STUDENT HANDBOOK
BA Program in
2005/2006
School of Social Work
Butte Hall, Room 511
College of Behavioral and Social Sciences
Phone: 530-898-6204
FAX: 530-898-5574
STUDENT HANDBOOK
BA Program in
2005/2006
Butte Hall, Room 511
College of Behavioral and Social Sciences
Phone: 530-898-6204
FAX: 530-898-5574
TABLE OF CONTENTS
BSW Director Letter - 1 -
Preface - 3 -
History of the
Goals and Objectives of the Bachelor’s of Social Work Program - 4 -
Statement on Unqualified Respect for Human Diversity and Nondiscrimination - 6 -
Statement Regarding Students with Disabilities - 6 -
The Bachelor of Arts in Social Work - 6 -
Admissions Policy
Total Course Requirements
Program Description - 8 -
BA Program in Social Work
Scholarships and Financial Assistance
Career Outlook
Roles and Responsibilities of Social Work Students - 8 -
Academic Regulations - 11 -
Cultural Diversity
Statement on Legal Charge of or Conviction of a Misdemeanor or Felony
Standards of Professional Conduct and Termination from the BSW Program - 13 -
Standards for Student Academic and Professional Performance
Policies and Procedures for Addressing Student Academic and Professional Performance Problems - 13 -
Informal Review
Field Review Committee
Office of Student Judicial Affairs
Student Affairs Committee
Procedures of the Student Affairs Committees - 15 -
Student Association of Social Workers - 16 -
Student Participation on
Medical Care - 17 -
National Association of Social Workers - 17 -
Social Work Course Offerings - 18 -
Standards for Syllabi - 21 -
Policy on Academic Honesty
Methods of Instruction
Student Assistance
Written Assignments
Class Participation
Professional Behavior
Absences
Student Performance
Grades
Incompletes
Important Web Sites - 23 -
Appendix
NASW Code of Ethics - 26 -
Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (AS) - 40 -
University Policies - 48 -
Student Grievance Procedures - 54 -
Social Equity Booklet (3rd edition) (this gives detail to the University policies listed above) - 62 -
Code of Student Rights and Responsibilities - 64 -
Welcome to the
The Student Association of Social
Workers (SASW) is an organization for social work students who are interested
in enhancing their education through activities on and off campus. As
membership is open to all students, it is a wonderful opportunity to meet
others. Participating in the SASW provides students with opportunities to be
involved in community issues and organizations.
In the post, SASW has been involved in projects with domestic violence,
older adults, sponsoring holiday fundraisers for needy families, planning
national social work conferences, and bringing special guest speakers to
campus. SASW has organized social
activities for social work majors, including family picnics and get-togethers.
The BSW director and assigned advisers
provide students with individual advising and direction throughout their college
experience. Major course requirements are mostly upper-division that are taken
after the lower-division General Education requirements and social work
prerequisites are met. The social work prerequisites are: introductory, macro,
or micro economics, introductory sociology, introductory psychology, human
biology or physiology, and statistics. Our program integrates service learning
throughout the curriculum, beginning in SWRK 170, SWRK 200, and SWRK 302, and
continuing throughout the professional sequence. Service learning and internships allow
ongoing involvement with agencies and organizations, enhancing course content
through direct experiential learning.
Social work requirements include two semesters of social policy (this
includes SWRK 170), two semesters of human behavior and the social environment,
three semesters of social work practice, one semester of research, a second
semester junior service learning experience, and two semesters of senior
practicum (240 hours each semester) with integrating seminars. The courses are taken in a specific sequence
that makes it essential for you to work closely with your faculty adviser.
The faculty and staff look forward to
working with you to make the next couple of years an enjoyable and rewarding
educational experience.
Sincerely yours,
Pam Johansen, EdD, LCSW
Interim Dean, College of Behavioral and Social
Sciences Byron Jackson
Chair,
Director, BA Program & Undergraduate Adviser Pam Johansen
Director, MSW Program Celeste
Jones
Director, Field Education Patty Hunter
Title IV-E Child Welfare Training Coordinator Valerie Peck Butte543A 898-4261
Gerontology Coordinator Jean Schuldberg
School and MSW Support Kathryn
Wright
Field and BA Support Melody
Proebstel
Title IV-E Support Teresa
James
J. David Bassett, Ph.D.
898-5597 |
J. Patrick Mace, DSW, LCSW |
|
Patty Hunter, MSW, LCSW |
Janice O'Donnell, MSW, LCSW |
|
|
Vincent Ornelas, Ph.D. |
|
Celeste A. Jones, Ph.D. |
|
|
Hermeet Kohli, Ph.D. |
|
ADJUNCT FACULTY
|
Dane Cameron, JD. |
Arlene Hostetter, MSW |
|
Lisa Calvert, MSW Butt 647; 330-0103 |
Donna Jensen, MSW, LCSW |
|
Lorie Cavanaugh, MSW |
Andrea Rioux, MSW riouxa@aol.com |
|
Phil Coppock, BA pcoppock@csuchico.edu |
Vicki Tullius, MSW, LCSW |
PREFACE
This BSW Student Handbook has
been prepared to inform you about the School’s policies, procedures, and
provide information regarding the program. It is important that you become
familiar with the contents of your Handbook, as it will give you an overview of
what to expect throughout your time in the program. It may save you
considerable time and difficulty if you know this information from the
beginning
As the policies and
procedures of the
The
As the policies and
procedures of the
Formalized social work
education began in 1898 with a professional training program in
The Council on
Social Work studies in
The program grew as faculty
members were hired and they developed new courses. Faculty hired during this growth period were
Dr. Virginia Lawrence (1966), Dr.
When the
Planning for the MSW
program was initiated at the request of the directors of social services
agencies throughout the 12 northern
The undergraduate Social
Work Program has held “constituent membership” and “approved status” with the
Council on Social Work Education from 1960 until 1974. It has been fully and continuously accredited
since 1974. The high quality of the
undergraduate program and its collaborative relationship with agencies
throughout the region during this time provided a solid foundation for
expansion of the School and its programs.
The
The mission of the
Goals of the Undergraduate
To
fulfill its mission, the BSW Program will:
1. prepare social workers with the knowledge, values and
skills necessary for entry-level generalist professional practice with
multi-level systems;
2. prepare social workers for culturally competent
practice in diverse settings with an emphasis on practice within the urban and
rural areas of
3. prepare social workers for advocacy and social or
political action promoting social and economic justice to alleviate poverty,
oppression, and other forms of discrimination;
4. maintain connections with the professional community
and the social services system throughout the region and work toward
improvement of services and the programs;
5. participate in the University’s General Education
program through course offerings;
6. prepare social workers who will engage in continuing
professional education and life-long learning to enhance their social work
knowledge and skills.
BSW Objectives
1. Apply
critical thinking skills in one's personal and professional lives.
2. Understand,
support, and practice according to the values, ethics, and principles of the
social work profession.
3. Demonstrate
understanding of and respect for the positive values of diversity, particularly
diversity within the region, distinguished by ethnicity, culture, socioeconomic
class, gender, sexual orientation, religion, marital status, family structure,
physical or mental ability, age, and national origin.
4. Understand
the history of the social work profession, including its development within the
region, and its current structures and issues.
5. Apply the
knowledge, values, and skills of generalist social work to practice with
systems of all sizes.
6. Understand
individual development, interactions, and behavior using systems theory as a
framework, incorporating the ecological systems, strengths, and the dual
perspectives all supported by empirical evidence.
7. Analyze,
formulate, and influence social policies to address regional, state, and
national concerns.
8. Demonstrate
skills in the development, collection, and analysis of research data in order
to evaluate one’s own practice at multiple systems levels.
9. Evaluate
research studies and, under supervision, apply findings to practice with client
systems of all sizes.
10. Use
communication skills differentially with a variety of client populations,
colleagues, and members of the community, including the rapidly growing
population of elders.
11. Understand
the forms and mechanisms of oppression and discrimination, particularly those within
the region, and the strategies of change that advance social and economic
justice.
12. Use
supervision and consultation appropriate to generalist practice.
13. Function
within the structure of organizations and service delivery systems and seek
necessary organizational change.
14. Demonstrate
professional use of self that includes awareness of personal and professional
visibility due to the nature of the practice region.
Statement of Unqualified
Respect for Human Diversity and Nondiscrimination
As stated in the National Association of
1.
advocate the elimination of any form of discrimination on
the basis of
age, class, socioeconomic status, color, disability,
ethnicity, family structure, gender, marital status, national origin, race,
religion, sex, sexual orientation and other physical, psychological or social
characteristics;
2.
are committed to teach, encourage, and promote an
appreciation, respect, and understanding
of human diversity in the School of
3.
affirm the value of soliciting, incorporating, and
respecting human diversity into all aspects of our educational experiences, our
profession, and our personal lives as
ways to enrich our total life experience individually and collectively
as members of a diverse world community.
Statement Regarding Students with Disabilities
Any student who, because of a disability, may need special arrangements
or accommodations to meet the requirements of the MSW Program should consult
with the MSW Director as soon as possible. The office of Disability Services
provides an array of services to meet the needs of students with disabilities,
according to Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990. See information and guidelines provided in California State University Student Handbook
and Policy Guide and the California
State University Nondiscrimination
Policy Regarding Individuals with Disabilities in the Appendices.
The Bachelor of Arts in
Admissions Policy for the BA
degree program applies to all prospective majors. The BA in
You are ready to begin the Professional Sequence if
you have:
1. achieved junior
class standing, including transfer students with 56 transferable semester
units.
2. completed or
have in progress 30 of the 39 lower-division General Education units.
3. completed or have in progress the Social Work
Core at CSU,
4. a minimum
GPA of 2.0.
5. passed the
above requirements with a C- or better.
You will receive a copy of the
Professional Sequence Questionnaire in either your SWRK 200 or SWRK 302 class
during the Fall Semester of your junior year. Complete and return it to the
School Office no later than the end of October. Ultimately, students are
responsible for obtaining, completing, and submitting the Questionnaire by the
stated due date. It is also recommended you have completed or have in progress
the 6 units of the American Institutions requirement.
The Baccalaureate Director is
responsible for evaluating the transferability of all social work prerequisites
not listed on the articulation agreements between CSU,
We are committed to your
success. Please help us to support your achievements by maintaining frequent
contact with your instructors, the BA-
See "Requirements for
the Bachelor’s Degree" in The University Catalog for complete details on
general degree requirements. A minimum of 40 units, including those required
for the major, must be upper division.
See
"General Education Requirements" in The University Catalog for the
most current information on General Education Requirements. Many of the course
requirements below may also be applied toward General Education. The 9-unit
Upper Division Theme requirement, included within the 48-unit GE requirement,
may NOT be taken until you have completed 45 semester units and GE core requirements.
Complete all nine-units within one theme. A complete description of the GE
requirements for graduation can be found in the catalog and online: http://www.csuchico.edu/catalog/req/05ge.html#generaleducationupper.
See "Cultural
Diversity" in The University Catalog. Most courses used to satisfy these
requirements may also apply to General Education. SWRK 200 is designated as an ethnic course
but is not a GE course.
United States History, Constitution and American
Ideals Requirements: 6 units
See "United States
History, Constitution, and American Ideals Requirements" in The University Catalog. Courses used to satisfy
this requirement do not apply to General Education. This requirement must be
completed prior to entering the senior year in the major.
See "Mathematics and
Writing Requirements" in The University Catalog. Writing proficiency in
the major is a graduation requirement and may be demonstrated through
satisfactory completion of a course in your major which has been designated as
the Writing Proficiency (WP) course for
the semester in which you take the course. Students who earn below a C- are
required to repeat the course and earn a C- or better to receive WP credit. See
The Class Schedule for the designated WP courses for each semester. A grade of
C- or better in ENGL 001 (or its equivalent) is required before admission to a
Writing Proficiency (WP) course. SWRK 435 is the WP course in this major.
The following courses, or
their approved transfer equivalents, are required of all candidates for this
degree.
NOTE: A maximum of 15 units
of internship (courses numbered 189, 289, 389, 489) may be applied to a
bachelor's degree at CSU,
Social Work Core: 24 units
The following courses must be completed
before taking any courses from the professional sequence in the spring semester
of the junior year (Semester I).
1
course required: BIOL 104 Human Physiology OR a human biology course.
1
course selected from: ECON 101 Introduction to Economics
ECON 102 Principles of Macro Analysis
ECON 103 Principles of Micro Analysis
6
courses required: MATH 105 Statistics (Prerequisite: Completion of ELM requirement.)
PSYC 101 Principles of Psych
SOCI 100 Principles of Sociology
SWRK 170 Social Welfare Institutions
SWRK 200 Multicultural Awareness for Human Services
SWRK 302 Hum Behavior Across the Lifespan
NOTE: It is recommended that students enroll in SWRK 170, SWRK
200, and SWRK 302 in the same semester, both for educational reasons and to meet
the other students who will go through the Professional Sequence with them.
Professional
Sequence:
36 units
Credit for life
experience or prior work experience in lieu of course work or the social work practicums
is not permitted. Please refer to the BSW Student Handbook for more information
regarding the school’s transfer of credit and proficiency exam policies. All
social work courses required in the Professional Sequence are restricted to
social work majors.
In the event you
drop, do not receive at least a grade of C- or a C in the case of the social
work methods courses (SWRK 325, 435, 445), or take an incomplete in a required
course, including the
Semester I (Spring): 12 units
(4 courses required) Semester
II (Fall): 12 units (4 courses required)
|
SWRK 303 Human Behavior & the Social Environment |
(3) |
SWRK 435 Social Work Methods I |
(3) |
|
SWRK 305 Socialization to the Social Work Profession |
(3) |
SWRK 485 Social Welfare Policy/Programs/Services |
(3) |
|
SWRK 325 Basic Skills in Social Work Practice |
(3) |
SWRK 489/490A Social Work Practicum I |
(5) |
|
SWRK 330 Social Work Research Methods |
(3) |
SWRK 490A Seminar for Practicum I |
(1) |
Semester III (Spring): 9
units (3 courses required)
|
SWRK 445 Social Work Methods II |
(3) |
|
SWRK 489/490B Social Work Practicum I |
(5) |
|
SWRK 490A Seminar for Practicum II |
(1) |
Professional
Standards and Disqualification
The social work degree signifies readiness
to begin professional work in positions requiring trust and high ethical standards.
You are expected to meet the ethical and professional standards set by the
profession and the practicum agencies. Should it be determined you do not meet
such standards, you can be dropped from the practicum and all co-requisite
social work courses and, thus, be prevented from completing the social work
major.
The professional standards include the
following
1. honoring the
NASW Code of Ethics of the social work profession;
2. being found
acceptable and receiving at least a minimum satisfactory evaluation by
practicum agencies;
3. passing
performance in SWRK 305, SWRK 489A, SWRK 489B, SWRK 490A, and SWRK 490B;
4. avoiding
behavior that suggests potential harm to clients, colleagues, or themselves.
The practice of social work actively seeks out and
develops peoples' capacities by reaching for strengths in individuals,
families, organizations, communities, and society as a whole. Social work rests
on the firm belief that all people are of equal value and that every person
possesses the capacity to face challenges and to grow and change. People
experience "problems in living" when life presents them with
challenges of an historical, institutional, interpersonal, or intrapersonal
nature. The social work profession has always been in the forefront of
promoting positive social change in the broader societal context, empowering
our most vulnerable citizens.
The baccalaureate curriculum and
the foundation year of the MSW curriculum are based upon competencies necessary
for social work practice at the foundation level. The advanced year of the MSW
curriculum prepares students for advanced social work practice. Faculty members
assess students' progress in acquiring those competencies throughout their
coursework, including all field experience.
Practicums are an integral
part of social work education. Students are placed as interns in regional
social service programs to integrate social work knowledge with the realities
of working in the field. Practicums provide opportunities for students to
develop practice skills in relation to social work values and ethics.
Participation in the practicums requires
students to purchase
professional liability insurance at the time they apply for their practicum.
Contact Patty Hunter, Director of Field Education, for more information.
The baccalaureate program is
accredited by the Council on
The school administers the
Aileen Collier Glenn, the Mary (Dolly) French, the Archie McDonald, the Paul
Martinsen, and the Art Preciado Scholarships, which are awarded to BA-level
students who have attained sophomore status or above. For more information,
please consult the school. Students can apply for these scholarships at the
Financial Aid Office between November 1 and January 30 of each year by
completing a University Scholarship application. Contact the Financial Aid
Office at (530)-898-6451, go to MLIB 161, or log on www.csuchico.edu/fa/.
Social
work is one of the fastest growing professions in the
Roles and Responsibilities of
The
expectations of a professional education program with a commitment to service
to individuals, groups, families, organizations, communities, and society
places additional demands on students. The BA program is accredited by the
1. Students, as adult learners, will benefit from an
attitude that values opportunities to explore new ideas, new concepts, and the
acquisition of new skills.
2. Students are expected to be familiar with the NASW Code of Ethics and will be held
accountable for adhering to its tenets in both their educational and
professional roles.
3. Students must maintain a 2.0 GPA in the major and
overall and not earn below a C- in any course required in the major, except in
the methods courses—SWRK 330, 435, and 445—which must be passed with a C or
better.
4. It is important that students develop and maintain the
habit of reading the most current professional journals and generally stay
abreast of current and relevant social work issues. Membership and
participation in NASW is highly encouraged.
5.
Familiarity with
and regular use of the library is an essential habit. Ms. Kathi Fountain, the
social work liaison, is an invaluable resource. You may contact Kathi at: kfountain@csuchico.edu. Other
resources include the Butte County Library and local social service agencies.
6. Writing papers is a major component of most social work
courses. Students will be given numerous writing assignments designed to
enhance their ability to analyze and synthesize concepts in preparation for the
rigors of social work practice. Students are expected to select topics that
challenge their abilities. Plagiarizing or purchasing papers is strictly
forbidden and in violation of university regulations. Students will be held
accountable for observing the University Policies stated in the University
Catalog (p. 623). Writing assistance is available through the School by
registering for the Writing for the
Social Work Profession one-unit course, or at The Writing Center, Taylor
Hall,
7. All students are members of the SASW and are
encouraged to participate in this organization.
8. Students are encouraged to participate fully in course
and teaching evaluations. The
9. Advising is mandatory.
Students will consult their adviser to understand degree requirements and
timelines, to select courses, to discuss difficulties and concerns, and to
discuss career and professional development and goals.
10. It is incumbent upon students to be aware of the
Policy on Nondiscrimination and Affirmative Action in Employment and Education,
the Policy on Sexual Harassment, the Guidelines for Faculty/Student
Relationships, the Nondiscrimination Policy Regarding Individuals with
Disabilities, the Commitment to Vietnam Era Veterans and Veterans with
Disabilities, the Code of Student Rights and Responsibilities, the Policy on
Use of Computing and Communication Technology, the Zero Tolerance Policy on
Workplace Violence, the Campus Policy on Alcoholic
11. Communication is essential for a successful
undergraduate experience. The
12. Students who receive funding from a stipend program
are not eligible for any other stipend program until the first stipend has been
fulfilled or repaid.
Academic
Regulations for BSW Students
The social work degree
signifies readiness to begin professional work in positions requiring trust and
high ethical standards. You are expected to meet the ethical and professional
standards set by the profession and the practicum agencies. Should it be determined
you do not meet such standards, you may be disqualified from fulfilling the
field education component of the major and, thus, be prevented from completing
the social work major.
The professional standards
include the following:
1. honoring the
NASW Code of Ethics of the social work profession;
2. being found
acceptable and receiving at least a minimum satisfactory evaluation by
practicum agencies;
3. passing
performance in SWRK 305, SWRK 489A, SWRK 289B, SWRK 490A, and SWRK 290B; and
4. avoiding behavior
that suggests potential harm to clients, colleagues, or themselves.
To complete the total units
required for the bachelor’s degree, select additional elective courses from the
total university offerings. You should consult with your major adviser
regarding the selection of courses that will provide breadth to your university
experience and apply to a supportive second major or minor.
A CAUTIONARY NOTE: The University allows students to take 15 units of internship
(practicum) towards their degree. Internships/practicums are numbered 89, 189,
289 and are offered by many disciplines. In this major, students are required
to enroll in 10 units of practicum. Students can enroll in more than 15 units
of an internship but only 15 units will count toward the 120 units needed for a
BA degree.
Grading Requirement
All courses taken to fulfill
major course requirements must be taken for a letter grade, except those courses
specified by the department as Credit/No Credit grading only.
By policy, students receiving
less than a grade of C- in the
Advising Requirement
Advising is mandatory for all
majors in this degree program. Consult your undergraduate adviser for specific
information.
Honors in the Major is a
program of independent work in your major. It involves 6 units of honors
coursework completed over two semesters. Your Honors work will be recognized at
your graduation, on your permanent transcripts, and on your diploma. It is often
accompanied by letters of commendation from your mentor in the department or
the department chair. Most importantly, however, the Honors in the Major
permits you to work in an area of interest to you on an original performance or
research project. The year-long collaboration allows you to work in your field
at a professional level and culminates in a public presentation of your work.
Students sometimes take their projects beyond the university for submission to
professional journals, presentation at conferences, or competition in shows;
such experience is valuable for graduate school and later professional life.
Some common features of
Honors in the Major program are:
1. Must take 6
units of Honors in the Major course work. At least 3 of these 6 units are
independent study (299H) as specified by the department. Each class must be
completed with a minimum grade of B.
2. Must have
completed 9 units of upper-division course work or 21 overall units in the
major before being admitted to Honors in the Major. Check the requirements
carefully, as there may be specific courses that must be included in these
units.
3. Cumulative GPA should be at least 3.5 or
within the top 5 percent of majors in the department.
4. GPA in the major should be at least 3.5 or
within the top 5 percent of majors in the department.
5. Students
apply for or are invited to participate in Honors in the Major during the
second semester of their junior year. The 6 units of course work are completed
over the two semesters of the senior year.
6. Honors work
culminates with a public presentation of the Honors project.
While
Honors in the Major is part of the Honors Program, each department administers
its own program. Please contact your major department or major adviser for
further information. Honors in
As stated in the
National Association of
1.
advocate for the elimination of
any form of discrimination on the basis of race, color, gender, sexual
orientation, age, religion, national origin, marital status, political belief,
mental or physical limitation, or socioeconomic status.
2.
are committed to teach,
encourage, and promote an appreciation for and understanding of diversity in
the School of
3. affirm the value of soliciting, incorporating,
and respecting diversity into all aspects of our educational experiences, our
profession, and our personal lives as one way to enrich our total life
experience individually and collectively as members of a diverse world
community.
Statement on Legal Charge of or Conviction of a Misdemeanor or
Felony
Students considering a degree
in social work who have been charged with or convicted of a misdemeanor or
felony should be aware of the following:
1.
As social
workers, we believe that people who have committed criminal acts in the past
can change, rehabilitate themselves, and become useful, productive and law
abiding citizens of society and, by extension, well-qualified professional
social workers. However, we also
understand the need for agencies to protect their clients and their reputations
by thoroughly investigating the criminal records of student interns and
potential employees.
2.
As policy, some
agencies are mandated by law to require a criminal background check on all
employees, interns, and volunteers.
3.
The fact that
persons have been convicted of a misdemeanor or felony will not preclude their
acceptance or entry into a program offered by the
4.
Some state
licensure laws for social workers ask whether the applicant has been
charged with or convicted of a misdemeanor or a felony prior to
allowing the applicant to sit for the licensure examination. The
California Board of Behavioral Sciences (BBS) requires applicants to report all
misdemeanor and felony convictions on their application for the Licensed
Clinical
The school strongly
recommends that applicants/students in this situation consult with their
adviser, the Baccalaureate Director, and the Director of Field Education.
Standards of
Professional Conduct and Termination from the BSW Program
Professional Conduct
The social work degree
signifies readiness to begin professional work in areas requiring trust and
high ethical standards. Students are expected to meet the ethical and
professional standards set by the profession and the agencies providing field
placements. Should it be determined that students do not meet such standards,
they can be terminated from the BSW Program.
Standards for Students’ Academic and Professional
Performance
Expectations for students’
performances and conduct are included in the following documents: the National Association of Social Workers
(NASW) Code of Ethics; the BSW Field
Education Handbook; this Handbook;
the University Catalog; and the CSU,
1)
The National
Association of Social Workers’ Code of Ethics is included in the BSW Field
Education Handbook and this student handbook.
2)
The BSW Field
Education Handbook outlines the field education program’s methods for dealing
with academic and professional performance problems (pp. 27-32)
3)
The 2005-2007
University Catalog provides a statement regarding professional standards and
disqualification on p. 597.
4)
An excerpt from
the CSU,
5)
The 2005-2007 University Catalog provides a
statement regarding academic honesty on page 623
Students in the program must
maintain:
Policies & Procedures for
Addressing Students’ Academic and Professional Performance Problems
The policies and procedures
for addressing students’ academic and professional performance problems,
including termination from the social work program, involves the use of one or
more of the following four mechanisms: 1) Informal Review; 2) Field Review
Committee); 3) Student Affairs Committee, 4) University policy for addressing
undergraduate students’ academic performance problems; and 5) the CSU, Chico
Office of Student Judicial Affairs
1. Informal Review for Academic and Professional
Performance Concerns
The
Informal Review is initiated when any faculty member, adviser, BA Director or
field instructor expresses concern regarding a students’ academic or
professional performance. Additionally, during the first semester in the
Professional Sequence, all majors in that cohort are reviewed and any concerns
arising from this review are addressed. Thereafter, students are reviewed if
there is a concern from the parties listed above.
The
concerned party meets with the student and communicates the specific nature of
the concern. Whenever possible, documentation regarding the concern should be provided.
If the problem is resolved to the satisfaction of the concerned party and the
student, no further action is necessary.
Unresolved
field practicum issues are referred to the Director of Field Education for
further investigation and/or action.
If
the issue does not involve field and remains unresolved, the faculty member
refers the matter to the student’s adviser who, within ten business days,
attempts to assist the student to resolve the matter. It is the adviser’s
responsibility to acquire relevant information regarding the matter by
reviewing the student’s record and consulting other personnel who have contact
with the student. The adviser summarizes information from the review of records
and contacts and meets with the student, serving as a resource for the student
and not as a mediator with other parties. The action plan developed by the
adviser and the student to resolve the problem is placed in the student’s file
in the School Office. If the concern is resolved at this level, no further action
is necessary.
If
the issue concerns the student’s professional performance and remains
unresolved, the adviser contacts the BSW Director to determine if the matter
should be referred to the Student Affairs Committee. If this is determined to
be the case, the BSW Director refers the matter to the Student Affairs
Committee within five business days and at the same time, communicates this
action to the student and other parties involved.
If
the issue is academic and remains unresolved, University procedures for dealing
with students’ academic performance problems outlined below under number 3 are
followed.
2. Field Review Committee
Evaluation
of the student’s academic and professional behavior in the placement is viewed
as a process jointly undertaken by the student, the agency field instructor,
and the Field Liaison. The purpose of
evaluation is to provide ongoing feedback and to determine if the student has
met the course learning objectives and adhered to the agency’s personnel
practices, policies and procedures, as well as the profession’s code of
ethics. If a student is not meeting the
minimum expectations, a contract should be developed to help the student
improve her/his performance. The
following steps should be taken to resolve academic and professional
performance problems in the field placement:
a) The field instructor will address her/his concerns
with the student first, clarifying the problem area or issue and identifying
possible strategies for improving the situation. Either the student or the field instructor
may request the Field Liaison to be present for this discussion. The Field Liaison will be informed of the
concerns by the field instructor and made aware of the plan to resolve these
concerns and the time frame in which the concerns will be addressed. It is recommended that this initial time
frame be no longer than two weeks. The
student will provide the field liaison with a written remediation plan, signed
by both the student and field instructor.
b) If the concerns are resolved in the designated time
frame the student will remain in the placement.
If the concerns are not resolved, the field instructor will request a
meeting with the student and field liaison to develop a formal Performance
Contract (see appendix for form). The
Performance Contract will include a clear statement of the problem area(s),
remediation steps, expectations for change, a clearly defined evaluation
process, and a time frame for remediation. The Performance Contract will be
signed by the three parties and a copy provided to the student, field
instructor, Field Liaison and the Director of Field Education. The field liaison will closely monitor the
student’s progress.
c) If the time frame for the Performance Contract expires
but the student has followed through with the remediation plan and is making
satisfactory progress, the field instructor, in consultation with the student
and faculty liaison, can agree to extend the time frame of the contract. An extension of the contract may also warrant
the student completing additional hours in fieldwork to fulfill the terms of
the contract. If the extension of the
contract requires the student to complete field hours beyond the grading period
the student will receive a grade of “Report in Progress (RP)” until the
contract is complete. Any and all
extensions should be noted in writing on the Performance Contract and initialed
by all three parties. The Director of
Field Education will also be notified about any extensions.
d) If a student does not show satisfactory progress under
the performance contract or does not follow the contract time frame, the
student will be terminated from the placement and a grade of "No Credit
(NC)” will be assigned for fieldwork. A
grade of NC in fieldwork means the student may potentially be terminated from
the MSW program. The Director of Field
Education will be notified when a student fails her/his field placement and a
Field Review Committee will be convened.
This committee will be comprised of the Field Liaison, the agency field
instructor, the Director of Field Education, the student’s practice faculty,
the student’s academic advisor, the student and an advocate for the student
(should he/she wish to have one present).
The Director of Field Education will act as chair and recorder for the meeting. The committee will meet within two weeks of
the termination date to present the differing perspectives. Within one week of the meeting, the Director
of Field Education, the field liaison, and the student’s academic advisor will
make a written recommendation to the MSW Director (with copies to all members
of the review committee) if the student is to be terminated from the MSW
program. If the student is to be placed on a remediation plan, they will
forward a copy of the plan to the MSW Director.
e) If reassignment to another field agency occurs, the
Director of Field Education will move the student and the new Field Instructor
will be informed of the circumstances necessitating the move and the
performance issues. The Performance
Contract will remain in force and the student will be expected to complete
additional hours of fieldwork in order to accommodate the necessary orientation
and integration to the new agency setting, and provide a base for evaluating
the student’s performance. A reassignment may be delayed until the following
semester if it is deemed more appropriate by the Director of Field Education.
f) If the student rejects the Field Review Committee’s
decision, she/he can appeal to the MSW Director.
g) If the student rejects the MSW Director’s decision,
she/he can appeal to the Director of the
h) If the student rejects the Director’s decision, she/he
can appeal to the Dean of the
i)
If the student
rejects the Dean’s decision, she/he can appeal the decision to the Office of
Student Judicial Affairs. At any point in the process a student may contact
Student Judicial Affairs for assistance. The above steps must be taken to
resolve any placement issue in addition to any steps taken by Student Judicial
Affairs.
A student may be removed from
a practicum placement for the following reasons:
a. Failure to maintain confidentiality
b. Failure to abide by the NASW Code of Ethics
c. An attempt to harm someone else
d. An attempt to harm oneself
e. Repeated tardiness at the agency and/or tardiness
without notification
f.
Repeated absences
from the agency and/or absence without notification
g. Repeated change in scheduled field hours without
approval
h. Inappropriate or illegal behavior during or outside of
the practicum
i.
Below average
performance as documented in formal written evaluation
j.
Failure to
perform and complete assigned tasks in a timely manner
k. Violation of the NASW Code of Ethics
3. Office of
Student Judicial Affairs
The
Student Affairs Committee is a standing committee of three faculty members appointed
by the Director with the committee chair elected from its membership. Its
purpose is to review students experiencing professional performance problems
that interfere with their ability to function professionally in the program. In
cases where the Informal Review process and/or the Field Review Committee do
not resolve the problem, the Student Affairs Committee is the primary mechanism
for resolution of the matter. Concerns warranting possible referral to the SAC
include students who:
c.
display attitudes
or behaviors inconsistent with the values and ethics of the social work
profession.
d.
act out
unresolved personal issues the affect classroom behavior and/or relationships
with colleagues, faculty or staff.
e.
engage in
behavior in or outside the classroom that is illegal, indicates a substance
abuse problem, or interferes with the their ability to function in the program
or with colleagues.
Call to order.
·
Record the
attendees and their role in the proceeding (committee member, student, other
faculty, student’s invitees).
·
Identification of
the matter for discussion.
·
Description of
the known facts regarding the issue by a designated committee member.
·
The student’s
comments, explanations, challenges, evidence (if applicable).
·
Comments of other
attendees
·
Discussion with
the goal of reaching concurrence on the nature of the difficulty and possible
solutions including, possibly, dismissal from the
·
Inform the
student of the recommendation to be made to the Director.
·
Notification to student
of date and location a copy of the minutes may be obtained along with an
explanation that amendments must be made within six weeks.
·
Adjournment.
Student
Association of
SASW, the Student Association
of
The mission of the Student
Association of
ü
to act as
activists for social change in our community at CSU,
ü
to advocate for
student educational concerns and issues;
ü
to be group
facilitators for projects, volunteer opportunities, and related educational
experiences;
ü
to promote
professional identity as a social worker;
ü
to provide public
speakers on issues of interest and concern; and
ü
to foster a sense
of community within the
The bulletin boards to the
right of the
In addition to participation
through the SASW, there are several standing committees with student
representation. Two students selected by the SASW attend these meetings in an
advisory capacity representing the student body.
The Assessment Committee is charged with
developing and regularly monitoring the policies and procedures for assessing
the BA and MSW curricula and their respective courses and student outcomes.
The
Curriculum Committees of the BA and MSW programs develop, monitor, and
review all matters of their respective curricula. These committees review the
curricula in relation to
The
Field Education Advisory Committee advises the Director of Field
Education on the practicum component of the major regarding course curriculum
content, seminars for agency field instructors, SSWAB membership, and revision
of the SSWAB Constitution and Bylaws.
The
School of
An on-campus
National Association of
The National Association of
All social work majors, in consultation
with their major adviser,
must take a 3-unit social work elective.
Please see the section on
"Course Description Symbols and Terms" in The University Catalog for
an explanation of course description terminology and symbols, the course
numbering system, and course credit units. All courses are lecture and
discussion and employ letter grading unless otherwise stated. Some prerequisites
may be waived with faculty permission.
All syllabi are available on WebCT; students are responsible for printing their
own copies.
SWRK 170 Social
Welfare Institutions: A Response to Power &Scarcity 3.0 Fa/Sp
This course identifies groups within American society
which have a high risk of disenfranchisement. Societal responses established to
reduce the impact of inequitable distribution of goods, services, and
opportunities based on economic, medical, educational, generational, gender,
and legal scarcity are studied. Issues are examined from historical and
contemporary perspectives. This is an approved General Education course.
SWRK 189 Practicum
with Older Adults 1-2.0 Fa/Sp
This course is a practicum experience offered for 1.0 to 2.0 units.
Students have the option of working weekly in a convalescent home or being
matched with an older adult. This course is applicable to all disciplines
dealing with senior adults. Sign up at the CAVE office. May be repeated for
credit. Credit/no credit grading only.
SWRK 200 Multicultural
Awareness for the Human Services 3.0
Fa
No prerequisites or corequisites for
non-majors; corerequisite: SWRK 302 for majors.
This course presents a framework for understanding and openly interacting
with people from diverse backgrounds that compose the rich mosaic of the
SWRK 302 Human
Behavior Across the Lifespan 3.0 Fa *
No prerequisites or corequisites for
non-majors; corequisite:SWRK 200 for majors.
Using a systems framework and selected human behavior theories across
the lifespan, the biological, social, psychological, and cultural influences on
individuals, families, and groups are investigated. Particular emphasis is
given to ethnic and cultural diversity and promoting student self-reflection across
generations, and cultural competence. This is an approved General Education
course.
SWRK 303 Human
Behavior and the Social Environment 3.0
Sp
Corequisites: SWRK 305, 325, 330. Majors only.
Second
of two human behavior and social environment theory courses relevant to social
work practice. While SWRK 302 focuses on individuals and families across the
lifespan from diverse backgrounds, SWRK 303 studies groups, organizations,
institutions, and communities as social systems. Examines the reciprocal interactions
between these larger social systems and diverse individuals and families.
SWRK 305 Socialization into the Social Work
Profession 3.0 Sp
Corequisites SWRK 303, 325, 330. Majors
only.
The course will introduce students to the basic
elements that form the cornerstones of field education. The objectives of the
course will include helping students’ develop a deep commitment to social work
values and ethics, working with diverse populations, and to social and economic
justice. They will also learn about the basic organizational structure of
various social service agencies and the interpersonal skills necessary to
establish and maintain professional relationships. The course content will be
enhanced by the requirement of 60 hours of service learning in a social service
setting. Students will be placed in various agencies through consultation with
the CAVE Program and participate in the service learning requirements
associated with that Program.
Acquaints students with the relevant history and concepts of child
welfare. Examines abuse, neglect, molestation, prostitution, pornography, day
care, teen pregnancies, foster care, intergenerational issues, and adoptions.
Focuses on the application of generalist social work knowledge, values, and
skills, and the problem-solving process to child welfare practices.
SWRK 325 Basic
Skills in SWRK Practice 3.0 Sp
Corequisites:SWRK 303, 305, 330. Majors only.
Introduces students to the application of social work
ethics and skills for social work practice. Includes the ecological-systems
framework, strengths perspective, and differential application of practice
knowledge related to the needs of various groups characterized by gender, race,
ethnicity, culture, generation, sexual orientation, class, and ability.
Students learn basic interviewing and communication skills.
SWRK 330
Corequisites: SWRK 303, 305,
325.
An introduction to the logic and styles of social work
research. Particular attention is given to the nature of the scientific method,
the methods of formulating research problems, the design of social research,
character of scientific evidence, and program evaluation techniques.
SWRK 398 Special Topics 1-3.0
Fa/Sp
This course is for special topics offered as 198A-C
for 1.0 to 3.0 units respectively. Topics will vary from term to term and be
different for different sections. See The Class Schedule for the specific topic
being offered.
SWRK 399 Special
Problems 1-3.0 Fa/Sp
This course is an independent study of special problems and is offered
as 199A-C for 1.0 to 3.0 units respectively. You must register directly with a
supervising faculty member. Credit/no credit grading only.
SWRK 435
Prerequisites:
Prerequisites: Successful completion of ENGL 001 (or its equivalent).
Corequisites:SWRK 485, 489A, 490A. Majors only.
Explores the dimensions of social work practice from a
systems perspective: engagement, data collection, assessment, and planning.
Students develop skills in building partnerships with clients, group
leadership, culturally competent relationship building, problem/need
partializing and prioritizing, goal setting, and collaborative planning. Values,
ethics and ethical decision-making are strengthened in the areas of engagement
and assessment. Students apply knowledge of social systems, human development
across the lifespan, and diversity in assessing and planning with individuals,
families, groups, organizations, and communities. This is a writing
proficiency, WP, course; a grade of C- or better certifies writing proficiency
for majors.
SWRK 445
Corequisites:SWRK 289B and 290B. Majors only.
Builds on Methods I in the areas of intervention, evaluation, and
closure. Students enhance their skills in maintaining partnerships with
clients, group facilitation, culturally competent change strategies, clarity of
role, collaboration, evaluation of practice, and closure. Values, ethics and
ethical decision-making are applied to intervention and evaluation. Students
apply knowledge of social systems, human development across the lifespan, and
diversity in intervention and evaluation with individuals, families, groups, organizations,
and communities. This is a writing proficiency, WP, course; a grade of C- or
better certifies writing proficiency for majors.
SWRK 474 Policy and Programs for Older Adults 3.0 Sp
Examines
major social services, legislation, programs, models of service delivery, and
funding related to the needs and concerns of older adults living in the
SWRK 480 Law and Disadvantaged Persons 3.0 Inquire
Explores legal issues facing the poor, older adults, disabled, and
minorities, and how to advance the legal rights of the disadvantaged. Family
law, consumerism, small claims court, Social Security, welfare law, and
landlord/tenant rights are addressed from theoretical and practical
perspectives, with an emphasis on advocating those rights.
SWRK 485 Social
Welfare Policy, Programs and Services 3.0 Fall
Corequisites: SWRK 435, 489A, 490A. Majors only.
This course examines economic, historical,
generational, political, intellectual, sociocultural, leadership, values and
ideologies and other such factors that shape social welfare policy, programs
and services. The course addresses
various frameworks for studying social welfare policy, and examines the roles
of policy-makers, processes of social change, and the roles of social workers
as facilitators of positive social change.
SWRK 489A
Corequisites:SWRK 435, 485, 490A. Majors only.
Students are placed in an approved social service
agency and, under the supervision of a qualified field instructor, engage in
generalist social work practice with multi-level client systems. The approved
agency may be public, non-profit, or proprietary. The Director of Field
Education facilitates student placement. 240 hours in the practicum are
required. Credit/no credit grading only.
SWRK 489B
Corequisites: SWRK 445, 490B. Majors only
This course is a continuation of SWRK 489A. Interns
remain in the same agency with the same field instructor to further develop
their ethical foundation, skills, knowledge, and understanding of self in the
delivery of social services with multi-level client systems. 240 hours in the
practicum are required. Credit/no credit grading only.
SWRK 490A Seminar for Practicum I 1.0 Fall
Corequisites: SWRK 435, 485, 489A. Majors only.
Discussion and learning processes designed to
facilitate integration of previous and ongoing learning with the realities of
practice and consolidation of personal growth as a social worker.
SWRK 290B Seminar for Practicum II 5.0 Sp
Corequisites:SWRK 445, 489B. Majors only.
Discussion
and learning processes designed to facilitate integration of previous and
ongoing learning with realities of practice and consolidation of personal
growth as a social worker.
SWRK 498 Special
Topics 1.0-3.0 Fa/Sp
This course is for special topics offered for 1.0 to 3.0 units. Topics
will vary from term to term and be different for different sections. See The Class Schedule for the specific
topic being offered.
SWRK 299H Honors in
The student will work closely with faculty in a
particular area of interest on an original project or research topic. The
year-long collaboration culminates in a professional product for public
presentation. You may take this course more than once for a maximum of 6.0
units.
It is expected that all
students will conduct themselves with honor and honesty regarding their
academic work during the course. All
academic dishonesty, including cheating, plagiarism, and misrepresentation is
prohibited. Please read the university
policy regarding academic misconduct located in the University catalog and BSW
Student Handbook. It includes taking
information, providing information, plagiarism, misrepresentation, and other
forms of academic dishonesty. Deliberate
failure to properly cite another’s work is cheating.
Methods of Instruction
A variety of instructional methods are used throughout the
curriculum. These include lecture, discussion, videotapes, speakers, class
presentations, and collaborative, strength-based and, field-based learning. The
emphasis is on a student-centered learning environment that allows for trust to
develop, enhancing class participation.
Student Assistance
Students who, because of a disability, may need special
arrangements or accommodations to meet the requirements of social work courses
are advised to register with Disability Support Services. Students must
document their need for accommodations and request them in a timely manner. DSS
(located in the
Written Assignments
Papers are to be double
spaced, one-inch margins, with 12-point font.
After you spell check your papers, be sure to proofread again to ensure
that the words you used were the ones that you desired. Watch for homonyms such
as there, their, and they’re. APA
documentation is required.
You are required to use the
writing guidelines as described by CSUC and professional writing standards
(e.g. use “woman” not “lady” or “girl” to describe female adults, use gender
neutral language--chairperson, she/he or mix use of masculine and feminine
pronouns, humankind rather than mankind, etc.). All assignments must be completed in order to pass social work courses.
Class Participation
There are many ways to
actively participate in class. Among them would be actively listening to other
students and the instructor, asking questions of relevance to practice and
theory, demonstrating evidence of having read and reflected upon assigned
readings, volunteering for in-class role plays, offering helpful feedback to
peers, pointing out contradictions between theory and practice, presenting
ethical dilemmas from your internship, and so on.
Professional Behavior
It is
expected that students exhibit a commitment to the social work profession and
the ethical standards as specified in the NASW Code of Ethics. Student as
developing professionals will gain skills in self-awareness with the ability to
reflect on their limitations as they relate to social work values and ethics.
Important aspects of these values are: honesty; integrity; appreciation of
diversity; clear, appropriate, and culturally sensitive boundaries; acceptance
of critical feedback in a positive fashion; and use of appropriate and
respectful techniques for conflict resolution.
Absences
Students are expected to attend all class meetings. Absence from
class, whether "excused" or "unexcused," may result in a lowered
course grade or, in extreme instances, in the awarding of a grade of “F” for
the course.
A =
Typically students with near perfect attendance who comes to class on time.
They are prepared for class, have read the assignment, ask pertinent questions,
and make thoughtful comments. They also make an effort to connect past learning
with the present. Their written assignments are turned in on time with few, if
any, grammatical or typographical errors. Additionally, the content of the
papers reflect an effort to integrate knowledge gained both inside and outside
the class. When an assignment asks for a personal reflection, there is every
indication that they have taken the time to process their thoughts and
feelings, and are able to communicate this in their writing and verbally. They
consistently score high on assignments, quizzes, and exams.
C
= Typically students come late to class or have many absences. They prepare
their assignments consistently, but may turn them in late or incomplete. The
assignments meet the minimum requirements and reflect little integration of
knowledge from readings, class discussion, or relevant outside experiences.
They frequently have not done the reading ahead of class, and consequently may
have difficulty participating in class discussions. Written assignments may
have numerous typographical or grammatical errors. They receive average or
inconsistent evaluations on assignments.
Grades
are determined by each student’s point totals applied to the following
percentages:
|
A = 94-100% |
B+ = 87-89% |
C+ = 77-79% |
D+ = 67-69% |
|
A- = 90-93% |
B = 84-86% |
C = 74-76% |
D = 64-66% |
|
|
B - = 80-83% |
C- = 70-73% |
F = ≤63% |
Incomplete grades are given
only in rare instances. To be considered, students must have a passing grade
and be up-to-date on assignments. See the University
Catalog for details. University polices also specify the criterion for
withdrawing from classes during certain time periods of the semester. Please consult the catalog for these
policies, also.
Late drops are allowed after
the official drop date for medical or other compelling reasons only.
Cell Phones / Pagers
The classroom is a
professional environment; please respect this environment by turning cell
phones and pagers off or alternatively, setting them to the ‘vibrate’ mode. If
you are expecting to be contacted during class, notify the instructor before
the class begins and take a seat near the door where you will be able to leave
the room quickly and quietly so as to not to disrupt the learning experience of
your colleagues.
Confidentiality
Learning products or
discussions associated with the class will be treated as privileged; as such,
they will not be shared beyond the classroom with three exceptions: 1) those
discussions that indicate the likely endangerment or the compromising of the
well-being of enrollees or specific persons identified as being targeted for
such activity; 2) those discussions related to consultation with faculty
regarding classroom conduct and student learning; and 3) those learning
products that are referenced by the School of Social Work as one aspect of the
instructor’s retention, tenure and promotion (RTP) process and the general
education review process. Student learning products included in review
processes will be modified in such a way as to safeguard the identity of the
student(s) and the identity of his/her/their object of study.
Information about CSU,
Apply for
Financial Aid:
General Scholarships:
www.csuchico.edu/scholarships/
Council of Graduate Students:
Information about CSU,
Information about
Information about the National
Association of
Association of
Association of Latino
http://www2.uta.edu/ssw/alswe/
Council on
A social work student journal
from the
http://www.ssa.uchicago.edu/publications/
The Social Work Café
http://www.geocities.com/Heartland/4862/swcafe.html
The
Social
Science Information Gateway
http://www.sosig.ac.uk/roads/subject-listing/World-cat/socwork.html
Social Work in General
http://wwwlibrary.csustan.edu/lboyer/socwork/bysubj.htm
National Association of Black
Social Workers
Other Important Sites
Institute for the
Study of Homelessness and Poverty
http://www.weingart.org/institute/
The Brookings
Institution
http://www.brookings.edu/default.htm
The
http://fdncenter.org/research/911/index.html
Information on the GRE:
A P P E N D I X
Professional ethics are at the core of social
work. The profession has an obligation
to articulate its basic values, ethical principles, and ethical standards. The NASW
Code of Ethics sets forth these values, principles, and standards to guide
social workers' conduct. The Code
is relevant to all social workers and social work students, regardless of their
professional functions, the settings in which they work, or the populations
they serve.
The NASW Code of
Ethics serves six purposes:
1. The Code identifies core values on which social work's
mission is based.
2. The Code summarizes broad ethical principles that reflect
the profession's core values and establishes a set of specific ethical
standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify
relevant considerations when professional obligations conflict or ethical
uncertainties arise.
4. The Code provides ethical standards to which the general
public can hold the social work profession accountable.
5. The Code socializes practitioners new to the field to
social work's mission, values, ethical principles, and ethical standards.
6. The Code articulates standards that the social work
profession itself can use to assess whether social workers have engaged in
unethical conduct. NASW has formal
procedures to adjudicate ethics complaints filed against its members. In subscribing to this Code, social workers are
required to cooperate in its
implementation, participate in NASW adjudication proceedings, and abide by any
NASW disciplinary rulings or sanctions based on it.
The Code offers a set of values, principles,
and standards to guide decision making and conduct when ethical issues
arise. It does not provide a set of
rules that prescribe how social workers should act in all situations. Specific applications of the Code must
take into account the context in which it is being considered and the
possibility of conflicts among the Code's values, principles, and
standards. Ethical responsibilities flow from all human relationships, from the
personal and familial to the social and professional.
Further, the NASW
Code of Ethics does not specify which values, principles, and standards are
most important, and which outweigh others in instances of conflict. Reasonable differences of opinion can, and
do, exist among social workers when ranking the order of values, ethical
principles, and ethical standards.
Ethical decision-making in a given situation must include the informed
judgment of the individual social worker, and should also consider how the
issues would be judged in a peer review process where the ethical standards of
the profession would be applied.
Ethical decision making is a
process. There are many instances in
social work where simple answers are not available to resolve complex ethical
issues. Social workers should take into
consideration all the values, principles, and standards in this Code
that are relevant to any 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 the NASW 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, as well as cultural and religious beliefs and practices. They should be aware of any conflicts between
personal and professional values, and deal with those conflicts 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 organization's 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 profession's 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.
The
following broad ethical principles are based on social work's 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).
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; an 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 society's 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, 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
profession's 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.
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.
Many of the standards that follow are enforceable
guidelines for professional conduct. 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-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. This 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 audio taping 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
(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' interests 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 they 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 the client, and the nature of the social
worker’s 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.
(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 or when laws or regulations require disclosure without a
client's consent. In all instances,
social workers should disclose the least amount of confidential information
necessary to achieve the desired purpose; revealing only information that is
directly relevant to the purpose for which the disclosure is made.
(d) Social workers should inform
clients, to the extent possible, about the disclosure of confidential
information and, when feasible, the potential consequences, before the
disclosure is made. This applies whether
social workers disclose confidential information on the basis of a legal
requirement or with client consent.
(e) Social workers should discuss
with clients and other interested parties the nature of confidentiality and
limitations of the client’s 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 individual's 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 involved in family, couples, marital, or group counseling of the social
worker's, employer's, and agency's policy concerning the social worker's
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 semi-public 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 client's consent and such disclosure could
cause harm to the client, social workers should request that the court withdraw
the order, 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.
(1) 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'
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 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 worker's 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 that
client. 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 the client’s 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 other
individuals 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 the client’s 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 client's initiative and with the client's 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.
(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 and the professional relationship with clients when such
services and relationships are no longer required or no longer serve the
client’s 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 an 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 client’s needs and preferences.
(f) Social workers who are
leaving an employment setting should inform clients of appropriate options for
the continuation of services, as well as the benefits and risks of the options.
2. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO
COLLEAGUE
2.01 Respect
(a) Social
workers should treat colleagues with respect and should represent accurately
and fairly the qualifications, views, and obligations of colleagues.
(b) Social
workers should avoid unwarranted negative criticism of colleagues in
communications with clients or with other professionals. Unwarranted negative criticism may include
demeaning comments that refer to a colleague’s level of competence or to an
individual’s 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 the social worker’s 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 worker’s 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 their 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 a client, 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 a
client to another professional when the other professional’s specialized
knowledge or expertise is needed to fully serve the client, or when a social
worker believes that they are not being effective or making reasonable progress
with a client and that additional service is required.
(b) Social workers who refer a
client to another professional should take appropriate steps to facilitate an
orderly transfer of responsibility.
Social workers who refer a client to another professional should
disclose, with the client’s consent, all pertinent information to the new
service provider.
(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 colleague's impairment that
is due to personal problems, psychosocial distress, substance abuse, or mental
health difficulties 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 colleague's 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 colleague's 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.
2.11
Unethical Conduct of Colleagues
(a) Social workers should take
adequate measures 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 a
colleague’s unethical behavior. Social
workers should be familiar with national, state, and local procedures for
handling ethics complaints. These
procedures 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, at a time 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, an 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 supervisees.
(d) Social workers who provide
supervision should evaluate a supervisee’s 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 a student’s
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.
(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 client's 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 provider is in the
client's best interest.
3.07
Administration
(a) Social work administrators
should advocate within and outside their agencies for adequate resources to
meet clients' needs.
(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 any 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 agency’s 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 a social worker’s
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 organization's 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 organization’s practices are
consistent with the NASW Code of Ethics.
(e) Social
workers should act to prevent and eliminate discrimination in the employing
organization's 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
(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
who are involved in labor-management disputes, job actions, or labor strikes
should be guided by the profession's 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
their 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 clients for whom they have a professional responsibility.
(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 their
workload, terminate their 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 worker's
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 or the
public, of their 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 client's 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.
(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 profession's 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.
(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.
(1) Social
workers engaged in evaluation or research should ensure the anonymity or
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 in public emergencies to the greatest extent possible.
6.04
Social and Political Action
(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
(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.
Council on
Education
Policy and Accreditation Standards (AS)
Preamble
Social
work practice promotes human well-being by strengthening opportunities,
resources, and capacities of people in their environments and by creating
policies and services to correct conditions that limit human rights and the
quality of life. The social work
profession works to eliminate poverty, discrimination, and oppression. Guided by a person-in-environment perspective
and respect for human diversity, the profession works to effect social and
economic justice worldwide.
Social
work education combines scientific inquiry with the teaching of professional
skills to provide effective and ethical social work services. Social work educators reflect their
identification with the profession through their teaching, scholarship, and
service. Social work education, from
baccalaureate to doctoral levels, employs educational, practice, scholarly, inter-professional,
and service delivery models to orient and shape the profession’s future in the
context of expanding knowledge, changing technologies, and complex human and
social concerns.
The
Council on
The
EPAS permits programs to use time-tested and new models of program design,
implementation, and evaluation. It does
so by balancing requirements that promote comparability across programs with a
level of flexibility that encourages programs to respond to changing human,
professional, and institutional needs.
The
EPAS focuses on assessing the results or program’s development and its
continuous improvement. While
accreditation is ultimately evaluative, in social work education it is based on
a consultative and collaborative process that determines whether a program
meets the requirements of the EPAS.
Functions of Educational Policy and
Accreditation
The
Educational Policy promotes excellence, creativity, and innovation in social
work education and practice. It sets forth
required content areas that relate to each other and to the purposes,
knowledge, and values of the profession.
Programs of social work education are offered at the baccalaureate,
master’s, and doctoral levels.
Baccalaureate and master’s programs are accredited by CSWE. This document supersedes all prior statements
of curriculum policy for baccalaureate and master’s program levels.
Accreditation
ensures that the quality of professional programs merits public
confidence. The Accreditation Standards
establish basic requirements for baccalaureate and master’s levels. Accreditation Standards pertain to the
following program elements:
·
·
Curriculum
·
Governance,
structure, and resources
·
Faculty
·
Students
professional development
·
Nondiscrimination
and human diversity
·
Program renewal
·
Program
assessment and continuous improvement
3. Relationship
of Educational Policy to Accreditation
CSWE uses the EPAS for the
accreditation of social work programs.
The Educational Policy and the Accreditation Standards are conceptually
integrated. Programs use Educational
Policy, Section 1 as one important basis for developing program mission, goals,
and objectives. Programs use Educational
Policy, Section 3 to develop program objectives and Educational Policy,
Sections 4 and 5 to develop content for demonstrating attainment of the
objectives. The accreditation process
reviews the program’s self-study document, site team report, and program response
to determine compliance with the Educational Policy and Accreditation
Standards. Accredited programs meet all
standards.
Educational Policy
1. Purposes
1.0
Purposes of the
The social work profession receives its sanction from public
and private auspices and is the primary profession in the development,
provision, and evaluation of social services.
Professional social workers are leaders in a variety of organizational
settings and service delivery systems within a global context.
The profession of social work is based on the values
of service, social and economic justice, dignity and worth of the person,
importance of human relationships, and integrity and competence in
practice. With these values of defining
principles, the purposes of social work are:
·
To enhance human
well-being and alleviate poverty, oppression, and other forms of social
injustice.
·
To enhance the
social functioning and interactions of individuals, families, groups,
organizations, and communities by involving them in accomplishing goals,
developing resources, and preventing and alleviating distress.
·
To formulate and
implement social policies, services, and programs that meet basic human needs
and support the development of human capacities.
·
To pursue
policies, services, and resources through advocacy and social or political
actions that promote social and economic justice.
·
To develop and
use research, knowledge, and skills that advance social work practice.
·
To develop and
apply practice in the context of diverse cultures.
1.1
Purposes of
The purposes of social work education are to prepare
competent and effective professionals, to develop social work knowledge, and to
provide leadership in the development of service delivery systems. Social work education is grounded in the
profession’s history, purposes, and philosophy and is based on a body of
knowledge, values, and skills. Social
work education enables students to integrate the knowledge, values, and skills
of the social work profession for competent practice.
1.2
Achievement of Purposes
Among
its programs, which vary in design, structure, and objectives, social work
education achieves these purposes through such means as:
·
Providing curricula
and teaching practices at the forefront of the new and changing knowledge base
of social work and related disciplines.
·
Providing
curricula that build on a liberal arts perspective to promote breadth of
knowledge, critical thinking, and communication skills.
·
Developing
knowledge.
·
Developing and
applying instructional and practice-relevant technology.
·
Maintaining
reciprocal relationships with social work practitioners, group’s organizations,
and communities.
·
Promoting
continual professional development of students, faculty, and practitioners.
·
Promoting
inter-professional and interdisciplinary collaboration.
·
Preparing social
workers to engage in prevention activities that promote well-being.
·
Preparing social
workers to practice with individuals, families, groups, organizations, and
communities.
·
Preparing social
workers to evaluate the processes and effectiveness of practice.
·
Preparing social
workers to practice without discrimination, with respect, and with knowledge
and skills related to clients’ age, class, color, culture, disability,
ethnicity, orientation.
·
Preparing social
workers to alleviate poverty, oppression, and other forms of social injustice.
·
Preparing social
workers to recognize the global context of social work practice.
·
Preparing social
workers to formulate and influence social policies and social work services in
diverse political contexts.
2. Structure of
2.0
Structure
Baccalaureate and graduate
social work education programs operate under the auspices of accredited colleges
and universities. These educational
institutions vary by auspices, emphasis, and size. With diverse strengths, missions, and
resources, social work education programs share a common commitment to educate
competent, ethical social workers.
The baccalaureate and
master’s level of social work education are anchored in the purposes of the
social work profession and promote the knowledge, values, and skills of the
profession. Baccalaureate social work
education programs prepare graduates for generalist professional practice. Master’s social work education programs
prepare graduates for advanced professional practice in an area of
concentration. The baccalaureate and master’s
levels of educational preparation are differentiated according to (a)
conceptualization and design, (b) content, (c) program objectives, and (d)
depth, breadth, and specificity of knowledge and skills. Frameworks and perspectives for concentration
include fields of practice, problem areas, intervention methods, and practice
contexts and perspectives.
Programs develop their
mission and goals within the purposes of the profession, the purposes of social
work education, and their institutional context. Programs also recognize academic content and
professional experiences that students bring to the educational program. A conceptual framework, built upon relevant
theories and knowledge, shapes the breadth and depth of knowledge and practice
skills to be acquired.
2.1
Program Renewal
Social
work education remains vital, relevant, and progressive by pursuing exchanges
with the practice community and program stakeholders and by developing and
assessing new knowledge and technology.
3. Program
Objectives
Social work education is
grounded in the liberal arts and contains a coherent, integrated professional
foundation in social work. The graduate
advanced curriculum is built from the professional foundation. Graduates of baccalaureate and master’s
social work programs demonstrate the capacity to meet the foundation objectives
and objectives unique to the program.
Graduates of master’s social work programs also demonstrate the capacity
to meet advanced program objectives.
3.0
Foundation Program Objectives
The professional foundation,
which is essential to the practice of any social worker, includes, but is not
limited to, the following program objectives.
Graduates demonstrate the ability to:
1. Apply critical thinking skills within the context of
professional social work practice.
2. Understand the value base of the profession and its
ethical standards and principles, and practice accordingly.
3. Practice without discrimination and with respect,
knowledge, and skills related to clients’ age, class, color, culture,
disability, ethnicity, family structure, gender, marital status, national
origin, race, religion, sex, and sexual orientation.
4. Understand the forms and mechanisms of oppression and
discrimination and apply strategies of advocacy and social change that advance
social and economic justice.
5. Understand and interpret the history of the social
work profession and its contemporary structures and issues.
6. Apply the knowledge and skills of generalist social
work practice with systems of all sizes.
7. Use theoretical frameworks supported by empirical
evidence to understand individual development and behavior across the life span
and the interactions among individuals and between individuals and families,
groups, organizations, and communities.
8. Analyze, formulate, and influence social policies.
9. Evaluate research studies, apply research findings to
practice, and evaluate their own practice interventions.
10. Use communication skills differentially across client
populations, colleagues, and communities.
11. Use supervision and consultation appropriate to social
work practice.
12. Function within the structure of organizations and
service delivery systems and seek necessary organizational change.
3.1
Concentration Objectives
Graduates of a master’s
social work program are advanced practitioners who apply the knowledge and
skills of advanced social work practice in an area of concentration. They analyze, intervene, and evaluate in ways
that are highly differentiated, discriminating, and self-critical. Graduates synthesize and apply a broad range
of knowledge and skills with a high degree of autonomy and proficiency. They refine and advance the quality of their
practice and that of the larger social work profession.
3.2
Additional Program Objectives
A
program may develop additional objectives to cover the required content in
relation to its particular mission, goals, and educational level.
4. Foundation
Curriculum Content
All social work programs
provide foundation content in the areas specified below. Content areas may be combined and delivered
with a variety of instructional technologies.
Content is relevant to the mission, goals, and objectives of the program
and to the purposes, values, and ethics of the social work profession.
4.0
Values and Ethics
Social work education
programs integrate content about values and principles of ethical decision
making as presented in the National Association of
4.1
Diversity
Social work programs
integrate content that promotes understanding, affirmation, and respect for
people from diverse backgrounds. The
content emphasizes the interlocking and complex nature of culture and personal
identity. It ensures that social
services meet the needs of groups served and are culturally relevant. Programs educate students to recognize
diversity within and between groups that may influence assessment, planning
intervention, and research. Students
learn how to define, design, and implement strategies for effective practice
with persons from diverse backgrounds.
4.2
Populations-at-Risk and Social and Economic Justice
Social work education
programs integrate content on populations-at-risk, examining the factors that
contribute to and constitute being at risk.
Programs educate students to identify how group membership influences
access to resources, and present content on the dynamics of such risk factors
and responsive and productive strategies to redress them.
Programs integrate social and
economic justice content grounded in an understanding of distributive justice,
human and civil rights, and the global interconnections of oppression. Programs provide content related to
implementing strategies to combat discrimination, oppression, and economic
deprivation and to promote social and economic justice. Programs prepare students to advocate for
nondiscriminatory social and economic systems.
4.3
Human Behavior and the Social Environment
Social work education
programs provide content on the reciprocal relationships between human behavior
and social environments. Content
includes empirically based theories and knowledge that focus on the
interactions between and among individuals, groups, societies, and economic
systems. It includes theories and
knowledge of biological, sociological, cultural, psychological, and spiritual
development across the life span; the range of social systems in which people
live (individual, family, group, organizational, and community); and the ways
social systems promote or deter people in maintaining or achieving health and
well-being.
4.4
Social Welfare Policy and Services
Programs provide content about
the history of social work, the history and current structures of social
welfare services, and the role of policy in service delivery, social work
practice, and attainment of individual and social well-being. Course content provides students with knowledge
and skills to understand major policies that form the foundation of social
welfare; analyze organizational, local, state, national, and international
issues in social welfare policy and social service delivery; analyze and apply
the results of policy research relevant to social service delivery; understand
and demonstrate policy practice skills in regard to economic, political, and
organizational systems, and use them to influence, formulate, and advocate for
policy consistent with social work values; and identify financial,
organizational, administrative, and planning processes required to deliver
social services.
4.5
Social Work Practice
Social work practice content
is anchored in the purpose of the social work profession and focuses on
strengths, capacities, and resources of client systems in relation to their
broader environments. Students learn
practice content that encompasses knowledge and skills to work with
individuals, families, groups, organizations, and communities. This content includes engaging clients in an
appropriate working relationship, identifying issues, problems, needs,
resources, and assets; collecting and assessing information; and planning for
service delivery. It includes using
collecting and assessing information; and planning for service delivery. It includes using communication skills,
supervision, and consultation. Practice
content also includes identifying, analyzing, and implementing empirically
based interventions designed to achieve client goals; applying empirical knowledge
and technological advances; evaluating program outcomes and practice
effectiveness; developing, analyzing, advocating, and providing leadership for
policies and services; and promoting social and economic justice.
4.6
Research
Qualitative and quantitative
research content provides understanding of a scientific, analytic, and ethical
approach to building knowledge for practice.
The content prepares students to develop use, and effectively
communicate empirically based knowledge, including evidence-based interventions. Research knowledge is used by students to
provide high-quality services; to initiate change; to improve practice, policy,
and social service delivery; and to evaluate their own practice.
4.7
Field Education
Field education is an
integral component of social work education anchored in the mission, goals, and
educational level of the program. It
occurs in settings that reinforce students’ identification with the purposes,
values, and ethics of the profession; fosters the integration of empirical and
practice-based knowledge; and promotes the development of professional
competence. Field education is
systematically designed, supervised, coordinated, and evaluated on the basis of
criteria by which students demonstrate the achievement of program objectives.
5.
Advanced Curriculum Content
The
master’s curriculum prepares graduates for advanced social work practice in an
area of concentration. Using a
conceptual framework to identify advanced knowledge and skills, programs build
an advanced curriculum from the foundation content. In the advanced curriculum, the foundation
content areas (Section 4, 4.0-4.7) are addressed in greater depth, breadth, and
specificity and support the program’s conception of advanced practice.
Accreditation Standards
1.
Program
1.0 The social work program has a mission appropriate to
professional social work education as defined in Educational Policy, Section
1.1. The program’s mission is
appropriate to the level or levels for which it is preparing students for
practice and is consistent with the institution’s mission.
1.1
The program has
goals derived from its mission. These
goals reflect the purposes of the Educational Policy, Section 1.1. Program goals are not limited to these
purposes.
1.2
The program has
objectives that are derived from the program goals. These objectives are consistent with
Educational Policy, Section 3. Program
objectives are reflected in program implementation and continuous assessment
(see Accreditation Standard 8).
1.3
The program makes
its constituencies aware of its mission, goals, and objectives.
2. Curriculum
2.0
The curriculum is
developed and organized as a coherent and integrated whole consistent with
program goals and objectives. Social work
education is grounded in the liberal arts and contains a coherent, integrated
professional foundation in social work practice from which an advanced practice
curriculum is built at the graduate level.
2.0.1 The
program defines its conception of generalist social work practice, describes
its coverage of the professional foundation curriculum identified in Education
Policy, Section 4, and demonstrates how its conception of generalist practice
is implemented in all components of the professional curriculum.
2.1
The Social work
program administers field education (Educational Policy, Section 4.7 and
Section 5) consistent with program goals and objectives that:
2.1.1 Provides
for a minimum of 400 hours of field education for baccalaureate programs and
900 hours for master’s programs.
2.1.2 Admits
only those students who have met the program’s specified criteria for field
education.
2.1.3 Specifies
policies, criteria, and procedures for selecting agencies and field
instructors; placing and monitoring students; maintaining field liaison
contacts with agencies; and evaluating student learning and agency
effectiveness in providing field instruction.
2.1.4 Specifies
that field instructors for baccalaureate students hold a CSWE-accredited
baccalaureate or master’s social work degree.
2 Field instructors for master’s students hold a CSWE-accredited
master’s social work degree. In programs
where a field instructor does not hold a CSWE-accredited baccalaureate or
master’s social work degree, the program assumes responsibility for reinforcing
a social work perspective.[1]
2.1.5 Provides
orientation, field instruction training, and continuing dialog with agencies
and field instructors.
2.1.6 Develops
policies regarding field placements in an agency in which the student is also
employed. Student assignments and field
education supervision differ from those associated with the student’s
employment.
3.
Program Governance, Administrative Structure, and
Resource
3.0
The social work
program has the necessary autonomy and administrative structure to achieve it
goals and objectives.
3.0.1 The social
work faculty defines program curriculum consistent with the Educational Policy
and Accreditation Standards and the institution’s policies.
3.0.2 The
administration and faculty of the social work program participate in
formulating and implementing policies related to the recruitment, hiring,
retention, promotion, and tenure of program personnel
3.0.3 The chief administrator
of the social work program has either a CSWE-accredited master’s social work
degree, with a doctoral degree preferred, or a professional degree in social
work from a CSWE-accredited program and a doctoral degree. The chief administrator also has demonstrated
leadership ability through teaching, scholarship, curriculum development,
administrative experience, and other academic and professional activities in
the field of social work.
3.0.4 The chief administrator of the social work
program has a full-time appointment to the program and sufficient assigned time
(at least 25% for baccalaureate programs and 50% for master’s programs) to
provide educational and administrative leadership. Combined programs designate a social work
faculty member and assign this person sufficient time to administer the
baccalaureate social work program.
3.0.5 The field education director has a master’s
degree in social work from a CSWE accredited program and at least two years
post-baccalaureate or post-master’s social work degree practice experience.
3.0.6 The field education director has a full-time
appointment to the program and sufficient assigned time (at least 25% for
baccalaureate programs and 50% for master’s programs) to provide educational
and administrative leadership for field education.
3.1 The social work program has sufficient
resources to achieve program goals and objectives.
3.1.1 The
program has sufficient support staff, other personnel, and technological
resources to support program functioning.
3.1.2 The
program has sufficient and stable financial supports that permit program
planning and achievement of program goals and objectives. These include a budgetary allocation and
procedures for budget development and administration.
3.1.3 The
program has comprehensive library holdings and electronic access, as well as
other informational and educational resources necessary for achieving the
program’s goals and objectives.
3.1.4 The
program has sufficient office and classroom space, computer mediated access, or
both to achieve the program’s goals and objectives.
3.1.5 The
program has access to assistive technology, including materials in alternative
formats (such as Braille, large print, books on tape, assistive learning
systems).
4. Faculty
4.0 The program
has full-time faculty, which may be augmented by part-time faculty, with the
qualifications, competence, and range of expertise in social work education and
practice to achieve its goals and objectives.
The program has a sufficient full-time equivalent faculty-to-student
ratio (usually 1:25 for baccalaureate programs) to carry out ongoing functions
of the program.
4.1 The program
demonstrates how the use of part-time faculty assists in the achievement of the
program’s goals and objectives.
4.2 Faculty size
is commensurate with the number and type of curricular offerings in class and
field; class size; number of students; and the faculty’s teaching, scholarly,
and service responsibilities.
4.2.1 The
master’s social work program has a minimum of six full-time faculty with
master’s social work degrees from a CSWE-accredited program and whose principal
assignment is to the master’s program.
The majority of the full-time master’s social work program faculty have
a master’s degree in social work and a doctoral degree.
4.3 Faculty who
teach required practice courses have a master’s social work degree from a
CSWE-accredited program and at least two years post-baccalaureate or
post-master’s social work degree practice experience.
4.4 The program
has a faculty workload policy that supports the achievement of institutional
priorities and the program’s goals and objectives.
5. Student Professional
Development
5.0 The program has admissions
criteria and procedures that reflect the program’s goals and objectives.
5.1 Only candidates who have
earned a bachelor’s degree are admitted to the master’s social work degree
program.
5.2 The program
has a written policy indicating that it does not grant social work course
credit for life experience or previous work experience.
5.3 In those
foundation curriculum areas where students demonstrate required knowledge and
skills, the program describes how it ensures that students do not repeat that
content.
5.3.1 The
program has written policies and procedures concerning the transfer of credits.
5.3.2 Advanced
standing status is only awarded to graduates of baccalaureate social work
programs accredited by CSWE.
5.4 The program has academic and professional
advising policies and procedures that are consistent with the program’s goals
and objectives. Professional advising is
provided by social work program faculty, staff, or both.
5.5 The program has policies and procedures
specifying students’ rights and responsibilities to participate in formulating
and modifying policies affecting academic and student affairs. It provides opportunities and encourages
students to organize in their interests.
5.6 The program informs students of its criteria
for evaluating their academic and professional performance.
5.7 The program
has policies and procedures for terminating a student’s enrollment in the
social work program for reasons of academic and professional performance.
6.
Nondiscrimination and Human Diversity
6.0 The program
makes specific and continuous efforts to provide a learning context in which
respect for all persons and understanding of diversity (including age, class,
color, disability, ethnicity, family structure, gender marital status, national
origin, race, religion, sex, and sexual
orientation) are practiced. Social work
education builds upon professional purposes and values; therefore the program
provides a learning context that is nondiscriminatory and reflects the profession’s
fundamental tenets. The program describes
how its learning context and educational program (including faculty, staff, and
student composition; selection of agencies and their clientele as field
education settings; composition of program advisory or field committees;
resource allocation; program leadership; speakers series, seminars, and special
programs; research and other initiatives) and its curriculum model
understanding of and respect for diversity.
7.
Program Renewal
7.0 The program
has ongoing exchanges with external constituencies that may include social work
practitioners, social service recipients, advocacy groups, social service
agencies, professional associations, regulatory agencies, the academic
community, and the community at large.
7.1 The
program’s faculty engages in the development and dissemination of research,
scholarship, or other creative activities relevant to the profession.
7.2 The
program seeks opportunities for innovation and provides leadership within the
profession and the academic community.
8.
Program Assessment and Continuous Improvement
8.0 The program has an assessment plan and
procedures for evaluating the outcome of each program objective. The plan specifies the measurement procedures
and methods used to evaluate the outcome of each program objective.
8.1 The program
implements its plan to evaluate the outcome of each program objective and shows
evidence that the analysis is used continuously to affirm and improve the
educational program.
Program
Changes
The
EPAS supports change necessary to improve the educational quality of a program
in relation to its goals and objectives.
The EPAS recognizes that such change is ongoing. When a program is granted initial
accreditation or its accreditation is reaffirmed, the program is, by that
action, accredited only at the level or levels and for the components that
existed and were reviewed at the time of that action. Prior to the next scheduled accreditation
review, changes may take place within the program. Although it is not necessary to report minor
changes, programs notify the Commission on Accreditation (COA) of such changes
as new leadership, governance, structure, off-campus programs, etc. Depending on the nature of the change, the
COA may request additional information.
Prior to the implementation of a substantive change the program submits
a proposal and receives approval.
Substantive changes are defined as those that require a waiver of one or
more aspects of EPAS.
The following University policies apply to all
university courses including the