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Misericordia
University
Social Work Program
Student Handbook
And
Field Instruction Manual
2012 - 2013
2
TABLE OF CONTENTS
Page
MISSION STATEMENT
UNIVERSITY GOALS .
PROGRAM GOALS ..
COMPETENCIES (OBJECTIVES) ..
ACADEMIC PROGRAM ..
10
10
11
19
20
CURRICULUM OPTIONS
20
20
20
21
Gerontology Certificate ..
21
21
Psychology Minor ..
22
23
30
BSW PORTFOLIO
32
Purpose ..
32
Procedure ...
32
32
STUDENT ADVISEMENT ..
33
3
Page
Faculty Offices/Office Hours .
33
33
FIELD .
33
34
Transportation .
34
Insurance .
35
Clearance Forms .
35
35
36
38
38
Competencies to be measured/addressed . .
38
Practice Behaviors .
38
40
41
41
42
43
4
Page
APPENDIX A
Curricula ... 55
APPENDIX B
Critical Thinking Model . 57
APPENDIX C
BSW Program Reference
59
APPENDIX D
Personal Statement and Narrative Response ..
60
APPENDIX E
Letter of Intent
62
APPENDIX F
Student Application and Profile .
63
APPENDIX G
Acknowledgment of Risk in the Field Practicum ...
66
APPENDIX H
Confirmation of Field Assignment .
67
APPENDIX I
SWK 371 Junior Field Syllabus ..
68
APPENDIX J
Junior Field Learning Contract 86
APPENDIX K
SWK 473/474/477 Senior Field Syllabus 94
APPENDIX L
Social Work Junior Field Evaluation 114
APPENDIX M
Senior Field Learning Contract 118
APPENDIX N
Social Work Mid-Term Field Evaluation Form .. 126
APPENDIX O
Social Work Senior Field Evaluation. 127
5
Page
APPENDIX P
Incident Report . 131
APPENDIX Q
Agency Evaluation Form . 132
APPENDIX R
CSWE Curriculum Policy Statement .. 134
APPENDIX S
Essential Steps for Ethical Problem-Solving .. 136
APPENDIX T
Policy Statement Against Sexual Harassment 137
APPENDIX U
NASW Code of Ethics 139
APPENDIX V
Misericordia BSW Portfolio Guide 160
APPENDIX W
Student Self-Assessment Practice Behaviors
167
APPENDIX X
Oral Presentation 170
APPENDIX Y
Social Work Program Requirements Checklist . 171
6
MISSION STATEMENT
The Mission of Misericordia Universitys Social Work Program is to prepare students for
entry-level generalist social work practice with individuals, families, groups, communities and
organizations. Inherent within this mission is a commitment to the development of BSW
graduates who are dedicated to improving social, economic, and environmental conditions
among diverse populations locally, regionally, and globally, and to promoting the Sisters of
Mercy values which include mercy, service, justice and hospitality.
HISTORY OF SOCIAL WORK AT MISERICORDIA UNIVERSITY
The Professional Social Work education program evolved out of the Religious Sisters of
Mercys own call to compassionate service through the ministries of teaching and healing.
Social work courses designed to help students develop and act on a sense of responsibility for the
critical issues of justice, service and mercy were first offered by the University (formerly College Misericordia) in the 1950s. Expansion of course offerings through the 1960s
eventually led to the development of a formal undergraduate social work major in the latter half
of the decade. By 1975 Misericordias Social Work Program received full accreditation status
by the Council on Social Work Education (CSWE), making it among the first in the country to
receive this distinction. Accredited status has since been reaffirmed four times, the last in
February, 2004.
CURRICULUM POLICY STATEMENT
Misericordia Universitys Social Work Program curriculum is organized around the
Programs primary goal of preparing competent baccalaureate-level generalist practitioners. It
evolved institutionally from the Religious Sisters of Mercys own call to compassionate service
through the ministries of teaching and healing and developed according to those mandates for
curricular content established by the Council on Social Work Education (CSWE). These
mandates include a liberal arts perspective, which is also the base for all professional programs at
the University, and a professional foundation composed of required social work courses and field
practicums designed to provide an integrated experience to educate students in the critical areas
of social work values and ethics, diversity, social and economic justice, at-risk populations,
human behavior and the social environment, social welfare policies and services, social work
practice and research.
UNIVERSITY GOALS
In fulfillment of its mission, Misericordia University provides a learning community
which prepares graduates who:
1.
2.
3.
7
4.
5.
6.
7.
8.
9.
10.
Think independently and creatively, analyze information critically, and solve problems.
Respect and understand cultural differences.
Understand global perspectives.
Communicate and interact effectively.
Understand and appreciate the arts, humanities, science, and technology.
Succeed in their academic disciplines
Pursue life-long learning
PROGRAM GOALS
The Primary goals of the Misericordia University Social Work Program are:
1.
2.
3.
To enhance students critical thinking and problem solving skills for contextual understanding and
intervention with all social systems.
4.
To prepare students for graduate studies and foster commitment to a process of continued
professional growth and development.
COMPETENCIES (Objectives)
Graduates of the social work program are expected to demonstrate knowledge and
application of the ten core competencies as outlined by the Council on Social Work Education
(CSWE) and evidenced by the associated practice behaviors (both are listed below).
1.
2.
3.
4.
5.
6.
7.
8.
8
2.
3.
4.
5.
6
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
9
35.
36.
37.
38.
39.
40.
41.
Misericordia Universitys social work curriculum evolves from the following conception
of generalist social work practice:
Generalist social work practice involves the use of a requisite knowledge and skills base
subsumed by core professional values that enable the social work practitioner to effect desired
social change at the individual, family, group, organizational and community level.
Generalist social workers apply a systems perspective, a problem-solving process and
strict adherence to ethical guidelines prescribed by NASW to assess and intervene at all system
levels. The generalist social worker may simultaneously work with many different systems and
employ several roles such as counselor, mediator, broker, advocate, enabler or educator in an
attempt to effect the desired change. A fundamental principle of generalist practice is that
requisite knowledge, values and skills are transferable among diverse population groups, social
service agencies and problem areas.
ASSUMPTIONS REGARDING CULTURAL DIVERSITY
The Misericordia Universitys Social Work Program seeks to admit students into the
major who are both appreciative of and sensitive to issues of diversity. The following
assumptions have been adopted to provide a perspective for furthering student understanding of
diversity issues throughout their formal education at Misericordia University.
1.
2.
3.
4.
5.
6.
Our students will live and work in a society which is increasingly culturally diverse.
A liberal education requires presentation of a variety of viewpoints.
An environment which facilitates diversity is essential for academic freedom and
learning.
Monoculturalism leads to stereotyping and ill prepares our students to relate to people of
diverse backgrounds.
A multicultural education prepares students to understand points of view outside their
own tradition, evaluate their own attitudes about different groups, communicate more
effectively with others who come from diverse backgrounds, and understand their own
background as it relates to others.
We have the responsibility to nurture tolerance, understanding, and appreciation of
differences as part of the mission of our University.
10
7.
8.
Cultural Diversity in this context means: Awareness of and respect for differences or
variety in ethnicity, religion, gender, race, or sexual orientation; as well as the
development of a global perspective.
Cultural Diversity at Misericordia University does not include appreciation of all
viewpoints. Viewpoints that discriminate against individuals on the basis of race, age,
ancestry, color, disability, national origin, religious creed, sex, or sexual orientation will
not be tolerated.
ACADEMIC PROGRAM
A major in Social Work is offered by the Social Work Program within the College of
Professional Studies and Social Sciences. A student is prepared for beginning professional
practice by a curriculum that integrates theory, through classroom instruction, with practical
experience in a Social Welfare Agency. A Bachelor of Social Work (BSW) degree is awarded to
students who successfully complete all requirements. The Social Work Program is accredited by
the Council on Social Work Education (CSWE). Students wishing to continue their education
may be eligible for advanced standing in scores of graduate schools of Social Work throughout
the United States.
A total of 126 credits is required for a BSW Degree at Misericordia University. Of those,
48 credits comprise the Liberal Arts core curriculum; completion of the Social Work Core
requires 81 credits. Certain courses such as Comparative Sociology and Introduction to
Psychology fulfill both core and major requirements. This allows the Social Work major a
greater selection of elective courses and/or the opportunity to select a minor concentration. A
student must receive a grade of C or better in all social work (SWK) courses. Required courses
for Social Work majors are:
Social Work (Core) Program Requirements:
BIO 103
BUS 105
GER 241
MTH 115
POL 100
PSY 123
PSY 290
SOC 101
SOC 122
SOC 221
SOC 321
SWK 232
SWK 251
SWK 252
SWK 285
SWK 350
SWK 351
SWK 366
SWK 367
General Biology*
Basic Computer Technology
Introduction to Social Gerontology
Basic Statistics*
American National Government
Introduction to Psychology*
Psychopathology
Comparative Sociology*
Social Problems
Cultural Minorities
The Family
Research Methods
Introduction to Social Welfare
Social Welfare Policies & Services
Communication Skills
HBSE I
HBSE II
Social Work Methods & Processes I
Social Work Methods & Processes II
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
11
SWK 466
Social Work Methods & Processes III
SWK 371
Field Instruction I
SWK 472
Field Instruction Seminar I
SWK 473
Field Instruction Seminar II
SWK 474
Field Instruction Seminar III
SWK 475
Field Instruction II
SWK 476 or 477 Field Instruction III or IV
Social Work Electives
*Fulfilled Core Requirements
3
3
1
1
1
3
3-6
9
3 Credits
Liberal Arts and Social Work Core course required of social work majors in support of the
biological perspective for understanding human behavior. Course will cover the fundamental
principles and modern theories of biology with an emphasis on the value of biology in relation to
humans.
Prerequisites: None
BUS 105 Basic Computer Technology
3 Credits
This course covers the use of technology necessary for an individual to succeed in contemporary
society. The student will learn the basics of computing and gain an understanding of computer
hardware as well as experience in the use of typical software.
Prerequisites: None
GER 241 Introduction to Social Gerontology
3 Credits
A gerontology minor/certificate and social work core course in the HBSE sequence. Introduces
students to the study of aging as a normal life process. Issues discussed include biological,
psychological, social and cultural aspects of the aging process with focus on normal aging,
retirement, housing, institutionalization, community activities and resources. Racial, ethnic and
other diversities among the aged, personality, maladaptive behavior, social adaptation, health
care policies and programs, and critical social, medical, ethical and spiritual issues in social
gerontology will also be discussed.
Prerequisites: None (Cores is a prerequisite for all other gerontology offerings).
MTH 115 Basic Statistics
3 Credits
Liberal Arts and Social Work Core course intended to provide social work students with the
quantitative skills necessary for competent research involvement as a component of generalist
social work practice. Introduces students to the use of statistical methods with emphasis on
practical applications. Course includes descriptive statistics, frequency, distributions, estimation
of parameters, introduction to hypothesis testing, correlations, linear regression and the use of
computer in statistics.
12
Prerequisites: None
POL 100 American National Government
3 Credits
This course enables the social work student to understand the legislative process and to reinforce
macro-level practice skills through study of the American political system. Emphasis is placed
on the structure and operation of the National Government; the Constitution; Citizenship and
Democratic Processes.
Prerequisites: None
PSY 123 Introduction to Psychology
3 Credits
Liberal Arts and Social Work Core course required of social work students as an introduction to
the psychological perspective in understanding human behavior. The course will survey the
science of psychology, including its methods, findings, theoretical foundations and practical
applications. Topics for discussion include the biological basis of behavior, developmental
processes, perception, learning, motivation, personality, sexuality, abnormal behavior, therapy
and social behavior.
Prerequisites: None
PSY 290 Psychopathology
3 Credits
Although social work emphasizes client strengths versus weaknesses and adaptive versus
maladaptive responses to the physical and social environment; nevertheless, social workers need
to be aware of psychopathological manifestations in their clients. The course allows students to
develop an understanding of individual maladaptive responses in an environmental context.
Course includes study of both professional and popular theories regarding mental illness and
abnormal behavior. Students are exposed to the chronology of abnormal behavior theories and
treatments from demonology and phrenology to psychophysiology and chemotherapy, and from
madness and demonic possession to modern day understandings. Also includes a comparative
study of the medical, behavioral and social models of mental disorders.
Prerequisite: PSY 123 Introduction to Psychology
SOC 101 Comparative Sociology
3 Credits
Provides students with an understanding of the basic principles of human cultural and
evolutionary development. Emphasis is placed on the range and variability of human cultures
through an examination of selected African, Asiatic, Native and Oceanic Societies. Includes
discussions of social change, social stratification, culture and personality, culture and language,
ethnocentrism, cultural relativism, and social control. Students learn to appreciate differences
based on culture and how these differences relate to structural inequality.
Prerequisites/Corequisites: None
SOC 122 Social Problems
3 Credits
13
This course intends to provide students with a critical thinking approach to understanding
social problems in both a micro and macro context. Emphasis is placed on development of
guidelines for critical reasoning and analysis, appreciation for social problems as constructed
realities, application of critical analysis to contemporary social issues and problems, and the
importance of applying critical thinking strategies to all areas of educational development.
Representative problems addressed include: Inequality and Gender; Women in the Third World;
Race and Social Equality; Drugs; Street Crime and Gangs; The Homeless; Health and Medical
Care; AIDS; and School Dropouts.
Prerequisites/Corequisites: None
SOC 221 Cultural Minorities
3 Credits
3 Credits
This course includes perspectives on the family as both a social institution and a social group.
An appreciation for the contemporary American family in its diversified forms is developed
through a historical and cross cultural review of various family systems. A broad overview of
family patterns, functions and organization is achieved by drawing upon relevant material from
the fields of sociology, social work, psychology, economics, history and ethnic studies.
Emphasis is placed on understanding diversity in marriage and families, family values, gender
roles, theoretical frameworks, systems analysis, developmental perspectives, communication and
conflict, marital termination, remarriage and blended family forms. Critical thinking and
reasoning abilities are encouraged through class discussions of controversial family issues.
Prerequisites: SOC 101 Comparative Sociology
SWK 285 Communication Skills
3 Credits
Communication Skills intends to develop in students a fundamental knowledge and skills base
for working effectively with diverse individuals and groups and to provide a framework for
helping that fosters the attainment of competencies necessary for continued development of a
professional self. Emphasizing a problem-solving framework, the course examines various
concepts, theories and skills required for the helping process. Class organization includes brief
lectures, role plays and small group interactions to develop mastery of course content. Building
14
client/worker relationships to foster constructive change, monitoring ones own reactions and
responses, empowerment strategies, differential use of communication skills, both verbal and
nonverbal, empathy, understanding value systems, group processes, and advanced
communication skills and techniques will be examined through class discussions, textbook
readings and required group assignments. Social work majors must demonstrate proficiency in
communication skill before being formally admitted into the Program.
Prerequisites: PSY 123, Introduction to Psychology, SOC 101 Comparative Sociology
SWK 232 Research Methods*
3 Credits
Quantitative and qualitative research methodology, and appreciation of the scientific method as
applied to the behavioral sciences and social work. Course content includes the language
science, concepts, propositions, models, hypothesis, and empirical laws. Exposure to analysis of
concepts of the experimental, correlational and case study methods, as well as discussion of the
ethical standards for scientific inquiry are fundamental to course. Students will be exposed to
critical reading of research, and presented with strategies and designs, notable single-subject
design, that will enable them to evaluate their own practice effectiveness.
Prerequisite/Corequisite: MTH 115 Basic Statistics
SWK 251 Introduction to Social Welfare*
3 Credits
Introduces students to the field of social work and the social welfare system in the United States.
Social welfare is defined and current institutions, agencies and programs are analyzed in the
context of their historical and philosophical antecedents. A conscious attempt is made to identify
and understand the impact of racism, discrimination and oppression of vulnerable and minority
groups in America. Course concern is the historical development of policy choices that have
defined and influenced our current system of social welfare. The philosophy, values and
attitudes fundamental to the development and perpetuation of social welfare and the concurrent
development of social work sequence, the course intends to provide a historical perspective for
understanding current social welfare policy.
Prerequisites: SOC 101 Comparative Sociology
SWK 252 Social Welfare Policies and Services*
3 Credits
This course provides students with an understanding of current social welfare policies and
develops the necessary knowledge and skills to execute policy analysis. Emphasis is placed on
the interplay of social, political and economic forces that influence the planning and
implementation of social welfare services. Philosophy, values and attitudes fundamental to our
social welfare system will be reviewed and discussed. Planning and implementation of policy
will also be examined with a perspective on the legislative process. Perceived by our Program as
part of practice, the course provides students with an understanding of the relationship between
policy and generalist social work practice. If scheduling requirements so dictate, although not
recommended, the course can be taken before SWK 251, which presents a historical context for
our current social welfare system.
Prerequisite: SWK 251 or permission of instructor
15
SWK 350 Human Behavior & the Social Environment I*
3 Credits
(Conception to young adulthood)
SWK 351 Human Behavior & the Social Environment II*
3 Credits
(Young adulthood to old age)
Fall/Spring Course sequence designed to provide social work majors with the opportunity to
integrate required and elective behavioral and social science course into a practice framework in
which theory, human behavior, diversity, and person-in-environment perspective are presented
as themes for competent practice. Using an ecological model and lifespan approach the course
reviews prior learning and introduces new content about individuals and their membership in
families, groups, organizations and communities. In keeping with baccalaureate social work
educations emphasis on developing competent generalist practitioners, course focus is on
reviewing and developing both explanatory and interventive knowledge in relation to the
generalist social workers role of strengthening and enriching peoples resources. The course
also enables social work students an opportunity to interact with their peers using a common
knowledge base and language that promotes integration of the social work perspective and
reinforces professional social work identity. SWK 350 examines conception to young adulthood.
SWK 351 examines middle adulthood to old age. Courses restricted to social work
majors/minors. Prerequisites/Corequisites: PSY103 Introduction to Psychology, SOC 101
Comparative Sociology
SWK 366 Social Work Methods and Processes I*
3 Credits
Students are introduced to the art and science of generalist social work and to ecosystems,
strengths, and change approaches needed for direct professional practice. Skills in
communication, relationships, empowerment, assessment, planning, change, evaluation, and
termination are emphasized, with a primary focus on individuals and families, especially those
who are members of populations that are at risk of being disadvantaged or oppressed.
Social Work Methods and Processes I is the initial course in the social work practice sequence.
It is designed to begin students formal development as BSW-level social work practitioners.
The purpose of this course is to expose students to the fundamental components of social work
practice knowledge. These components include practice skills, practice strategies, professional
values and utilization of ones knowledge of human development and behavior. The assumption
is that there is a common set of social work practice skills which can be appropriately utilized in
working with individuals, families, groups, communities and organizations.
Emphasis will be placed on the conscious and deliberate use of self in the Generalist Intervention
Model and application of critical thinking skills throughout the problem solving process as well
as honing client interviewing skills. The social work relationship will be continually examined
as that medium through which planned change occurs, and the commonality of human needs in a
global society will be assessed. Priority will be placed on work with individuals and families
since SWK 367 will focus more specifically on applying the generalist practice to groups and
SWK 466 will focus on generalist practice in communities and organizations.
16
The professional development of competent social work practitioners cannot proceed without,
among other things, an understanding of and appreciation for human diversity. Acceptance of
difference among people, whether it be skin color, ethnicity, age, gender, religion, etc. is the
foundation from which all social work activities evolve throughout this course. Students will be
challenged to acknowledge and accept diversity, while at the same time, appreciate how
difference, real or perceived, impedes individual and group access to those resources necessary
for adequate social functioning.
Prerequisites: SWK 251 and SWK 285 or permission of the instructor
SWK 367 Social Work Methods and Processes II*
3 Credits
The first social work practice course, SWK 366: Methods & Processes I, focused on the basic
concepts, values and skills of social work practice and the conscious use of self as an agent of
change in the problem-solving process with the focus on work with individuals and families.
Methods and Processes II will build on this foundation with the emphasis on social work practice
with groups and Methods and Processes III. An assumption throughout the course is that the
social worker needs to be aware of the client, organizational and community context in which
he/she works. In this regard the appreciation of cultural differences and societal dynamics which
affect the lives of the people who are served is essential. More specifically, the impact of
prejudice, discrimination and institutional barriers to life chances will be important issues for
consideration as we examine the use of family and group strategies to effect desired change.
Prerequisite: SWK 366 Social Work Methods & Processes I
SWK 466 Social Work Methods and Processes III
3 Credits
The first social work practice course, SWK 366: Methods & Processes I, focused on the basic
concepts, values and skills of social work practice and the conscious use of self as an agent of
change in the problem-solving process with the focus on work with individuals. The second,
SWK 367: Methods & Processes II, built on this foundation with the emphasis on social work
practice with families and groups still focused on generalist practice.
Social Work Methods and Processes III will focus on communities and organizations, the macro
practice areas. Throughout this course, students will be challenged with understanding
organizations both for social services delivery and other as well as communities as they affect a
client or a client system (case to cause). Strengths of communities and organizations will be a
focus as well as identifying areas for improved processes with organizations and groups. In this
regard the appreciation of cultural differences and societal dynamics which affect the lives of the
people who are served is essential. More specifically, the impact of prejudice, discrimination
and institutional barriers to life chances will be important issues for consideration as we examine
the use of family and group strategies to effect desired changed.
The professional development of competent social work practitioners cannot proceed without,
among other things, an understanding of and appreciation for human diversity. Acceptance of
difference among people, whether it be skin color, ethnicity, age, gender, religion, etc. is the
foundation from which all social work activities evolve throughout this course. Students will be
17
challenged to acknowledge and accept diversity, while at the same time, appreciate how
difference, real or perceived, impedes individual and group access to those resources necessary
for adequate social functioning.
Prerequisites: SWK 366 and SWK 367: Social Work Methods & Processes I & II
SWK 371/472 Field Instruction I and Seminar*
4 Credits
Two-hundred hour supervised field experience in a social service agency and accompanying
sixty minute seminar for junior social work majors. Junior field is the initial practicum
experience acclimating students to actual practice and skill building. The experience is
progressive in that initially students gain familiarity with the specific agency as well as the
overall framework of social welfare in the community and then moves deliberately toward
increasing direct intervention and assumptions of greater levels of professional responsibility.
Students receive exposure to all modes of social work practice, i.e., case interview, family or
small group, and the community intervention perspective. Understanding of the agency as a
social system and resource is examined through student completion of an Organizational Context
of Practice Paper. Weekly seminars provide opportunity for sharing agency experience and
integrating knowledge values and skills from the classroom. Course restricted to Social work
majors.
Prerequisites/Corequisites: SWK 251, Introduction to Social Welfare, SWK 252, Social Welfare
Policies and Services, SWK 353, Social Work Methods and Processes I
SWK 475/476/473/474 Field Instruction II and III and Seminars*
8 Credits
Four-hundred-hour concurrent (Fall/Spring) senior field experience and accompanying sixtyminute integrating seminar. The progressive nature of the field experience assumes that the
senior student will be ready for the direct service involvement within two to three weeks of
beginning placement. Senior-level students must complete a case assignment and Professional
Context of Practice paper as part of course and program requirements. Knowledge and skills
development will be varied and emphasize sensitivity to diversity and generalist practice. The
range of experiences is broad and will include such areas as: research; community assessment
and intervention; program administration and planning; group work; case work; and program
evaluation. Weekly seminars provide opportunity for discussion of professional values and
ethics, interventive strategies and other areas pertinent to effective practice. Restricted to Social
Work majors.
Prerequisites/Corequisites: Same as Junior field plus SWK 232, Research Methods and SWK
354, Social Work Methods & Processes II.
SWK 477/473/474 Block Field Instruction*
8 Credits
Four-hundred-hour senior field experience and accompanying seminars completed in a onesemester, 12-15 week period. Students complete all work described under SWK 475/476
concurrent field, but in a condensed time frame. Workload and intensity of placement limits this
option to students who meet the criteria defined on page 28 of this handbook. Restricted to
Social Work majors.
Prerequisites/Corequisites: Same as those for SWK 475/476 described above.
18
Social Work Electives
9 Credits
Social Work majors are required to complete a minimum of three, three-credit social work
elective courses as part of the Social Work Core. Elective coursework is offered each semester
in the areas of Child Welfare, Gerontology and Substance Abuse. There are also additional
elective courses, e.g., Family Therapy; Mental Health Services; etc. that are regularly offered.
Social Work majors are required to take at least one, three-credit elective in Substance Abuse
(ADC). Elective courses intend to enrich curriculum offerings by providing students the
opportunity to study and research topics of interest that are relevant to effective social work
practice.
Prerequisites: Permission of Instructor.
SPECIAL NOTE:
Whether a freshmen or transfer student, it is the students responsibility to ensure that they
have met credit and course requirements to be conferred a degree of Bachelor of Social Work
from Misericordia University. (Use Appendices V p. 149 to assist in ensuring credit numbers
and course requirements have been met)
ADDITIONAL NOTE:
Students entering their junior year in Spring 2012 or Fall 2012 will be required to take the
newly developed Methods and Processes sequence of three courses.
*CSWE areas of required knowledge building on Research, Policy, HBSE, Practice and
Field.
19
Social Work Major
Sequence of Required Courses
Revised Fall 2012
Freshman
Bio 103 General Biology I
Psy 123 Intro to Psychology
Soc 101 Comparative Sociology
Pol 100 American Natl Govt
Eng 151 University Writing Seminar
4
3
3
3
3
16
Sic/Bio core
Soc 122 Social Problems
Phl 101 Introduction to Philosophy
Rls Core
Mth ___ Bank I __________________
3
3
3
3
3
15
Sophomore
FA
Ger 241
Soc 221
Swk 251
Swk 285
3
3
3
3
3
FA
Fine Arts Core
Mth 115 Statistics
Soc 321 The Family
Swk 252 Social Welfare Policies
& Services
His/Pol Core
15
3
3
3
3
3
15
Junior
Eng
English Lit Core
Swk Elective
Swk 350 HBSE I
Swk 366 SWK Methods & Processes I
Swk 371 Field Instruction I
Swk 472 Field Instruction Sem I
3
3
3
3
3
1
16
Rls
Core
Swk 232 Research Methods
Swk 351 HBSE II
Swk 367 SWK Methods & Processes II
Swk/ADC Substance Abuse Elective
3
3
3
3
3
__
15
Free Elective
Free Elective
Swk
Swk elective
Swk 476 Field Instruction III
or
Swk 477 Field Instruction IV (Block)
Swk 474 Field Instruction Sem III
3
3
3
3
Senior
Psy 290 Psychopathology
Phl
Philosophy Core
Swk 466 SWK Methods & Processes III
Swk
Free Elective
Swk 475 Field Instruction II
or
Swk 477 Field Instruction IV (Block)
Swk 473 Field Instruction Sem II
3
3
3
3
3
1
16
Certificate/Minor
______________________________________
_______________________________________
1. ____________________________________
1. _____________________________________
2. ____________________________________
2. _____________________________________
(6)
1
16
20
Social Work Electives
The following is a list of electives regularly offered by the Social Work Program:
*SWK 201
SWK 222
SWK 333
SWK 335
SWK 337
SWK 340a
SWK 341
SWK 342
SWK 355
SWK 356
SWK 375
*SWK 360
Professional Ethics
Drug Pharmacology
Substance Abuse in the Adolescent Population
Substance Abuse in Special Populations
Substance Abuse Treatment Methods
Chemical Addictions and Dependence
Substance Abuse and the Aged
Families in Addiction and Dependency
Sexuality in Childhood and Adolescence
Developing Cultural Competence with Children and Families
Aging Programs and Policies
Special Topics in Social Work Practice
e.g.
Documentation
Spirituality and Social Work Practice
Suicide Assessment and Intervention
SWK 363
Child Welfare Services
SWK 275
Aging Policies & Programs
SWK 390
Seminar (e.g. Family Therapy)
SWK 392
Child Abuse and Neglect
SWK 395a
Permanency Planning
All of the above are 3 credit courses except SWK 201 and SWK 360 which are 1 credit each.
CURRICULUM OPTIONS
Core and major course requirements are completed in a manner that allows students
several options for additional certificates and/or minor areas of study. The College of
Professional Studies and Social Sciences offers certificates and minors in Addictions, Child
Welfare, Gerontology, Mental Health Interventions, Psychology, and several areas of Business.
In addition, the student majoring in Social Work may select a minor concentration in other areas
as well, such as History, Philosophy or English. A double major is also possible for students
who have decided upon this option in their freshman year and are then able to plan accordingly.
Behavioral Science Minors/Certificate
Courses of Study
ADC 222
ADC 337
ADC 340a
SWK 201
3
3
3
1
21
Select two (2) additional courses from the following:
ADC 335
Substance Abuse in Special Populations
ADC 341
Substance Abuse and the Aged
ADC 342
Families in Addiction and Dependence
ADC 339
Substance Abuse and Criminality
Approved Field Practicum
For a Total of:
SOC 321
CWS 363
CWS 392
PSY 285
PSY 305
SWK 370
(3)
(3)
(3)
(3)
(3)
16 Credits
3
3
3
(3)
(3)
(3)
(3)
(3)
(3)
15 Credits
3
3
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
(3)
15 Credits
(3)
(3)
(3)
A specialization in the Child Track or Adult track must be selected and the four required courses
must be completed:
22
Child Track:
PSY 275
PSY 332
PSY 455/
SWK 455
CWS 356
(3)
(3)
Child Interventions
Developing Cultural Competence in Children & Families
(3)
(3)
Adult Track:
PSY 277
PSY 290
PSY 452
SOC 221
21 Credits
(3)
(3)
(3)
(3)
21 Credits
*SWK 358 (Counseling the older Adult, 3 credits) can be substituted for PSY 452.
*Please be advised that a minimum of 12 credits (4 courses) must be taken at Misericordia
University to complete Certification Program.
PSY 123
PSY 232
Psychology Minor
Introduction to Psychology
Research Methods
(3)
(3)
Cognitive Psychology
Biological Psychology
(4)
(3)
Social Psychology
Child & Adolescent Psychology
Psychopathology
Personality Theory
(6)
Total:
(3)
(3)
(3)
(3)
18 Credits
23
ADMISSION, RETENTION AND TERMINATION
POLICY AND PROCEDURE
Admissions
Social Work is the professional activity of helping individuals, families, groups and
communities to enhance their capacity for social functioning and to create societal conditions
favorable to their goals. To be effective as a social work practitioner requires an acceptance of
and appreciation for wide diversities among the populations served. These diversities include
race, color, sex, sexual orientation, age, religion, national origin, marital status, political belief,
mental and physical disability, or any other personal characteristic, condition or status. As we
practice social work in the twenty-first century, increasing diversity among the populations we
serve demands that social work programs become even more vigilant in recruitment of students
who both reflect and value diversity, especially as it exists within those at risk and vulnerable
populations who historically have been most discriminated against and oppressed. It is the
student who sincerely cares about the needs of others and who is both appreciative of and
sensitive to issues of diversity that the Social Work Program seeks to attract and recruit.
Freshmen Admission (Institutional)
Misericordia University accords students of any race, color, gender, age, creed, ethnic or
national origin, disability, political orientation or sexual orientation all the rights, privileges,
programs and activities generally made available to students of the University.
Admission of freshmen students into Misericordia University is based on a careful review
of each applicants grade point average, class rank, standardized test scores, high school history
and extracurricular activities and guidance counselor recommendations. Freshmen students who
indicate an interest in Social Work as a major are conditionally admitted for the purpose of
academic advising and support, but form program admission will not occur until the end of the
sophomore year and/or completion of a minimum of forty-five credit hours in liberal arts and
social work core courses.
Social Work Program Admissions Criteria
(Freshmen and Internal Transfers)
The following criteria are used in determining formal admission into the Social Work
major:
1.
2.
3.
24
Services, and SWK 285 Communication Skills. In addition, students must
have successfully completed SWK 200 Building Multicultural Competence.
4.
Attainment of G.P.A. of 2.50 in all courses and 2.50 in Social Work Core courses;
5.
6.
Emotional and mental maturity and stability for effective social work practice;
7.
8.
Admission Procedures
Admissions decisions are made on an ongoing basis. Deadline dates for submission of
personal statement and narrative response are minimally before application to junior field
education.
Students must make an appointment with their faculty advisor to review their program
status prior to submitting the personal statement and narrative response. The faculty advisor will
review the students progress to ensure compliance with academic eligibility criteria and sign the
students advisement form indicating that all criteria have been met. The signed advisement
form and student personal statement and narrative must be in the students file before junior field
placement can begin..
Failure to correctly follow application procedures will result in delayed entry into the
Social Work Program. This delay will minimally result in the student spending an additional
semester to complete all requirements for the BSW degree.
Social Work Program Admissions Criteria
(External Transfer Students)
In addition to meeting all criteria for freshmen and internal transfers, external transfers
must:
1.
Provide two personal references defining their suitability for the Social Work
Profession (See Appendix C).
2.
25
Program Actions
The Program has three options with each program applicant:
1.
2.
Continue conditional admission status in the Social Work Program for the
following reasons:
a. Requirements have not been met;
b. Documents have not been filed;
c. An identified problem or potential problem needs to be resolved by student
and faculty advisor. (Students admitted under conditional status are
responsible for the following up on any concerns and reporting to the faculty
advisor prior to the next convening meeting.)
3.
Deny Admission.
26
Academic and Nonacademic Criteria for Admission and Retention
Academic criteria for admission and retention (see page 17) Admissions Criteria for
Freshmen and Internal Transfers.
Additional criteria for admission and retention in the BSW Program include:
1.
The ability to communicate effectively, both orally and in writing, and the
capacity to establish helping relationships;
2.
Personal behavior and values which demonstrate compliance with the NASW
Code of Ethics (See Appendix T);
3.
Personal Characteristics;
a. Ethics In addition to the academic expectations, social work students are
expected to demonstrate professional behavior which reflects a commitment
to the ethics of the social work profession. Behavior contrary to these ethics
will be cause for review of the students admission to the program or
continued future as a social work major. Examples of behavior which would
warrant such a review include derogatory oral and written statements towards
or other actions that deny social justice for, students, faculty, and/or persons
from populations reflecting racial, ethnic, handicapped status, religious,
socioeconomic, gender, and sexual orientation differences.
b. Behavior Since the role of social worker involves helping people from a
variety of backgrounds and with a wide range of problems, it is important that
the social work student not permit personal issues to interfere with this role
and that he/she have the emotional and psychological resources to render
effective assistance to those in need. In instances where students demonstrate
behavior which suggest that their own difficulties are not sufficiently resolved
to be able to help and support others at this time, students may be denied
admission ot the program or once admitted may be asked to withdraw from
the program until personal issues have been resolved. (students must consult
with their faculty advisor for referral and advisement.)
In the infrequent case of denial or admission with conditions, the Committee will
provide a justification for their decision. The student may petition for a second review and
appear before the Committee. He or she would present additional information in support of the
request for a review of all information. If the student is again not satisfied with the
recommendation of the Committee, he or she can appeal it through the University at-large appeal
process.
Students who receive a grade of C-, D or F must see their advisor immediately to discuss
their plan for grade improvement. Students must receive a C or better in all Social Work
27
courses in order to graduate with a Bachelors degree in Social Work. Students are only
allowed to repeat a social work course (SWK) once. Students who fail to earn a C or better after
two attempts will automatically be suspended from the Social Work Program for one semester.
Readmission to the program and permission to once again enroll in the failed course will be
considered after the Program Chair receives a letter from the student in detailing his/her plan to
improve academic performance.
Students have the right to appeal any and all decisions affecting their status through the
Social Work Program and the Universitys at-large grievance process.
Program Probation/Dismissal
A students participation in the Social Work Program may be terminated for any of the
following reasons:
1.
Academic
When a students grades fall below the minimum acceptance level, i.e., 2.50
overall or 2.50 in Social Work Core courses for two consecutive semesters, the
student may be dismissed from the program.
Students whose G.P.A. falls below accepted levels in any semester will be placed
on Program Probation. Program Probation excludes the student from all Field
Instruction.
A student placed on program probation will be allowed a maximum of 15 credits
to raise their G.P.A. to minimum standards.
2.
Professional Capacity
Students who have impaired capacity to function as a social work practitioner will
be recommended for termination if at least two social work faculty believe this
course of action is necessary.
Documentation of reasons for dismissal include, but are not limited to, behaviors
that violate the NASW Code of Ethics and/or universally acknowledged student
conduct. Examples of such behavior include:
1.
2.
3.
4.
5.
28
6.
7.
8.
9.
10.
11.
Dismissal Procedures
1.
2.
The Program Chair will provide an opportunity for the student to discuss the
recommendation for termination.
3.
4.
Students have the right to appeal through the grievance process detailed on p. 49
of this handbook.
29
1.
2.
3.
Inappropriate conduct;
4.
5.
6.
7.
8.
9.
10.
11.
Procedures
1.
The Misericordia University Field Liaison will request the Agency Field
Instructor to present, in writing, documentation of the reasons for termination of
placement and/or social work student status. A copy will be provided to the
student.
2.
The Misericordia University Field Liaison will review the Agency Field
Instructors recommendations with the student. If, in the judgment of the faculty
liaison termination of the field assignment or the students continuation in the
program is recommended, but the student disagrees, the recommendation will be
forwarded to the Field Instruction Coordinator for review. The Field
Coordinator, after consultation with all parities, will determine the students status
in both the field assignment and social work program.
3.
If the Field Instructor recommends that the students actions warrant termination
from the social work program, he/she will forward this recommendation, along
with documentation, to the Program Chair. The Program Chair will then advise
the student of program dismissal. This decision may be appealed by the student
through the grievance process.
30
TRANSFER CREDIT
POLICIES AND PROCEDURES
Transfer Credit
The Social Work Program attempts to ensure that all students graduating from the
University with a BSW degree have had similar academic experiences. It will accept academic
coursework from other Council on Social Work Education accredited institutions if the course
content of their social work courses reflect learning outcomes of similar courses at Misericordia
University. It will, likewise, accept transfer credits from accredited two and four year
institutions for coursework other than those designated SWK.
The following policies apply to all transfer students:
1.
Transfer credits must carry a C grade or better. University policy does not
permit acceptance of any coursework with less than C level achievement.
2.
3.
Students seeking transfer credit in a social work course with a grade of C must
demonstrate C+ (2.5) level attainment in SWK courses during their initial
semester at Misericordia University. Failure to achieve a 2.5 G.P.A. will result in
Program Probation.
4.
The Social Work Program does not allow credit for life experience or
previous work experience, in whole or in part, to satisfy requirements for
core field work within the Social Work Program. In keeping with University
policy, Prior Learning Assessment Credits and CLEP credits can be awarded for
general education and non-major elective courses.
The Registrar and Social Work Program Chair will validate all transfer
coursework from CSWE accredited institutions to ensure that the course content
and the theoretical base is similar to that offered at Misericordia University. If the
course is judged to be equivalent, the student is then exempted from taking this
course. The same process is used for transfer credit from accredited two and four
year institutions for coursework other than those in the Social Work Core
Curriculum.
31
2.
If the Registrar and Program Chair find that the course is not comparable, it
will be awarded elective credit and the student will be required to take the course
at Misericordia University.
3.
4.
5.
Sixty-Six-Credit Policy Student transferring into the Social Work Program with
an Associates Degree in a comparable or complementary major, e.g., human
services or social sciences, from an accredited two-year college, are required to
take a maximum of 66 credits at Misericordia University to earn the BSW degree;
providing that they have transferred a minimum of 60 credits from their Associate
Degree Program. The student must first fulfill all requirements of the social work
major and then complement this with liberal studies coursework that is carefully
planned with the students academic adviser to ensure a balanced liberal arts
perspective.
32
BSW PORTFOLIO
The student portfolio will address the expected Competencies (Objectives) and
Practice Behaviors (Learning Outcomes) found on page two of this manual. Each
student will be required to gather and assemble demonstrable evidence of fulfilling each
specified Objective/Outcome by the end of their senior year. It can be anticipated that
most, if not all, evidence will be completed in required social work coursework and
fieldwork in the form of tests, papers, projects, syllabi, field logs or any other means of
documenting outcome fulfillment. It will be the students responsibility to periodically
meet with their academic adviser to ensure portfolio progress.
Purpose:
The purpose of the portfolio is to afford each senior social work student the
opportunity to demonstrate an understanding and application of the knowledge, values
and skills necessary for generalist professional baccalaureate social work practice and to
document achievement of those program competencies and practice behaviors found on
pages 2 through 4 of this manual.
Procedure:
Students can begin the process of documentation as early as their initial freshman
semester. However, since most program outcomes evolve from material mastered in
social work core courses beginning in the sophomore year, portfolio development will
accelerate at this time. Internal transfer students, and especially those students who
transfer into the BSW Program with A.S. degrees from two-year institutions, will
immediately begin documentation.
As noted in the objectives, the program views the field component as the primary
means by which students can demonstrate achievement of program competencies and
practice behaviors. Through assigned papers in both junior and senior field internships
completion of most of the anticipated outcomes can be substantiated.
Assembly and Evaluation
Portfolio submission occurs near the midpoint of the students final semester,
generally the beginning of April for concurrent field students and the middle of
November for block field students. The portfolio must be submitted to the Senior
Seminar Leader. All current full-time program faculty and the students agency field
supervisor will independently review each portfolio and assign a score. An average of
the three scores will be used to determine the students final grade.
33
The portfolio is a culmination of the learning through growth, education, and
hands-on experiences as exhibited within folder. A guide to assembling this folder can
be found in Appendix T.
STUDENT ADVISEMENT
The Social Work Program views the advising process as an integral component of
each students educational experience at Misericordia University. Entering students are
assigned an advisor who continues in that position until the student graduates. The
advisor aids the student in educational planning; facilitates the students university and
program resources, and monitors the students progress through the program. University
policy requires that all students meet with their academic advisor once each semester to
plan coursework for the following semester. Within the Social Work Program, the
student is encouraged to meet with his/her advisor more frequently. The nature of Social
Work Education is such that a close and open relationship between students and faculty
enhances the students learning experience and aids in the students acculturation into the
profession of Social Work. There is a sharing of responsibility in the advisory process as
both the student and his/her advisor have a mutual interest in planning and monitoring the
students progress through the program.
Faculty Offices/Office Hours
All Social Work Program Full-time Faculty offices are located on the second floor
of McAuley-Walsh.
Faculty office hours will be clearly posted on each faculty members office door.
If students cannot meet with faculty during regularly scheduled office hours, other times
can be arranged at the faculty members convenience.
Faculty/Student Communication
Because of the relatively small size of the Social Work Program, informal
channels of communication are usually effective in relaying messages from faculty to
students and vice-versa. Students, however, should make a habit of checking their MU
emails regularly. Students should also frequent Misericordia website which contains
special dates for social work programming. In addition, graduate school information and
job postings can be found on one of the two second floor social work bulletin boards in
McAuley Walsh.
FIELD
Field instruction is a requirement for Junior and Senior Social Work majors.
Students entering the field must have a 2.5 Grade Point Average (GPA) in social work
core courses and a G.P.A. of 2.5 overall. Transfer students entering the Junior year at
34
Misericordia generally take their first field course during the spring Semester. Social
work majors only may apply for junior and senior field assignments.
During their Junior year, students spend two days per week, a total of 200 hours
for one semester, in an assigned agency. Senior concurrent placement entails two (2) full
days per week for two (2) consecutive semesters (400 hours) in a social service agency.
Block field assignment requires four and one-half (4 ) days per week for one (1)
semester (400 hours). All students enrolled in field attend a weekly field seminar on
campus. The seminar involves one (1) hour for junior and senior concurrent students and
two (2) hours for block students per week.
Because of the workload and intensity of the block field experience, students who
elect this option must meet the following criteria:
1.
2.
3.
4.
2.
Seniors must have completed, in addition to the three (3) courses above,
Research Methods and Social Work Methods and Processes II.
3.
Transportation
Students must provide their own transportation to field agencies. Public transportation
(bus service) is available from campus to various locations in the Wyoming Valley.
35
Insurance
Students are required to have liability insurance before they enter field assignment.
Liability insurance coverage will be provided by the University and assessed to the students bill
during their junior and senior years.
Clearance Forms
Any student placed in an agency primarily serving children and adolescents must
complete a Criminal History and Child Abuse Clearance Form before entering placement. Outof-state students must also complete an FBI clearance. There is a ten dollar ($10) charge for
each of the forms. Some agencies may require Criminal History Clearance regardless of the
populations served.
Admission to Field Assignment
The Application Process for field assignment is as follows:
1.
Students first submit a letter of intent (see Appendix E) to the Social Work Field
Coordinator. (also found on the MU website under Social Work/Forms)
2.
All students then complete a Student Application and Profile (see Appendix F)
which is also submitted to the Field Coordinator. (also found on the MU website
under Social Work/Forms)
3.
After the application is reviewed by the Field Coordinator, the student schedules
an interview the week following Advisement with the Field Coordinator to assess
student interests, motivations, goals and type of agencies and population that
would be most appropriate for each student.
4.
The Field Coordinator then contacts agencies to determine if the are interested in
and can accommodate a social work intern.
5.
If the agency agrees to interview a student for possible placement, the Field
Coordinator will send the students Application and Profile to the potential
student supervisor.
6.
The Field Coordinator then gives the agencys address, potential supervisors
name and telephone number to the student. Within three days, the STUDENT
then contacts the agency to arrange a preplacement interview. The interview will
determine if the agency feels the student is appropriate for placement.
7.
The Agency Supervisor will then notify the Field Coordinator of their decision to
accept or reject the student for placement.
36
8.
37
Hospitals:
Geisinger
First Hospital Wyoming Valley
Community Medical Center
Aging Services:
Luzerne/Wyoming Counties Bureau of Aging
Highland Manor
Wesley Village
Mercy Center
Special Services:
United Cerebral Palsy
United Rehabilitation Services
The John Heinz Institute for Rehabilitation Medicine
American Red Cross
Wyoming Valley AIDS Council
38
FIELD INSTRUCTION EXPERIENCE
Purpose and Goals
The field instruction component of the Social Work Program is viewed as the principal
means for reinforcing and integrating the entire academic curriculum. This structured
educational experience in social work practice enables students to integrate and apply
information learned in the classroom. It is expected that academic content will be deepened and
enriched by having students participate at various practice levels in a social welfare agency or
organization.
The primary goal of field instruction is to develop a students knowledge about the
process of social change and its concomitant problems; the social, cultural, economic and ethnic
composition of the community, individual and group behavior, and the public and private
services and resources of the community.
The Program expects that students will be exposed to problems that are real, to work that
really needs doing, and to professional people who sincerely care about their growth and
development as students. Emphasis should be placed on field as a learning rather than a working
experience; Opportunities must be provided for students to develop the range of skills necessary
for entry-level professional practice.
Competencies and Practice Behaviors to be addressed/measured in the Field Sequence:
Competencies:
1.
2.
3.
4.
5.
6.
7.
8.
39
4.
5.
6
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
40
38.
39.
40.
41.
2.
Their ability to provide students with a learning experience that includes early and
active intervention in service to clients.
3.
2.
Have a minimum of two years social work experience and be approved by a social
service supervisor in the agency.
3.
4.
5.
6.
7.
41
Progression of the Field Experience and Range of Tasks
The student is assigned, under supervision, to selected responsibilities for service
appropriate to his/her level of knowledge and experience. The experience is progressive in that
initially the student gains familiarity with the specific agency as well as with the overall
framework of social welfare in the community. Then the student is expected to move
deliberately toward increasing direct intervention and assumption of greater levels of
professional responsibility. Students should be exposed to as many issues of diversity as
possible, including human diversity, e.g., age, physical ability, gender, ethnicity, color, sexual
preference, emotional development, and contextual diversity, e.g., rural, urban, socio-economic
status, political affiliation, religious affiliation, etc.
In the early weeks of placement, the junior level student should observe specific
functions of the agency, develop skill in professional listening, observing, selecting, and
reporting pertinent data. He/she should discuss with agency staff philosophy and programs as
well as the agencys unique place in the social welfare structure of the community. The student
should attend staff meetings, case conferences, board meetings, etc., and may also visit other
agencies or programs which are relevant to his/her agencys purposes.
The student should be oriented to all modes of social work practice: The case interview,
family or small group interview, the community workers roles and function. The student is
encouraged, where possible, to engage in a field study (research) to enhance his/her appreciation
for this area of social work. Finally, the student should be assigned direct service responsibility:
direct involvement with individual clients, small groups, or community structures while under
careful supervision by a qualified agency staff person.
The senior level social work major should receive the same agency orientation as the
junior level student. However, it is expected that senior students will be ready for direct service
involvement within two to three weeks of beginning their field placement, unless the agency
feels that the student needs additional time to become acclimated to agency rules and functions.
Since the senior level student is required to complete a written case assignment, he/she should
immediately begin the data collection, questioning and analyzing necessary for a sound
understanding of agency policy, rules, regulations and interaction with the community.
The range of tasks and experiences desirable in field training is broad. It might include
work with community leaders, research and analysis of data, budget and financing,
administration of programs of services, developing social plans, developing potential leaders in
client groups, engaging in conflict situations, working with individuals, working with groups and
program evaluation. The University expects undergraduate social work students to have a broad
and general learning experience in the field.
Junior Field Work Goals and Activities
Junior field instruction is the initial field assignment for Social Work majors who have
been formally accepted into the Social Work Program. It entails 200 hours of supervised field
42
instruction and a one hour per week integrating seminar (SWK 472). The primary goal of
junior field is to provide students an opportunity to learn about the agency as a resource for
delivery of service. They will be required to become knowledgeable of agency purpose,
administrative functioning, policy, services provided, etc. Mastery of this component of the field
assignment will be demonstrated through a written assignment submitted as part of the field
seminar requirements. In addition to learning about the Organizational Context of the Agency, it
is hoped that all students will be exposed as extensively as possible to the roles and
responsibilities of the social service department.
In the early weeks of placement, the junior student should observe specific functions of
the agency, develop skill in professional listening, observing, selecting, and reporting pertinent
data.
As the placement continues, the junior student should (to the extent possible):
Develop an understanding of the people, problems, issues, needs and resources
within ones practicing community
Gain an understanding of ones agencys policies and service delivery system
Develop an appreciation of the organizational context of social work practice
Develop critical thinking/reasoning skills necessary for effective social work
practice
Observe and perform initial intake
Be involved in information and referral activities
Arrange for service provision
Review and participate in agency record-keeping
Meet with the agency supervisor for regular, structured supervision
Participate in conferences and staff meetings
Visit other agencies and programs which are relevant to his/her agencys purposes
Be oriented to the modes of practice within the agency
Be encouraged to be involved in research where possible
Be assigned direct service involvement with individual clients, small groups
under careful supervision by qualified agency staff
Be exposed to practice issues involving diversity, agency/professional ethics and
economic/social justice.
Senior Field Work Goals and Activities
Senior social work field instruction requires 400 hours of supervised instruction in an
agency setting accompanied by two one-hour-per-week integrating seminars (SWK 473/474).
The seminars are taken sequentially (Fall/Spring) for concurrent students and Fall only for block
students.
The senior field experience includes all activities noted in the junior field activities
above. The developmental framework for field assignments suggests that students have been
exposed to the aforementioned experiences and, allowing for individual differences, are now
ready to move directly into micro-mezzo-macro assignments. They have been introduced to
43
functioning as social workers within an agency environment, to understanding the community
within which they practice, and to the impact of social policy on agency/practitioner functioning.
They now must be able to: (1) demonstrate application of the problem-solving process and (2)
demonstrate professional comportment as beginning social work practitioners. The primary
means through which this will be accomplished is a written Case Assignment and a Professional
context of Practice Assignment. It is imperative that senior field agencies are able to assign
students with supervised direct practice experience with individuals, groups, families or
communities so they can fulfill program requirements.
Values and Skills to be Acquired
Tasks performed by social workers:
1.
2.
3.
Interventive Skills:
1.
2.
3.
4.
5.
How to apply generalist practice skills in micro, mezzo, and macro settings.
2.
Seek to discover the relationship between the code of ethics of the profession and
workers behavior.
3.
Become aware of the conflict between social work values and community values.
4.
Identify ones cultural values and norms and their impact on social service
delivery.
44
5.
6.
Self-Knowledge:
1.
2.
Analyze effectiveness in relating to people with life experiences and styles very
different from ones own.
3.
Apply critical thinking skills within the context of social work practice.
Explore and realize ones own relationship to the social work profession.
2.
Discover any specific ability, interest or motivation for training in social work.
3.
45
Responsibilities of the University, the Agency, and the Student
The University recognizes the clients are not voluntary subjects, but are persons
needing help. Implicit in the college-agency relationship is the knowledge that the agency must
retain responsibility for service to its clientele, and that the University must be responsible for
the educational program of their students.
The Universitys responsibilities are as follows:
1.
2.
3.
4.
5.
6.
To arrange that college field coordinators visit each agency where students are
placed at least twice each semester.
7.
The Agency can contribute to the recruitment of future social workers through offering a
program which is professionally sound, through acquainting students with the health and
welfare fields, and through increasing student understanding of social service.
The Agencys responsibilities are as follows:
1.
2.
46
3.
4.
To provide the student with a place to work. This may be an office or a desk,
depending on agency facilities. The rationale is that a student should feel that
he/she is a part of the agency.
5.
To provide the student with activities, including participation with agency clients,
which will enhance his/her learning experiences as well as correspond to
curriculum content.
6.
7.
To conform to the agencys policies and requirements, hours, holidays, etc., and
to inform both the agency and the University of absences on field days and to
arrange for making up time lost. Program Chair or Field Coordinator MUST be
notified immediately of an absence prior to missed time.
2.
3.
4.
To maintain confidentiality with all agency affairs, records and case materials.
47
In general, current employment may be applied to either junior or senior fieldwork, but
not both. Exceptions to this policy can be made by the Field Coordinator when it is clear that the
agency can provide a significantly different working/learning experience for the student and/or
the student fulfills Program requirements through uncompensated field hours in a different unit
or department of the agency.
Paid Field Internships
Agencies that provide compensation to students for field instruction hours are evaluated
under the same criteria as those for student/workers (see Field Instruction and Employment).
The Social Work Program does not expect, nor does it dissuade, agencies compensating students
for transportation and/or services provided.
DRESS:
Students are to dress in a professional manner for field. This includes coat/tie for men
and appropriate dress for professional women. Jeans and other informal dress are
inappropriate unless called for by the nature of your activities in the field or represent an
acceptable agency norm. Body Piercings and wearing of eyebrow, nose, tongue, etc.
rings/piercings will likely be inappropriate for field assignments.
B.
ATTENDANCE:
Students are to be present in field all day Monday and Wednesday, if they are in
concurrent placements, and four and one-half full days each week if they are in block
placements. Block placement students have two (2) hours each week for an on-campus
field seminar. Concurrent placement students attend field seminar on a non-field day.
The ONLY DAYS on which students are excused from field assignments during the
semester are those days the University observes as holidays.
Students must make up any time missed in a field placement before the final day of
classes or receive a failing grade for their field placement.
C.
ABSENCES:
A student MUST call and inform a field instructor and the faculty field supervisor if they
will be absent on any field day. If a student misses two or more field visits, whether
he/she calls in or not, this must be reported to the Field Coordinator.
This call should be made NO LATER THAN 30 MINUTES after an agency opens.
48
ILLNESS OR FAMILY EMERGENCIES are the only valid reasons for absence from
field. No student is to ask for time from field to prepare for exams, do papers, etc.
Students seeking such absences will receive an F grade for field.
D.
PUNCTUALITY:
Students are to be on time for field. They are to call and inform field instructors
immediately if they are delayed. All time lost must be made up before a field instructor
can recommend a field grade.
E.
PROFESSIONAL BEHAVIOR:
Students are representatives of Misericordia University and are professionals in training
in a field placement. They are to observe professional courtesy and behavior at all times
in an agency with both staff and clients. Any unprofessional behavior can be grounds for
a grade of F in field, immediate dismissal, and will entail requesting special permission
from social work program faculty for an opportunity to possibly repeat a field placement.
Ordinarily, this will mean the student cannot complete a BSW.
Students are not to use their cell phone during field placement for personal use. Cell
phone usage as necessitated by the field placement is the only acceptable and appropriate
use of cell phones. In case of emergencies (personal) during field hours must be cleared
with field supervisors.
F.
LEARNING CONTRACT:
Students are to complete a learning contract between themselves and their field instructor
by the first week of classes. (See Appendix J - Junior; Appendix L Senior; samples may
also be found on the MU website under Social Work/Forms)
G.
SEMINAR CHANGES:
Completion of all required work as explained by your seminar leader is mandatory.
Failure to complete all required assignments will mean the assignment of an I only if
the seminar leader permits it. Otherwise, the student will be assigned an U and
Seminar must be repeated.
Students are expected to regularly check their MU email for important field and program
communications. Students are responsible for keeping themselves informed in these
areas.
H.
LIABILITY INSURANCE:
All students must pay for individual liability insurance before being admitted to a field
placement. It is included in Misericordias bill for the semester.
49
I.
CLEARANCE FORMS
Any students interning in an agency primarily serving children and/or adolescents must
have both a criminal history check and child abuse history clearance before entering field.
Additionally, non-resident students must also complete an FBI clearance.
J.
K.
PLACEMENT CONTRACT
The University does not require a formal contract with placement agencies, but will
provide a contract at the agencys request. A Confirmation of Field Assignment form
will be signed prior to the students initial placement (See Appendix H).
L.
M.
TRANSPORTATION
Students must provide their own transportation. When a car is not available, there is
public transportation (bus service) from the University.
N.
ACKNOWLEDGMENT OF RISK
Students will be required to read and sign an acknowledgment of risks associated
with field instruction prior to beginning their agency assignment (see Appendix G).
STUDENT ASSOCIATIONS
Social Work Club
The Social Work Program sponsors a student organization open to all majors on campus.
The purpose of the organization is to allow students an opportunity to plan and implement
academic, professional and social programs on campus. Club activities are designed to enhance
the students awareness of the profession and the field of Social Work. The club offers field
trips, as well as professional programs several times during each semester. In many instances,
the organization acts in an advisory capacity to the faculty with regard to issues of importance to
50
students. Social Work majors are encouraged to join and be active within the organization.
Please join this group under group emails for regular bulletins.
Alpha Delta Mu, Social Work Honor Society
The Social Work Program is a charter member of Alpha Delta Mu, a National Social
Work Honor Society. Criteria for membership is as follows:
1.
2.
The student must have achieved at least junior standing and completed a
minimum of 30 credits at Misericordia University.
3.
4.
The student must make application by March 30 of any given year and have
recommendations from full-time social work faculty members at Misericordia
University
Induction into Alpha Delta Mu occurs during a formal ceremony in the Spring semester.
DECLARATION OF SOCIAL WORK STUDENTS RIGHTS
Preamble
We, the students of the Social Work Program at Misericordia University, are committed to the
social work values of self-determination and the inherent dignity and worth of all people; to
social justice and the empowerment of those who are discriminated against and oppressed; and to
the development of our professional skills and knowledge in the practice of social work. As a
common standard throughout our educational practicum experiences, the following rights and
responsibilities shall strive to promote the effective recognition and observance of these ideals.
Article 1
Social Work students have the right to be regarded with inherent dignity and self-worth.
Article 2
Social Work students have the right to be free of all discrimination and prejudice in relation to
their: sex, sexual orientation, ability, age, creed, race, ethnic group, or marital status.
Article 3
Social Work students have the right to freedom of individual expression and opinion to the
extent that it does not interfere with the rights of others and to an environment conducive to
learning.
51
Article 4
Social Work students have the right to privacy and confidentiality of student records and other
personal information.
Article 5
Social Work students have the right to assembly and association.
Article 6
Social Work students have the right to receive clearly defined goals and objectives, testing
procedures and objective evaluations in all required academic activities.
Article 7
Social Work students have the right to be informed of Social Work program goals, objectives,
policies, and procedures.
Article 8
Social Work students have the right to an educational atmosphere that is free of verbal, written,
and physical harassment and abuse.
Article 9
Social Work students have the right to an educational atmosphere that is conducive to learning
and that promotes the development and understanding of ones professional self as a social
worker.
Article 10
Social Work students have the right to access personal information from within student files.
Article 11
Social Work students have the right to receive academic advisement which includes guidance
and direction regarding graduate programs and career options.
Article 12
Social Work students with disabilities have the right to receive reasonable accommodations to
ensure inclusion within all aspects of campus life.
Article 13
Social Work students have the right to participate in the selection of field placements.
Article 14
Social Work students have the right to competent and knowledgeable faculty and field agency
supervisors.
Article 15
52
Social Work students who are brought before charges of violating academic standards or the
values, ethics, and behaviors consistent with those of social work, have the right to due process
and appeal.
Article 16
Social Work students have the obligation to seek access to the necessary resources, services, and
opportunities provided under the above rights.
Article 17
Social Work students have the right and responsibility to contribute to the growth, development,
and expression of the Social Work community at Misericordia University.
Article 18
Social Work students are obligated to ensure that the expression and exercise of the above rights
do not infringe upon the safety or rights of other persons in the University community.
STUDENT CONDUCT
Students appropriate efforts to gain knowledge is a fundamental right. Students will not
be prohibited from exercising their constitutional rights or from other lawful activity guaranteed
by the United States. These activities expressly include freedom of speech and dissent.
Misericordia Universitys Social Work Program subscribes to strict standards of ethical
conduct for aspiring social work practitioners and adheres to those standards defined by the Code
of ethics of the National Association of Social Workers (NASW) (see Appendix T). To this end,
irresponsible and unethical acts such as cheating on exams, plagiarism and falsification of field
logs or research materials will not be tolerated.
The program views students behavior in the classroom and field settings as reflective of
their future behavior as social work practitioners. As professionals, these students will be
intervening in the most private and sensitive areas of clients lives, where ethical and responsible
thoughts, words and actions will be paramount to their interventive efforts. Due to the
professional and human service function of the social work profession, these expected behaviors
are part of academic requirements and standards. Student misconduct that involves clients on or
off campus or student conduct that is potentially dangerous to current or future clients constitutes
a violation of social work academic standards. The faculty or college administrators shall follow
these academic standards and initiate procedures for dismissal or restriction of offending
students.
The following behaviors are examples, but not a complete list, of misconduct that may
result in course failure and/or program dismissal on academic grounds:
1.
2.
53
3.
4.
5.
Blatant disrespect and/or disregard for issues of diversity with clients, students,
faculty, staff or others.
6.
7.
8.
Sexual activity with clients including but not limited to kissing, fondling, or
sexual intercourse.
9.
10.
11.
The acceptance of gifts of money from clients that are not considered standard
payments for services received on behalf of the students agency or field setting.
Students shall not ask for nor expect gifts from clients.
12.
Illegal or unethical behavior that limits or takes away clients rights or results in
financial, material, or emotional loss for clients or gain for social work students.
Course failure will be the prerogative of the faculty member or field seminar leader in
whose course the misconduct occurred.
Program dismissal will be the responsibility of the Program Chair in consultation with all
other program faculty members.
Due Process/Appeal
The Student has the right of appeal to the Chair of the Social Work Program, and/or the
Dean of the College of Professional Studies and Social Sciences, and then the Office of the Vice
President of Academic Affairs.
Grievance
A grievance process has been developed for the student who believes that he or she has
been treated unfairly within the program. The process is as follows:
54
1.
The student first confers with the individual teacher, field supervisor or
administrator involved in the incident or situation within five (5) days. If the
issue is satisfactorily settled the process ends, if not
2.
The student seeks an interview with the Chair of the Social Work Program. This
must be done within five (5) days of the conference as stated above. It is the
Chairs responsibility to investigate the matter and try to effect a reconciliation.
3.
If the student does not feel that an equitable judgment has been made, he/she may
then appeal to the Dean of the College of Professional Studies and Social
Sciences. The Deans responsibility is to investigate the issue and try to effect a
reconciliation. The appeal to the Dean must be made within five (5) days of the
outcome of the Program Chairs intercession.
4.
If the issue has not been settled, the student may appeal to the University
Grievance Committee through the Vice President of Academic Affairs.
55
Appendix A
Misericordia University
Social Work Program
CURRICULA
The liberal arts core curriculum provides the knowledge that enables the student to have
an integrated view of humankind and society. It fosters an understanding of social institutions,
the nature of humankind, and the nature of science. It seeks to broaden the students intellectual
and humanistic perspectives.
The social work major course requirements are divided into five major areas: 1) Human
Behavior; 2) Social Welfare; 3) Methods and Processes of Practice; 4) Field Instruction; 5)
Research and content specific to critical thinking skills, issues of diversity, at risk populations,
values and ethics, and promoting social and economic justice.
1)
The Human Behavior Courses provide knowledge human behavior in the social
environment. They foster an understanding of the many dimensions of humans-in-society.
Human Behavior and the Social Environment I and II are sequential course offerings in the
students junior year. The purpose of these courses is to integrate learning in the Practice
Sequence.
2)
The Social Welfare Sequence offers two courses. The first course, Introduction to Social
Welfare, deals with the history and philosophy of the American Social Welfare system and the
development of the profession of social work. Content is offered in a chronological sequence
that relates social welfare and social work to political, economic, and social institutions in
American society. The second course, Social Welfare Policy and Services, focuses on the
planning and implementation of social welfare programs in contemporary society in the USA. It
seeks to provide the student with the conceptual framework and tools to assess present-day social
welfare programs.
3)
During their junior year, students must take SWK 353/354 Methods and Processes I and
II. These practice courses, taken in the Fall and Spring semesters respectively, expose students
to the Generalist Intervention Model, Social Work Ethics, and intervention knowledge and skills
for working with individuals, families, groups and communities. Content in these courses
provides the knowledge and understanding of the values, skills, and methods necessary for
beginning level social work practice. The Field Instruction Seminars, taken concurrently with
Field Instruction in the senior year, stress the application and integration of conceptual material
learned in these courses.
4)
All students in Field Instruction attend a weekly seminar on campus. Field Instruction
begins in the junior year and continues in the senior year. The field seminar is designed to:
a.
help the student integrate practice theory learned in the classroom with
his/her practice in the agency.
56
b.
c.
d.
e.
help the student to discuss and find solutions for problems that might
develop in the field.
help the student gain an awareness of the network of agencies in the
community and the services they provide through class discussion.
help the student develop a professional self.
help the student develop the ability to evaluate his/her professional
competence.
The seminar focuses on the student as a beginning practitioner and on his/her transition
to a professional social worker. The skills, values, and knowledge learned in the Practice
Sequence will be related to the student's activities in the field. A prime objective of the seminar
is to help each student develop a systematic approach to practice that will allow him/her to
accept increasing responsibility in the agency. The helping process will be reviewed from the
first contact with a client to the termination and it will be related to the realities of practice. The
seminar is expected to enhance the learning process in the field. In addition, Senior Field
Seminar will function as a mechanism to promote portfolio completion and to capstone the
students educational experience.
5)
Research Methods is also offered in the junior year and is taught by a member of the
social work faculty. It fosters an understanding of the scientific method that enables the student
to analyze, synthesize and interpret data. Content in this course deals with research pertinent to
social work. It aids in the development of the problem-solving approach that is utilized in the
Practice Sequence and in the field.
Additional Concerns:
Electives in Social Work may be taken focusing on areas of interest for the student.
Different topics and courses are regularly offered throughout the academic year.
57
Appendix B
Misericordia University
Social Work Program
CRITICAL THINKING MODEL
Adapted from: Paul & Elder (2009) and Scriven & Paul (1987).
Critical Thinking as understood by the Misericordia University Social Work and Sociology
programs is:
the intellectually disciplined process of actively and skillfully conceptualizing, applying,
analyzing, synthesizing, and/or evaluating the information gathered from, or generated
by, observation, experience, reflection, reasoning, or communication, as a guide to belief
and action. In its exemplary form, it is based on universal intellectual values that
transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance,
sound evidence, good reasons, depth, breadth, and fairness (Scriven & Paul, 1987).
In short, critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective
thinking (Paul & Elder, 2009, p.2). Critical thinking requires rigorous standards of
excellence (Paul & Elder, 2009, p.2) and knowledge of its use. It encompasses clear and
effective communication, problem solving abilities, and a commitment to overcoming our
native egocentrism and sociocentrism (Paul & Elder, 2009, p.2).
Critical thinking is demonstrated by the following key elements:
Clarity:
Accuracy:
Precision:
Relevance:
Depth:
58
What are some of the difficulties we need to deal with?
Breadth:
Logic:
59
Appendix C
Misericordia University
BSW Program Reference
Applicants Name __________________________________________________
Misericordia University intends to admit into its Baccalaureate Social Work Program
only those students who have the prerequisite academic ability, motivation and commitment to
diligently apply themselves to the mastery of those competencies necessary for effective
generalist Social Work Practice. The student named above believes that you can provide us with
information attesting to his/her likelihood of success in the BSW major.
1
Below
Average
4
Average
7
Exceptional
0
Unable
to Judge
Using the scale above, numerically rate the student on the following criteria: (Please comment
on any criteria rated 3 or below.)
_____ Overall academic ability
_____ Written communication skills
_____ Oral Communication skills
_____ Ethical conduct
_____ Leadership ability
_____ Ability to accept and work with diverse populations
_____ Commitment to social work as a profession
_____ Ability to function in stressful situations
_____ Ability to problem solve
_____ Ability to work cooperatively with others
_____ Motivation and perseverance toward goals
_____ Ability to accept constructive criticism
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How long and in what capacity have you known this student?
______________________________________________________________________________
Signature ___________________________________
Position_______________________
Date ____________________________
Send to:
Chair, Social Work Program
Misericordia University
301 Lake Street
Dallas, PA 18612
60
Appendix D
Misericordia University
Social Work Program
Personal Statement and Narrative Response
Completion of the following is prerequisite to formal admission into the Social Work
Major. Please make certain that you and your advisor have reviewed and signed the statement
before it is submitted.
1.
Name _______________________________________________________
2.
3.
Phone ______________
_____
_____
_____
_____
_____
4.
5.
List related social and behavioral science courses you have completed.
6.
Do you have any disabilities that limit your functioning and/or will require special
accommodations?
_____ Yes
_____ No
If yes, please comment.
7.
Are there any special circumstances that the committee should be aware of that may
affect your admission to the Social Work Program?
_____ Yes
_____ No
If yes, please comment.
8.
61
9.
Outline briefly any volunteer human service experience you have had.
10.
Describe briefly those influences that have motivated you to pursue the Bachelor of
Social Work degree, e.g., family, friends, peers, psychosocial trauma, etc.
11.
Describe what you believe to be your strengths for professional social work practice.
12.
Please state personal challenges you have encountered and describe how you have dealt
with or are dealing with them.
13.
Define some areas where you need further growth and development.
14.
I have read and fully understand the admission requirements for the Social Work Program. I
have answered the questions to the best of my knowledge and ability and understand that any
intentional false information will affect my admissions status. I am also aware that this
information may be shared with potential field agency instructors.
Student's Signature ______________________________ Date ________
Advisor's Signature ______________________________ Date ________
62
Appendix E
Misericordia University
Social Work Program
Field Instruction
Letter of Intent
Please read "Field Instruction Prerequisites" in the Social Work Program Student Handbook
before completing this form.
Submit this form to the Social Work Field Coordinator by the date listed on the
Academic/Field Instruction Calendar.
Signature ______________________________
63
Appendix F
Misericordia University
Social Work Program
Field Instruction
Student Application and Profile
Planning for field instruction requires an understanding of each students academic preparation,
career plans and goals, work experiences, life experiences and interests/hobbies. This information will
assist the field coordinator in determining the feasibility of placement in the varied local social service
agencies and will also provide potential field supervisors with some knowledge of individuals prior to
their preplacement interview.
Please complete the form below and submit to the Social Work Program Field Coordinator by the
date posted each semester on the Social Work Bulletin Board.
Name _________________________________________________________
Age _______________
Address _____________________________________________________________________________
____________________________________ Zip __________ Phone _____________________
Home Address if different from above
______________________________________________________
Which semester of field instruction will you be entering?
Field Instruction I/Junior _____
64
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
Expected Date of Graduation _____________________________________________________________
What are your career plans after graduation?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Outline briefly any employment experience you have had.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Outline briefly any paid or volunteer human service experiences you have had.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Describe briefly those influences that have motivated you to pursue a Social Work career, e.g., family,
peers, friends, personal issues, etc.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Briefly describe your exposure to diverse and vulnerable populations, e.g., women, gay/lesbian, minority,
disabled, etc.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Briefly discuss the type of field setting in which you are most interested and your reasons.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What do you see as your strengths, i.e., what can you offer a potential agency supervisor?
65
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
66
Appendix G
Misericordia University
Social Work Program
Acknowledgment of Risk in the Field Practicum
1.
Liability insurance. Students are required to carry professional liability insurance. Every
student will be assessed the current University rate for coverage.
An important aspect of professional practice is knowing the limits of your knowledge and
skills and avoiding helping situations that are not in your area of competence. Whenever you
have a question about the handling of a particular case or whether or not a given intervention
is appropriate, consult your field supervisor.
2.
Automobile liability insurance. If you will be using your personal vehicle in field, it is
recommended that you check with your insurance company for a clear understanding of your
coverage. Ask specifically what coverage you have if something happens while transporting
a client. Check with your field supervisor to find out if the agency provides coverage for you
if you use your vehicle to transport clients. Many agencies consider students volunteers
and this allows them to provide some coverage through policies for volunteers. Whenever
possible, use an agency vehicle to transport clients.
3.
Personal Safety. You may encounter risks to your personal safety during the field practicum
when dealing with angry or hostile clients making home visits, or being exposed to clients
who have an infectious disease. It is important to learn what you can do to minimize the risks
to your personal safety. You need to discuss personal safety issues with your field instructor
early in the practicum so you can be informed of agency policies and procedures and any
recommended courses of action.
4.
TB skin test. The prevalence of TB in society has seen an increase in recent years. If you
anticipate a field practicum setting that serves populations at risk for TB, it is recommended
that you take this test prior to entering the field. Some settings may require this test. You can
get this test through the student health clinic.
5.
Hepatitis B vaccine. If you anticipate a placement setting where there is the chance of being
exposed to blood-born pathogens, it is recommended that you get this vaccination. This
involves a series of three injections over a six month period of time. The second injection is
given one month following the first with the third coming five months later.
I have read the above and understand the field practicum does present some risks. I also understand that
prudent choices and exercising caution can minimize these risks. I further recognize that it is my
responsibility to become informed of agency policy and practices regarding the above situations.
________________________________________
Student
Date
67
Appendix H
Misericordia University
Social Work Program
Confirmation of
Field Assignment
________________________________________________________________.
(Agency)
______________________________
Agency Representative
______________________________
Date
______________________________
Field Coordinator
______________________________
Date
68
Appendix I
Misericordia University
Social Work Program
SWK 371/472
Field Instruction I / Field Instruction Seminar
(Junior Field Instruction)
4 credits
Course Description
Catalog Description: Students work in a community agency two days per week (200 hours) for one semester,
under the supervision of an agency person and a member of the social work faculty. Students participate fully in
agency activities.
Prerequisites/Concurrents: SWK 251/SWK 353. Social Work majors only. Student must be formally admitted into
the Social Work major prior to enrollment in SWK 371/472.
Required Texts: Kirst-Ashman, K. K. and Hull, G. Jr. (2009). Understanding generalist practice. Belmont, CA:
Brooks/Cole.
Garthwait, C. L. (2011). The social work practicum: A guide and workbook for students. Boston, MA: Allyn &
Bacon.
Payne, M. (1997). Modern social work theory. Chicago, Illinois.
Misericordia University Bachelor of Social Work Student Handbook and Field Instruction Manual, 2010.
II.
Nature of Course
The junior social work practice requirement is met by spending two days per week or a minimum of two hundred
hours per semester in a social service agency. During this time, students attend a one hour weekly seminar on
campus. The seminar is designed to help the student integrate material from course work with practice
experiences in the field; and to aid in the development of social work skills. The seminar also provides the setting
wherein students may discuss and find solutions for problems that might develop in the field. Material from the
students own practice experience will be used for discussion. Topics included in this practice-oriented discussion
will include:
The profession of social work.
Foundation knowledge for social work practice.
Evidence-based social work practice.
The contact, contract, and action phases of the problem-solving process, including transfer, referral, and
termination.
The development of the professional helping relationship; the conscious use of self.
Values and ethics in social work.
The strengths perspective.
The organization and network of local social service agencies.
Skills for effecting planned change (intervention skills).
69
III.
Affective Area
To be able to:
Attain a greater awareness of ones feelings about being a helping professional.
Appreciate the strengths that one has to contribute to the professional helping process.
Appreciate the feelings that clients have in seeking help and in negotiating the complex social service
systems.
Cognitive Area
To be able to:
Understand the importance of the conscious, deliberate use of self in the professional helping process.
Integrate classroom learning with practice experience in a manner which increases understanding of
competent social work practice.
Understand the various social work roles the professional employs in the problem-solving process.
Understand the competencies required of the BSW level social worker.
Appreciate the complexity of ones field placement setting and the impact this system has on client and
professional behavior.
Understand difficulties and corrective strategies in the planned change process.
Appreciate the power and limitations of the professional helping relationship.
Behavioral Area
To be able to:
Discuss relevant professional issues which lend to individual and overall class learning.
Offer suggestions, analyses, reactions to the presentations of other students.
Write clearly and effectively in written seminar assignments.
Demonstrate through class presentations and discussions an understanding of the professional roles
needed in the problem-solving process.
Demonstrate an understanding of ones agencys policies and procedures.
Manage ones feelings about working with people with problems.
Demonstrate a developing sense of professionalism in written and oral presentations and in the
presentation of self during the course of the semester (e.g., appropriate appearance, appropriate seminar
behavior).
Constructively critique ones social work practice.
IV.
Attendance: As a professional development course, student attendance and participation in each field seminar is
expected. All procedures relating to punctuality and absence as described in the General Rules for Students in
Field Assignment also apply to Field Seminar. One absence per semester will be permitted. After the initial
absence, students will be required to prepare additional case assignments and seminar presentations to make up
work missed. Further absences will require meeting with the Program Chair to discuss the students continued
70
status in the major. Students must also abide by all general rules for Field Instruction (See Student Handbook and
Field Instruction Manual).
Cell Phone and other electronic devices: Cell phones and other electronic devised (i.e., itouch, ipod, etc.) usage is
prohibited during seminar. This includes text messaging. All cell phones will be placed on silent or meeting (vibrate
only) mode during class time.
Seminar Participation: Social work is an applied field. Intellectual knowledge is combined with learning how to do
social work. Respectful discussion and discourse is expected. Your participation includes coming to seminar
prepared and informed, to listen actively and attentively, and offer verbal contributions to seminar discussion.
Please refrain from talking when others are talking; respect others right to speak without interrupting; pay equal
attention to everyone in the room, not just the seminar leader; to disagree with others by discussing their ideas,
not in attacking them (defensive actions); and to refrain from coming in late/leaving early.
Academic Integrity: Development of a professional self implies strict adherence to a personal and professional
code of conduct that necessarily includes honesty and adherence to mandated standards of conduct included in
the NASW Code of Ethics. Students will be required to read and understand what constitutes inappropriate
conduct in the Student Handbook and Field Instruction Manual.
V.
Students in SWK 472 will receive an S Satisfactory or U Unsatisfactory grade upon completion of the seminar.
Unsatisfactory grades will be assigned when the student demonstrates less than satisfactory performance in
workbook assignments, seminar presentations, logs, theory paper/presentation, and attendance/participation in
seminar. Any student failing to meet seminar requirements will be advised by the seminar leader specifically
where improvement is required, and mutually agreed upon remedial actions will be developed. It is understood
that remedial actions will not be implemented with students whose behavior is so egregious that seminar failure is
the only available option (See Student Conduct/Student Handbook and Field Instruction Manual). Any student
receiving a failing grade in SWK 371 Field Instruction I will also be assigned a U in field seminar.
VI.
Final grades in field are recommended by the agency field supervisor after he/she completes the final field
evaluation (See field evaluation rubric attached to the Final Field Evaluation). The seminar leader will then assign a
final field grade after considering both the students seminar and field performance.
VII.
Program Mission
The mission of Misericordia Universitys social work program is to prepare students for entry-level generalist social
work practice with individuals, families, groups, communities and organizations. Inherent within this mission is a
commitment to the development of BSW graduates who are dedicated to improving social, economic, and
environmental conditions among diverse populations locally, regionally, and globally and to promoting the Sisters
of Mercy values which include Mercy, Service, Justice and Hospitality.
VIII.
University Goals:
1. Reflect the values of mercy, justice and hospitality in their actions.
71
2.
3.
4.
5.
6.
7.
8.
9.
10.
Graduates of the social work program are expected to demonstrate knowledge and application of the ten core
competencies as outlined by the Council on Social Work Education (CSWE) and evidenced by the associated
practice behaviors (both are listed below).
Competencies
2.1.1 Identify as a professional
social worker and conduct
oneself accordingly.
72
The CSWE mandated competencies and practice behaviors listed above and below have been integrated
throughout the social work curriculum. Course content and assignments (e.g., in-class activities, required readings,
projects, outside class assignments, papers, presentations) are designed to introduce, reinforce and/or emphasize
those practice behaviors associated with this course and to assist students in developing grounded competence in
social work knowledge skills and values.
Means of Evaluation
1. Mid Term Field Evaluation
2. Final Field Evaluation
3. Seminar Presentations
4. Seminar Participation
73
5.
6.
7.
8.
9.
Field Logs
Structured Learning Assignments
Paper
Reading Assignments
Field Activities
Upon completion of SWK 371/472 Field Instruction I/Field Instruction Seminar, the following competencies and
practice behaviors will have been addressed and/or assessed.
Competencies
2.1.1. Identify as a professional
social worker and conduct oneself
accordingly.
University Goals Addressed: 1, 4, 5,
7, 9, 10
Program Goals Addressed: 1, 4
Addressed/Assessed
Addressed/Assessed Paper, Field
Evaluation, Workbook
Addressed/Assessed Seminar
Exercises, Field Evaluation,
Workbook
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Workbook
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Workbook
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Workbook
74
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Workbook
75
4, 5, 7, 9, 10
Program Goals Addressed: 1, 4
2.1.9. Respond to contexts that
shape practice.
University Goals Addressed: 2, 4, 5,
7, 9, 10
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
76
X.
Seminar Assignments
Logs:
Each student is expected to keep a daily log of activities for each day in field. Logs will be collected
during seminar, read by the seminar leader, and returned at the beginning of the next seminar.
Workbook Assignments:
See Structured Learning Assignments
Papers/Presentations:
1. See outline for Seminar Presentations.
2. Social Work Theory Paper/Presentation (See Social Work Theory Assignment)
XI.
In the early weeks of placement, the junior student should observe specific functions of the agency,
develop skill in professional listening, observing, selecting and reporting pertinent data. As the
placement continues, the junior student should (to the extent possible):
Develop an understanding of the people, problems, issues, needs and resources within ones
practicing community.
Gain an understanding of ones agencys policies and service delivery system.
Develop an appreciation for the organizational context of social work practice.
Develop critical thinking/reasoning skills necessary for effective social work practice.
Observe and perform initial intake.
Be involved in information and referral activities.
Arrange for service provision.
Review and participate in agency record-keeping.
Meet with the agency supervisor for regular, structured supervision.
Participate in conferences and staff meetings.
Visit other agencies and programs which are relevant to his/her agencys purposes.
Be oriented to the modes of practice within the agency.
Be encouraged to be involved in research where possible.
Be assigned direct service involvement with individual clients, small groups, under careful
supervision by qualified agency staff.
Be exposed to practice issues involving diversity, agency/professional ethics and
economic/social justice.
XII.
Each student will review the information in Chapter 3, Developing Learning Plan from their Social
Work Practicum Workbook. Then, in collaboration with their respective field supervisor, develop
learning activities that will enable them to demonstrate competency with as many as possible of the
competencies and practice behaviors included in the Learning Contract. The learning contract must be
submitted to the seminar leader no later than the third week of the semester.
77
Critical Thinking Model
Adapted from: Paul & Elder (2009) and Scriven& Paul (1987).
Critical Thinking as applied by the Misericordia University Social Work and Sociology programs is: the
intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating the information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary
form, it is based on universal intellectual values that transcend subject matter divisions: clarity,
accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness
(Scriven & Paul, 1987).
In short, critical thinking is self-directed, self-disciplined, self-monitored, and self-correcting thinking
(Paul & Elder, 2009, p. 2). Critical thinking requires rigorous standards of excellence (Paul & Elder,
2009, p. 2) and knowledge of its use. It encompasses clear and effective communication, problem
solving abilities, and a commitment to overcoming our native egocentrism and sociocentrism (Paul &
Elder, 2009, p. 2).
Critical thinking is demonstrated by the following key elements:
Clarity:
Accuracy:
Precision:
Relevance:
Depth:
Breadth:
Logic:
78
Significance:
Fairness:
Read Chapter 1 The Purpose of a Practicum, pp. 1-9. Complete Pre- and Post Test pp.
5-7. Competencies/Practice Behaviors Addressed: 2.1.1. (1); 2.1.2. (7); 2.1.10 (29)
Week 2
Read Chapter 2 School, Agency, and Student Expectations pp. 10-16. Complete
Clarifying Expectations: A Workbook Activity p. 15. Competencies/Practice Behaviors
Addressed: 2.1.1 (2), (5); 2.1.4 (17)
Week 3
Read Chapter 3 Developing a Learning Plan pp. 17-27. Complete Planning to Learn:
A Workbook Activity pp. 25-26. Competencies/Practice Behaviors Addressed: 2.1.1 (16); 2.1.2; 2.1.4. (17); 2.1.10: (29, 31, 39, 40, 41)
Week 4*
Read Chapter 4 Getting Started pp. 28-36. Complete Planning to Learn: A Workbook
Activity pp. 34-35. Also Read Chapter 8 The Agency Context of Practice.
Competencies/Practice Behaviors Addressed: 2.1.1. (2, 3, 4, 6); 2.1.3. (13); 2.1.4. (14,
15, 17); 2.1.7. (24).
Week 5
Read Chapter 5 Learning from Supervision pp. 37-47. Complete Using Supervision for
Learning: A Workbook Activity pp. 45-46. Competencies/Practice Behaviors
Addressed: 2.1.1. (3, 4, 6); 2.1.3. (13)
Week
Read Chapter 6 Personal Safety pp. 48-57. Complete Reducing the Risk of Harm: A
Workbook Activity pp. 56-57. Competencies/Practice Behaviors Addressed: 2.1.1. (2,
3, 4, 6); 2.1.3. (11, 13); 2.1.4. (16, 17); 2.1.7. (24); 2.1.10. (29, 30, 35, 36, 37)
Week 7
Week 8
Review Chapter 8. Pp. 70-82. Complete Agency Analysis: A Workbook Activity pp. 7780. Competencies/Practice Behaviors Addressed: 2.1.1. (1); 2.1.3. (13); 2.1.6. (21);
2.1.10. (29, 36)
79
Additional Seminar Activities
Unit 1
Weeks 1-2
Students will read and engage in seminar discussion of the Misericordia University
Bachelor of Social Work Student Handbook and Field Instruction Manual, 2010.
Competencies/Practice Behaviors Addressed: 2.1.1. (3, 4, 5); 2.1.2. (7, 8, 9); 2.1.10. (29)
Unit 2
Weeks 3 to Semester End:
Seminar Presentations (See page 14 of this syllabus for description of presentation.)
Competencies/Practice Behaviors Addressed: 2.1.1. (2, 3, 4, 6); 2.1.2. (7, 8, 9, 10); 2.1.3.
(11, 13); 2.1.4. (15, 16, 17); 2.1.5. (18, 19, 20); 2.1.6. (21); 2.1.7. (24); 2.1.9. (28); 2.1.10.
(29, 30, 32, 33, 38, 39)
Unit 3
Weeks 7 through 10
Social Work Theory Presentations (See page 15 of this syllabus for assignment).
Competencies/Practice Behaviors Addressed: 2.1.1. (4); 2.1.3. (12, 13); 2.1.4. (17); 2.1.6.
(22); 2.1.7. (23, 24); 2.1.10. (29, 35, 41)
80
Purpose: Two times per semester, each student should prepare a one-page summary of a
client/agency staff interview or other encounter (e.g., group, informal discussion, staff meeting,
observation of client or staff activity, etc.). The purpose of the discussion is to help the
presenter to clarify the situation, to understand additional options for responding to the
situation, to grow in practice skill, and to grow in further understanding one's self as a resource.
II.
Confidentiality: Agency, client, staff names should be omitted, as should any specifics which
might possibly identify the individual(s) involved in the interview or encounter. Any material
shared in the Seminar should be treated as confidential and should not be shared outside the
class.
III.
B.
Background Information. The outline should include information such as place, sex, age,
race, presenting problem, length of time involved at the agency, how you happened to
get involved with the individual(s), etc. This information should enable your classmates
to understand the context of the situation.
A Description of the interview/encounter and what you did and/or observed.
C.
D.
Evaluation of your actions and of the entire encounter. Questions to respond to might
include:
1.
How do you evaluate your part in the interview? What did you like/not like
about what you did?
2.
3.
4.
What questions would you like your classmates to respond to which may assist
you and them in a further understanding of the situation?
NOTE: The peer review form included in this syllabus will be completed by all seminar participants at
the close of each case presentation. The review is intended to provide the student with constructive
feedback on their presentation and provide opportunity to assess strengths/weaknesses in oral delivery
of relevant information.
81
Social Work Theory Assignment
Reference: Payne, Malcolm. (2005) Modern Social Work Theory, (3rd ed). Chicago, IL: Lyceum.
1. The student will select a social work theory from the reference listed above.
2. Write a five to seven page summary of the major components of the theory including origin,
theoretical concepts, and connection to social work practice. Present the theory to your peers
who will respond to the presentation through use of the critical thinking guidelines included in
this syllabus.
3. Select five multiple choice questions from a bank of content questions that will be provided to
you by the seminar leader. Prepare a quiz from the questions you have selected to give to your
peers. (Be certain you have enough copies for each Seminar participant.)
4. Answers will be self-scored and reviewed/discussed after all students have responded to the
questions.
5. Paper will be written using APA format.
6. Grading for seminar assignments is based on a S/U (Satisfactory/Unsatisfactory) system.
Rubric for Assessing Theory Assignment
Major
Theory
Components
Critical
Thinking
Questions
Written
Oral
Presentation
(S)
Student clearly
described theory origin,
major theoretical
concepts, and
connection to social
work practice
(S)
Student clearly
responded to all critical
thinking questions
asked by peers.
(S)
Student effectively
presented information
in both written and oral
component of the
assignment.
(S)
Student was able to
describe origin, most
major theoretical
concepts, and
connection to social
work practice.
(S)
Student was able to
respond to most of the
critical thinking
questions asked by
peers.
(S)
Student was able to
effectively present
information either
orally or in writing, with
some problems in
delivery.
(U)
Student demonstrated
difficulty describing
theory origin, major
theoretical concepts,
and connection to
Social Work Practice.
(U)
Student demonstrated
considerable difficulty
responding to critical
thinking questions
asked by peers.
(U)
Student demonstrated
considerable difficulty
in both oral and/or
written presentation.
82
Criteria for assessing unsatisfactory performance:
1. APA style not followed.
2. Writing problems including sentence structure, transitions and punctuation.
3. Inability to effectively respond to critical thinking questions.
4. Obvious omission of significant theoretical concepts.
5. Obvious difficulty connecting theory to social work practice.
83
Field Log
Name _________________________
Date _________________________
This log should be used to record your learning experiences and the ideas you have about them. It should
be filled in at the end of each day you can spend in the field. The logs will be collected each week.
Please be as candid as you can. Use the back of this page for additional writing space if necessary.
I.
Record or list the activities and experiences you have been involved in today.
II.
Reflect upon the above and, using the space below, explain those thoughts, ideas, concepts, or
questions which have grown out of the activities and experiences you have recorded.
84
APA Style of Citation
http://www.uvm.edu/~ncrane/estyles/apa.html
Plagiarism
The MLA Guide to Ethical Writing
http://webster.commnet.edu/mla.htm
University of Northern British Columbia policy document on plagiarism
http://quarles.unbc.edu/lsc/rplagia.html
John Rodgers site on skillful citation
http://condor.bcm.tmc.edu/Micro-Immuno/courses/igr.homeric.html
Terms defined
http://west.cscwc.pima.edu/~bfiero/plagrsm.htm
Other resources
http://www.hamilton.edu/academic/Resource/WC/AvoidingPlagiarism.html
http://english.tribble.wfu.edu/english/writing4.htm
www.nolo.com/PCTM/Copyrights/cdefs35.html
85
Name _________________________
Peer Evaluation
SWK 472 Junior Field Seminar
1.
Student was able to clearly describe the Context of the Presenting Problem.
1
2
3
4
5
6
7
8
9
10
2.
The presentation enabled the audience to clearly picture the setting in which the event
occurred.
1
2
3
4
5
6
7
8
9
10
3.
4.
5.
6.
Student demonstrated the ability to reflect on their own performance in the case situation.
1
2
3
4
5
6
7
8
9
10
7.
Questions relating to client strengths, ethics, social justice, diversity were raised.
1
2
3
4
5
6
7
8
9
10
8.
9.
The student was able to effectively respond to questions concerning the presentation.
1
2
3
4
5
6
7
8
9
10
10.
Student demonstrated sensitivity toward and appreciation for parties involved in the case
presentation.
1
2
3
4
5
6
7
8
9
10
86
Appendix J
Misericordia University
Social Work Program
Junior Field Learning Contract
The purpose of the Junior Field Learning Contract is to provide the student and the supervisor with an
opportunity to plan together the students field experience. The contract is flexible, but will provide
mutual understanding of the expectations for the student during the semester. Each student will review
the information in Chapter 3, Developing Learning Plan from their Social Work Practicum Workbook.
Then, in collaboration with their respective field supervisor, develop learning activities that will enable
them to demonstrate competency with as many as possible of the competencies and practice behaviors
included in the Learning Contract.
Through course assignments and activities, and especially through Junior Field Instruction, all students
must demonstrate competency* in each of the following ten competency areas and in the forty-one
practice behaviors prior to the awarding of the Bachelor of Social Work Degree.
Please return a copy of this contract to the faculty seminar leader by the third week of placement.
Agency: _____________________________________________________________________________
Date: _____________________________________
Role that student will play this semester in the agency (outline of the progression of tasks and
responsibilities anticipated):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
*Competency is defined as achieving a minimum score of 5 on a ten-point scale for each of the ten
competencies included in the Junior Field Evaluation.
87
Learning Contract Junior/Senior Field
Competencies
Practice Behaviors (Learning Outcomes)
2.1.1. Identify as a professional
social worker and conduct
oneself accordingly.
Activities
Means of
Assessment
88
Competencies
Activities
Means of
Assessment
89
Competencies
Activities
Means of
Assessment
__________________________________________________
Student
__________________________________________________
Faculty Liaison
________________________________________________
Field Supervisor
90
Field Activities:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
91
Means of Assessment:
1.
2.
3.
4.
Field Experiences (Please identify where the student might have experience in the following):
Micro (one-to-one)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
92
Mezzo:
-
Macro:
-
93
Using the following scale, please rate the degree to which students will be exposed to issues of diversity
in this field experience:
1
Little Exposure
Human Diversity
Age
3
Moderate Exposure
4
5
Extensive Exposure
Gender
Ethnicity
Race
Sexual Orientation
Physically challenged
Emotionally challenged
Intellectually challenged
Socioeconomic level
Geographical
Contextual Diversity
Political
Religious
Language
Family composition
Occupational
Urban / Rural
Other
94
Appendix K
Misericordia University
Social Work Program
SWK 473/474, 475/476, 477
Field Instruction II/III or IV and Seminars
(Senior Field Instruction)
8 credits
Course Descriptions:
Catalog Descriptions:
SWK 474/474 Field Instruction Seminar: Weekly seminar for students involved in field instruction; for
duration of field placement. Integration of theoretical knowledge with practical field experiences.
Student case materials and experiences discussed.
SWK 475/476 Field Instruction I-II: Two days a week (400 hours) for two semesters, senior social work
students practice in a social service agency; practice supervised by agency representative; education
directed by social work faculty. Direct service to clients.
SWK 477 Field Instruction IV: An alternative to SWK 476 in cases where block placements are more
valuable. Senior social work students work full-time in an agency for 12 to 14 weeks (400 hours) for one
semester. Practice supervised by an agency representative; education directed by social work faculty
member. Direct service to clients.
Prerequisites: Social Work Majors only. SWK 371/472 Field Instruction I and Seminar.
Required Texts: Kirst-Ashman, K. K. and Hull, G. Jr. (2009). Understanding generalist practice.
Belmont, CA: Brooks/Cole.
Garthwait, C. L. (2011). The social work practicum: A guide and workbook for students. Boston, MA:
Allyn & Bacon.
Payne, M. (1997). Modern social work theory. Chicago, Illinois.
Misericordia University Bachelor of Social Work Student Handbook and Field Instruction Manual, 2010.
II.
Nature of Course
The senior social work practice requirement is met through completion of a minimum of four hundred
(400) hours of supervised field instruction in a social service agency. Concurrent field instruction
students (SWK 475/476) attend field each Monday and Wednesday during Fall and Spring Semesters in
one academic year, whereas block field instruction students (SWK 477) complete a four hundred hour
experience in either Fall or Spring Semester. Field instruction is viewed as the principle means for
reinforcing and integrating the academic curriculum and providing students opportunities to demonstrate
satisfactory performance in those competencies and practice behaviors mandated by the Council on Social
Work Education in 2008 Educational Policy and Accreditation Standards. It is expected that students will
be provided with appropriate opportunities at various practice levels to fulfill these requirements.
95
Field seminars intend to help students integrate curriculum coursework with experiential learning in their
respective field/agencies. In addition to this integrative function, the seminars will serve as a capstone to
the students educational experiences and help launch them into careers as beginning level generalist
social work practitioners.
The ultimate goal of Field instruction is to provide opportunities for students to acquire a knowledge and
skills base that enables them to effectively intervene with individuals, families, groups and communities.
This includes the ability to assess social situations; to apply professional helping skills; to function within
the boundaries of personal and professional ethics; to evaluate oneself as a social work practitioner; and to
continue ones growth as a professional helper.
III.
Course Goals
Learning Strategy
The primary aim of the social work program is to prepare an entry level practitioner; an individual with
the maturity and self-assurance to make professional judgments in an ethical manner. In an effort to
partially meet these expectations the seminar will utilize the principles of self-directed learning. Students
will assume some responsibility for their own learning through group leadership, planning, presentations,
discussions and developing their field learning contract. Active participation is an integral part of the
learning process, therefore consistent attendance and active participation is a seminar requirement.
V.
As a professional development course, student attendance and participation in each field seminar is
expected. All procedures relating to punctuality and absence as described in the General Rules for
Students in Field Assignment also apply to Field Seminar. One absence per semester will be permitted.
After the initial absence, students will be required to prepare additional case assignments and seminar
96
presentations to make up work missed. Further absences will require meeting with the Program Chair to
discuss the students continued status in the major.
Academic Integrity: Development of a professional self implies strict adherence to a personal and
professional code of conduct that necessarily includes honesty and adherence to mandated standards of
conduct included in the NASW Code of Ethics. Students will be required to read and understand what
constitutes inappropriate conduct in the Student Handbook and Field Instruction Manual.
Student Evaluation (Seminar)
Students in SWK 473/474 will receive an S satisfactory or U unsatisfactory grade upon completion of
the Seminar. Unsatisfactory grades will be assigned when the student demonstrates less than satisfactory
performance in workbook assignments, case assignments, presentations, logs, written assignments and
attendance/participation in Seminar. Any student failing to meet seminar requirements will be advised by
the seminar leader specifically where improvement is required, and mutually agreed upon remedial
actions will be developed. It is understood that remedial actions will not be implemented with students
whose behavior is so egregious that course failure is the only available option (see Student
Conduct/Student Handbook and Field Instruction Manual). Any student receiving a failing grade in field
instruction (SWK 371, 475, 476, 477) will also be assigned a U in field seminar.
Student Evaluation (Field)
Final grades in field are recommended by the agency field supervisor after he/she completes the final field
evaluation instrument and reviews the students senior portfolio (see field evaluation rubric attached to
the Final Field Evaluation). The seminar leader will then assign a final field grade after considering both
the students seminar and field performance.
VI.
Program Mission
The mission of Misericordia Universitys social work program is to prepare students for entry-level
generalist social work practice with individuals, families, groups, communities and organizations.
Inherent within this mission is a commitment to the development of BSW graduates who are dedicated to
improving social, economic, and environmental conditions among diverse populations locally, regionally,
and globally and to promoting the Sisters of Mercy values which include Mercy, Service, Justice and
Hospitality.
VII.
University Goals:
1. Reflect the values of mercy, justice and hospitality in their actions.
2. Contribute to their communities through service and leadership.
3. Consider ethical issues and values and make reasoned judgments about them.
4. Think independently and creatively, analyze information critically, and solve problems.
5. Respect and understand cultural differences.
6. Understand global perspectives.
7. Communicate and interact effectively.
8. Understand and appreciate the arts, humanities, science, and technology.
9. Succeed in their academic disciplines.
10. Pursue life-long learning.
Social Work Program Goals:
97
1. To educate and promote the development of problem-oriented, undergraduate generalist social
work practitioners whose knowledge and skills base enables them to assess and address
problematic situations among diverse individuals, families, groups, communities and
organizations.
2. To foster students ability to integrate the institutional and professional ideals of social justice and
intervene on behalf of those discriminated against and oppressed.
3. To enhance students critical thinking and problem solving skills for contextual understanding and
intervention with all social systems.
4. To prepare students for graduate studies and foster commitment to a process of continued growth
and development.
VIII.
Graduates of the social work program are expected to demonstrate knowledge and application of the ten
core competencies as outlined by the Council on Social Work Education (CSWE) and evidenced by the
associated practice behaviors (both are listed below).
Competencies
2.1.1 Identify as a
professional social worker
and conduct oneself
accordingly.
98
2.1.6. Engage in researchinformed practice and
practice-informed research.
2.1.7. Apply knowledge of
human behavior and the
social environment.
2.1.8. Engage in policy
practice to advance social
and economic well-being
and to deliver effective
social work services.
2.1.9. Respond to contexts
that shape practice.
The CSWE mandated competencies and practice behaviors listed above and below have been integrated
throughout the social work curriculum. Course content and assignments (e.g., in-class activities, required
readings, projects, outside class assignments, papers, presentations) are designed to introduce, reinforce
and/or emphasize those practice behaviors associated with this course and to assist students in developing
grounded competence in social work knowledge skills and values.
Means of Evaluation
The following means of addressing and/or evaluating competencies and practice behaviors in this course
include:
1. Mid Term Field Evaluation (Agency Supervisor)
2. Final Field Evaluation (Agency Supervisor)
3. Seminar Presentations
4. Seminar Discussions
5. Field Logs
6. Workbook exercises
7. Papers
8. Reading Assignments
99
9. Field Activities
10. Senior Portfolio
Upon completion of SWK 475/76/77 and SWK 473/474 Field Instruction II/III or IV/Field Instruction
Seminar, the following competencies and practice behaviors will have been addressed and/or assessed.
Competencies
2.1.1. Identify as a professional
social worker and conduct
oneself accordingly.
University Goals Addressed: 1,
4, 5, 7, 9, 10
Program Goals Addressed: 1, 4
Addressed/Assessed
Addressed/Assessed Paper,
Written Case Assignment, Field
Evaluation
Addressed/Assessed Seminar
Exercises, Field Evaluation,
Professional Context Paper
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Professional
Context Paper
Addressed/Assessed Seminar,
Field Evaluation. Professional
Context Paper
Addressed/Assessed Seminar,
Field Evaluation,
Personal/Professional Values
Paper
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Ethics Paper
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Ethics Paper
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation
100
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Professional
Context Paper
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Professional
Context Paper
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
101
well-being and to deliver
effective social work services.
University Goals Addressed: 1,
2, 3, 4, 5, 7, 9, 10
Program Goals Addressed: 1, 4
2.1.9. Respond to contexts that
shape practice.
University Goals Addressed: 2,
4, 5, 7, 9, 10
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Professional
Context Paper
Addressed/Assessed Seminar,
Field Evaluation, Professional
Context Paper
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
Field Evaluation, Case
Assignment
Addressed/Assessed Seminar,
102
Seminar Assignments
Logs:
Each student is expected to keep a daily log of activities for each field day. Logs will be collected during
seminar, read by the seminar leader, and returned at the beginning of the next seminar.
Workbook Assignments:
(See Structured Learning Assignments.)
Paper: Written Assignments
1. Within the first three weeks of the semester each student will write a brief explanation of his/her
value system and indicate how it conforms or conflicts with the six ethical principles found in the
NASW Code of Ethics. This should be typed, double-spaced, and no more than three pages (See
written assignment 1).
2. Professional Context of Practice Paper (see written assignment 2).
Due Week 7 (Mid-term).
3. Ethics Paper
1. Select an incident, event, circumstance, behavior, etc. in your agency that you believe to be
an ethical issue. 2. Apply the steps for ethical problem solving found in your Student
Handbook and Field Instruction Manual or in your Understanding Generalist Practice
textbook. The paper must be double-spaced and of sufficient length to demonstrate how you
applied each step of the model.
Due Week Eight.
4. Case Assignment
(See Assignment 4 in Syllabus.)
Due Week Ten.
5. Senior Portfolio
Due Week Eleven.
Structured Learning Assignments
The Social Work Practicum: A Guide and Workbook for Students, 5th ed.
Week 1
Week 2
Read Chapter 14: Social Work Ethics pp. 146-154. Complete workbook activity pp.
151-153. (Note: Workbook activity not due until Week 8). Competencies/Practice
Behaviors Addressed: 2.1.1. (2, 3, 4, 6); 2.1.2. (7-10); 2.1.3. (13); 2.1.7. (23)
103
Weeks 4-5
Read Chapter 11 The Social Policy Context of Practice pp. 107-117. Complete
Workbook activity pp. 114-116.
Week 6
Read Chapter 9 The Community Context of Practice pp. 83-95. Complete workbook
Activity pp. 90-91. Note: Work with your peers in completing this assignment.
Competencies/Practice Behaviors Addressed: 2.1.1. (1, 4); 2.1.2. (7); 2.1.3. (13); 2.1.7.
(24); 2.1.9. (27); 2.1.10. (29, 33).
Week 7
Read Chapter 13 Professional Social Work pp. 134-145. Complete workbook activity
pp. 142-144. Competencies/Practice Behaviors Addressed: 2.1.1. (2, 3, 4, 5); 2.1.3. (11,
13).
Week 8
Week 9
Read Chapter 15 Legal Concerns pp. 155-165. Complete workbook activity pp. 162165. Competencies/Practice Behaviors Addressed: 2.1.1. (3, 4, 6); 2.1.2. (9); 2.1.3. (11,
13); 2.1.5. (18); 2.1.10. (29)
Week 10
Read Chapter 16 Social Work as Planned Change pp. 167-177. Complete workbook
activity pp. 176-177. Also review theoretical models in Modern Social Work Theory, 3rd
edition and the Generalist Intervention Model in Understanding Generalist Practice.
Week 11
Read Chapter 12 Diversity and Cultural Competency pp. 119-126. Complete any 4 of
the workbook activity exercises on pp. 130-132. Competencies/Practice Behaviors
Addressed: 2.1.1. (1, 2, 3); 2.1.2. (7); 2.1.3. (11, 13); 2.1.4. (14-17); 2.1.5. (18-20); 2.1.6.
(22); 2.1.9. (270; 2.1.10. (29). Senior Portfolios Due!! (See Written Assignment #5.)
Week 13
Unit I
Weeks 1-2
Unit II
Weeks 3-4
Unit III
Weeks 5-6
Students will review Field Instruction I Learning Contract and Final Field Evaluation.
Seminar discussion of how to demonstrate competencies and practice behaviors in Senior
Learning Contract. Competencies/Practice Behaviors Addressed: 2.1.1. (1-6); 2.1.3. (1113); 2.1.4. (14-17); 2.1.5. (18-20); 2.1.6. (21-22); 2.1.7. (23-24); 2.1.8. (25-26); 2.1.9.
(27-28); 2.1.10. (29-41). Complete Personal Competency Goals (See Appendix E).
Seminar Discussion of Social Policy Analysis. Students will share findings from
workbook activity. (See Structured Learning Assignments Weeks 4-5.)
Competencies/Practice Behaviors Addressed: 2.1.1. (1, 4); 2.1.3. (11, 12, 13); 2.1.4. (15,
17); 2.1.5. (19); 2.1.8. (25); 2.1.10. (29)
104
Unit IV
Week 7
Unit V
Week 8
Unit VI
Week 9
Unit VII
Week 10
Unit VIII
Weeks 11-12
Unit IX
Weeks 13-14
Portfolio Due Week 11. Seminar Discussion of the Planned Change Process, Social
Work Theory, and application of the Generalist Intervention Model.
Competencies/Practice Behaviors Addressed: 2.1.1. (1-6); 2.1.2. (7-10); 2.1.3. (11-13);
2.1.4. (14-17); 2.1.5. (18-20); 2.1.7. (23, 24); 2.1.8. (25-26); 2.1.9. (27-28); 2.1.10. (2941)
105
Develop critical thinking/reasoning skills necessary for effective social work practice.
Observe and perform initial intake.
Be involved in information and referral activities.
Arrange for service provision.
Review and participate in agency record keeping.
Meet with the agency supervisor for regular, structured supervision.
Participate in conferences and staff meetings.
Visit other agencies and programs which are relevant to his/her agencys purposes.
Be oriented to the modes of practice within the agency.
Be encouraged to be involved in research where possible.
Be assigned direct service involvement with individual clients, small groups, under careful
supervision by qualified agency staff.
Be exposed to practice issues involving diversity, agency/professional ethics and economic
/social justice.
(See also learning activities listed on learning contract.)
In addition to the activities listed above, senior field instruction students must be assigned, as early as
possible, to a case involving an individual, family, group, or community so they can demonstrate effective
Field Learning Contract
Senior social work majors are responsible for ensuring that learning activities in field allow opportunity
for them to demonstrate competency in the mandated competencies and practice behaviors listed on pp. 34 of this syllabus. Students must first review activities and experiences involved in SWK 371/472 Field
Instruction I and Seminar to determine where prior assignments, activities, projects, and field evaluations
in seminar and agency-based fieldwork have enabled them to provide demonstrable evidence of
competency in each of the mandated competencies and practice behaviors. Then, through collaboration
with their agency field supervisor, they must develop a learning contract that will enable them to
demonstrate competency with the remaining competencies and practice behaviors not previously
addressed in SWK 371/472 Field Instruction I and Seminar. Repetition/reinforcement of competencies
and practice behaviors is desirable. The Senior Learning Contract should include as many of the
competencies and practice behaviors as possible to ensure that students have ample opportunity to
demonstrate competence in all required competencies and practice behaviors.
Student Portfolio
The senior portfolio is a social work program requirement for all students who intend to graduate with a
Bachelor of Social Work degree. As explained in the Student Handbook, portfolio documentation begins
as early as the freshman year and culminates in senior field assignments as students complete their
Professional context of Practice Paper and Senior Case Assignment (see Appendices A and B). The
portfolio affords each senior social work student the opportunity to demonstrate an understanding and
application of the knowledge, values and skills necessary for beginning-level baccalaureate social work
practice and to document achievement of mandated competencies and practice behaviors.
The portfolio should be presented in a 2-3 binder that includes a table of contents that clearly indicates
where the material that fulfills each competency/practice behavior can be found. Numbered tabs seem to
work very well. Papers should not be in plastic folders. This will be discussed further in the field
seminar. (See also Student Portfolio/Student Handbook and Field Instruction Manual.)
106
Critical Thinking Model
Adapted from: Paul & Elder (2009) and Scriven& Paul (1987).
Critical Thinking as applied by the Misericordia University Social Work and Sociology programs is: the
intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating the information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based
on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision,
consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness (Scriven & Paul,
1987).
In short, critical thinking is self-directed, self-disciplined, self-monitored, and self-correcting thinking
(Paul & Elder, 2009, p. 2). Critical thinking requires rigorous standards of excellence (Paul & Elder,
2009, p. 2) and knowledge of its use. It encompasses clear and effective communication, problem solving
abilities, and a commitment to overcoming our native egocentrism and sociocentrism (Paul & Elder,
2009, p. 2).
Critical thinking is demonstrated by the following key elements:
Clarity:
Accuracy:
Precision:
Relevance:
Depth:
Breadth:
Logic:
Significance:
Fairness:
107
SWK 473/474
Values Paper (Due 3rd week of Seminar)
(Assignment #1)
Personal and Professional Values
Competency in social work practice requires that practitioners strive to understand and apply ethical
principles derived from the professions core values of service, social justice, dignity and worth of the
person, importance of human relationships, integrity, and competence. The purpose of this paper is to
provide you the opportunity to identify and discuss how your own personal values and cultural/religious
beliefs and practices may support or conflict with application of these ethical principles in your current
field setting.
Value: Service
Ethical Principle: Social workers primary goal is to help people in need and to address social problems.
Social workers elevate service to others above self-interest. Social workers draw on their knowledge,
values, ad skills to help people in need and to address social problems. Social workers are encouraged to
volunteer some portion of their professional skills with no expectation of significant financial return (pro
bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed
individuals and groups of people. Social workers social change efforts are focused primarily on issues of
poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to
promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers
strive to ensure access to needed information, services, and resources; equality of opportunity; and
meaningful participation in decision making for all people.
Value: Dignity and Worth of Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and
cultural and ethnic diversity. Social workers promote clients socially responsible self-determination.
Social workers seek to enhance clients capacity and opportunity to change and to address their own
needs. Social workers are cognizant of their dual responsibility to clients and to the broader society.
They seek to resolve conflicts between clients interests and the broader societys interests in a socially
responsible manner consistent with the values, ethical principles and ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
108
Social workers understand that relationships between and among people are an important vehicle for
change. Social workers engage people as partners in the helping process. Social workers seek to
strengthen relationships among people in a purposeful effort to promote, restore, maintain and enhance
the well-being of individuals, families, social groups, organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the professions mission, values, ethical principles, and ethical
standards and practice in a manner consistent with them. Social workers act honestly and responsibly and
promote ethical practices on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and enhance
their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in
practice. Social workers should aspire to contribute to the knowledge base of the profession.
109
SWK 475/477
Field Instruction II/IV
Professional Context of Practice
(Assignment #2)
Knowledge of the Profession
Define generalist social work practice. Relate your activities to the profession of social work, including
personal conduct, leadership, and agency responsibilities. Discriminate the orientation, role and activities
of social workers from those of other professionals.
Fulfilling Agency Role Expectations
Meet agency standards with regard to absences, appointments, meetings, deadlines, etc. Organize and use
time productively. Set appropriate priorities in the fact of conflicting demands.
Use of Supervision
Describe the responsibilities and duties you held during the practicum experience. Give examples of how
supervision was used in the examination of your practice. Identify those areas where supervisory help
was especially needed and show how supervision was applied to these areas. Demonstrate an increasing
capacity for independent practice as your skills improved.
Integration of the Professional Role
Convey a sense of reliability and responsibility in dealing with service directors and colleagues.
Formulate a statement of your personal limitations in practicing social work. Demonstrate persistence,
flexibility and creativeness in responding to the difficulties and frustrations of practice, including means
of stress reduction. Demonstrate an awareness and understanding of your own characteristic patterns of
behavior. Describe how you used communication skills differentially with clients, colleagues and others.
Demonstrate a commitment to the values and ethics of social work.
Commitment to Continued Professional Growth
Use available resources to improve knowledge and skills. Show capacity for interest in keeping abreast
of current literature and developments, e.g., evidence-based practice, motivational interviewing, etc.
within the field. Briefly identify which of the following qualities of effective leaders you already possess
and which ones you will need to further develop/refine to demonstrate growth in social work leadership:
life-long learning; accepting failure; willingness to experiment; altruism (other vs. self-oriented);
visionary; good listener; intellectual humility; self-understanding; acceptance of working with people
where they are at. Identify plans for continued professional growth.
110
Check
_____
_____
_____
_____
_____
_____
Use of Supervision:
Describe the responsibilities and duties the student held during the practicum experience. _____
Give examples of how supervision was used in the examination of ones practice.
_____
Identify those areas where supervisory help was especially needed and show how
supervision was applied to these areas.
_____
Demonstrate an increasing capacity for independent practice as your skills improved.
_____
Integration of the Professional Role:
Convey a sense of reliability and responsibility in dealings with service directors and
colleagues
Formulate a statement of your own personal limits in practicing social work.
Demonstrate persistence, flexibility and creativeness in responding to the difficulties
and frustrations of practice.
Demonstrate an awareness and understanding of your own characteristic patterns of behavior.
Describe how communication skills were differentially used with clients, colleagues and others.
Demonstrate a commitment to the value and ethics of social work.
_____
_____
_____
_____
_____
_____
Note:
This form to be used by the seminar leader to assess the Professional Context of Practice
Assignment by indicating a + or - indicating content was satisfactorily presented. Students
will also be given a copy of the form to complete self-assessment prior to submitting the paper.
111
SWK 476/477
Field Instruction III/IV
Senior Case Assignment
Assignment #4
Problem Identification and Assessment
Describe the episode of service Who? What? When? How did you become involved? Who requested
service? Who was the client system? Who was the target of the desired service? What did you do to
engage the client system? What was the presenting problem, and who perceived the situation as a
problem? What additional information did you seek, and how did you go about obtaining It? What was
your conceptualization of the problem, and did it differ in any way from the conceptualization of others
involved?
Selection of an Intervention Plan
How did you synthesize the information you obtained into a coherent intervention plan? Were your
interventions directed at the micro, mezzo or macro level, or a combination of all three levels? What
client strengths did you document that would be useful resources in attempts to resolve the problem?
Outline your plan explicitly. What were the objectives of your intervention , and how were they
determined? Identify the model or theory that underlies your plan and provide a brief outline of the major
concepts and methods espoused by the model/theory. Explain why you chose this model rather than
others. Briefly discuss any ethical concerns/dilemmas that you encountered in your interventive efforts.
Implementation of the Plan
What exactly did you do in carrying out your plan? What efforts were required to engage and maintain
the active participation of those involved in the change effort. What was the explicit or implicit contract
that determined the respective expectations and responsibilities of everyone involved in the change effort
(action system). Did your personal value system in any way conflict with client or agency values in
performing your professional responsibilities? What specific techniques did you employ to facilitate
constructive change? What difficulties arose and how did you deal with them? How was disengagement
handled?
Evaluation and Feedback
Evaluate the effectiveness of your intervention with regard to immediate and long term effects. What
procedures did you employ to assess the overall effectiveness of your efforts? To what extent were your
objectives accomplished? How can you use this experience to strengthen or weaken in any way your
appreciation of the model/theory upon which your intervention was based? Did any of the issues of
diversity noted in the Problem Identification and Assessment Section aid or impede the change efforts?
Briefly describe how you operationalized social work values while working with the client system.
Briefly explain how you employed critical thinking skills throughout the problem solving process.
Briefly assess your personal strengths and limitations as a change agent in this case assignment.
112
SWK 476/477
Field Instruction III/IV
Senior Case Assignment
Problem Identification and Assessment
Check
Describe the episode of service who? What? When?
How did you become involved?
Who requested service?
Who was the client system?
Who was the target of the desired service?
What did you do to engage the client system?
What exactly was the presenting problem, and who perceived the situation as a problem?
What additional information did you see, and how did you go about obtaining it?
What did you perceive to be your clients strengths?
What human and contextual diversity issues did you observe?
What was your conceptualization of the problem, and did it differ in any way from the
conceptualization of others involved?
Selection of an Intervention Plan
How did you synthesize the information you obtained into a coherent intervention plan?
Were your interventions directed at the micro, mezzo or macro level, or a combination
of all three levels?
Outline your plan explicitly.
What were the objectives of your intervention, and how were they determined?
Identify the model (or theory) that underlies your plan.
Provide a brief outline of the major concepts and methods espoused by the model.
Explain why you chose this model rather than others.
Briefly discuss any ethical concerns/dilemmas that you encountered in your interventive
efforts.
Implementation of the Plan
What exactly did you do in carrying out your plan?
What efforts were required to engage and maintain the active participation of those involved
in the change effort?
What was the explicit or implicit contract that determined the respective expectations and
responsibilities of everyone involved in the change effort?
Did your personal value system in any way conflict with client or agency values in performing
your professional responsibilities?
What specific techniques did you employ to facilitate constructive change?
What difficulties arose, and how did you deal with them?
How was disengagement handled?
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
113
Note:
This form to be used by the seminar leader to assess the Professional Context of Practice
Assignment by indicating a + or - indicating content was satisfactorily presented. Students
will also be given a copy of the form to complete self-assessment prior to submitting the paper.
Note: This field syllabus is an example of SWK 477/473/474, Field Instruction IV (Block)
and Seminar. The due dates for the various assignments are adjusted accordingly for
SWK 475/476/473/474 Field Instruction II and III (Concurrent).
Academic/Field Instruction Calendar attached here.
114
Appendix L
Misericordia University
Social Work Program
Junior Field Evaluation
Agency: _____________________________________________________________________________
Agency Supervisor: ___________________________________ Semester: Fall _____
Student: ___________________________________________
Spring _____
Date: __________________________
10
8-9
6-7
4-5
2-3
1
Rating Scale
The intern has excelled in this area (Exemplary)
The intern is functioning above expectations (Excelling)
The intern has met the expectations (Competent)
The intern has not as yet met the expectations in this area, but the intern gives indication s/he will
do so in the near future (Limited Competence)
The intern has not met the expectations in this area, but does give indication s/he may have the
ability to do so (No Competence with potential to remediate)
The intern has not met the expectations in this area, and does not give indications s/he will do so in
the near future (No Competence without ability to remediate)
When evaluating the junior intern, assign a number from the above scale to only those
behaviors that were addressed in the field experience. Since supervisors cannot observe all student
activities in field, please consult with the student regarding any behaviors that you did not directly
observe, but potentially could have been addressed in the field assignment. Each student documents
behaviors addressed in their weekly logs, thus they can provide evidence for any behaviors in question.
Competency #1: Intern identifies as a professional social worker and conducts himself/herself
accordingly.
_____ 1.
_____ 2.
115
_____ 3.
_____ 4.
_____ 5.
_____ 6.
Competency #2: Intern applies social work ethical principles to guide his or her professional
practice
_____ 7.
Recognize and manage personal values in a way that allows professional values to guide
practice.
_____ 8.
_____ 9.
_____ 10.
Competency #3: Intern applies critical thinking to inform and communicate professional
judgments.
_____ 11.
Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom.
_____ 12.
_____ 13.
Recognize the extent to which a cultures structures and values may oppress,
marginalize, alienate, create or enhance privilege and power.
_____ 15.
Gain sufficient self-awareness to eliminate the influence of personal biases and values
in working with diverse groups.
_____ 16.
_____ 17.
View oneself as a learner and engage those with whom they work as informants.
Competency #5: Intern advances human rights and social and economic justice
_____ 18.
_____ 19.
_____ 20.
116
_____ 22.
Competency #7: Intern applies knowledge of human behavior and the social environment.
_____ 23.
_____ 24.
Competency #8: Intern engages in policy practice to advance social and economic well-being and to
deliver effective social work services.
_____ 25.
Analyze, formulate and advocate for policies that advance social well-being.
_____ 26.
_____ 28.
Competency #10: Intern engages, assesses, intervenes and evaluates with individuals, families,
groups, organizations, and communities.
_____ 29.
Substantively and affectively prepare for action with individuals, families, groups,
organizations, and communities.
_____ 30.
_____ 31.
_____ 32.
_____ 33.
_____ 34.
_____ 35.
_____ 36.
_____ 37.
117
_____ 38.
_____ 39.
_____ 40.
_____ 41.
______________________
Date
____________________________________
Student/Intern
______________________
Date
118
Appendix M
Misericordia University
Social Work Program
Senior Field Learning Contract
The purpose of the Senior Field Learning Contract is to provide the student and the supervisor with an
opportunity to plan together the students field experience. The contract is flexible, but will provide
mutual understanding of the expectations for the student during the semester. Each student will review
the information in Chapter 3, Developing Learning Plan from their Social Work Practicum Workbook.
Then, in collaboration with their respective field supervisor, develop learning activities that will enable
them to demonstrate competency with as many as possible of the competencies and practice behaviors
included in the Learning Contract.
Through course assignments and activities, and especially through Senior Field Instruction, all students
must demonstrate competency* in each of the following ten competency areas and in the forty-one
practice behaviors prior to the awarding of the Bachelor of Social Work Degree.
Please return a copy of this contract to the faculty seminar leader by the third week of placement.
Agency: _____________________________________________________________________________
Date: _____________________________________
Role that student will play this semester in the agency (outline of the progression of tasks and
responsibilities anticipated):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
*Competency is defined as achieving a minimum score of 5 on a ten-point scale for each of the ten
competencies included in the Junior Field Evaluation.
119
Learning Contract Junior/Senior Field
Competencies
Practice Behaviors (Learning Outcomes)
2.1.1. Identify as a professional
social worker and conduct
oneself accordingly.
Activities
Means of
Assessment
120
Competencies
Activities
Means of
Assessment
121
Competencies
Activities
Means of
Assessment
__________________________________________________
Student
__________________________________________________
Faculty Liaison
________________________________________________
Field Supervisor
122
Field Activities:
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
123
Means of Assessment:
5.
6.
7.
8.
9.
10.
Field Experiences (Please identify where the student might have exposure to the following):
Micro (one-to-one)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
124
EXAMPLES OF MICRO, MEZZO, MACRO PRACTICE ACTIVITIES
FOR THE JUNIOR AND SENIOR FIELD LEARNING CONTRACTS
Micro:
-
Mezzo:
-
Macro:
-
125
Using the following scale, please rate the degree to which students will be exposed to issues of diversity
in this field experience:
1
Little Exposure
Human Diversity
Age
3
Moderate Exposure
4
5
Extensive Exposure
Gender
Ethnicity
Race
Sexual Orientation
Physically challenged
Emotionally challenged
Intellectually challenged
Socioeconomic level
Geographical
Contextual Diversity
Political
Religious
Language
Family composition
Occupational
Urban / Rural
Other
126
Appendix N
Misericordia University
Social Work Program
Mid-Term Field Evaluation Form
The mid-term evaluation intends to provide the student feedback on field performance at mid-semester.
[If the student is assigned a score of 3 or less, the field liaison will contact you to determine what
he/she must do to meet performance expectations.] It will be the students responsibility to return the
form prior to the mid-term grading period (see Academic/Field Instruction Calendar).
Please assign a numerical score to each item below according to the following scale:
1
2
Does not meet
performance
expectations
4
5
Meets
performance
expectations
7
Exceeds
performance
expectations
The student:
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
_____ 7.
_____ 8.
_____ 9.
_____10.
_____11.
_____12.
_____13.
Semester ______________________
Agency ______________________________
Date _________________________
Signatures:
______________________
Field Supervisor
_____________________
Student
______________________
Field Liaison
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Appendix O
Misericordia University
Social Work Program
Senior Field Evaluation Form
Agency: _____________________________________________________________________________
Agency Supervisor: ___________________________________ Semester: Fall _____
Student: ___________________________________________
Spring _____
Date: __________________________
10
8-9
6-7
4-5
2-3
1
Rating Scale
The intern has excelled in this area (Exemplary)
The intern is functioning above expectations (Excelling)
The intern has met the expectations (Competent)
The intern has not as yet met the expectations in this area, but the intern gives indication s/he will
do so in the near future (Limited Competence)
The intern has not met the expectations in this area, but does give indication s/he may have the
ability to do so (No Competence with potential to remediate)
The intern has not met the expectations in this area, and does not give indications s/he will do so in
the near future (No Competence without ability to remediate)
Using the above scale, assign a numerical score to each practice behavior. [Please note: For
concurrent (two semester students, the Fall, first semester field experience, may not have provided
the supervisor with enough evidence to assign a score to some or many of the competencies. Please
leave these behaviors blank.]
Second semester (Spring) concurrent students and students in block field experiences will submit
to their respective field supervisors a Senior Portfolio demonstrating evidence of competency with the ten
mandated competencies and forty-one practice behaviors. After reviewing the Portfolio, the supervisor
can then assign a numerical score to all practice behaviors, including any that were not clearly
demonstrated in the students agency assignment.
Competency #1: Intern identifies as a professional social worker and conducts himself/herself
accordingly.
_____ 1.
_____ 2.
_____ 3.
128
_____ 4.
_____ 5.
_____ 6.
Competency #2: Intern applies social work ethical principles to guide his or her professional
practice
_____ 7.
Recognize and manage personal values in a way that allows professional values to guide
practice.
_____ 8.
_____ 9.
_____ 10.
Competency #3: Intern applies critical thinking to inform and communicate professional
judgments.
_____ 11.
Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom.
_____ 12.
_____ 13.
Recognize the extent to which a cultures structures and values may oppress,
marginalize, alienate, create or enhance privilege and power.
_____ 15.
Gain sufficient self-awareness to eliminate the influence of personal biases and values
in working with diverse groups.
_____ 16.
_____ 17.
View oneself as a learner and engage those with whom they work as informants.
Competency #5: Intern advances human rights and social and economic justice
_____ 18.
_____ 19.
_____ 20.
129
_____ 22.
Competency #7: Intern applies knowledge of human behavior and the social environment.
_____ 23.
_____ 24.
Competency #8: Intern engages in policy practice to advance social and economic well-being and to
deliver effective social work services.
_____ 25.
Analyze, formulate and advocate for policies that advance social well-being.
_____ 26.
_____ 28.
Competency #10: Intern engages, assesses, intervenes and evaluates with individuals, families,
groups, organizations, and communities.
_____ 29.
Substantively and affectively prepare for action with individuals, families, groups,
organizations, and communities.
_____ 30.
_____ 31.
_____ 32.
_____ 33.
_____ 34.
_____ 35.
_____ 36.
_____ 37.
_____ 38.
_____ 39.
_____ 40.
_____ 41.
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Please comment on the students strengths and suggested areas of improvement.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Recommended Grade
The grade assigned should reflect the supervisors performance expectations for the students
level of development. Competency with the mandated practice behaviors is demanded, but other
behaviors such as actively seeking learning activities, arriving and departing from the field agency at
schedules times, establishing effective working relationships with clients, staff and others, etc. should also
be considered when assigning a final grade.
A ___ A- ___ B+ ___ B ___ B- ___ C+ ___ C ___ C- ___ D ___ F ___
____________________________________
Field Supervisor
______________________
Date
____________________________________
Student/Intern
______________________
Date
131
Appendix P
Misericordia University
Social Work Department
Incident Report
Date ____________________________
Agency _________________________________________________________________
Field Supervisor _____________________
Student _________________________________________________________________
Description of Incident and Date of Occurrence _________________________________
________________________________________________________________________
________________________________________________________________________
132
Appendix Q
Misericordia University
Social Work Department
Agency Evaluation Form
This form is to be completed by all students upon completion of their junior and senior
field assignment.
Check: [ ] Junior Field
[ ] Senior Field
Orientation:
1.
Did the agency provide an orientation program for students?
___
___
Yes No
Rarely ---------------------Consistently
[ ]
[ ]
[ ]
[ ]
[ ]
2.
3.
[ ]
[ ]
[ ]
[ ]
[ ]
4.
[ ]
[ ]
[ ]
[ ]
[ ]
5.
[ ]
[ ]
[ ]
[ ]
[ ]
6.
[ ]
[ ]
[ ]
[ ]
[ ]
7.
[ ]
[ ]
[ ]
[ ]
[ ]
Supervision:
1.
[ ]
[ ]
[ ]
[ ]
[ ]
2.
[ ]
[ ]
[ ]
[ ]
[ ]
3.
[ ]
[ ]
[ ]
[ ]
[ ]
4.
[ ]
[ ]
[ ]
[ ]
[ ]
5.
[ ]
[ ]
[ ]
[ ]
[ ]
133
6.
7.
Rarely -------------------Consistently
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Learning Activities:
1.
[ ]
[ ]
[ ]
[ ]
[ ]
2.
[ ]
[ ]
[ ]
[ ]
[ ]
3.
[ ]
[ ]
[ ]
[ ]
[ ]
4.
[ ]
[ ]
[ ]
[ ]
[ ]
5.
[ ]
[ ]
[ ]
[ ]
[ ]
6.
[ ]
[ ]
[ ]
[ ]
[ ]
7.
[ ]
[ ]
[ ]
[ ]
8.
[ ]
[ ]
[ ]
[ ]
[ ]
9.
[ ]
[ ]
[ ]
[ ]
[ ]
Professional Context:
Rarely -------------------Consistently
1.
Were social work values and ethics upheld [ ]
[ ]
[ ]
[ ]
[ ]
in the agency?
2.
[ ]
[ ]
[ ]
[ ]
[ ]
3.
[ ]
[ ]
[ ]
[ ]
[ ]
Agency ________________________________________
Date __________________
134
Appendix R
Misericordia University
Social Work Program
COUNCIL ON SOCIAL WORK EDUCATION - 2008 EPAS
CSWE uses the 2008 Educational Policy and Accreditation Standards (EPAS) to accredit
baccalaureate- and masters-level social work programs. EPAS supports academic excellence by
establishing thresholds for professional competence. It permits programs to use traditional and
emerging models of curriculum design by balancing requirements that promote comparability
across programs with a level of flexibility that encourages programs to differentiate.
The educational policy and the accreditation standards are conceptually linked. The educational
policy section describes each curriculum feature, and the derivative accreditation standards
specify the requirements used to develop and maintain an accredited baccalaureate or masters
social work program.
EPAS describes four features of an integrated curriculum design: (1) program mission and goals;
(2) explicit curriculum; (3) implicit curriculum; and (4) assessment.
1. The programs mission and goals address the professions purpose, are grounded
in the professions values, and are informed by its context.
2. The explicit curriculum is the programs formal educational structure and includes
its courses and curriculum design. Core competencies (which define generalist
practice or are applied in advanced practice) and field education (as the signature
pedagogy of social work education) are the key elements of the explicit curriculum.
Competency-based education is an outcome performance approach to curriculum
design. Competencies are measurable practice behaviors that are comprised of
knowledge, values, and skills. The goal of the outcome approach is to demonstrate
the integration and application of the competencies in practice with individuals,
families, groups, organizations, and communities.
The explicit curriculum at the BSW level is designed to prepare graduates for
generalist practice through mastery of the core competencies. The MSW curriculum
prepares graduates for advanced practice through mastery of the core competencies
augmented by knowledge and practice behaviors specific to a concentration. The
programs mission and goals, as these reflect professional purpose and values and
the programs context, are consistent with the programs competencies. The
programs competencies are operationalized in the explicit curriculum and in
program assessment through measurable practice behaviors.
3. The implicit curriculum refers to the educational environment in which the
explicit curriculum is presented. It is composed of the following elements: the
programs commitment to diversity; admissions policies and procedures;
advisement, retention, and termination policies; student participation in governance;
faculty; administrative structure; and resources. The implicit curriculum is as
important as the explicit curriculum in shaping the professional character and
competence of the programs graduates. Heightened awareness of the importance of
the implicit curriculum promotes an educational culture that is congruent with the
values of the profession.
135
4. Assessment is an integral component of competency-based education. To
evaluate the extent to which the competencies have been met, a system of
assessment is central to this model of education. Data from assessment continuously
inform and promote change in the explicit and implicit curriculum to enhance
attainment of program competencies. (EP 4.0)
136
Appendix S
Misericordia University
Social Work Program
Essential Steps for Ethical Problem-Solving
1.
2.
IDENTIFY the key values and principles involved. What meanings and limitations
are typically attached to these competing values? (For example, rarely is confidential
information held in absolute secrecy; however, typically decisions about access by
third parties to sensitive content should be contracted with clients.)
3.
RANK the values or ethical principles which in your professional judgment are
most relevant to the issue or dilemma. What reasons can you provide for prioritizing
one competing value/principle over another? (For example, your clients right to
choose a beneficial course of action could bring hardship or harm to others who
would be affected.)
4.
DEVELOP an action plan that is consistent with the ethical priorities that have been
determined as central to the dilemma. Have you conferred with clients and
colleagues, as appropriate, about the potential risks and consequences of alternative
courses of action? Can you support or justify your action plan with the
values/principles on which the plan is based? (For example, have you conferred with
all the necessary persons regarding the ethical dimensions of planning for a battered
wifes quest to secure secret shelter and the implications for her teen-aged children?)
5.
IMPLEMENT your plan, utilizing the most appropriate practice skills and
competencies. How will you make use of core social work skills such as sensitive
communication, skillful negotiation, and cultural competence? (For example, skillful
colleague or supervisory communication and negotiation may enable an impaired
colleague to see her/his impact on clients and to take appropriate action.)
6.
REFLECT on the outcome of this ethical decision making process. How would you
evaluate the consequences of this process for those involved: Client(s),
professional(s), and agency(ies)? (Increasingly, professionals have begun to seek
support, further professional training, and consultation through the development of
Ethics review Committees or Ethics Consultation processes.)
From discussion by Frederick Reamer & Sr. Ann Patrick Conrad in Professional
Choices: Ethics at Work (1995).
Format developed by Sr. Vincentia Joseph & Sr. Ann Patrick Conrad
NASW Office of Ethics and Professional Review, 1-800-638-8799
750 1st Street, NE, Suite 700, Washington, DC 20002
137
Appendix T
Misericordia University
Social Work Program
B.
C.
such conduct has the purpose or effect of unreasonably interfering with an individuals
work or academic performance or creating an intimidating, hostile, or offensive
working or educational environment.
Sexual harassment may cause the recipient discomfort or humiliation which may interfere with
the recipient's education or job performance. It may include, but is not limited to:
A.
Gender Harassment
*
harassment based on sexual stereotypes
*
offensive comments and/or jokes based on sexual stereotypes
*
actions or behaviors based on sexual stereotypes
B.
138
All employees and students should be aware that the University is prepared to take action to
prevent and remedy such behavior, and that individuals who engage in such behavior are subject
to disciplinary action. Any student or employee who is violated by offensive sexual behavior is
encouraged to pursue the matter by contacting the Universitys Human Resources Department.
139
Appendix U
Misericordia University
Social Work Program
Code of Ethics
Of the National Association of Social Workers
Approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate
Assembly
Preamble
The primary mission of the social work profession is to enhance human well-being and help
meet the basic human needs of all people, with particular attention to the needs and
empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and
defining feature of social work is the professions focus on individual well-being in a social
context and the well-being of society. Fundamental to social work is attention to the
environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. Clients
is used inclusively to refer to individuals, families, groups, organizations, and communities.
Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination,
oppression, poverty, and other forms of social injustice. These activities may be in the form of
direct practice, community organizing, supervision, consultation, administration, advocacy,
social and political action, policy development and implementation, education, and research and
evaluation. Social workers seek to enhance the capacity of people to address their own needs.
Social workers also seek to promote the responsiveness of organizations, communities, and other
social institutions to individuals needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values,
embraced by social workers throughout the professions history, are the foundation of social
works unique purpose and perspective:
service
social justice
dignity and worth of the person
importance of human relationships
integrity
competence.
This constellation of core values reflects what is unique to the social work profession. Core
values, and the principles that flow from them, must be balanced within the context and
complexity of the human experience.
140
141
situation in which ethical judgment is warranted. Social workers decisions and actions
should be consistent with the spirit as well as the letter of this Code.
In addition to this Code, there are many other sources of information about ethical thinking that
may be useful. Social workers should consider ethical theory and principles generally, social
work theory and research, laws, regulations, agency policies, and other relevant codes of ethics,
recognizing that among codes of ethics social workers should consider the NASW Code of Ethics
as their primary source. Social workers also should be aware of the impact on ethical decision
making of their clients and their own personal values and cultural and religious beliefs and
practices. They should be aware of any conflicts between personal and professional values and
deal with them responsibly. For additional guidance social workers should consult the relevant
literature on professional ethics and ethical decision making and seek appropriate consultation
when faced with ethical dilemmas. This may involve consultation with an agency-based or
social work organizations ethics committee, a regulatory body, knowledgeable colleagues,
supervisors, or legal counsel.
Instances may arise when social workers ethical obligations conflict with agency policies or
relevant laws or regulations. When such conflicts occur, social workers must make a responsible
effort to resolve the conflict in a manner that is consistent with the values, principles, and
standards expressed in this Code. If a reasonable resolution of the conflict does not appear
possible, social workers should seek proper consultation before making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations,
and bodies (such as licensing and regulatory boards, professional liability insurance providers,
courts of law, agency boards of directors, government agencies, and other professional groups)
that choose to adopt it or use it as a frame of reference. Violation of standards in this Code does
not automatically imply legal liability or violation of the law. Such determination can only be
made in the context of legal and judicial proceedings. Alleged violations of the Code would be
subject to a peer review process. Such processes are generally separate from legal or
administrative procedures and insulated from legal review or proceedings to allow the profession
to counsel and discipline its own members.
A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all
ethical issues or disputes or capture the richness and complexity involved in striving to make
responsible choices within a moral community. Rather, a code of ethics sets forth values, ethical
principles, and ethical standards to which professionals aspire and by which their actions can be
judged. Social workers ethical behavior should result from their personal commitment to
engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social
workers to uphold the professions values and to act ethically. Principles and standards must be
applied by individuals of good character who discern moral questions and, in good faith, seek to
make reliable ethical judgments.
142
Ethical Principles
The following broad ethical principles are based on social works core values of service, social
justice, dignity and worth of the person, importance of human relationships, integrity, and
competence. These principles set forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers primary goal is to help people in need and to address social
problems.
Social workers elevate service to others above self-interest. Social workers draw on their
knowledge, values, and skills to help people in need and to address social problems. Social
workers are encouraged to volunteer some portion of their professional skills with no expectation
of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed
individuals and groups of people. Social workers social change efforts are focused primarily on
issues of poverty, unemployment, discrimination, and other forms of social injustice. These
activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic
diversity. Social workers strive to ensure access to needed information, services, and resources;
equality of opportunity; and meaningful participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual
differences and cultural and ethnic diversity. Social workers promote clients socially
responsible self-determination. Social workers seek to enhance clients capacity and opportunity
to change and to address their own needs. Social workers are cognizant of their dual
responsibility to clients and to the broader society. They seek to resolve conflicts between
clients interests and the broader societys interests in a socially responsible manner consistent
with the values, ethical principles, and ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an important vehicle
for change. Social workers engage people as partners in the helping process. Social workers
seek to strengthen relationships among people in a purposeful effort to promote, restore,
143
maintain, and enhance the well-being of individuals, families, social groups, organizations,
and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the professions mission, values, ethical principles, and
ethical standards and practice in a manner consistent with them. Social workers act honestly and
responsibly and promote ethical practices on the part of the organizations with which they are
affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and
enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply
them in practice. Social workers should aspire to contribute to the knowledge base of the
profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers.
These standards concern (1) social workers ethical responsibilities to clients, (2) social workers
ethical responsibilities to colleagues, (3) social workers ethical responsibilities in practice
settings, (4) social workers ethical responsibilities as professionals, (5) social workers ethical
responsibilities to the social work profession, and (6) social workers ethical responsibilities to
the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct, and some
are aspirational. The extent to which each standard is enforceable is a matter of professional
judgment to be exercised by those responsible for reviewing alleged violations of ethical
standards.
1. Social Workers Ethical Responsibilities to Clients
1.01 Commitment to Clients
Social workers primary responsibility is to promote the well-being of clients. In general,
clients interests are primary. However, social workers responsibility to the larger society or
specific legal obligations may on limited occasions supersede the loyalty owed clients, and
clients should be so advised. (Examples include when a social worker is required by law to
report that a client has abused a child or has threatened to harm self or others.)
1.02 Self-Determination
Social workers respect and promote the right of clients to self-determination and assist clients in
their efforts to identify and clarify their goals. Social workers may limit clients right to self-
144
determination when, in the social workers professional judgment, clients actions or
potential actions pose a serious, foreseeable, and imminent risk to themselves or others.
1.03 Informed Consent
(a) Social workers should provide services to clients only in the context of a professional
relationship based, when appropriate, on valid informed consent. Social workers should use clear
and understandable language to inform clients of the purpose of the services, risks related to the
services, limits to services because of the requirements of a third-party payer, relevant costs,
reasonable alternatives, clients right to refuse or withdraw consent, and the time frame covered
by the consent. Social workers should provide clients with an opportunity to ask questions.
(b) In instances when clients are not literate or have difficulty understanding the primary
language used in the practice setting, social workers should take steps to ensure clients
comprehension. They may include providing clients with a detailed verbal explanation or
arranging for a qualified interpreter or translator whenever possible.
(c) In instances when clients lack the capacity to provide informed consent, social workers
should protect clients interests by seeking permission from an appropriate third party, informing
clients consistent with the clients level of understanding. In such instances social workers
should seek to ensure that the third party acts in a manner consistent with clients wishes and
interests. Social workers should take reasonable steps to enhance such clients ability to give
informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should provide
information about the nature and extent of services and about the extent of clients right to refuse
service.
(e) Social workers who provide services via electronic media (such as computer, telephone,
radio, and television) should inform recipients of the limitations and risks associated with such
services.
(f) Social workers should obtain clients informed consent before audiotaping or videotaping
clients or permitting observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within
the boundaries of their education, training, license, certification, consultation received,
supervised experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or
approaches that are new to them only after engaging in appropriate study, training, consultation,
and supervision from people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of
practice, social workers should exercise careful judgment and take responsible steps (including
appropriate education, research, training, consultation, and supervision) to ensure the
competence of their work and to protect clients from harm.
1.05 Cultural Competence and Social Diversity
145
(a) Social workers should understand culture and its function in human behavior and society,
recognizing the strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients cultures and be able to
demonstrate competence in the provision of services that are sensitive to clients cultures and to
differences among people and cultural groups.
(c) Social workers should obtain education about and seek to understand the nature of social
diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual
orientation, age, marital status, political belief, religion, and mental or physical disability.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the
exercise of professional discretion and impartial judgment. Social workers should inform clients
when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in
a manner that makes the clients interests primary and protects clients interest to the greatest
extent possible. In some cases, protecting clients interests may require termination of the
professional relationship with proper referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or exploit
others to further their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or former
clients in which there is a risk of exploitation or potential harm to the client. In instances when
dual or multiple relationships are unavoidable, social workers should take steps to protect clients
and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or
multiple relationships occur when social workers relate to clients in more than one relationship,
whether professional, social, or business. Dual or multiple relationships can occur
simultaneously or consecutively.)
(d) When social workers provide services to two or more people who have a relationship with
each other (for example, couples, family members), social workers should clarify with all parties
which individuals will be considered clients and the nature of social workers professional
obligations to the various individuals who are receiving services. Social workers who anticipate
a conflict of interest among the individuals receiving services or who anticipate having to
perform in potentially conflicting roles (for example, when a social worker is asked to testify in a
child custody dispute or divorce proceedings involving clients) should clarify their role with the
parties involved and take appropriate action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients right to privacy. Social workers should not solicit
private information from clients unless it is essential to providing services or conducting social
work evaluation or research. Once private information is shared, standards of confidentiality
apply.
(b) Social workers may disclose confidential information when appropriate with valid consent
from a client or a person legally authorized to consent on behalf of a client.
146
(c) Social workers should protect the confidentiality of all information obtained in the course
of professional service, except for compelling professional reasons. The general expectation that
social workers will keep information confidential does not apply when disclosure is necessary to
prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all
instances, social workers should disclose the least amount of confidential information necessary
to achieve the desired purpose; only information that is directly relevant to the purpose for which
the disclosure is made should be revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of
confidential information and the potential consequences, when feasible before the disclosure is
made. This applies whether social workers disclose confidential information on the basis of a
legal requirement or client consent.
(e) Social workers should discuss with clients and other interested parties the nature of
confidentiality and limitations of clients right to confidentiality. Social workers should review
with clients circumstances where confidential information may be requested and where
disclosure of confidential information may be legally required. This discussion should occur as
soon as possible in the social worker-client relationship and as needed throughout the course of
the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social
workers should seek agreement among the parties involved concerning each individuals right to
confidentiality and obligation to preserve the confidentiality of information shared by others.
Social workers should inform participants in family, couples, or group counseling that social
workers cannot guarantee that all participants will honor such agreements.
(g) Social workers should inform clients involve in family, couples, marital, or group counseling
of the social workers, employers, and agencys policy concerning the social workers
disclosure of confidential information among the parties involved in the counseling.
(h) Social workers should not disclose confidential information to third-party payers unless
clients have authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless privacy can
be ensured. Social workers should not discuss confidential information in public or semipublic
areas such as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to the
extent permitted by law. When a court of law or other legally authorized body orders social
workers to disclose confidential or privileged information without a clients consent and such
disclosure could cause harm to the client, social workers should request that the court withdraw
the order or limit the order as narrowly as possible or maintain the records under seal,
unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to requests from
members of the media.
(l) Social workers should protect the confidentiality of clients written and electronic records and
other sensitive information. Social workers should take reasonable steps to ensure that clients
147
records are stored in a secure location and that clients records are not available to others who
are not authorized to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of
information transmitted to other parties through the use of computers, electronic mail, facsimile
machines, telephones and telephone answering machines, and other electronic or computer
technology. Disclosure of identifying information should be avoided whenever possible.
(n) Social workers should transfer or dispose of clients records in a manner that protects clients
confidentiality and is consistent with the state statutes governing records and social work
licensure.
(o) Social workers should take reasonable precautions to protect client confidentiality in the
event of the social workers termination of practice, incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing clients for
teaching or training purposes unless the client has consented to disclosure of confidential
information.
(q) Social workers should not disclose identifying information when discussing clients with
consultants unless the client has consented to disclosure of confidential information or there is a
compelling need for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with the
preceding standards.
1.08 Access to Records
(a) Social workers should provide clients with reasonable access to records concerning the
clients. Social workers who are concerned that clients access to their records could cause
serious misunderstanding or harm to the client should provide assistance in interpreting the
records and consultation with the client regarding the records. Social workers should limit
clients access to their records, or portions of their records, only in exceptional circumstances
when there is compelling evidence that such access would cause serious harm to the client. Both
clients requests and the rationale for withholding some or all of the record should be
documented in clients files.
(b) When providing clients with access to their records, social workers should take steps to
protect the confidentiality of other individuals identified or discussed in such records.
1.09 Sexual Relationships
(a) Social workers should under no circumstances engage in sexual activities or sexual contact
with current clients, whether such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients relatives
or other individuals with whom clients maintain a close personal relationship when there is a risk
of exploitation or potential harm to the client. Sexual activity or sexual contact with clients
relatives or other individuals with whom clients maintain a personal relationship has the potential
to be harmful to the client and may make it difficult for the social worker and client to maintain
appropriate professional boundaries. Social workers not their clients, their clients relatives, or
148
other individual with whom the client maintains a personal relationship assume the full
burden for setting clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former clients
because of the potential for harm to the client. If social workers engage in conduct contrary to
this prohibition or claim that an exception to this prohibition is warranted because of
extraordinary circumstances, it is social workers not their clients who assume the full burden
of demonstrating that the former client has not been exploited, coerced, or manipulated,
intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they have had a
prior sexual relationship. Providing clinical services to a former sexual partner has the potential
to be harmful to the individual and is likely to make it difficult for the social worker and
individual to maintain appropriate professional boundaries.
1.10 Physical Contact
Social workers should not engage in physical contact with clients when there is a possibility of
psychological harm to the client as a result of the contact (such as cradling or caressing clients).
Social workers who engage in appropriate physical contact with clients are responsible for
setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact.
1.11 Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment includes sexual advances,
sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual
nature.
1.12 Derogatory Language
Social workers should not use derogatory language in their written or verbal communications to
or about clients. Social workers should use accurate and respectful language in all
communications to and about clients.
1.13 Payment for Services
(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and
commensurate with the services performed. Consideration should be given to clients ability to
pay.
(b) Social workers should avoid accepting goods or services from clients as payment for
professional services. Bartering arrangements, particularly involving services, create the
potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers
relationships with clients. Social workers should explore and may participate in bartering only in
very limited circumstances when it can be demonstrated that such arrangements are an accepted
practice among professionals in the local community, considered to be essential for the provision
of services, negotiated without coercion, and entered into at the clients initiative and with the
clients informed consent. Social workers who accept goods or services from clients as payment
for professional services assume the full burden of demonstrating that this arrangement will not
be detrimental to the client or the professional relationship.
149
(c) Social workers should not solicit a private fee or other remuneration for providing services to
clients who are entitled to such available services through the social workers employer or
agency.
1.14 Clients Who Lack Decision-Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed decisions,
social workers should take reasonable steps to safeguard the interests and rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the event that
services are interrupted by factors such as unavailability, relocation, illness, disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services to clients and professional relationships with them
when such services and relationships are no longer required or no longer serve the clients needs
or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need
of services. Social workers should withdraw services precipitously only under unusual
circumstances, giving careful consideration to all factors in the situation and taking care to
minimize possible adverse effects. Social workers should assist in making appropriate
arrangements for continuation of services when necessary.
(c) Social workers in fee-for-service settings may terminate services to clients who are not
paying an overdue balance if the financial contractual arrangements have been made clear to the
client, if the client does not pose imminent danger to self or others, and if the clinical and other
consequences of the current nonpayment have been addressed and discussed with the client.
(d) Social workers should not terminate services to pursue a social, financial, or sexual
relationship with a client.
(e) Social workers who anticipate the termination or interruption of services to clients should
notify clients promptly and seek the transfer, referral, or continuation of services in relation to
the clients needs and preferences.
(f) Social workers who are leaving an employment setting should inform clients of appropriate
options for the continuation of services and of the benefits and risks of the options.
2. Social Workers Ethical Responsibilities to Colleagues
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately and fairly
the qualifications, views, and obligations of colleagues.
150
(b) Social workers should void unwarranted negative criticism of colleagues in
communications with clients or with other professionals. Unwarranted negative criticism may
include demeaning comments that refer to colleagues level of competence, or to individuals
attributes such as race, ethnicity, national origin, color, sex, sexual orientation, age, marital
status, political belief, religion, and mental or physical disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of other
professions when such cooperation serves the well-being of clients.
2.02 Confidentiality
Social workers should respect confidential information shared by colleagues in the course of
their professional relationships and transactions. Social workers should ensure that such
colleagues understand social workers obligation to respect confidentiality and any exceptions
related to it.
2.03 Interdisciplinary Collaboration
(a) Social workers who are members of an interdisciplinary team should participate in and
contribute to decisions that affect the well-being of clients by drawing on the perspectives,
values, and experiences of the social work profession. Professional and ethical obligations of the
interdisciplinary team as a whole and of its individual members should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to resolve
the disagreement through appropriate channels. If the disagreement cannot be resolved, social
workers should pursue other avenues to address their concerns consistent with client well-being.
2.04 Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a colleague and an employer
to obtain a position or otherwise advance the social workers own interests.
(b) Social workers should not exploit clients in disputes with colleagues or engage clients in any
inappropriate discussion of conflicts between social workers and their colleagues.
2.05 Consultation
(a) Social workers should seek the advice and counsel of colleagues whenever such consultation
is in the best interests of clients.
(b) Social workers should keep themselves informed about colleagues areas of expertise and
competencies. Social workers should seek consultation only from colleagues who have
demonstrated knowledge, expertise, and competence related to the subject of the consultation.
(c) When consulting with colleagues about clients, social workers should disclose the least
amount of information necessary to achieve the purposes of the consultation.
2.06 Referral for Services
(a) Social workers should refer clients to other professionals when the other professionals
specialized knowledge or expertise is needed to serve clients fully or when social workers
151
believe that they are not being effective or making reasonable progress with clients and that
additional service is required.
(b) Social workers who refer clients to other professionals should take appropriate steps to
facilitate an orderly transfer of responsibility. Social workers who refer clients to other
professional should disclose, with clients consent, all pertinent information to the new service
providers.
(c) Social workers are prohibited from giving or receiving payment for a referral when no
professional service is provided by the referring social worker.
2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual
activities or contact with supervisees, students, trainees, or other colleagues over whom they
exercise professional authority.
(b) Social workers should avoid engaging in sexual relationships with colleagues when there is
potential for a conflict of interest. Social workers who become involved in, or anticipate
becoming involved in, a sexual relationship with a colleague have a duty to transfer professional
responsibilities, when necessary, to avoid a conflict of interest.
2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual
harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other
verbal or physical conduct of a sexual nature.
2.09 Impairment of Colleagues
(a) Social workers who have direct knowledge of a social work colleagues impairment that is
due to personal problems, psychosocial distress, substance abuse, or mental health difficulties
and that interferes with practice effectiveness should consult with that colleague when feasible
and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleagues impairment interferes with practice
effectiveness and that the colleague has not taken adequate steps to address the impairment
should take action through appropriate channels established by employers, agencies, NASW,
licensing and regulatory bodies, and other professional organizations.
2.10 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleagues incompetence should
consult with that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not taken
adequate steps to address the incompetence should take action through appropriate channels
established by employers, agencies, NASW, licensing and regulatory bodies, and other
professional organizations.
152
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measure to discourage, prevent, expose, and correct the
unethical conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures for
handling concerns about colleagues unethical behavior. Social workers should be familiar with
national, state, and local procedures for handling ethics complaints. These include policies and
procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other
professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek resolution by
discussing their concerns with the colleague when feasible and when such discussion is likely to
be productive.
(d) When necessary, social workers who believe that a colleague has acted unethically should
take action through appropriate formal channels (such as contacting a state licensing board or
regulatory body, and NASW committee on inquiry, or other professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical
conduct.
3. Social Workers Ethical Responsibilities in Practice Settings
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary knowledge
and skill to supervise or consult appropriately and should do so only within their areas of
knowledge and competence.
(b) Social workers who provide supervision or consultation are responsible for setting clear,
appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with supervisees in
which there is a risk of exploitation of or potential harm to the supervisee.
(d) Social workers who provide supervision should evaluate supervisees performance in a
manner that is fair and respectful.
3.02 Education and Training
(a) Social workers who function as educators, field instructors for students, or trainers should
provide instruction only within their areas of knowledge and competence and should provide
instruction based on the most current information and knowledge available in the profession.
(b) Social workers who function as educators or field instructors for students should evaluate
students performance in a manner that is fair and respectful.
(c) Social workers who function as educators or field instructors for students should take
reasonable steps to ensure that clients are routinely informed when services are being provided
by students.
153
(d) Social workers who function as educators or field instructors for students should not engage
in any dual or multiple relationships with students in which there is a risk of exploitation or
potential harm to the student. Social work educators and field instructors are responsible for
setting clear, appropriate, and culturally sensitive boundaries.
3.03 Performance Evaluation
Social workers who have responsibility for evaluating the performance of others should fulfill
such responsibility in a fair and considerate manner and on the basis of clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that documentation in records is
accurate and reflects the services provided.
(b) Social workers should include sufficient and timely documentation in records to facilitate the
delivery of services and to ensure continuity of services provided to clients in the future.
(c) Social workers documentation should protect clients privacy to the extent that is possible
and appropriate and should include only information that is directly relevant to the delivery of
services.
(d) Social workers should store records following the termination of services to ensure
reasonable future access. Records should be maintained for the number of years required by
state statutes or relevant contracts.
3.05 Billing
Social workers should establish and maintain billing practices that accurately reflect the nature
and extent of services provided and that identify who provided the service in the practice setting.
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or colleague contacts a
social worker for services, the social worker should carefully consider the clients needs before
agreeing to provide services. To minimize possible confusion and conflict, social workers
should discuss with potential clients the nature of the clients current relationship with other
service providers and the implications, including possible benefits or risks, of entering into a
relationship with a new service provider.
(b) If a new client has been served by another agency or colleague, social workers should discuss
with the client whether consultation with the previous service provided is in the clients best
interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their agencies for adequate
resources to meet clients needs.
154
(b) Social workers should advocate for resource allocation procedures that are open and fair.
When not all clients needs can be met, an allocation procedure should be developed that is
nondiscriminatory and based on appropriate and consistently applied principles.
(c) Social workers who are administrators should take reasonable steps to ensure that adequate
agency or organizational resources are available to provide appropriate staff supervision.
(d) Social work administrators should take reasonable steps to ensure that the working
environment for which they are responsible is consistent with and encourages compliance with
the NASW Code of Ethics Social work administrators should take reasonable steps to eliminate
nay conditions in their organizations that violate, interfere with, or discourage compliance with
the Code.
3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or arrange for
continuing education and staff development for all staff for whom they are responsible.
Continuing education and staff development should address current knowledge and emerging
developments related to social work practice and ethics.
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to employers and employing
organizations.
(b) Social workers should work to improve employing agencies policies and procedures and the
efficiency and effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of social
workers ethical obligations as set forth in the NASW Code of Ethics and of the implications of
those obligations for social work practice.
(d) Social workers should not allow an employing organizations policies, procedures,
regulations, or administrative orders to interfere with their ethical practice of social work. Social
workers should take reasonable steps to ensure that their employing organizations practices are
consistent with the NASW Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the employing
organizations work assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only in
organizations that exercise fair personnel practices.
(g) Social workers should be diligent stewards of the resources of their employing organizations,
wisely conserving funds where appropriate and never misappropriating funds or using them for
unintended purposes.
3.10 Labor-Management Disputes
155
(a) Social workers may engage in organized action, including the formation of and
participation in labor unions, to improve services to clients and working conditions.
(b) The actions of social workers that are involved in labor-management disputes, job actions, or
labor strikes should be guided by the professions values, ethical principles, and ethical
standards. Reasonable differences of opinion exist among social workers concerning their
primary obligation as professionals during an actual or threatened labor strike or job action.
Social workers should carefully examine relevant issues and their possible impact on clients
before deciding on a course of action.
4. Social Workers Ethical Responsibilities as Professionals
4.01 Competence
(a) Social workers should accept responsibility or employment only on the basis of existing
competence or the intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional practice and the
performance of professional functions. Social workers should critically examine and keep
current with emerging knowledge relevant to social work. Social workers should routinely
review the professional literature and participate in continuing education relevant to social work
practice and social work ethics.
(c) Social workers should base practice on recognized knowledge, including empirically based
knowledge, relevant to social work and social work ethics.
4.02 Discrimination
Social workers should not practice, condone, facilitate, or collaborate with any form of
discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, age,
marital status, political belief, religion, or mental or physical disability.
4.03 Private Conduct
Social workers should not permit their private conduct to interfere with their ability to fulfill
their professional responsibilities.
4.04 Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or
deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial distress, legal
problems, substance abuse, or mental health difficulties to interfere with their professional
judgment and performance or to jeopardize the best interests of people for whom they have a
professional responsibility.
156
(b) Social workers whose personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties interfere with their professional judgment and
performance should immediately seek consultation and take appropriate remedial action by
seeking professional help, making adjustments in workload, terminating practice, or taking any
other steps necessary to protect clients and others.
4.06 Misrepresentation
(a) Social workers should make clear distinctions between statements made and actions engaged
in as a private individual and as a representative of the social work profession, a professional
social work organization, or the social workers employing agency.
(b) Social workers who speak on behalf of professional social work organizations should
accurately represent the official and authorized positions of the organizations.
(c) Social workers should ensure that their representations to clients, agencies, and the public of
professional qualifications, credentials, education, competence, affiliations, services provided, or
results to be achieved are accurate. Social workers should claim only those relevant professional
credentials they actually possess and take steps to correct any inaccuracies or misrepresentations
of their credentials by others.
4.07 Solicitations
(a) Social workers should not engage in uninvited solicitation of potential clients who, because
of their circumstances, are vulnerable to undue influence, manipulation, or coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements (including
solicitation of consent to use a clients prior statement as a testimonial endorsement) from
current clients or from other people who, because of their particular circumstances, are
vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit, only for
work they have actually performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions made by
others.
5. Social Workers Ethical Responsibilities to the Social Work Profession
5.01 Integrity of the Profession
(a) Social workers should work toward the maintenance and promotion of high standards of
practice.
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the
profession. Social workers should protect, enhance, and improve the integrity of the profession
through appropriate study and research, active discussion, and responsible criticism of the
profession.
157
(c) Social workers should contribute time and professional expertise to activities that promote
respect for the value, integrity, and competence of the social work profession. These activities
may include teaching, research, consultation, service, legislative testimony, presentations in the
community, and participation in their professional organizations.
(d) Social workers should contribute to the knowledge base of social work and share with
colleagues their knowledge related to practice, research, and ethics. Social workers should seek
to contribute to the professions literature and to share their knowledge at professional meetings
and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of social
work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of programs, and
practice interventions.
(b) Social workers should promote and facilitate evaluation and research to contribute to the
development of knowledge.
(c) Social workers should critically examine and keep current with emerging knowledge relevant
to social work and fully use evaluation and research evidence in their professional practice.
(d) Social workers engaged in evaluation or research should carefully consider possible
consequences and should follow guidelines developed for the protection of evaluation and
research participants. Appropriate institutional review boards should be consulted.
(e) Social workers engaged in evaluation or research should obtain voluntary and written
informed consent from participants, when appropriate, without any implied or actual deprivation
or penalty for refusal to participate; without undue inducement to participate; and with due
regard for participants well-being, privacy, and dignity. Informed consent should include
information about the nature, extent, and duration of the participation requested and disclosure of
the risks and benefits of participation in the research.
(f) When evaluation or research participants are incapable of giving informed consent, social
workers should provide an appropriate explanation to the participants, obtain the participants
assent to the extent they are able, and obtain written consent from an appropriate proxy.
(g) Social workers should never design or conduct evaluation or research that does not use
consent procedures, such as certain forms of naturalistic observation and archival research,
unless rigorous and responsible review of the research has found it to be justified because of its
prospective scientific, educational, or applied value and unless equally effective alternative
procedures that do not involve waiver of consent are not feasible.
(h) Social workers should inform participants of their right to withdraw from evaluation and
research at any time without penalty.
(i) Social workers should take appropriate steps to ensure that participants in evaluation and
research have access to appropriate supportive services.
158
(j) Social workers engaged in evaluation or research should protect participants from
unwarranted physical or mental distress, harm, danger, or deprivation.
(k) Social workers engaged in the evaluation of services should discuss collected information
only for professional purposes and only with people professionally concerned with this
information.
(l) Social workers engaged in evaluation or research should ensure the anonymity of
confidentiality of participants and of the data obtained from them. Social workers should inform
participants of any limits of confidentiality, the measures that will be taken to ensure
confidentiality, and when any records containing research data will be destroyed.
(m) Social workers who report evaluation and research results should protect participants
confidentiality by omitting identifying information unless proper consent has been obtained
authorizing disclosure.
(n) Social workers should report evaluation and research findings accurately. They should not
fabricate or falsify results and should take steps to correct any errors later found in published
data using standard publication methods.
(o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of
interest and dual relationships with participants, should inform participants when a real or
potential conflict of interest arises, and should take steps to resolve the issue in a manner that
makes participants interests primary.
(p) Social workers should educate themselves, their students, and their colleagues about
responsible research practices.
6. Social Workers Ethical Responsibilities to the Broader Society
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global levels, and the
development of people, their communities, and their environments. Social workers should
advocate for living conditions conducive to the fulfillment of basic human needs and should
promote social, economic, political, and cultural values and institutions that are compatible with
the realization of social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social policies
and institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services I public emergencies to the
greatest extent possible.
6.04 Social and Political Action
159
(a) Social workers should engage in social and political action that seeks to ensure that all people
have equal access to the resources, employment, services, and opportunities they require to meet
their basic human needs and to develop fully. Social workers should be aware of the impact of
the political arena on practice and should advocate for changes in policy and legislation to
improve social conditions in order to meet basic human needs and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with special
regard for vulnerable, disadvantaged, oppressed, and exploited people and groups.
(c) Social workers should promote conditions that encourage respect for cultural and social
diversity within the United States and globally. Social workers should promote policies and
practices that demonstrate respect for difference, support the expansion of cultural knowledge
and resources, advocate for programs and institutions that demonstrate cultural competence, and
promote policies that safeguard the rights of and confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and
discrimination against any person, group, or class on the basis of race, ethnicity, national origin,
color, sex, sexual orientation, age, marital status, political belief, religion, or mental or physical
disability.
160
Appendix V
Misericordia University
Social Work Program
Portfolio Requirements
161
1. Title/Cover page
The following should be located on the front of the binder:
o A picture of you in professional attire (head and shoulders only)
o Name, Classification, Major (i.e. Janet Jones, Senior, Social
Work)
o A short quote or motto that represents your own personal motto
that you have chosen to live by. This statement gives the reader a
sense of who you are, your personal philosophy choose
carefully.
3.
162
163
This is the core of how you demonstrate your competency of the knowledge, skills,
and values of a generalist social worker.
On the front of each tab state the number and description of the
CSWE/MU Competency that you are addressing. (The Competencies are
listed pages 3-4 of this manual).
For each competency, write one paragraph describing your achievement
of that competency.
o Discuss how you achieved this competency integrating the
corresponding practice behaviors
o Discuss how you will use integrate the knowledge, skills, and
behaviors into practice.
o Where did you learn this concept/course and an example of
implementation of the concept.
Select from your vast collection of papers, projects, and oral presentations
(social work core, university core, and cognate courses) examples that
demonstrate your competency in each of the 10 Competency Core areas.
You should have a minimum of 3 papers per section that demonstrates
your understanding as well as application of the knowledge, skills, and
values of a social work professional.
If using a particular paper, project, or presentation in multiple tabs, be sure
to note which pages of the paper or project pertain to this specific
competency. You do NOT have to reprint the papers or projects for each
section. Insert a sheet that states (please refer to Paper: (title), page
numbers __ to ___.
**Please note that this section the Competency section - is the major component of the
portfolio and is assigned the most points on the Portfolio rubric.
Sample: Competency: 2.1.6. Engage in research-informed practice and practice-informed research.
In SWK232 Research Methods, we were asked to critique a research report in an area of
interest. I chose to critique an article examining a new intervention technique with Autistic
children in the school setting. Upon completion of this critique I discussed the article with my
field instructor at the Children and Youth School-Based program. Interested in this technique
and its rigorous trial, she asked me to present the new technique to her supervisor and school
administrators. Following the presentation and other research supporting this technique, it is
now implemented in the classroom which works specifically with children with Autism. (Please
refer to completed critique: Autistic Children: The learning cycle).
7. Final Thoughts
Reflect on your educational experience.
Discuss your growth from a freshman or transfer student to a BSW professional.
How have you changed?
Discuss your plan for life-long learning to keep you fresh and revitalized within
the profession. Where do you see yourself in 5 years, 10 years professionally?
164
Misericordia University:
Department of Social Work
PORTFOLIO RUBRIC
POOR
(1)
DEVELOPING
(2)
COMPETENT
(3)
EXCELLING
(4)
EXEMPLARY
(5)
ORGANIZATIO
N,
PRESENTATIO
N&
APPEARANCE
Portfolio is
poorly
organized, lacks
form and
consistency, and
is
unprofessional
in appearance
or presentation
Student mission
and purpose is
unclear,
irrelevant,
and/or missing
Portfolio has
some
organization and
structure. Some
attempt was
made to present
the portfolio in a
professional
manner.
Student mission
and purpose are
identified and
stated.
Connection with
self, profession
and University
are lack clarity.
Resume,
certificates,
affiliations,
and/or references
are listed but
missing
elements; errors
Portfolio is
organized, has
clear consistent
structure, and has
a professional
appearance or
presentation
Portfolio has
met and
exceeded
expectation of
clear, consistent
structure and
professional in
appearance or
presentation
Student mission
and purpose has
met and
exceeded
expectation
Resume,
certificates,
affiliations, and/or
references meet
expectations
Resume,
certificates,
affiliations,
and/or
references
exceed
expectations
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
Resume,
certificates,
affiliations,
and/or references
exceed
expectation in
breadth, depth,
and range.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
MISSION AND
PURPOSE
Student mission
has met
expectation,
mission and
purpose are clearly
stated and relevant
CAREER,
PROFESSIONA
L AND
PERSONAL
DEVELOPMEN
T
Resume,
certificates,
affiliations,
and/or
references are
missing
COMPETENCY
: 2.1.1
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.2
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
Student mission
has met and
exceeded
expectation in
breadth, depth,
and range.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
165
relevance.
COMPETENCY
2.1.3
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.4
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.5
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.6
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.7
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.8
Portfolio fails to
present
Some evidence is
presented but
Evidence is
presented that
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
Evidence
presented has
166
evidence of
achieving
objective.
lacks clarity,
connection,
insight, and
irrelevant to
objective
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.9
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
COMPETENCY
2.1.10
Portfolio fails to
present
evidence of
achieving
objective.
Some evidence is
presented but
lacks clarity,
connection,
insight, and
irrelevant to
objective
Evidence is
presented that
reflects competent
level performance,
clarity, connection,
insight and
relevance to
objective
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
Evidence is
presented that
exceeds
expectations of
performance
including
clarity,
connection to
profession,
insight and
relevance.
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
Evidence
presented has
met and
exceeded
expectations of
performance in
breadth, depth,
and range of
insight, clarity,
and relevance.
167
Appendix W
MIsericordia University
Social Work Program
Year Graduating______
Student Self-Assessment
Practice Behaviors
The primary goal of Misericordia Universitys Social Work Program is to provide graduates with
sufficient knowledge, values and skills to effectively function as entry-level generalist social work
practitioners. Having now completed the BSW curriculum and your senior portfolio which have enabled
you to demonstrate evidence for achievement of the programs ten mandated competencies and fortyone practice behaviors, please assess yourself on your level of competence with each of the following
practice behaviors. THIS ASSESSMENT WILL BE SUBMITTED AS THE FINAL SECTION OF YOUR SENIOR
PORTFOLIO.
1
No
competence
w/o ability to
remediate
2-3
No
competence
with ability to
remediate
4-5
6-7
8-9
10
Limited
Competence
Competent
Excelling
Exemplary
Assign a number to each of the following practice behaviors using the above scale.
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
_____ 7.
Recognize and manage personal values in a way that allows professional values to guide
practice.
_____ 8.
_____ 9.
_____ 10.
_____ 11.
Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom.
168
_____ 12.
_____ 13.
_____ 14.
Recognize the extent to which a cultures structures and values may oppress,
marginalize, alienate, create or enhance privilege and power.
_____ 15.
Gain sufficient self-awareness to eliminate the influence of personal biases and values
in working with diverse groups.
_____ 16.
_____ 17.
View oneself as a learner and engage those with whom they work as informants.
_____ 18.
_____ 19.
_____ 20.
_____ 21.
_____ 22.
_____ 23.
_____ 24.
_____ 25.
Analyze, formulate and advocate for policies that advance social well-being.
_____ 26.
_____ 27.
_____ 28.
_____ 29.
Substantively and affectively prepare for action with individuals, families, groups,
organizations, and communities.
_____ 30.
_____ 31.
_____ 32.
169
_____ 33.
_____ 34.
_____ 35.
_____ 36.
_____ 37.
_____ 38.
_____ 39.
_____ 40.
_____ 41.
COMMENTS___________________________________________________________________________
170
Appendix X
Misericordia University
Social Work Program
ORAL PRESENTATION
Oral presentations are required of those Seniors who fail to demonstrate competency in one or
more of the ten competency requirements of the Portfolio (Tabs 5-14). The student will be
required to orally present in ONLY those areas that fall below competence as determined the
reviewing team.
The following guidelines will be required for oral presentations:
Students must dress professionally (please discuss this with your advisor if you need
further assistance defining this)
Students will have 30 minutes to present substantively the area(s) of the portfolio that did
not meet competence requirement. Completion of degree is dependent upon
demonstration of competence in all 10 competency areas including the 41 practice
behaviors.
Important: please note that the Portfolio is the capstone determining readiness for
graduation. Students are required to successfully revise, up-date or re-do any section of
the Portfolio that does not meet the competence standard..
171
Appendix Y
Misericordia University
Social Work Program
Sequence of Required Courses
Revised Fall 2012
Freshman
Bio 103 General Biology I
Psy 123 Intro to Psychology
Soc 101 Comparative Sociology
Pol 100 American Natl Govt
Eng 151 University Writing Seminar
4
3
3
3
3
16
Sic/Bio core
Soc 122 Social Problems
Phl 101 Introduction to Philosophy
Rls Core
Mth ___ Bank I __________________
3
3
3
3
3
15
Sophomore
FA
Ger 241
Soc 221
Swk 251
Swk 285
3
3
3
3
3
FA
Fine Arts Core
Mth 115 Statistics
Soc 321 The Family
Swk 252 Social Welfare Policies
& Services
His/Pol Core
15
3
3
3
3
3
15
Junior
Eng
English Lit Core
Swk Elective
Swk 350 HBSE I
Swk 366 SWK Methods & Processes I
Swk 371 Field Instruction I
Swk 472 Field Instruction Sem I
3
3
3
3
3
1
16
Rls
Core
Swk 232 Research Methods
Swk 351 HBSE II
Swk 367 SWK Methods & Processes II
Swk/ADC Substance Abuse Elective
3
3
3
3
3
__
15
Free Elective
Free Elective
Swk
Swk elective
Swk 476 Field Instruction III
or
Swk 477 Field Instruction IV (Block)
Swk 474 Field Instruction Sem III
3
3
3
3
Senior
Psy 290 Psychopathology
Phl
Philosophy Core
Swk 466 SWK Methods & Processes III
Swk
Free Elective
Swk 475 Field Instruction II
or
Swk 477 Field Instruction IV (Block)
Swk 473 Field Instruction Sem II
3
3
3
3
3
1
16
Certificate/Minor
______________________________________
_______________________________________
1. ____________________________________
1. _____________________________________
2. ____________________________________
2. _____________________________________
(6)
1
16