Competency 1

TaKaylah Perry
Practice 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.
Following the NASW Code of Ethics is important because also
make sure you maintain professionalism. While studying the
Social Work field knowing the NASW Code of Ethic cover you
because it helps you follow rules and regulations in the field and
helps one you understand why and what you can and cannot do in
field.
Practice Behavior 1.2
Use reflection and self-regulation to manage personal
values and maintain professionalism in practice
situations.
• I try to maintain my facial expressions but always
maintain my professionalism and I do not allow my
personal values to affect my outlook on the Teens
because they look up to the staff of BGC
Practice Behavior 1.3
Demonstrate professional demeanor in behavior;
appearance; and oral, written, and electronic
communication
• The BGC has a dress code that’s not strictly
professional appearance so staff are allowed to wear
athletic wear and it is encouraged
• As staff we mostly communicate orally and always
keep a professional tone and language with staff.
Practice Behavior 1.4
Use technology ethically and appropriately to facilitate
practice outcomes.
• I do not misuse technology at the BGC I am allowed
to use my phone on premises and when I work with
the teens.
Practice Behavior 1.5
Use supervision and consultation to guide professional
judgment and behavior.
• I am being supervised overall but I supervised the
teens to keep them in order make sure they are
following the rules and not using profanity.
Competency 2
TaKaylah Perry
Practice Behavior 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

I understand while working with the teens that not

everyone is the same. All the teens have different life
shaping experiences meaning as I am trying to
communicate with them that I may have to brake things
down more and take different approaches with them
Practice Behavior 2.2
 Present themselves as learners and engage clients and
constituencies as experts of their own experiences.

 I try to present myself as a staff with respect and professionalism at

the Teen Center. I engage with the Teens and sometimes talk one on
one with them to see where they are and how they feel and try to
build rapport with them.
Practice Behavior 2.3
 Apply self-awareness and self-regulation to manage the influence
of personal biases and values in working with diverse clients and
constituencies.

I am aware of who I am while working with the teens as well as what

I do and do not like in a person. So far working in the Teen Center of
BGC I haven’t notice any biases when working with the kids.
 Apply understanding of social, economic, and
environmental justice to advocate for human rights
at the individual and system levels
I apply understanding by acknowledging that not
everyone is like me or are afforded the same
opportunities as I am so keeping that in mind I
speak with the teens so they understand that I am
advocating for them socially, economically and
environmentally
Engage in practices that advance social, economic
and environmental justice
 I used my agency project for economic justice by
asking the teens where they familiar with
financial and how to obtain it. The answers I
received allowed me to help all the teens start on
their FAFSA for fall 2019.
COMPETENCY 4

TA K AY L A H P E R R Y
 Practice 4.1

Use practice experience and theory to inform scientific

inquiry and research.
• Understand of the policy of BGC Teen Center and the
different systems of the teens that attend the teen center.
 Practice 4.2

Apply critical thinking to engage in analysis of quantitative

and qualitative research methods and research findings
• Make the teens aware of the rules and regulations of
the Teen Center Wake County and make sure they comply
with the rules and regulations of BGC nationwide
 Practice 4.3

Use and translate research evidence to inform and improve

practice, policy, and service delivery
• Run a class that shows the teens how to fill out
FAFSA and scholarships for college
Competency 5

TaKaylah Perry
Practice 5.1
Identify social policy at the local, state, and federal level
that impacts well-being, service delivery, and access to
social services.
• Research Wake County’s resources and how it
pertains to the BGC Teen Center and how it would help
the teens
Practice 5.2
Assess how social welfare and economic policies impact
the delivery of and access to social services.
• Listen to the needs of the teens and how those
needs can be addressed and the best approach to take
when accessing those needs
Practice 5.3
Apply critical thinking to analyze, formulate, and
advocate for policies that advance human rights and
social, economic, and environmental justice.
• Help them apply for specific serves that cater to
their needs such as financial aid for college
TaKaylah Perry
  Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with
clients and constituencies.
 The teens are connected to their community and to each other
and through the Boys and Girls Club Teen center and there is
a change that is about to happen that the teens do not know
about yet.
  Use empathy, reflection, and interpersonal
skills to effectively engage diverse clients and
Constituencies
Become a ear the teens can talk to about the new found change
that’s coming
Competency 7
TaKaylah Perry
Practice 7.1
Collect and organize data and apply critical thinking to interpret
information from clients and constituencies.
• Helping the students go through the list colleges they
have and help figure out why they may want to apply to that
school and what school can offer them
Practice 7.2
Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical
frameworks in
• Bringing in someone new can provide the teens with the
structure they may not want but need in the BGC Teen Center
Practice 7.3
Develop mutually agreed-on intervention goals and objectives
based on the critical assessment of strengths, needs, and
challenges within clients and constituencies
• Help them with their goals for college and how they plan
to accomplish those set goals
Practice 7.4
Select appropriate intervention strategies based on the assessment,
research knowledge, and values and preferences of clients and
constituencies.
• Determined which programs that are ran at the BGC is
best for the teens and help them through the transition
COMPETENCY 8
TaKaylah Perry
Practice 8.1
Critically choose and implement interventions to achieve practice
goals and enhance capacities of clients and constituencies.
• Work with the staff to help with my college program and
possibly allowing the teens to go to some college open houses
Practice 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
• Talk to the teens and decide how they best learn and what
they need to know going into college
Practice 8.3
Use inter-professional collaboration as appropriate to achieve
beneficial practice outcomes.
• Meet with Chris and determines how I can progress as an
intern
Practice 8.4
Negotiate, mediate, and advocate with and on behalf of diverse
clients and constituencies.
• Speak up for the teens and be a voice for their needs
Practice 8.5
Facilitate effective transitions and endings that advance mutually
agreed-on goals
• Oversee the transition of directors and the goals of the
BGC Teen Center
Competency 9

TaKaylah Perry
Practice 9.1
Select and use appropriate methods for evaluation of outcomes
Put together a packet about my college prep awareness class and see
what the teens learned
Practice 9.2
Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical
frameworks in the evaluation of outcomes
Continue to check up on the teens and let them know they have my
support with what ever they may be going through
Practice 9.3
Critically analyze, monitor, and evaluate intervention and program
processes and outcomes
Check on the seniors within the teen club who will be starting college
next fall and if they filled out their FA if so what funds were available
to them
Practice 9.4
Apply evaluation findings to improve practice effectiveness at the
micro, mezzo, and macro
Levels
 What and how FA help them with college tuition
 After final evaluation the teens still did not retain the
knowledge for FA and the past few directors did not provide
structure that the teens needed but the new director is in the
process of laying down the structure they need