Competency 1 ?Demonstrate Ethical and Professional Behavior? a) make ethical decisions by applying th
Competency 1 –Demonstrate Ethical and Professional Behavior
a) make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
b) use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
c) demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
d) use technology ethically and appropriately to facilitate practice outcomes; and
e) use supervision and consultation to guide professional judgment and behavior.
Competency 2- Engage Diversity and Difference in Practice
a) apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
b) present themselves as learners and engage clients and constituencies as experts of their own experiences; and
c) apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
Competency 3-Advance Human Rights and Social Economic, and Environmental Justice
a) apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
b) engage in practices that advance social, economic, and environmental justice.
Addiction Recovery in Rural Minnesota (1.0 hr)
Authors: Nikki Tillman, BS & Amy R. Krentzman, PhD
Published: November 2019
This series of three modules discusses seeking and maintaining recovery from alcohol and substance use disorders in rural and small town Minnesota. Substance abuse is increasingly prevalent in child welfare cases. These modules underline the importance of understanding substance abuse for child welfare workers, how rural and small town recovery may look different than in other parts of the state, and how child welfare workers can use this information in their practice. The first module provides a snapshot of rural and small town Minnesota, how a child welfare workers might use the information in these modules, and a review of previous addiction and child welfare modules. The second module covers the lessons learned about strengths and challenges of recovery in rural areas from a study completed in rural Minnesota with people in recovery. Finally, the third module discusses resources available to people seeking and maintaining recovery in rural and small towns of Minnesota that are important for child welfare workers to be familiar with.
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