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PCCE study tips - NFPA Paralegal CORE Competency Exam Updated: 2023

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Exam Code: PCCE NFPA Paralegal CORE Competency Exam study tips November 2023 by Killexams.com team

PCCE NFPA Paralegal CORE Competency Exam

The format of the PCC Exam follows the proven structure
of NFPAs Paralegal Advanced Competency Exam (PACE).

The exam:

- is two and one-half hours in length;

- consists of 125 multiple choice questions;

- is computer administered with instant
preliminary results, followed by official scoring
run results provided at least quarterly;

- is widely available at many testing centers with
examinations given Monday – Friday, and in
some locations, weekends and evenings;

- consists of two domains:

~ Paralegal Practice – 52%

~ Substantive Areas of Law – 48%

- is based on information from coursework in various
paralegal programs and basic knowledge all
paralegals should possess as well as actual skills
considered essential to basic paralegal competency;

- is also a test of paralegal ethics, legal technology and
key terminology

to provide the groundwork for expanding paralegal
roles and responsibilities;

- to provide the public and legal community with
a mechanism to gauge the core competencies of
paralegals;

- to be used in states considering the regulation of
paralegals; and

- to be used by paralegal programs as an exit exam
or Assurance of Learning tool.

Bachelors degree in any subject, plus a paralegal certificate;

no experience or CLE required; OR

- Bachelors degree in paralegal studies; no experience or
CLE required; OR

- Bachelors degree in any subject, no paralegal certificate,
6 months experience and 1 hour of ethics taken in the year
preceding the exam application date; OR

- Associates degree in paralegal studies, no experience or
CLE required; OR

- Associates degree in any subject, a paralegal certificate,
no experience or CLE; OR

- Associates degree in any subject, no paralegal certificate,
1 year experience and 6 hours of CLE, including 1 hour of
ethics taken in the year preceding the exam application date; OR

- Paralegal certificate from a program that meets or exceeds
the requirements set forth in NFPAs Short Term Paralegal
Program Position Statement, 1 year experience and 6 hours of
CLE, including 1 hour of ethics, taken in the year preceding
the exam application date; OR

- Active, duty, retired or former military personnel qualified
in a military operation specialty as a paralegal and 1.0 hour of
ethics CLE within the year preceding the exam application; OR

- Candidates who are within two months of graduating and
registered for the PCC Exam by a Director of a paralegal
studies program participating in the PCCE Assurance of
Learning (AoL) Program at the Partner level; OR

- High school diploma or GED, 5 years experience and 12 hours
of CLE, including 1 hour of ethics, taken within 2 years
preceding the exam application date.

NFPA Paralegal CORE Competency Exam
Social-Work-Board Competency study tips

Other Social-Work-Board exams

ASWB Association of Social Work Boards
CFSW NAFC Certified Forensic Social Worker
PACE NFPA Paralegal Advanced Competency Exam
PCCE NFPA Paralegal CORE Competency Exam

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Social-Work-Board
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NFPA Paralegal CORE Competency Exam
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Question: 69
The elements or parts of a reported case include, among other things,
______________________________.
A. The caption, the citation, and the opening brief.
B. The discussion, the opinion, and the holding.
C. The holding, the responding brief, and the caption.
D. The caption, the headnotes, and the holding.
Answer: D
The caption, the headnotes, and the holding. The parts of a reported case include
the following: The caption, the date of the decision, parallel citations (if any), the
headnotes, the statement of the facts, the court"s opinion, the holding, the
rationale, dicta, and the disposition of the case. Some opinions also include a
syllabus.
Question: 70
Which of the following possessives is NOT correct?
A. The rule in Shelley"s case.
B. He reviewed the ACP"s resume.
C. He repaired his mother"s-in-law car.
D. None of the above.
Answer: C
He repaired his mother"s-in-law car. Answer C is not correct because mother-in-
law is a singular term and the possessive is formed by adding an apostrophe and
s at the end. Answer A and Answer B are both correct because they are singular
terms and the possessive is correctly formed by adding an apostrophe and an s
at the end. Note that this grammatical rule applies to acronyms.
Question: 71
Which of the following is NOT a factor to be considered in determining whether a
lawyer is competent to handle a particular matter?
A. The length of time the lawyer has been practicing law.
B. The complexity and specialized nature of the matter.
C. The lawyer"s general experience.
D. The lawyer"s training and experience in the underlying subject matter.
Answer: A
The length of time the lawyer has been practicing law. The factors to consider
when determining whether a lawyer is competent to handle a particular matter
include, among other factors: (1) the complexity and specialized nature of the
matter; (2) the lawyer"s general experience; (3) the lawyer"s training and
experience in the underlying subject matter; (4) the preparation and study the
lawyer can devote to the matter; (5) whether it is feasible to associate with another
lawyer who is competent in the area. Model Rule 1.1, comment 1. A lawyer need
not necessarily have special training or prior experience to handle a legal problem
of a type with which the lawyer is unfamiliar. Model Rule 1.1, comment 2.
Answer A is the best choice because length of time as a practicing lawyer is not
considered a factor.
Question: 72
Which of the following sentences does NOT correctly use who or whom?
A. My supervisor knows Gary, with whom he has worked.
B. Samuel is the person to whom you should address your complaint.
C. Both of the above.
D. Neither of the above.
Answer: C
Both of the above. In this question, Answer A is correct because whom is used
in a clause that is subordinate to the main clause (note the comma). By contrast,
Answer B does not use a comma, so the clause is not dependent. If the clause is
restrictive (no comma), the best way to determine if who or whom is correct
is to revise the sentence without who or whom (e.g., You should address
your complaint to Samuel) and then determine if the sentence works with he or
she or works with him or her (e.g., She should address . . .). If he or
she works, then use who; if him or her works, then use whom.
Question: 73
A lawyer represented a client in a case involving a contract dispute. The lawyer
was successful in showing a breach of contract by the defendant and asserted a
claim for attorneys" fees under the contract. The defendant did not dispute that the
plaintiff was entitled to attorneys" fees, but argued that the lawyer overcharged his
client since the work performed was not worth the amount charged. At the hearing
on the motion for attorneys" fees, the defendant"s attorney called the plaintiff"s
lawyer as a witness. Can the lawyer testify in a case in which he is representing a
party?
A. Yes, because the testimony will be limited to the work performed and value of
the work performed.
B. Yes, if the plaintiff waives the conflict of interest.
C. No, because an attorney cannot act as an advocate for a party and a witness in
the same case.
D. No, unless the lawyer withdraws from representing the client.
Answer: A
Yes, because the testimony will be limited to the work performed and value of the
work performed. A lawyer shall not act as an advocate at a trial in which the
lawyer is likely to be a necessary witness unless . . . the testimony relates to the
nature and value of the legal service rendered in the case. Model Rule 3.7.
Answer A is the best choice because it states an exception that allows the attorney
to testify regarding the attorneys" fees. Answer B is not the best choice because an
attorney testifying in the same case in which he or she represents a client is not a
conflict of interest. Answer C is not the best choice because an exception to the
rule covers the situation in this factual scenario. Answer D is not the best choice
because an exception allows the attorney to testify.
Question: 74
Which of the following sentences correctly uses the past tense?
A. The governor will veto the bill.
B. The governor reads all bills passed by the legislature.
C. The state legislature overrode the governor"s veto.
D. The governor had expressed her opposition to the bill and has now vetoed it.
Answer: C
The state legislature overrode the governor"s veto. Verb tense indicates whether
an action or state of being occurred in the past, present, or future. The past tense is
formed by adding d or ed to the end of a verb or by using the past tense form
of an irregular verb. Answer C is the correct choice because overrode is the past
tense form of the irregular verb override. Answer A is not the correct choice
because it is an example of the irregular verb to be in the future tense. Answer
B is not the correct choice because it is an example of the verb to read in the
present tense. Answer D is not the correct choice because it is an example of the
present perfect tense.
Question: 75
Which of the following sentences properly uses a colon?
A. Oliver Wendell Holmes said: The life of the law is not logic; it is experience.
B. Sheldon kept knocking on Penny"s door: Penny, Penny, Penny.
C. George used the buzzer to call Jerry: Jerry let George in the building.
D. None of the above.
Answer: A
Oliver Wendell Holmes said: The life of the law is not logic; it is experience. A
colon is used to introduce a quote, a list, or a rule. Answer A is the correct choice
because it properly uses a colon to introduce a quote. Answer B is not the correct
choice because the language before the colon does not introduce the quotes. To be
proper, it should read: Sheldon kept knocking on Penny"s door and saying:
Penny," Penny," Penny." Answer C is not the correct choice because the colon
should be a semicolon.
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Social-Work-Board Competency study tips - BingNews https://killexams.com/pass4sure/exam-detail/PCCE Search results Social-Work-Board Competency study tips - BingNews https://killexams.com/pass4sure/exam-detail/PCCE https://killexams.com/exam_list/Social-Work-Board Tips for the application and development of the social and leadership competencies

Here you will find a collection of tips on how to apply and develop the social and leadership competencies in your everyday work. 

Green behaviour at work

Driving innovation

Climate change, biodiversity loss, raw material extraction and environmental pollution affect us all. Integrating sustainability into our daily activities and adopting resource-conserving behaviour are our shared responsibility. Research suggests that engaging in green behaviour at work leads to higher levels of engagement in our jobs and increased levels of self-esteem and well-being (external pageOnes & Dilchert, 2013; external pageZhang et al., 2021). According to the ETH Sustainability Office there are many simple actions we at ETH can take to make our workplace eco-friendlier. These include:

Mobility

  • If possible, travel to work by public transport, bike or on foot (more information here).
  • Fly less and use virtual alternatives instead or plan to travel by train.
  • Actually go to events for which you are registered in order to avoid wasting food.

Purchasing

  • Give preference to sustainable options when making procurement decisions.
  • Share office space and laboratory equipment.
  • Reuse things that are needed and return things that are not needed (EquipSent, hardware sale).

Everyday office life

  • Reduce room temperature and adapt to the recommendations of the ETH Task Force on Energy Shortages.
  • Reduce the brightness of monitors.
  • Switch off laptops and other devices when not in use and avoid standby (savings of 80% possible).
  • Only print documents when necessary and avoid single-sided colour printing.
  • Turn off the water when soaping your hands.
  • Choose a vegetarian or vegan menu for lunch.
  • Model and address sustainable behaviour, including how to deal with conflicting goals.

Enhancing your cognitive flexibility

Building bridges

Driving innovation in a competitive academic environment is a challenging task. It takes courage, openness, deep-​rooted curiosity and, more importantly, a high degree of cognitive flexibility – in other words, the ability to adapt your thoughts and actions to changing environmental demands.

We asked scientists in the field of COLAB in the Technology and Innovation Management Group how they think people can enhance their cognitive flexibility. They answered that when making a decision, you can practice cognitive flexibility by:

  • Adopting a bird’s eye view: imagine that you are looking down on yourself and question the decision that you are about to make. This fosters meta-​cognition – makes you think about your thinking.
  • Stretching your attention: before you engage in a task, ask yourself if you have taken various sources of the latest information into account (from different people and fields). This fosters information processing.
  • Stopping and briefly thinking twice: is the default answer the correct one? This inhibits a compulsive response.

For more information on a related project, please click here

Overcoming stress at work

nurturing well-being

A recent external pagesurvey (only available in German) showed that 42% of employees in Switzerland feel stressed by their work. But what really is stress? Stress is a state that, if experienced at the right dose over shorter intervals, can help us to perform better. However, if people are subjected to too much stress over a longer period, a tipping point is reached that can negatively affect our health and performance. And what can we do about it? Workplace stress must be tackled at two levels:

  1. At the institutional level: By establishing structures and initiatives that promote well-being and enhance health. This includes, for example, investing in leadership development, nurturing an inclusive culture, and introducing measures to improve work-life balance.
  2. At the individual level: By developing awareness of and nurturing our own physical, emotional, and social health.
    ETH regularly offers lunch events on the topic of health and well-being. The next one will take place on 16 May and will focus on how to recognize and overcome inner stressors. Further information.

Unconscious bias – Can it be overcome?

enabling-people-de

Unconscious bias (also known as implicit bias) refers to our tendency to make judgments based upon social stereotypes and beliefs that we unconsciously harbour about groups of people. We all have unconscious biases. Although we are unaware of them, taking a simple external pagetest can be a very enlightening experience. Is there anything we can do about them?

Here are just a few tips from Raphaela Hettlage at ETH Diversity:

  • Learn about them: You need to understand them before you can address them.
  • Talk about them: Everyone has unconscious biases, and talking about them can raise our collective awareness of them.
  • Don’t overestimate yourself: You can’t eradicate unconscious biases.
  • View this as an ongoing journey: Every day offers you a new opportunity to reflect upon your unconscious biases and the detrimental effects they have on you and others.

To help you understand more about unconscious biases, ETH has recently launched a new e-learning course.

 

Please visit our website for more information on the ETH social and leadership competencies.

Thu, 02 Mar 2023 06:55:00 -0600 en text/html https://ethz.ch/staffnet/en/employment-and-work/leadership-and-development/social-and-leadership-competencies/tips.html
Master of Social Work student handbook

Academic integrity

The School of Social Work adheres to the University of Nevada, Reno Academic Standards Policy for Students concerning issues of academic integrity. Please see the UNR website for a complete description, definitions and policies regarding class conduct and academic dishonesty.

Accommodation for students with disabilities

Students who require additional support due to disabling conditions should discuss their needs with their instructors at the start of each semester. Accommodations for all reasonable requests will be made for documented disabling conditions. In addition, students are encouraged to contact the UNR Disability Resource Center at (775) 784-6000 to access a range of supportive services.

Attendance policy

The faculty of the School of Social Work believe that classroom attendance and participation are critical aspects of professional socialization. Students are responsible for assisting in the creation of a learning environment that promotes such socialization. To do so, students should assume responsibility for their own learning and be engaged within the course room. It is expected for students to log into the online classroom a minimum of three times a week to be successfully engaged. Attendance and participation will be part of grading, as determined by the course instructor. Opportunities for make-up assignments are determined at the discretion of individual instructors.

Confidentiality of case material outside of an agency

NASW Code of Ethics requirements regarding confidentiality of client information extend to the use of confidential information from field work in classes, seminars and in student assignments. Students may not divulge client, collateral or collegial information, disguising all names, demographic information and any case details that might identify a client or co-worker. Client files and records should never be removed from the agency for any purpose.

Nondiscrimination policy

The programs of the School of Social Work are conducted without discrimination on the basis of race, color, gender, creed, ethnic or national origin, disability, political orientation, or sexual orientation. This policy applies to the baccalaureate and master’s programs, the field education program, and all admission, employment, and financial aid decisions.

Retention

In its description of the Social Work major, the University of Nevada, Reno catalog states that:

“The admission and retention of students in the program is subject to the professional judgment of the social work faculty.”

Retention in the MSW Program is based on student performance in two general areas: academics and adherence to professional values and standards of behavior. Retention in the social work major requires students and maintain a 3.0 (B) overall grade point average—with a letter grade of “C” or higher in each of the graduate course, including the required 3 credits of electives. Additionally, students must adhere to the academic and professional standards outlined in UNR’s Student Handbook for Student Code of Conduct, the National Association of Social Workers Code of Ethics and the State Board of Examiners for Social Workers, Nevada Legislature’s Standards of Practice.

Dismissal policy

The School of Social Work adheres to the Dismissal Policy of the Nevada System of Higher Education (NSHE) Code, Title 2, Chapter 11.

Foundation competencies & associated practice behaviors

Competency 1: Demonstrate ethical and professional behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.

Foundation practice behaviors

  • 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.
  • Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
  • Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.
  • Use technology ethically and appropriately to facilitate practice outcomes.
  • Use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage diversity and difference in practice

Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.

Foundation practice behaviors

  • Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.
  • Present themselves as learners and engage clients and constituencies as experts of their own experiences.
  • 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

Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.

Foundation practice behaviors

  • Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.
  • Engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage in practice-informed research and research-informed practice

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi- disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.

Foundation practice behaviors

  • Use practice experience and theory to inform scientific inquiry and research.
  • Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
  • Use and translate research evidence to inform and improve practice, policy, and service delivery.

Competency 5: Engage in policy practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.

Foundation practice behaviors

  • Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.
  • Assess how social welfare and economic policies impact the delivery of and access to social services.
  • Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6: Engage with individuals, families, groups, organizations, and communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.

Foundation practice behaviors

  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.
  • Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7: Assess individuals, families, groups, organizations, and communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.

Foundation practice behaviors

  • Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.
  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
  • Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.
  • Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with individuals, families, groups, organizations, and communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration.

Foundation practice behaviors

  • Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.
  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies.
  • Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
  • Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.
  • Facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

Foundation practice behaviors

  • Select and use appropriate methods for evaluation of outcomes.
  • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
  • Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
  • Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Grievance procedure

Under the remediation policy, there are 4 points at which a student can initiate a grievance: 

  1. If the student believes that the behavior cited in the original concern is unfounded; 
  2. If the student believes that the Remediation Committee's identification of a relevant competency, practice behavior, code of conduct, ethical standard is inaccurate;
  3. If the student believes that the remediation decision or Action Plan does not address the original concern; or
  4. If the student believes they are being held to a higher standard of performance than other students completing the same program of study.

The written grievance should be submitted to the Director of The School of Social Work no later than 10 working days following the decision point in question (see 1-4 above). The burden of proof during the grievance process rests with the student. If the Director determines that the student has provided adequate evidence to support his or her grievance, the Director may dismiss the issue with no further action required. Alternatively, if the Director determines that there is not adequate evidence to support the student’s grievance, he or she will redirect the student to the Remediation Team for further steps/action. The Director will provide his or her decision to the student and Remediation Team in writing within 10 working days of receipt of the student’s written grievance.

Grade appeal policy

The School of Social Work adheres to the University’s policy by which students may appeal a grade. This policy states “…a grade assigned by an instructor is only subject to the appeals procedure if:

  • There was a clerical/administrative error in the calculation and/or assignment of the grade;
  • The grade assignment was based on factors other than the student's performance in the course and/or completion of course requirements; or
  • The grade assignment meant that the student was held to more demanding standards than other students in the same section of the course.

The burden of proof of these conditions rests on the student.” The policy advises students to begin the process by consulting with the course Instructor. If the issue is not resolved at that level students may proceed with filing a Grade Appeal Form. The full policy and procedures for filing a Grade Appeal can be found at under section 3,510 of the University Administrative Manual.

Wed, 23 Dec 2020 09:15:00 -0600 en-us text/html https://www.unr.edu/social-work/degrees-and-programs/master-of-social-work/program-handbook
What Drives Board Effectiveness?

Corporate boards of directors are facing increasing pressure to hold executives accountable and improve their oversight of strategy and risk. For example, recent actions ranging from the Delaware Court of Chancery, to the U.S. Securities and Exchange Commission (SEC) and U.S. Department of Justice (DOJ) signal a focus on executive risk oversight and monitoring.

With more uncertainty, increased regulatory pressure, growing disclosure requirements and greater personal liability for executives themselves, an effective board is more important than ever. At its core, and effective board is one which holds executives accountable and provides oversight of strategy and risk. Yet according to a February 2023 Gartner survey of 92 general counsel, only half reported their boards as fully effective in meeting these goals.

Mon, 13 Nov 2023 03:10:00 -0600 en text/html https://www.law.com/delbizcourt/2023/11/13/what-drives-board-effectiveness/?slreturn=20231017032457
Major in Social Work

Overall employment of social workers is projected to grow 11 percent from 2018 to 2028, much faster than the average for all occupations, with the highest demand in healthcare, mental health and substance abuse areas. Majoring in social work provides students with many opportunities. Social workers provide the bulk of mental health services in the US.

BSW graduates are employed in family service agencies, child welfare organizations, nursing homes, criminal justice agencies, and schools to name just a few. Clients may consist of individuals, families, groups, organizations or communities.

Sat, 10 Jun 2023 05:49:00 -0500 en text/html https://miamioh.edu/ehs/departments/family-science-social-work/academics/social-work-major.html
Social Work BA (Hons)

First Year

  • Preparation for Social Work Practice
  • Introduction to Law, Policy and Procedure
  • Understanding the Life Span (Human growth and development)
  • Introduction to Social Work Theories and Skills in practice

Second Year

  • Practice Placement (70 days)
  • Law for Social Work Practice
  • Research informed practice
  • Social Work Theories, Processes and Skills in Practice
  • Inter-Professional Education (IPE)

Third Year

  • Research Project
  • The Developing Professional Practitioner
  • Professional Judgement and Decision Making
  • Final Practice Placement (100 days)

Social work is a full-time programme and in the first year, you can expect to be in taught sessions on most days. In the second and third years, you will have one to two days of independent study each week.

Teaching and learning approaches include:

  • Individual and group work
  • Shadowing
  • Problem-based learning
  • Lectures
  • Tutorials

While on placements, you will work during the normal hours of your placement agency and may be required to attend placements 5 days per week. 

Assessment

To ensure students are ready to practice, they are assessed in their first year through a communication exercise with a service user or carer and a shadowing exercise where they will shadow a social worker in their practice with service users and reflect on this experience. In addition, you will be required to pass both the second and third year placements

Teaching Contact Hours

Contact hours in a typical week will vary from week to week. . However, typically you will have up to 23 contact hours of teaching and this will break down as:

Personal tutorial/small group teaching: approx. 1 hours of tutorials (or later, project supervision) some weeks.

Medium group teaching: approx. up to 5  hours of practical classes, workshops or seminars each week

Large group teaching: approx. up to 20  hours of lectures each week

Personal study: approx. up to 15 timetabled hours studying and revising in your own time each week, including some guided study using hand-outs, online activities, etc.

The timetable for each week varies and each week is made up of different activities. 

Our Social Work BA (Hons) programme is approved by Social Work England. Approval of the programme means that that on successful completion of the programme, students are eligible to apply to register with Social Work England as a qualified social worker. Social Work regulation transferred to Social Work England on December 2nd 2019.

Sun, 08 Nov 2015 09:10:00 -0600 en-GB text/html https://www.dmu.ac.uk/study/courses/undergraduate-courses/social-work-ba-hons-degree/social-work-ba-hons.aspx
Bachelor of Social Work – BSW

If you study full-time, in your first year, you’ll take eight 15-credit courses, making a total of 120 credits.

If you wish to study over two semesters, you should aim for 60 credits per semester. Most courses are offered in a single semester each year. Make sure you include courses that are prerequisites for the next level of courses you wish to study.

The Bachelor of Social Work is a parts-based qualification. That means you must complete the first part, before moving to the second, etc.

Part One – Tumu (Foundation)

Part One provides an understanding of people and society, particularly in New Zealand. Tumu is the foundational year introducing core concepts and knowledge for social work as a profession.

Part Two – Taha (Framework)

Taha brings a deeper understanding of social work theories and practice, social policy and engagement with diverse communities.

Part Three – Tuanui (Roof)

Tuanui concentrates on decolonising theories and concepts in social and community work practice. An exciting feature is participation at a Noho Marae.

Part Four – Whare (House)

Whare consolidates learning and skills as an authentic and integrated beginning practitioner.

In Parts Three and Four, you will complete supervised placements in social service agencies.

Part-time study

If you work for more than 12-15 hours a week, we recommend you enrol for part-time study. This could be one to three courses per semester. Please contact us to plan out your part-time study.

Second semester start

If you are applying to begin the Bachelor of Social Work in the second semester (mid-year), please contact us to help you plan your degree.

Distance students

You'll study the BSW via distance learning. Some courses include compulsory in-person contact workshops (from Year One). Dates for contact workshops are on each course page. Students can choose to attend these workshops at either the Auckland or Manawatū campus.

Withdrawing from courses

Withdrawing from a course may impact on you being able to progress to the next part of your Bachelor of Social Work. Prior to withdrawing from a course we recommend you make contact with one of the Bachelor of Social Work Coordinators located within the School of Social Work.

Requirements while you are studying

  • You will complete supervised placements in social service agencies in your third year (field education). By this time you are required to have a full New Zealand driver’s licence.
  • During the course of your study, you will continue to meet our requirements under the Children Act 2014, and under the Social Workers Registration Board ‘Fit and Proper Person policy and Code of Conduct.

Supervised placements – field education

A critical part of the degree are two field education courses. These consist of 120 days (in total) of approved work placements supervised by a registered social worker. You must pass these courses to progress to the next part of the degree. Field education is assessed through both academic and practice requirements.

Re-applying after a break

If you are returning to the Bachelor of Social Work at Massey after a break of two years or more, you must apply for re-entry to the programme.

Typical pattern for the Bachelor of Social Work from 2024

Core courses These courses are a compulsory part of your qualification.

All courses are compulsory - 480 credits: 120 credits each year

Year one
176101 The Sociological Imagination
179110 Creating a Foundation for Social and Community Work
179121 Identity Development in Aotearoa New Zealand
279101 Social Policy: An Introduction
150103 Nau mai e noho: Engaging with Māori
179120 Environmental Sustainability in Social and Community Work
179155 A Foundation of Interpersonal Skills for the Helping Professions
275102 Human Development
Year two
150201 Te Kawenata o Waitangi: The Treaty of Waitangi in New Zealand Society
179210 A Relational Framework for Social Work Theory and Practice
179230 Tangata Moana Perspectives and Practices for Transformation
179255 Preparation for Field Education
150205 Kura Mai Tawhiti: Māori Knowledge
179202 An Introduction to Social Research for Social Work and Social Policy
179240 Ethics, Values and Law in Social Work and Social Policy
279203 Social Policy and Government
Year three
179310 Integrated Social Work Practice – Decolonising Social Work
179320 Community Development
179330 Māua ko Te Tiriti o Waitangi
279301 Social Policy: Political Theories and Approaches
179355 Field Education I (45 credits)
179340 Developing Practice
Year four
179430 Integrated Social Work Practice – Authentising Practice
179432 Ahurea ki uta, Ahurea ki tai
179433 Selected Study in Policy, Practice or Diverse Populations
179440 Management in the Social Services
179431 Consolidating Practice
179455 Field Education II (45 credits)
Mon, 21 Mar 2022 09:04:00 -0500 en-NZ text/html https://www.massey.ac.nz/study/all-qualifications-and-degrees/bachelor-of-social-work-UBSCW/
Master of Social Work: Full Program

The MSW full program is available to students with a bachelor’s degree other than a bachelor’s degree in social work (BSW). The program prepares graduates for advanced ethical and professional social work practice and licensure, emphasizing commitment to service, social justice, integrity, competence, and scientific inquiry.

Online

Online with Intensives

You'll complete coursework online, with 1 week of on-campus intensives each year.

Location: St. Paul

Start Dates: Fall 2024

Total Credits

56

Finish in as Few as

24 months

Courses

  • Human Behavior in the Social Environment (SOWK600)

    Analysis of individuals, families and groups utilizing systems theory, learning theories and psychosocial frameworks as part of the human behavior in the social environment perspective. Appraisal of important lifespan milestones and the influence of social environment on human development. Application of information and theories consistent with social work values and the promotion of social and economic justice.

    3 credits

  • Advanced Social Work Practice I: Individuals and Families (SOWK605)

    Introduction to the generalist social work practice with individuals and families. Understanding of the theoretical framework of the phases of social work practice including engagement, assessment, intervention, evaluation, and termination. Emphasis placed on anti-racist, evidence-based intervention skills in the areas of rapport building, interviewing, critical thinking, and ethical decision-making. Practicing of social work skills related to the use of the professional self in relationships with clients.

    3 credits

  • Social Welfare History and Policy (SOWK610)

    Exploration of how social welfare history informs the development of social workers’ skills in contemporary society. Exploration of the ways the developing American societal culture, structure and values contributed to oppression and marginalization. Identification of the strengths and weaknesses of the American welfare state. Analysis of the major social policies and programs that exist. Development of the skills of policy analysis, formulation and advocacy. Identification of social policy positions of diverse religious traditions.

    3 credits

  • Field Seminar I (SOWK615)

    Introduction to the field experience in community-based practice setting. Integration of beginning knowledge, values, skills, cognitive and affective processes for ethical social work practice with an emphasis on the development of professional identity under supervision of a qualified field instructor.

    2 credits

  • Field Seminar II (SOWK620)

    Continuation of the field experience in a community-based practice setting. Application and integration of developing knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis on diversity, human rights and justice under supervision of a qualified field instructor.

    2 credits

  • Advanced Social Work Practice II: Groups, Communities, and Organizations (SOWK630)

    Explanation of how diversity shapes the human experience in the context of organizations, groups and communities. Analysis of the extent to which sociocultural structures create privilege and power. Application of theoretical models incorporating social justice practices in macro practice. Application of practices reducing oppressive structural barriers. Application of multidisciplinary theoretical frameworks. Investigation of the issues, problems, needs, resources in macro practice. Interpretation of organizational and community data to inform effective evidence informed intervention strategies.

    3 credits

  • Diversity, Human Rights, Social Economic and Environmental Justice (SOWK640)

    Examination of historical and current societal conditions and their impact on individuals and communities. Exploration of culture, power, oppression, exclusion, and the impact of diverse realities in the U.S. Comparative examination through the synthesis of contemporary writings, social theory, and diverse voices. Understanding and critical evaluation of how market economies operate, their broad socioeconomic consequences, and their impact on the lives of socially disadvantaged people.

    3 credits

  • Social Work Research Methods & Design I (SOWK650)

    Evaluation of the ethical concerns in research. Critique of research methodologies including quantitative, qualitative, and single subject design. Connection of evidence-based practice and program evaluation research to improvements in practice, policy, and social service delivery. Critique of relevant evidence-based scholarly published research as research consumers. Explanation of protections for research subjects, ethical standards found in the NASW Code of Ethics regarding research, and ethical research guidelines and procedures.

    2 credits

  • Advanced Social Work Practice III (SOWK700)

    Assessment of diverse factors when making ethical, justice-informed practice decisions to attend to complex personal and systemic injustice factors which impact well-being. Application of evidenced-based, justice-informed social work theories and modalities in manners that are culturally appropriate and utilize critical thinking to inform and communicate professional judgments. Development of advanced engagement, assessment, intervention, and evaluation skills with individuals, families, groups, communities and organizations with application of justice promoting practices.

    3 credits

  • Mental Health, Diagnosis, and Advanced Social Work Practice (SOWK705)

    Development of knowledge and skills necessary for working with individuals with an SPMI diagnosis (serious mental illness) using recovery-oriented, evidence-based practices. Identification of appropriate treatment outcomes that reflect effective, quality mental health practice with diverse groups. Examination of clinical work through case consultation, review, and presentation.

    3 credits

  • Trauma and Crisis in Social Work Practice (SOWK710)

    Exploration of the nature of trauma/ crises, current practice trends and related theories associated with conceptualizing trauma informed practice.

    3 credits

  • Theology, Justice and Human Rights (Advanced Standing) (SOWK715)

    Discussion of contemporary issues related to theology and praxis around the central biblical concept of justice, integrated into a social work perspective. Reflective exploration of lived human experience and how theology shapes approaches to justice in these contexts.

    3 credits

  • Advanced Social Work Methods and Design II (SOWK720)

    Examination of diverse scholarship and literature with a justice-informed perspective. Development of justice-informed research used to advance human rights by informing policy and empowering vulnerable populations.

    2 credits

  • Advanced Social Work Field Seminar III (SOWK725)

    Continuation of the field experience in a community-based practice setting. Application and integration of advanced justice-informed knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis diversity, human rights, and justice under supervision of a qualified field instructor.

    2 credits

  • Advancing Social Policy, Justice Issues and Human Rights in our Communities (SOWK730)

    Exploration of advanced justice-informed models of policy analysis applied to social welfare issues and challenges from a socio-cultural/political viewpoint. Identification of the significance of policy analysis and advocacy in justice-informed social work. Advanced justice-informed analysis of major US social policies and discussion of how policies impact marginalized communities. Advanced development of justice-informed social policy advocacy skills.

    3 credits

  • Advanced Social Work Field Seminar IV (SOWK735)

    Continuation of the field experience in a community-based practice setting. Application and integration of advanced, justice-informed knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis on diversity, human rights, and justice, under the supervision of a qualified field instructor. Students practice a minimum of 250 hours in field.

    2 credits

  • Advanced Applied Theory in Community and Global Contexts (SOWK740)

    Analysis of complex ethical issues facing local and global communities. Application of a rights-based discourse analysis to develop community and capacity building strategies in local and global contexts from a social work practice perspective.

    2 credits

  • Advanced Social Work Research Methods and Design III (SOWK745)

    Application of current justice-informed research methods to develop an agency-based research project. Engagement of key stakeholders in the research process to develop community action skills.

    2 credits

  • Professional Field Symposium (SOWK750)

    Culminating field sequence course. Summary of evidence-based practice in professional social work. Description of psychopharmacology and psychoeducation to social work practice. Application of cognitive behavioral therapeutic (CBT) interventions, motivational interviewing skills, solution-focused intervention strategies in simulated practice contexts, and a specific intervention to impact client outcome in case study/simulated practice.

    2 credits

  • Justice-Informed Clinical Practice with Marginalized Populations (SOWK765)

    Explore and equip clinical social work students with the knowledge base and skills to work with BIPOC, LGBTQIA+, and other historically marginalized populations in clinical settings.

    2 credits

  • Environmental Justice, Health Disparities and Community Health (SOWK770)

    Evaluation of a critical, decolonizing, anti-oppressive and ecological framework in social work practice. Engagement in professional practice which incorporates critical theory to investigate the impact of colonialism from a systems perspective. Identification of key issues about health, social determinants for health, and disparities in health across marginalized communities. Analysis of connections among social disparities, faith perspectives, power, health and ethics related to assumptions and actions in social work practice.

    2 credits

  • Diversity, Oppression and Decolonization in Social Work (SOWK780)

    Examination of assumptions underlying theory and research methodologies from which basic constructs of human behavior are drawn to understand how power and other dynamics manage and sustain oppression at the individual and institutional levels. An interest in how oppression affects service delivery at the micro and macro levels, particularly social policies and strategic planning. Examination through the synthesis of contemporary writings, social theory, and diverse voices with an eye to continued decolonization of social work practice.

    2 credits

  • Capstone Integrative Seminar (SOWK790)

    Integration of research and presentation skills to demonstrate readiness to practice professional, justice-informed social work practice at an advanced level. Preparation for professional licensure exam. Reflective integration of faith, social work practice and justice.

    2 credits

Professional Licensure

The MSW at Bethel prepares students to sit for the Association of Social Work Boards (ASWB) professional licensure exam.

Field Work

Four field seminars throughout the program provide practical experience and the opportunity to integrate knowledge, skills, values, critical thinking, and applied ethics for social work practice. Students in the full program will complete 900 hours of field work. Field work offers a progression of learning, including:

  • Experience in a multi-service community-based agency serving diverse populations
  • Emphasis on diversity, human rights, and justice
  • Development of a professional identity
  • Social work experience in a professional setting under the supervision of a qualified field instructor

Program Objectives

Graduates of the Master of Social Work at Bethel University will:

  • Address complex social issues such as poverty, systemic violence, human neglect, trafficking, child welfare, trauma, mental health, health disparities, environmental racism, and social systems reform
  • Explore concepts of theology, race, and equity to address social, economic, racial, and environmental injustice
  • Apply critical concepts related to trauma and mental health to social work practice
  • Apply learning in all contexts, micro to macro
  • Seek justice in innovative ways—in wide-based, diverse, professional field settings
  • Apply research and evidence-based practice to social work contexts and diverse community settings to impact sustainable change
  • Integrate inclusive and bias-free language into scholarly work and professional practice
Sun, 06 Feb 2022 06:01:00 -0600 en-US text/html https://www.bethel.edu/graduate/academics/msw/program-details/social-work
Global Competence

As we move deeper into the 21st century, we are recasting our understanding of economics, communication, security, cultural identity, citizenship, and the environment. Indeed, a growing number of reports document the new demands and opportunities these changes present our youth. They call for more powerful, relevant, and self-directed learning that will prepare youth to live, compete, and collaborate in a new global scenario.

For over 15 years, the Center for Global Education has been a leader in global competence education, helping educators prepare learners to thrive in a global era.

Fri, 03 Feb 2023 17:27:00 -0600 en text/html https://asiasociety.org/education/global-competence
Master of Applied Social Work – MAppSW

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

Specific requirements

The Master of Applied Social Work is a selected entry qualification. This means there are a number of extra requirements you must meet.

To enter the Master of Applied Social Work you will:

  • have been awarded or qualified for an undergraduate degree, either in the social sciences (such as social and cultural studies, psychology, human development) or an alternative degree with substantial relevant experience in a social or community setting
  • be selected into the qualification on the basis of a process which includes: 
    • providing a personal statement explaining why you wish to enter the social work programme and profession 
    • providing two character referees – these must not be family or friends
    • providing a curriculum vitae that includes academic and work history
    • undertaking an interview.

You will provide copies of all official academic transcripts for studies taken at all universities other than Massey University.

Once you are successful at gaining a place in the Master of Applied Social Work qualification, you will also need to complete further tasks. These are to meet the requirements set down by the Social Workers Registration Act 2003 for registration as a social worker in New Zealand (to ensure you are a “fit and proper person to practise social work”). You will need to:

  • complete the vetting service request and consent form for a New Zealand Police check
  • provide a current police certificate from any overseas countries you have lived in for 12 months or more in the last 10 years.

If English, Māori or New Zealand sign language is not your first language, you will need to provide official evidence of your English language competency in the form of:

  • an IELTS test with an overall academic score of at least 6.5, with no band score less than 6.5, taken within the preceding two years, or
  • a TOEFL internet-based test (IBT) score of 85 or higher with a writing score of 22, or
  • at least two years of successful study in a New Zealand secondary school, with at least 10 Level 2 NCEA credits in literacy (five reading and five writing), or equivalent.

A bachelor’s degree from a New Zealand university will meet English language competency requirements.

Application closing date

Applications for this qualification close on 31 January of the year of study (Semester One).

About referees

We require two people who can act as referees for you. A referee should be someone who has known you for one year or more in the capacity of employer, educator, work colleague or person of community standing, e.g. kaumātua, Minister or similar. Your referee should not be a friend, flatmate, relative or someone who has not known you for at least a year. The information your referee supplies is confidential to those involved in the selection process.

Time limits for Honours, Distinction and Merit

Where your qualification is completed within the stated time limit and to a high standard, you may be able to graduate with a class of Honours, Distinction or Merit. 

Prior learning, credit and exemptions

For information on prior learning, exemptions and transfer of credit or other questions:

English language skills

If you need help with your English language skills before you start university, see our English for Academic Purposes (EAP) courses.

Maximum time limits for completion

There are maximum time limits to complete postgraduate qualifications.  If you do not complete within the maximum time, you may be required to re-apply for the qualification if you wish to continue your studies.

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Mon, 21 Mar 2022 09:04:00 -0500 en-NZ text/html https://www.massey.ac.nz/study/all-qualifications-and-degrees/master-of-applied-social-work-PMAPC/
OC Leader Board: A Veteran’s Transition

Editor’s Note: Bonni Pomush is CEO of Santa Ana-based Working Wardrobes, the 58th-largest nonprofit in Orange County with $9.4 million in revenue for the year ended June 30, 2022. Jim Bourne, senior vice president in Global Supply Chain for Edwards Lifesciences, was a first lieutenant in the Army (1993-97) and is a board member of Working Wardrobes. They wrote this Leader Board in honor of Veterans Day on Nov. 11.

The discipline, tenacity and problem-solving that veterans often possess aligns perfectly with business dynamics, and this reservoir of training and skills honed from their time in the military, makes them invaluable assets to the corporate realm.

Combine their inherent leadership, discipline and problem-solving acumen with additional layers of expertise learned during their time in the service, such as teamwork, resilience and mentorship, and you’ll find hiring a veteran is exactly what your business needs to thrive.

However, a crucial moment occurs when a veteran leaves the military family to enter civilian life. This transition is where we as a society can contribute to making their lives successful.

As leaders, we have a tremendous opportunity to lift up veterans by supporting their transition to the civilian workforce.

Recognizing the unique challenges service members and their families often face, Working Wardrobes has tailored a veteran-focused workforce development program to meet their unique needs.

This program includes a dedicated team of Working Wardrobes Peer Navigators—also veterans—who provide peer-to-peer support services in partnership with Behavioral Health Clinicians, as well as access to full-day events produced on military bases for those actively serving.

On-base events such as “Power Up for Success” epitomizes the organization’s dedication to preparing military for the civilian workforce. Working Wardrobes, at minimum, provides spring and fall “Power Up for Success” events at Camp Pendleton.

These semiannual events reshape veterans from military experts to corporate professionals. Here, the evolution is evident. Often arriving in their military attire, service members embark on an immersive journey.

They are introduced to vital workforce competencies, have the chance to interact with potential employers and depart, not just with a renewed sense of purpose and confidence, but with a tangible symbol of their transformation—a Success Suit.

Having our corporate partners involved in this event has been life-changing for many veterans. Companies like U.S. Bank, Optum and Edwards Lifesciences send a contingency of employees who love volunteering their time and professional expertise to help attendees become civilian workforce ready.

A Compassionate Transition

Yet, beyond suits and seminars lie the profound stories veterans bring. A personal testimony of a female veteran who transitioned from military service to living in a car with her children was on display at a recent Working Wardrobes board retreat.

She bravely shared her personal experience of the services she received, including help with her résumé, finding an employer willing to meet with her, and ultimately, the suit she was given for her first interview.

She told us that what stood out most was the empathy she met during her first interaction with Working Wardrobes.

Unfortunately, such tales are alarmingly common. For veterans, seeking civilian employment can be overwhelming and isolating. Feelings of fear, anticipation and challenges can be too much to bear.

The 2023 Southern California Veterans Study showed that 68% of Orange County veterans face challenges finding civilian employment post-service. Their learned skills may not directly translate to civilian jobs. They often do not have civilian professional networks they can tap for assistance, and they may be suffering from PTSD, mental health issues or be physically disabled.

As Orange County braces for more veterans transitioning to civilian roles, the road is filled with obstacles, both tangible and subtle.

In Orange County, thousands of individuals transition out of the military and into civilian life each year, facing difficult barriers to obtaining meaningful employment that will fund housing, reliable transportation, healthcare and childcare. And, according to the recent census, 99,720 veterans reside throughout the area.

According to the 2021 Orange County Veterans Initiative – Evaluation Report, each year approximately 6,500 military veterans settle in Orange County as they transition out of the military.

Often, soldiers cannot begin to critically translate their skills, achieve their career goals and seize employment opportunities because they are additionally consumed with addressing these immediate needs like reliable transportation, housing and food security—without a system of support.

Enriched by our team of veteran employees, board members and affiliate organizations, Working Wardrobes is well-equipped to tackle these intricacies of this transition. By using their experience, knowledge, power and influence, veterans and transitioning active-duty service members can become productive, highly valued members of our business community.

Collaboration in Action

Collaboration is at the core of achieving this mission to prepare our military for the civilian workforce. Corporations like Boeing, Union Bank, U.S. Bank and Boot Barn have bolstered the endeavors of Working Wardrobes. Each business that partners with us has a unique perspective and commitment to our clients.

For example, volunteers from Edwards Lifesciences helped streamline Working Wardrobes processes and provided updated materials in our warehouse operations, all of which ensured an efficient and effective donation center operation.

Edwards also recently hosted nearly a dozen Working Wardrobes clients for a personalized workshop designed to train attendees to speak on their own values and how they can best build their “own brand.”

Every individual who attended the “Dream Big” workshop was paired with a senior leader from Edwards Lifesciences and mentored on how to build and successfully execute an elevator pitch.

Participants left with inspiring and valuable experience, expressing nothing but satisfaction for the team’s selfless efforts supporting not only Working Wardrobes clients, but transitioning service members.

When veterans equipped by Working Wardrobes secure roles in partnering organizations, the message is clear: The transferable skills veterans possess are not just commendable but are crucial to the corporate ecosystem.

The Future Looks Promising

The success stories generated by this intersection of corporate involvement, community awareness and individual perseverance paint a promising picture.

We love to hear stories of our corporate partners walking into their office to meet a new colleague and then learning that they were prepared by Working Wardrobes! Veterans and transitioning active-duty service members contributing transferable skills that enhance workplace productivity and profitability solidifies the impact of our work together.

This blend of corporate engagement, social responsibility and individual resilience holds the key to brighter futures for veterans eager to conquer their next challenge.

Mon, 13 Nov 2023 03:59:00 -0600 en-US text/html https://www.ocbj.com/leader-board/oc-leader-board-a-veterans-transition/




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