Guardian ad Litem

Christian Beheler
Troy Love
 Competency 1: Demonstrate Ethical and Professional
Behavior
1.1 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.
1.2 Use reflection and self-regulation to manage personal values
and maintain professionalism in practice situations.
1.3 Demonstrate professional demeanor in behavior;
appearance; and oral, written, and electronic communication.
1.1 At Guardian ad Litem, we have the responsibility to read and assess
our cases while being committed to the client, researching the case history
and ensuring confidentiality is upheld. We also have to be aware of the
policies within the organization such as the policy stating that we are not
supposed to buy gifts for any of our children or families or give them rides
anywhere.
1.2 At Guardian ad Litem, we were asked in week 1 of our training to
explore our potential biases, to address them with our field supervisor if
we felt that our bias would effect es and understand them. We were also
instructed that after realizing our the case recommendations in any way.
1.3 At Guardian ad litem we are expected to dress in casual but
professional attire unless attending a court case. In this incident we are
required to wear business attire. We are expected to communicate with
coworkers and community members in a professional manner. Also we are
expected to send emails using proper grammar and punctuation and
keeping content strictly professional.
Competency 1: Demonstrate Ethical and
Professional Behavior
1.4 Use technology ethically and
appropriately to facilitate practice
outcomes.
1.5 Use supervision and consultation
to guide professional judgment and
behavior.
1.4 At Guardian ad Litem we use the
organizations computers to search for our case
information. We also use the technology at the
organization to organize information within the
case files in spreadsheets and email other
members of the care team such as the DSS
social worker involved in each case.
1.5 At Guardian ad Litem we consult with our
supervisor of what is expected of us for the day
and what tasks need to be completed for the
week. The supervisor also highlights what we
are doing right and letting us know that
questions are welcomed to ensure we dont
make mistakes that can be prevented.
Competency 2: Engage Diversity and Difference in
Practice
2.1. Apply and communicate understanding of
the importance of diversity and difference in
shaping life experiences in practice at the
micro, mezzo, and macro levels.
2.1 Understanding diversity means to understand
different cultures, religions, ethnicities, values,
norms, and morals. When an individual
understands the value of diversity they are able to
meet everyone where they are at and appreciate
the uniqueness of each individual. When working
in the micro level professionals work on an
individuals issues and address specific needs.
When working mezzo, professionals address family
issues and identify how to correct family problems
as a whole so that the family functions ideally.
Working on a macro level can mean working with a
large population which can mean working with
policies, organizations, political leaders, and more.
 Competency 2: Engage Diversity and Difference in
Practice
2.2. Present themselves as learners and engage
clients and constituencies as experts of their
own experiences.
2.3. Apply self-awareness and self-regulation
to manage the influence of personal biases and
values in working with diverse clients and
constituencies.
2.2 Presenting one self as a learner means searching
for direction and following when led. When listening to
a client we make them experts by engaging in active
listening skills, expressing empathy, being respectful,
and remaining non-judgmental.
2.3 Before working in a large group such as the public
we must seek to discover if we have any bias's and
how to rid ourselves of judgement. If we carry a bias
and work with the people we are bias against we could
be potentially harming them. In Guardian Ad Litem we
are taught not to have expectations for our clients so
we can see them as a strength as soon as we meet
them.
Competency 3:
Advance Human Rights and Social, Economic, and
Environmental Justice
3.1 Apply understanding of social,
economic, and environmental
justice to advocate for human
rights at the individual and system
levels.
3.2 Engage in practices that
advance social, economic, and
environmental justice.
3.1 At Guardian ad Litem we must
understand that it is every parents right
to be a parent to their child, so we must
work beyond our biases to try and deliver
social justice to parents who have had
their children placed in DSS custody.
3.2 At Guardian ad Litem we advocate for
the social justice of placing kids in homes
that are culturally similar or strive to find
a home for them with a relative to ensure
that family connections are never fully
lost. We also make recommendations for
parents to put them on the path towards
being able to be a fit parent in the eyes
of the court.
Competency 4: Engage In Practice-informed
Research and Research-informed Practice
4.1. Use practice experience and theory to
inform scientific inquiry and research.
4.2. Apply critical thinking to engage in
analysis of quantitative and qualitative
research methods and research findings.
4.3. Use and translate research evidence
to inform and improve practice, policy,
and service delivery.
4.1 Using prior knowledge learned in social
work classes such as theories allows us to
understand how clients need to be viewed or
understood.
4.2 When we engage in quantitative and
qualitative research we discover the reasons,
opinions and motivations of groups of
people. This line of analyzation allows us to
understand populations better
4.3 By conducting research at GAL we can
transfer what we have learned to apply it to
the life of a client to improve their situation.
Competency 5: Engage in Policy Practice
5.1. Identify social policy at the local,
state, and federal level that impacts well-
being, service delivery, and access to
social services.
5.2. Assess how social welfare and
economic policies impact the delivery of
and access to social services.
Being updated and aware of policies
when working with clients allows us to
know what services and resources we can
recommend to improve the well being of
individuals
To best serve clients we have to stay
aware of current news and events in
politics so we are aware if a policy is
changing or a new one is being
recognized. If a policy is changed and a
client no longer qualifies for a service
they had we must be aware so we can
assist them with a new resource
Competency 5: Engage in Policy Practice
- 5.3. Apply critical thinking to analyze,
formulate, and advocate for policies that
advance human rights and social, economic,
and environmental justice.
At Guardian Ad Litem advocating for
something can mean advocating for an
individual. Advocating for an individual
can mean to link them with resources or
bring attention to a supervisor when we
feel our client is not receiving what they
need.
Competency 6: Engage with Individuals,
Families, Groups, Organizations, and
Communities
6.1. Apply knowledge of human behavior
and the social environment, person-in-
environment, and other multidisciplinary
theoretical frameworks to engage with
clients and constituencies.
6.2 2. Use empathy, reflection, and
interpersonal skills to effectively engage
diverse clients and constituencies.
6.1. When working with an area and
working with a population it is important
to understand the population as a group
and individually. It is important to meet a
client where they are at and to
understand their needs and how they
differ from ours so that we can remove
judgment or bias.
6.2. Using active listening skills makes
clients feel heard and gives them a voice
to tell their story based on their own
experiences. It also builds rapport with
clients and makes them trust us while
working with them.
Competency 7: Assess Individuals,
Families, Groups, Organizations,
and Communities
7.1 Collect and organize data, and apply
critical thinking to interpret information
from clients and constituencies
7.2 Apply knowledge of human behavior
and the social environment, person-in-
environment, and other multidisciplinary
theoretical frameworks in interventions
with clients and constituencies.
7.1 At GAL it is our job to work in the best
interest of the child. A way we track the
childs wants and needs are case notes.
Case notes are done and filed after every
visit so that we can look back on how the
child has grown.
7.2 Understanding a clients views and
background can say a great deal about
how a person defines their experiences.
At GAL it is common for a family to be a
cycle in DSS which suggest they are
experiencing person in environment
behaviors therefore having different
values and outlooks.
Competency 7: Assess Individuals,
Families, Groups, Organizations,
and Communities
7.3 Develop mutually agreed-on
intervention goals and objectives based
on the critical assessment of strengths,
needs, and challenges within clients and
constituencies
7.4 Select appropriate intervention
strategies based on the assessment,
research knowledge, and values and
preferences of clients and constituencies
7.3 To agree on goals we must meet a
client where they are and be able to listen
to their goals so that they take the process
seriously. Focusing on the clients strengths
and the things they find important are
critical for a successful outcome.
7.4 At GAL it is important to understand
diversity and how each person may
respond differently based on culture,
values, and experiences. A client may
value their religion above all else, this
would be helpful to know speaking with
this client so that we have a good
approach.
Competency 8: Intervene with
Individuals, Families, Groups,
Organizations, and Communities
8.1 Critically choose and implement
interventions to achieve practice goals and
enhance capacities of clients and
constituencies.
8.2 Apply knowledge of human behavior
and the social environment, person-in-
environment, and other multidisciplinary
theoretical frameworks in interventions
with clients and constituencies
8.1 Before choosing at intervention and
plan for an individual one must understand
diversity and how experiences and values
create a person. When a person agrees with
the goals made for them they will be more
prone to success.
8.2 Understanding a clients views and
background can say a great deal about how
a person defines their experiences. At GAL it
is common for a family to be a cycle in DSS
which suggest they are experiencing person
in environment behaviors therefore having
different values and outlooks.
Competency 8: Intervene with
Individuals, Families, Groups,
Organizations, and Communities
8.3 Use inter-professional
collaboration as appropriate to
achieve beneficial practice outcomes
8.4 Negotiate, mediate, and
advocate with and on behalf of
diverse clients and constituencies.
8.3 At GAL we are encouraged to make
good relationships with our caregivers and
social workers so that we can work
together in the best interest of the child.
Building rapport with families and other
workers creates a team for a child.
8.4 Unfortunately, typically when working
with a large group of individuals there is
someone who does not understand or
value diversity. It is the job of myself to
express how diversity effects an individual
and their actions. Advocating with a diverse
client means being aware of resources
available to them and being an active
listener when they explain their culture.
Competency 8: Intervene with
Individuals, Families, Groups,
Organizations, and Communities
8.5 Facilitate effective transitions
and endings that advance mutually
agreed-on goals.
8.5 At GAL it is important to help
an individual transition instead of
pushing someone to and from each
step. An example is parents begin
on supervised visits, transition to
unsupervised visits, and then
regain custody. Both parties have
the same goals, we agree to make
gradual progress.
Competency 9: Evaluate Practice
with Individuals, Families, Groups,
Organizations, and Communities
9.1 Select and use appropriate methods for
evaluation of outcomes.
9.2 Apply knowledge of human behavior
and the social environment, person-in-
environment, and other multidisciplinary
theoretical frameworks in the evaluation of
outcomes.
9.1 By measuring outcomes of how
something works for an individual we can
do an assessment to determine how well
our process worked. If we see we lacked
information or progress in one area we can
adjust our measurements for the next
client.
9.2 To understand a case we must also
understand a person. To understand a
person it is important to determine how
their past and current background effect
them. The situations they have been
through and places they have been can
have an effect on who they are now.
Competency 9: Evaluate Practice
with Individuals, Families, Groups,
Organizations, and Communities
9.3. Critically analyze, monitor, and
evaluate intervention and program
processes and outcomes.
9.4. Apply evaluation findings to
improve practice effectiveness at
the micro, mezzo, and macro
levels.
9.3 We can develop this skill by
shadowing co-workers and social
workers and observing how they
speak with clients. We can evaluate
an intervention by following up with
an evaluation.
9.4 After shadowing workers we can
note if we would do anything
differently or speak to our supervisor
about how we feel changing
something may positively help a
group of individuals