Student will complete a comprehensive, integrative paper based on his/her advanced generalist practice in the agency representative of
people with rural lifestyles or rural communities. This capstone assignment will require the student to demonstrate understanding,
organization, integration, and application of advanced social work knowledge, values, and skills acquired in previous course work in
their advanced practice in the agency setting. Students are expected to integrate knowledge of advanced practice methodologies,
including theoretical frameworks, rurality, diversity, values and ethics, and social and economic justice in their analysis and
recommendations thus demonstrating program competencies and advanced practice behaviors. Papers should be written in APA style with two
copies submitted to their instructor.
1. In the initial part of the assignment, students should complete a brief organizational assessment of their field agency, including
agency mission, goals, objectives, target population, eligibility criteria, and service delivery components. Additionally, significant
legislation and social welfare policy should be identified and analyzed for strengths and barriers to oppressed and populations at
risk. (EPAS. 2.1.8 and EPAS. 2.1.10) PB 8.1, PB 8.2, PB. 8.3, PB. 10.2, PB. 10.3 (3-5 pages).
2. Following the organizational overview, students should identify an individual, family, group, organization or community system with
whom they have intervened using the advanced generalist problem solving process. The intervention should address each step of the
problem solving process. (EPAS. 2.1.10) PB 10.1, PB 10.2, PB 10.3, PB 10.4, PB 10.5, PB 10.6, PB 10.7, PB 10.8, PB 10.9, PB 10.10
Students should also address the following aspects of their advanced generalist practice with the identified client system in detail
including (15-20 pages):
3. Advanced specialized interventions utilized (treatment modality), theoretical perspective considered (including rationale for
choosing this particular intervention) and a detailed description of the implementation of the intervention with the client system.
(EPAS. 2.1.10) PB. 10.4, PB. 10.5, PB. 10.6, PB. 10.7
4. Factors within and across groups (e.g. gender, ethnicity/race, age, socioeconomic status, sexual orientation considered in the
engaging of diversity and difference in practice. (EPAS 2.1.4) PB 4.1 and PB 4.2
5. Demonstration in the leadership of the application of knowledge pertaining to human behavior and the social environment to selection
of differential assessments, specialized interventions, program and policy development and evaluation in rural settings. (EPAS 2.1.7)
PB 7.1, 7.2, 7.3
6. Students should include examples of how critical thinking is used as a basis to inform and communicate professional judgments. (EPAS
2.1.3) PB 3.1 and PB 3.2,
7. Discuss empirical research and evaluation of practice and the utilization of it in working with clients in rural systems. Include
theories, models and strategies utilized students. (EPAS 2.1.6) PB 6.1, PB. 6.2
8. This assignment will include a discussion of the student’s identification as a professional social worker and leadership
opportunities engaged in at the field agency, (EPAS 2.1) PB 1.1, PB. 1.2, PB 1.3
9. The student will include opportunities to act as a change agent and the relevance of those actions in he context of rural practice.
(EPAS 2.1.9) PB 9.1 and BP. 9.2
10. The paper should include a brief literature review on the identified rural agency problem/target population, as well as relevant
ethical issues and how ethical principles are used to guide professional practice (EPAS 2.1.2) PB 2.1, PB. 2.2) (3-5 page)
11. Also include any issues relevant to social and economic justice (EPAS 2.1.5) PB 5.1 & PB. 5.2
CAPSTONE PRESENTATION: CLASS PRESENTATION OF ADVANCED
GENERALIST PRACTICE WITHIN THE RURAL CONTEXT
Student will conduct a 15-minute, class presentation of their advanced generalist practice in the rural context assignment.
Presentations should be conducted in a professional manner with creative use of advanced technology, such as Power Point, handout
materials and visual aids as appropriate. Faculty members and students from Field Seminars I and II will be invited to attend, as well
as the exit review committee and faculty at large.
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