Fall 2015 Sophomore Field Manual For Social Work

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1 Fall 2015 Sophomore Field Manual For Social Work

2 Sophomore Field Manual for Social Work Fall 2015 Table of Contents Purpose of the Manual... 1 The Social Work Progr at Malone University... 1 General Education and Social Work Education... 2 Social Work Education... 2 Mission Statement of the Social Work Progr... 3 Definition of Generalist Practice Utilized at Malone... 3 Diversity and Social Work... 4 Social Work Progr Goals... 4 Social Work Progr Competencies... 5 Generalist Social Work Practice at Malone University... 5 Generalist Social Work Practice Chart... 6 Utilizing the Canton Community... 7 Field Placement Paperwork Due Dates... 7 Overview of the Sophomore Field Experience... 7 Suggested Assignments for Sophomore Level Students... 8 Evaluation Criteria for Field Experience Agencies Student Responsibilities Field Instructor Responsibilities Faculty Liaison Responsibilities If Problems Arise Explicit Policies Regarding Termination from the Progr Social Work Faculty Information University Information APPENDIX 1 Educational Policy and Accreditation Standards APPENDIX 2 Sophomore Internship Forms 2A Memorandum of Agreement B Social Work Internship Agreement between Malone University and Student

3 2C Sophomore Field Experience Evaluation Form (Instructor) D Sophomore Field Experience Evaluation Form (Student) E Sophomore Field Experience Time Sheet

4 1. Purpose of the Manual This manual has been written to help acquaint students and Field Instructors with Malone University's Sophomore Field Experience. It provides a timeline for the sophomore field experience, including the dates by which fieldwork should be completed. It outlines some of the basics of the Malone University progr and provides students and their field liaisons with guidelines for the completion of the Student Learning Contract. The goal of the Sophomore Field Experience is to introduce students to the profession of Social Work, to generalist practice techniques and to social welfare institutions. The Sophomore Field Experience attempts to help students to evaluate their interest, and potential for success in the field of social work. Although not all social work progrs require a sophomore placement, the faculty at Malone believes that students should be provided with opportunities to observe professional Social Workers and to understand the diversity of jobs that Social Workers are asked to do in our community. A student who has such opportunities can make a well-informed choice as to whether professional social work is the place in which to begin his or her career. In sophomore placement: 1. Students are to spend a minimum of 40 hours in the field (an average of 4 hours per week for 10 weeks including a one-hour initial interview). 2. Students are entitled to follow the school calendar but must inform supervisors at least 48 hours in advance if they will miss their regularly scheduled field hours. 3. When a student is unable to go to the agency as scheduled (i.e., illness or emergency), s/he is to call the agency to relay this information. Except in dire emergency this should be accomplished prior to the student s scheduled time at the agency. The student is required to make up the hours within the schedule noted above. Specific information about the sophomore experience begins on page The Social Work Progr at Malone University Malone University is carrying on one of the great traditions in social work - educating religiously oriented persons for a life s work of assisting others. In Malone s progr, this is done by encouraging personal faith, training persons to be able to do social work, and having them learn appropriate professional relationships. 1

5 Malone University is a four-year liberal arts institution affiliated with the Evangelical Friends Church. Social work is a natural major for the school to provide. Malone was founded in 1892 as Cleveland Bible College by Friends couple, Walter and Emma Malone, who were very concerned about social conditions and problems. The Malones were actively involved in providing direct services to Cleveland s poor (shelter, food, and education). The college moved to Canton, Ohio in 1957 and changed its ne to Malone University in honor of its founders. The social work progr at Malone University began in 1978 and was initially accredited by the Council on Social Work Education as an approved baccalaureate progr in The progr was fully accredited in 1992, and reaffirmation was successfully completed in 2001 and The Malone University Social Work Progr is fully accredited and will come up again for reaffirmation in June General Education and Social Work Education Social Workers are best able to serve their clients when they have both the competency to help and the ability to listen to the needs of the diverse persons served by the profession. The Social Work progr requires its majors to meet both the General Education requirements of the University, and to take additional courses in the liberal arts. These additional courses are designed to assist students to embrace and serve an increasingly diverse world. Student interns are expected to utilize information from classes both inside and outside the social work curriculum when working in the field. 4. Social Work Education Malone s Social Work Progr is designed to address three issues facing social work education: 1. Articulating and communicating a uniform definition of generalist practice 2. Building on the liberal arts 3. Connecting curriculum with community Generalist Practice is grounded in the liberal arts and the person and environment construct. Generalist social work empowers individuals, filies, groups and communities to protect, enhance and create relationships that foster the profession s six core values: competency, service, caring relationships, personal uniqueness and worth, social justice, and integrity towards the goals of fostering people s well-being and freedom of choice (Adapted from CSWE 2008, Reer 1982). Generalist social workers analyze social functioning, social relationships, social interactions, and individuals in interaction with the environment. This holistic perspective suggests social workers must be trained to assist others to make personal changes, to help people initiate changes in social policies, laws, and 2

6 institutions which impact their lives, and to link them to resource systems. Social workers must be willing to assess and utilize appropriate techniques within societal systems of all sizes. Social work employs techniques that assist people to engage in strengths based, goal directed thinking and decision-making. Social Work s knowledge is holistic and interactionist based and then is driven by social work s core values: the importance of caring relationships, service, integrity, competency, social justice, and personal uniqueness and worth. Social workers must be skilled in their application of their training. Internships and field placements invite students to identify and respond to the interplay between people s physical needs, their psycho-social develoent, echo systems, the strengths perspective, and anti-oppressive practice toward a plan change process. Social Work education is designed to provide students with the tools to effectively practice entry-level social work. The Malone University progr affirms and upholds the standards set forth by the Council on Social Work Education and is firmly committed to providing an education that will prepare its graduates for a career in social work or master s level training. 5. Mission Statement of the Social Work Progr at Malone University The Malone University Social Work Progr draws on its unique context as an Evangelical Friends institution with access to urban, rural, and international practice opportunities to prepare entry-level social work practitioners who are capable of culturally appropriate practice across diverse populations who promote social justice and who can ethically integrate Christian faith with social work practice. This foundation fosters the growth of practice wisdom and scientific inquiry with an overarching purpose of enhancing the quality of life for micro, mezzo, and macro systems in relation to their environment. 6. Definition of Generalist Practice Utilized at Malone Generalist practice is grounded in the liberal arts and the person and environment construct. Generalist social work empowers individuals, filies, groups and communities to protect, enhance and create relationships that foster the profession s six core values: competency, service, caring relationships, personal uniqueness and worth, social justice and integrity towards the goals of fostering people s well-being and freedom of choice. (Adapted from CSWE 2008, Reer 1982) 3

7 7. Diversity and Social Work Acceptance and encouragement of diversity have long been hallmarks of the profession of social work. The Malone University Social Work Progr is also committed to these practices. The progr will not discriminate in its admissions or education based on student s sex, political orientation, race, color, sexual preference, religious affiliation, national origin, income, disability, fily structure or socioeconomic status. Students are expected to abide by Malone s community agreement as noted in the Malone University Catalog, and must adhere to the academic standards as outlined in the Social Work Student Handbook. The progr is committed to presenting students with various perspectives on social issues and welcomes opportunities for students to be involved with those whose ethnicity, culture and/or experiences differ from the student s ethnicity, culture and experiences. 8. Social Work Progr Goals at Malone University The goals of the social work progr are to: 1. prepare students for beginning generalist social work practice. This includes developing entry level competency across system levels, meeting licensure requirements, and developing an awareness of the importance of ongoing professional develoent. * assists students to develop competencies 1, 2, 3, 4, 5, 6, 7, 8, 9, assist students to recognize their own heritage and traditions and to gain knowledge and perspective to engage people from cultures, ethnic groups, and religions different from their own. *assists students to develop competencies 1, 2, 3, 4, 5. 6, 7, 8, 9, 10, assist students to understand the interface between personal faith and social work, and to be able to make appropriate applications of each. * assists students to develop competencies 1, 2, 3, 7, 11 4

8 9. Social Work Progr Competencies at Malone University Graduates of the Malone University Social Work Progr will: 1. Identify as professional social workers and conduct themselves accordingly. 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research-informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to contexts that shape practice. 10. Engage, assess, intervene, and evaluate with individuals, filies, groups, organizations, and communities. 11. Appropriately integrate Christian faith with professional social work practice and recognize the importance of spirituality to the human experience. 10. Generalist Social Work Practice at Malone University The Malone University Social Work Progr is based on the faculty's definition of generalist social work and informed by the eco-systems perspective and systems perspectives. (Suppes & Wells, 2000; Johnson & Yanca, 2001). The curriculum is designed to aid students in understanding how individuals and systems interact with each other in their develoent and everyday functioning and to utilize a structured, theory-based approach to change. 5

9 Generalist Social Work Practice Urban / Rural Environments A Generalist Social Worker Utilizes Knowledge Liberal Arts Foundation Social Work Support Courses Educational Electives Life Experience Openness to the Diversity of Human Experience Professional Work Method Introduction to SWK HBSE Social Work Methods SWK Research Skill/Expertise Practice Practicums To Impact Fily/Group Concern/Need Individual Concern/Need Community/ Organizational Concern/Need To Assist and Empower Individual Change Change in All Effected Systems Fily/Group Change Community/ Organizational Change Professional Values Ethics Infused Curriculum Observation of Other Professionals Celebration of Diversity Appropriate Integration of Faith and Spirituality Policy & Laws Social Policy Coursework Advocacy Building on strength Facilitating change Empowering communities Micah 6:8 6

10 11. Malone s Social Work Progr: Utilizing the Canton Community The Social Work progr at Malone utilizes the dynics from the rural communities of the counties south and west, the industrialized communities to the north, the Ohio Appalachian Communities directly south, and the urban context of Canton to assist students to understand and utilize generalist skills. The city provides exples of both concerns and resources to the progr. The social service network within the city functions to bring services to a variety of groups and individuals. The Social Work progr at Malone emphasizes training students to utilize techniques with a strengthening person in-environment perspective. The progr seeks to produce entry-level generalist Social Workers that are able to recognize individual resilience and empower those served toward optimal functioning within their social context. Students are encouraged to attend on and off cpus professional events to reenforce community engagement. 12. Field Placement Paperwork/Documentation Due Dates September 23 Memorandum of Agreement and Malone - Agency Contract Due. Criminal Background Check Completed. December 2 Sophomore Student Field Experience Evaluation Forms, Time Sheet, due. Please note: the student should only turn in her/his evaluations. The Field liaison will collect field instructor evaluations. 13. Overview of the Sophomore Field Experience The Sophomore Field Experience occurs concurrently with Introduction to the Profession and Practice of Social Work (SWK 222) in the fall semester of the sophomore year. This class is the first social work course students take. Most students have taken a number of support courses including Basic Psychology, Principles of Sociology, and Biology prior to taking SWK 222. Most students enter Sophomore Field Placement with limited social service experience. While in placement, the students will review Alan Keith-Lucas book So You Want to Be a Social Worker. Robert Lupton s book, Theirs is the Kingdom: Celebrating the Gospel in Urban America, will be reviewed to encourage students to exine their personal values and preconceptions as related to working with disadvantaged clients. Their text for the course is The Social Work Experience: An Introduction to Social Work and Social Welfare, by Suppes and Welles. Students will be expected to integrate material learned at their field placement with class material. Field instructors are encouraged to provide students with experiences which allow them to observe skilled workers both as they practice directly with clients and in other agency-related work. To ensure the role of the student as the learner, if the student desires to complete a field practicum at the se location where they are employed, they must have new and different responsibilities than that of their employment job description, duties and responsibilities. The field coordinator will work with the student and assigned 7

11 supervisor to ensure that employment and internship responsibilities are not the se and that new learning is taking place during the students' practicum experience. This policy applies to all field practicums that students enroll in for credit (sophomore, junior and senior level practicums). Typical assignments are suggested below. Field instructors are encouraged to modify or create assignments as appropriate. Assignments are suggested by subject, knowledge, and practice technique. 14. Suggested Assignments for Sophomore Level Students A. Purpose of Social Work 1. Identify capacities of individuals, filies, groups, and communities. - observe staff working with clients - develop an understanding of client needs - discuss client needs with supervisor - review particular client concerns to ascertain client strengths - explore the impact of cultural context for a group served by the agency - understand the goals of the agency - understand the impact of the environment on the client - personal contact with clients (that does not involve activities requiring a social work license or higher level of training than the student possesses) 2. Link people with systems that provide resources, services, and opportunities. - become filiar with other services - observe staff making linkages - make referrals - note possible gaps in service provision. - learn about agency services not provided by field liaison 3. Promote the effective and humane operation of systems that link people with services, resources, and opportunity. - observe a board meeting - discuss the strengths and limitations of the agency with field instructor - discuss the adequacy of community supports with agency staff and community leaders - observe a group session (with permission of group members) - observe a staff meeting B. Helping relationship 4. Be able to develop, utilize, and terminate appropriate helping relationships with individuals, groups, and filies within community and agency. - observe staff relate to clients and each other - interview or co-interview clients - participate in or co-lead a group - visit agencies - lead a recreational activity 8

12 C. Problem-solving process 5. Identify and assess functional and dysfunctional relationships between individuals, filies, groups, and social institutions. - read cases - discuss cases with field instructor - attend staffing and te meetings - read additional materials as assigned 6. Develop and implement realistic plans for improving the well being of people based on assessment, goal formation and available resources. - plan or co-plan an activity - read treatment plans - discuss treatment with field instructor 7. Assess and evaluate the extent to which objectives of intervention have been achieved. - read evaluations - discuss evaluations with field instructor - evaluate a planned activity - evaluate the field experience D. Diversity awareness - provide opportunities for students to interact with those from cultures or ethnicity, age, abilities or sexual orientations different than the student s culture, ethnicity age or orientation - Provide readings that link agency service to the needs of diverse groups- - Discuss the nature of social diversity - Discuss techniques of intervention helpful to vulnerable populations and victims of discrimination. - visit various parts of the city - participate in home visits - discuss diversity and vulnerable populations with field instructor - read additional materials about diversity E. Commitment to change 9. Participate in the develoent of new, modified or improved services. - attend a planning meeting - attend a public hearing - keep abreast of political develoents F. Add to the professional knowledge base 9

13 10. Promote improved professional social work practice by supporting the standards and ethics of the social work profession and by contributing to the professional knowledge base. - participate in research - attend an NASW meeting - attend a workshop or seminar - discuss ethical issues with field instructor G. Self awareness, self-evaluation 11. Continue to understand one's personal strengths, weaknesses, values, beliefs, and actions, making changes where necessary. - keep a journal - discuss self awareness and self-evaluation with field instructor - share experiences with classmates during discussion times 12. Understand the interface between personal faith and social work and be able to make appropriate use of each. - discuss appropriate and inappropriate application of faith and social work 15. Evaluation A. Course requirements 1. Students will spend a minimum of 40 hours in the field over the course of the semester. 2. Students will attend all field discussion days. Students will be encouraged to share experiences and reactions to field experiences with others in the class, and will be expected to integrate class material and readings with their observations from the field. 3. Students will keep a structured field log that will include: a. a summary of each day in the field, including client, agency, and community activities. b. a discussion of the student's reactions to those activities. c. a discussion of the student s develoent of self awareness and personal values. (The following questions may help students to better fre this discussion: Did aspects of an encounter in the field cause strong reactions for the student? If so, why might this have happened? Were actions taken by staff or clients which conflicted with the student s personal values? If so, these should be analyzed with the purpose of better understanding how the student s personal values fit with the professional practice of social work. How did the student s faith contribute to his/her understanding of situations encountered during the field experience?) 10

14 d. when appropriate, exples of community linkage. (Discuss how the agency and clients utilize services offered by other agencies and/or institutions.) e. Field logs will be turned in for evaluation approximately one week prior to each field discussion day. Field logs will be returned on field discussion day. Field log entries completed between the time of submitting the log and its return should be kept separately and placed in proper order in the journal when returned. f. Logs are worth 20 points each 4. Students will complete a 4-8-page paper which provides an overview of their field placement agency. This paper should discuss the following: a. services provided by the agency (including goals, clients served, and needs of the clients); b. organizational structure of the agency, including titles/job descriptions of employees. Formal and informal tasks should be noted. If the agency is particularly large, students need only describe the administrative line which leads from the agency head to the students' assigned area. c. the agency-community linkage. Describe how the agency uses other community services to provide for clients' needs when the agency itself does not provide the needed service. How is the agency funded? d. Describe briefly a "typical" day for a BA-level worker at your agency. e. Use APA style to cite all sources f. 50 points 5. Journal Article Reviews. a. With the help of field instructors, students should select scholarly journal articles related to the work of their field placement agency. Each article must come from a SCHOLARLY JOURNAL, such as Social Work, The Journal of Cultural and Ethnic Diversity in Social Work, or Social Work and Christianity. (Time, Newsweek, People, Social Work Today, and New Social Worker are NOT scholarly journals. Reviews of non-journal articles will not be accepted. If you have questions regarding whether a certain sources is a scholarly journal, please see the class instructor.) After reading the article, the student should summarize the article s findings and discuss why the article is helpful in understanding clients and /or agencies. This assignment must be typed and formatted APA-style. b. 30 points each 6. Field Experience Grade: 100 points (recommended by field instructor, assigned by faculty) This grade will be based on the student s attendance, professionalism, and learning/growth over the course of the field experience. 7. Timely submission of required paperwork a. Memo of Agreement & Malone-Agency Agreement: 15 points b. Evaluations and Time Sheets: 15 points 11

15 The Sophomore Field Experience will provide approximately 30% of the final grade for Introduction to Social Work. Malone University faculty control the awarding of grades to students but field instructor feedback, student discussion in field days and written fieldwork are taken into consideration. 16. Criteria for Field Experience Agencies 1. Provide social services to at-risk client population(s) 2. Have an interest in, and commitment to, the educational objectives of the Malone University Social Work Progr. 3. Have experienced and appropriate staff to serve as field instructors. Sophomore field instructors must hold a bachelor s or master s degree from a CSWE accredited university and a valid license to practice social work in the state of Ohio. In some situations (subject to prior approval by the Malone University Field Coordinator) agencies which provide social services but do not employ staff with the credentials listed above may be utilized. All Field Liaisons are asked to submit a copy of their current Ohio license and academic degree(s) to the Social Work Progr Office at Malone University. 4. Be willing to provide appropriate opportunities for learning to the student as suggested in the section on Typical Assignments. 17. Student Responsibilities 1. Social work is a profession which often involves working with those who have been marginalized by others. It is critical to show clients dignity and respect. Such respect includes both being prompt and accomplishing the work that the social worker has agreed to accomplish with the client within an agreed upon timefre. To assist students to become more proficient in accomplishing such important behaviors, all Malone University SWK faculty will expect that assignments to be completed on time and in the professional manner outlined in the student accountability guidelines outlined below. Students who turn in assignments later than the day and/or time outlined in a syllabus, should expect that they will receive reduced credit for that assignment. Faculty can decline to grade late assignments. 2. The semester before sophomore placement the student should confirm that a criminal background check has been received and continues to be on file in the Malone University, Administrative Services office. 3. Initiate initial contact with the agency and maintain communication as needed, including times when appointments or meetings cannot be attended as planned. 12

16 4. Attend all orientation sessions and scheduled visits. 5. Meet with the staff for assignments, supervision, evaluation, etc., as needed and requested. 6. Be at the agency on time, well rested, appropriately dressed, with an open mind, prepared to work. 7. Complete the assignments in a timely manner. 8. Conduct self in ethical, appropriate manner at all times (see NASW code of ethics in Appendix I at back of Suppes/Welles textbook for more information on ethical expectations of social workers.) 18. Field Instructor Responsibilities 1. Be filiar with the educational objectives and requirements of the Malone University Social Work Progr. 2. Within the time fre noted, develop a field learning contract with each student to meet the educational objectives, complete the Malone/Agency agreement and submit this to the Field Coordinator. 3. Provide consistent and appropriate supervision, feedback and evaluation for the student. 4. Communicate with the Malone University social work faculty liaison if problems begin to develop. 19. Faculty Liaison Responsibilities 1. Link the students and agencies. 2. Prepare the students for the field experience prior to the placement and monitor their performance through the seminar, journals, and papers. 3. Approve the learning contract developed by the student and field instructor. 4. Provide group leadership for the students in the seminar. 5. Meet with the students as necessary in individual conferences. 6. Make contacts with the agencies via telephone and at least one personal visit. Be willing to make further contact as needed/requested. 13

17 7. Assign a final grade for the experience based on the field supervisor's recommendation and student assignments. 8. Be willing to attend field liaison meetings and training when requested. 20. If Problems Arise It is possible that problems will arise. The problems may be between the student and field instructor, student and staff, student and clients, between students, etc. Problems are a normal part of the learning process. The goal is to negotiate a resolution to the problem in a professional manner. Problems should not be ignored. Problems should be resolved at the lowest level possible. The student has the first and primary responsibility to identify problems which are affecting his/her field placement and education. In most cases, the student s first recourse should be to discuss the situation with his/her field instructor.. Extraordinary issues that cannot be addressed with field instructors should be discussed with the faculty liaison. Particularly difficult problems, including discontinuing a placement, will be discussed with the social work faculty liaison, the director of field education, and the department chair. Problem identification and resolutions should be summarized as a routine part of the student journal and field instructor/faculty liaison conferences. 21. Explicit Policies Regarding Termination from the Progr A student will be terminated from the progr if: - He or she does not meet the academic requirements for admission/retention in the social work progr as outlined above. - The student is terminated from the school for academic or other reasons. - He or she fails to abide by the student accountability guidelines (as outlined in the Social Work Progr Handbook) - She or he is found in ongoing violation of the NASW Code of Ethics while participating in a Social Work Progr sponsored activity, classroom or field experience. - She or he fails to satisfactorily complete the Senior Field Practicum. 14

18 22. Social Work Faculty Information Full Time Faculty: Jane Hoyt-Oliver, Ph.D. ACSW, LISW-S, Professor of Social Work, Department Chair, , Elizabeth Patterson Roe, LISW-S, MSW, Associate Professor of Social Work, Director of Field Education, , Doctoral student at Memorial University of Newfoundland. Karen Slovak, Ph.D., LISW-S, Associate Professor of Social Work , 23. University Information Malone University Department of Social Work Room CC Cleveland Ave NW Canton, Ohio Phone: (330) Fax: (330)

19 Appendix I Appendix I: Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards The purpose of the social work profession is to promote human and community well-being. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons. Social work educators serve the profession through their teaching, scholarship, and service. Social work education at the baccalaureate, master s, and doctoral levels shapes the profession s future through the education of competent professionals, the generation of knowledge, and the exercise of leadership within the professional community. The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit baccalaureate- and master s-level social work progrs. EPAS supports academic excellence by establishing thresholds for professional competence. It permits progrs to use traditional and emerging models of curriculum design by balancing requirements that promote comparability across progrs with a level of flexibility that encourages progrs to differentiate. EPAS describe four features of an integrated curriculum design: (1) progr mission and goals; (2) explicit curriculum; (3) implicit curriculum; and (4) assessment. The Educational Policy and Accreditation Standards are conceptually linked. Educational Policy describes each curriculum feature. Accreditation Standards (in italics) are derived from the Educational Policy and specify the requirements used to develop and maintain an accredited social work progr at the baccalaureate (B) or master s (M) level. Copyright 2008, Council on Social Work Education, Inc., all rights reserved. Revised March 27, 2010 / Updated August

20 1. Progr Mission and Goals Educational Policy 1.0 Progr Mission and Goals The mission and goals of each social work progr address the profession s purpose, are grounded in core professional values (EP 1.1), and are informed by context (EP 1.2). Educational Policy 1.1 Values Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, 1 human rights, and scientific inquiry are ong the core values of social work. These values underpin the explicit and implicit curriculum and fre the profession s commitment to respect for all people and the quest for social and economic justice. Educational Policy 1.2 Progr Context Context encompasses the mission of the institution in which the progr is located and the needs and opportunities associated with the setting. Progrs are further influenced by their historical, political, economic, social, cultural, demographic, and global contexts and by the ways they elect to engage these factors. Additional factors include new knowledge, technology, and ideas that may have a bearing on contemporary and future social work education and practice. Accreditation Standard 1.0 Mission and Goals The social work progr s mission and goals reflect the profession s purpose and values and the progr s context The progr submits its mission statement and describes how it is consistent with the profession s purpose and values and the progr s context The progr identifies its goals and demonstrates how they are derived from the progr s mission. 1 These six value elements reflect the National Association of Social Workers Code of Ethics. National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, D.C.: NASW. 17

21 2. Explicit Curriculum Educational Policy 2.0 The Social Work Curriculum and Professional Practice The explicit curriculum constitutes the progr s formal educational structure and includes the courses and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the progr s competencies through an intentional design that includes the foundation offered at the baccalaureate and master s levels and the advanced curriculum offered at the master s level. The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The MSW curriculum prepares its graduates for advanced practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a concentration. 2 Educational Policy 2.1 Core Competencies Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, filies, groups, organizations, and communities. The ten core competencies are listed below [EP EP (d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Progrs may add competencies consistent with their missions and goals. Educational Policy Identify as a professional social worker and conduct oneself accordingly. Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social workers advocate for client access to the services of social work; practice personal reflection and self-correction to assure continual professional develoent; attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance, and communication; engage in career-long learning; and use supervision and consultation. 18

22 Educational Policy Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers 3 recognize and manage personal values in a way that allows professional values to guide practice; make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics 2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; 3 tolerate biguity in resolving ethical conflicts; and apply strategies of ethical reasoning to arrive at principled decisions. Educational Policy Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; analyze models of assessment, prevention, intervention, and evaluation; and demonstrate effective oral and written communication in working with individuals, filies, groups, organizations, communities, and colleagues. Educational Policy Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple 2 National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, DC: NASW. 3 International Federation of Social Workers and International Association of Schools of Social Work. (2004). Ethics in Social Work, Statement of Principles. Retrieved January 2, 2008 from 19

23 4 factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and communicate their understanding of the importance of difference in shaping life experiences; and view themselves as learners and engage those with whom they work as informants. Educational Policy Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; and engage in practices that advance social and economic justice. Educational Policy Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers use practice experience to inform scientific inquiry and use research evidence to inform practice. 20

24 5 Educational Policy Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual develoent. Social workers utilize conceptual freworks to guide the processes of assessment, intervention, and evaluation; and critique and apply knowledge to understand person and environment. Educational Policy Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy develoent. Social workers analyze, formulate, and advocate for policies that advance social well-being; and collaborate with colleagues and clients for effective policy action. Educational Policy Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynic, and use knowledge and skill to respond proactively. Social workers continuously discover, appraise, and attend to changing locales, populations, scientific and technological develoents, and emerging societal trends to provide relevant services; and provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Educational Policy (a) (d) Engage, assess, intervene, and evaluate with individuals, filies, groups, organizations, and communities. Professional practice involves the dynic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, filies, groups, organizations, and communities. Practice knowledge includes 21

25 6 identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating progr outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Educational Policy (a) Engagement Social workers substantively and affectively prepare for action with individuals, filies, groups, organizations, and communities; use empathy and other interpersonal skills; and develop a mutually agreed-on focus of work and desired outcomes. Educational Policy (b) Assessment Social workers collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed-on intervention goals and objectives; and select appropriate intervention strategies. Educational Policy (c) Intervention Social workers initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings. Educational Policy (d) Evaluation Social workers critically analyze, monitor, and evaluate interventions. Malone University Social Work Progr Core Competency #11 (Added to 10 core competencies from 2008 EPAS) Appropriately integrate Christian faith with professional social work practice and recognize the importance of spirituality to the human experience. Graduates of the Malone Social Work Progr: Understand the Christian faith s commitment to caring for and empowering poor, disenfranchised, marginalized, and/or oppressed people groups. Are able to articulate points of convergence and divergence between orthodox Christianity and the profession of social work. Recognize the importance of spirituality to the human experience. 22

26 Educational Policy B2.2 Generalist Practice 7 Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, filies, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in researchinformed practice and are proactive in responding to the impact of context on professional practice. BSW practice incorporates all of the core competencies. Educational Policy M2.2 Advanced Practice Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration. Educational Policy 2.3 Signature Pedagogy: Field Education Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. 4 In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum classroom and field are of equal importance within the curriculum, and each contributes to the develoent of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of progr competencies. Accreditation Standard B2.0 Curriculum The 10 core competencies are used to design the professional curriculum. The progr B2.0.1 B2.0.2 Discusses how its mission and goals are consistent with generalist practice as defined in EP B2.2. Identifies its competencies consistent with EP 2.1 through (d). B2.0.3 Provides an operational definition for each of its competencies used in its curriculum design and its assessment [EP 2.1 through (d)]. Shulman, L. S. (2005, Summer). Signature pedagogies in the professions. Daedelus,

27 B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies. 8 Accreditation Standard M2.0 Curriculum The 10 core competencies are used to design the foundation and advanced curriculum. The advanced curriculum builds on and applies the core competencies in an area(s) of concentration. The progr M2.0.1 Identifies its concentration(s) (EP M2.2). M2.0.2 Discusses how its mission and goals are consistent with advanced practice (EP M2.2). M2.0.3 Identifies its progr competencies consistent with EP 2.1 through (d) and EP M2.2. M2.0.4 Provides an operational definition for each of the competencies used in its curriculum design and its assessment [EP 2.1 through (d); EP M2.2]. M2.0.5 Provides a rationale for its formal curriculum design (foundation and advanced), demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). M2.0.6 Describes and explains how its curriculum content (relevant theories and conceptual freworks, values, and skills) implements the operational definition of each of its competencies. Accreditation Standard 2.1 Field Education The progr discusses how its field education progr Connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. B2.1.2 Provides generalist practice opportunities for students to demonstrate the core competencies. M2.1.2 Provides advanced practice opportunities for students to demonstrate the progr s competencies Provides a minimum of 400 hours of field education for baccalaureate progrs and 900 hours for master's progrs Admits only those students who have met the progr's specified criteria for field education Specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the progr s competencies. 24

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