The generalist practitioner must have sensitivity to human diversity and the ability to work no judgmentally with culturally and socially diverse groups and individuals. For the student practitioner every effort should be made in the field experience to provide the opportunity to work with a diverse population. This diversity includes, but is not limited to, people who are different racially, ethnically, or culturally from the student or the prevailing population. Other diverse groups considered at risk of discrimination with whom the student must work without bias are: women, gay and lesbian persons, those suffering from economic deprivation, and those distinguished by age, religion, class, and physical or mental ability.

The student should experience using the general method with a variety of systems, including client (whether the system is an individual, group, family, or community), action, and target systems. In providing agency services the student should further develop knowledge, values, and skills in the following areas:

• Engagement - The student will develop professional relationships, participating with client systems to assess problems for intervention. The problem in the generalist approach will be that which the student and the client system define as difficulty in social functioning. Problems are usually at the interface between people and their social environments; therefore, the student may be addressing the problem at any one of a variety of levels to assist in overcoming the difficulty.
  
  
• Data collection - In every situation, the student will use research skills to collect data that relates to the problem, the person, and the environment. In this way the student is able to see problems in context, and determine who is involved in the problem, the nature of environmental resources and constraints, and the potential for change.
  
  
• Assessment - This is the stage at which the student and the client system prioritize the problems and contract for intervention. A complete statement of the problem will include who has the problem, its severity, and possible explanations for its continued existence in spite of efforts attempted in the past at amelioration. Included in assessment is an appraisal of the potential for changing the problem, the strengths and weaknesses of the person/s with the problem, and the availability of environmental resources and services necessary for problem resolution.
  
  
• Intervention - The student engages a variety of methods and techniques during the intervention stage of the general method, including: information and referral, case management and teamwork, directly assisting the client system to carry out needed tasks and/or helping the client system make needed changes, and helping to bring about needed changes in those systems that affect the client and the problem.
  
  
• Evaluation - Although the student is involved in ongoing evaluation throughout the client contact, a formal summative evaluation should take place prior to termination. During this process the student should use research skills and the scientific method combined with professional judgment to assess the degree to which this practice encounter has been successful. The basic question is the degree to which the service goals have been achieved.
  
  
• Termination - The student should be aware of the possible feelings and resulting actions which might be generated as termination of the working relationship approaches. Termination has meaning for both the student and the client system and must be planned for carefully.
  
  

As the student engages in assignments using the general method, many tasks and duties will be undertaken. A good learning environment will expose the student to many interventive modes during the course of the field experience. The following is a list of tasks which, while not exhaustive, will help provide a broad generalist experience:

• Carry a caseload of individual and family client systems. The caseload size will be determined by the needs and abilities of each individual student.
• Use a variety of recording formats including social history, process, problem-oriented narrative, transfer/termination summary, and correspondence.
• Use a variety of communication skills including interviewing individuals and families, participating in and leading group meetings, and participating in larger community systems.
• Use relationship skills to engage client, action, and target systems in problem exploration, and prioritization for intervention.
• Use research skills to gather and assess data related to systems' problems, interventive approaches, outcomes, and practice effectiveness.
• Implement the general method, establishing appropriate goals and interventive plans jointly with the client systems.
• Utilize information and referral skills, making and accepting referrals to/from other systems.
• Mobilize the various services needed by the client system and coordinate, monitor, and evaluate the services they provide.
• Apply the general method to direct intervention with groups, using appropriate techniques and concepts for handling group behavior and dynamics.
• Intervene as appropriate in systems that affect the client system, using such skills as organizing, bargaining, and influencing policy. (This requires interacting in the community, assessing and evaluating problem impact on client functioning, and identifying strategies for influencing change.)

The tasks and duties outlined above, when completed by the student, will provide the opportunity to work with individuals, families, small groups, and the larger community in a coordinated approach to generalist practice. The student will gain increased understanding and appreciation for a holistic approach to human services. Focus is on the client in the context of the whole hierarchy of needs and on coordinated efforts to provide effective services.

The necessary knowledge base vital to providing the generalist focus includes an in-depth understanding of ecological-systems theory. The student will add to this knowledge base a comprehensive understanding of the person-problem-environment configuration as he/she experiences general practice in the field. The value base of social work will become more personally meaningful for the student as work with the vastly diverse client, action, and target systems progresses. This approach will enhance the student's understanding and appreciation of oppressed peoples.