabelle
    We were commissioned to conduct the research for this report by an organization called The Civic Affairs Trust, or TCAT. TCAT is a Minnesota-based trust whose purpose is to facilitate the redesign of community services and systems so they are self-improving. To date, TCAT's focus has been the K-12 public education system. TCAT approached the Humphrey School with the hypothesis that current policies governing eligibility for two alternative pathways programs, Postsecondary Enrollment Options (PSEO) and the General Education Development test (GED), are creating barriers for students because these policies limit participation based on age. We used qualitative research methods to answer three research questions: 1. What is adolescence? 2. Are age-restricted education policies creating unnecessary barriers to GED and PSEO programs in Minnesota? 3. If age is not a useful measure of readiness for PSEO and GED programs, what alternative measures might we consider? Our conclusions and recommendations around these three questions are based on our qualitative research findings.