CALIFORNIA STATE UNIVERSITY, NORTHRIDGE GATEKEEPING AND ONLINE DEGREES IN SOCIAL WORK EDUCATION: WHERE DO THINGS STAND? Beth E. Halaas.

Size: px
Start display at page:

Download "CALIFORNIA STATE UNIVERSITY, NORTHRIDGE GATEKEEPING AND ONLINE DEGREES IN SOCIAL WORK EDUCATION: WHERE DO THINGS STAND? Beth E. Halaas."

Transcription

1 CALIFORNIA STATE UNIVERSITY, NORTHRIDGE GATEKEEPING AND ONLINE DEGREES IN SOCIAL WORK EDUCATION: WHERE DO THINGS STAND? A dissertation submitted in partial fulfillment of the requirements For the Doctor of Education Degree in Educational Leadership By Beth E. Halaas August 2014

2 Copyright by Beth E. Halaas 2014 ii

3 The dissertation of Beth E. Halaas is approved: Dr. Rosina Becerra Date Dr. Miguel Ceja Date Dr. Jinyi Li Date Dr. John M. Reveles, Chair Date California State University, Northridge iii

4 ACKNOWLEDGMENTS Thank you to my husband, Robbie, and children Audrey and Robert, for all of your support and love throughout this program. You are my motivation. I love you all so much. To the members of my cohort, CCO9, for being wonderful companions every Thursday night for what seems like many years. I will never forget how supportive you were to my family and me during the tumultuous early weeks of the program. For those who have been so encouraging through this long process, a special thank you to Ms. Dalia McWatters, Dr. Susan Love, Ms. Jennifer Henningfield, and Dr. Peggy Johnson. Thank you to my committee members, without whose guidance I would not have been able to finish. Dr. Miguel Ceja, thank you for being a consistent support throughout the program and offering valuable expertise along the way. Dr. Rosina Becerra, thank you for being such an extraordinary role model. I value your expertise as a social worker in higher education and I appreciate your willingness to support me in this process. Dr. Jinyi Li, thank you for your indispensable knowledge and guidance. I am humbled by your expertise and wisdom. I have appreciated your time and commitment to my study. Dr. John M. Reveles, my Dissertation Chair, thank you very much for pulling it all together and providing the exact direction I needed to complete my dissertation. I will be forever grateful for your guidance and friendship. iv

5 DEDICATION This dissertation if dedicated to my wonderful parents, Mary Helen Halaas and Russell Halaas. You are an inspiration and a grounding force for all I do. My accomplishments are rooted in your love and encouragement. v

6 TABLE OF CONTENTS Signature Page... iii Acknowledgments... iv Dedication... v List of Tables... ix Abstract... x Chapter 1: Introduction and Purpose of Study... 1 Introduction... 1 Problem Statement... 5 Definition of Terms... 6 Purpose of Study... 7 Significance of Gatekeeping Study and the Practice of Social Work... 9 Research Questions and Hypotheses Framework for Analysis Overview of Methodology Limitations of the Study Organization of the Dissertation Summary Chapter 2: Literature Review Introduction Gatekeeping Defined Where Does Gatekeeping Happen? Emergent Issues and Considerations Gatekeeping and Relationship to Suitability vi

7 Delivery of Social Work Through Distance Learning Gaps and Rationale for Study Summary Chapter 3: Methodology Introduction Research Design Setting and Context Sample and Data Sources Instrument Data Collection Data Analysis Role of Researcher Summary Chapter 4: Results Introduction Background Information Institutional Information Participant Demographic Information Results of Statistical Analyses Summary Chapter 5: Discussion and Conclusions Introduction Summary of Study Major Findings vii

8 Conclusion Recommendations for Further Research Concluding Statement References viii

9 LIST OF TABLES Table 3.1. Suitability Factors Adapted from Tam, Twigg, Boey, and Kwok (2013) Table 3.2. Description of Variables Table 4.1. Summary of the Institutions and Programs that Participants were Affiliated With Table 4.2. Descriptive Statistics of Faculty Table 4.3. Summary of Means and Standard Deviations for Gatekeeping Factors by Administrative Role Table 4.4. Summary of Means and Standard Deviations for Gatekeeping Factors by Length of Nonacademic Practice Years Table 4.5. Summary of Means and Standard Deviations for Gatekeeping Factors by Field Education Experience Table 4.6. Summary of Means and Standard Deviations for Gatekeeping Factors by Involvement in Online or Hybrid Programs Table 4.7. Summary of Means and Standard Deviations for Gatekeeping Factors by Length of Years Involved in Social Work Education Table 4.8. Top One-third Gatekeeping Measures Table 4.9. Difference between Faculty Importance of Gatekeeping and Program Emphasis of Gatekeeping in Traditional Programs Table Difference between Faculty Importance of Gatekeeping and Program Emphasis of Gatekeeping in Online/Hybrid Programs Table Differences Between What is Emphasized in Traditional Programs and What is Emphasized in Online/ hybrid Programs in Assessment and Screening of Students Professional Suitability to Practice Social Work Table Summary of Multiple Regression Analysis for Faculty s Background Characteristics Predicting Social Consciousness (N = 120) Table Summary of Multiple Regression Analysis for Faculty s Background Characteristics Predicting Ethical Suitability (N = 120) Table Summary of Multiple Regression Analysis for Faculty s Background Characteristics Predicting Practice Suitability (N = 120) Table Summary of Multiple Regression Analysis for Faculty s Background Characteristics Predicting Personal Suitability (N = 120) ix

10 ABSTRACT GATEKEEPING AND ONLINE DEGREES IN SOCIAL WORK EDUCATION: WHERE DO THINGS STAND? By Beth E. Halaas Doctorate of Education in Educational Leadership This study examined faculty perception regarding the importance of gatekeeping in social work education and if suitability is emphasized differently in traditional versus online or hybrid programs. A descriptive, quantitative approach utilizing a correlational, cross-sectional design was used to ascertain gatekeeping attitudes amongst social work educators using a four factor, 22 item suitability instrument adapted from Tam, Twigg, Boey, and Kwok (2013). The data collected through a web-based survey instrument indicated that educators (a) share a strong interest in professional suitability measures for social work students, (b) perceive that gatekeeping measures are not emphasized in either traditional or hybrid/online programs at the same level, and (c) perceive the assessing and screening of student suitability is emphasized more in traditional programs than in online/hybrid social work programs. Recommendations for the further development of effective gatekeeping practices in traditional and hybrid/online social work program formats are offered. x

11 Chapter 1: Introduction and Purpose of Study Social workers must attempt to anticipate the emergence of ethical issues that, while perhaps unimaginable today, are likely to arise in the future as a function of societal and other changes, perhaps as a result of technological developments that have ethical implications. (Reamer, 1998, p. 496) Introduction Gatekeeping implies the general process of granting permission for passage through a set juncture or stage. For professional educational programs, the person responsible for such evaluation is ordinarily an experienced member of the profession who stands guard on behalf of professional standards and the welfare of future clients (Homrich, 2009, p. 1). Barring some students from entering an educational training program continues to be an assumed professional mandate and prominent function related to competencies set forth in areas such as counseling (Goodrich & Shin, 2013; Lumadue & Duffey, 1999). This is also the case for other professions such as psychology, medicine, and social work (Sofronoff, Helmes, & Pachana, 2011). Interest in setting gatekeeping criteria stems from nonacademic challenges students face such as ethical violations and mental health issues (Sofronoff et al., 2011). The process of guarding the gate of a profession has been referred to as both an inherent and vexing responsibility (Homrich, 2009, p. 1). Indeed, the duty of educators to perform a gatekeeping function has been highlighted by the increasing awareness of the damage to clients (Lumadue & Duffey, 1999, p. 101) and educators contend that the gatekeeping tasks are unavoidable (Ziomek-Daigle & Christensen, 2010) and an assumed duty and obligation of educators in the counseling arena (Goodrich & Shin, 2013, p. 1

12 43). In fields such as psychology, social work, and counseling, the assessment and screening of students is crucial in relation to the quality of service to clients (Brear, Dorrian, & Luscri, 2008, p. 93). Often referred to as suitability, the practice of determining student appropriateness for a profession is also referred to as professional fit in professions such as psychology. Similarly, the literature sets forth numerous attempts to measure suitability prior to entry into counselor education programs (Nagpal & Ritchie, 2002). In their review of gatekeeping research across helping professions, Brear et al. (2008) contend that encountering unsuitable students is widespread and experienced regularly by most educators (p. 99). Efforts to assess student suitability in professions have increased in recent years, particularly in areas such as psychology, social work, and medicine (Sofronoff et al., 2011). It is common for professions such as social work education and nursing to maintain standards upon entry into educational programs (Reynolds, 2004). The profession of social work is specifically impacted by gatekeeping. The motivation to keep gatekeeping in the forefront of social work education has been influenced, in part, by the greater likelihood that interns will need to provide services to challenging clients in need of a high level of skillful intervention (Gillis & Lewis, 2004). In addition, attention from the social work education accreditation body (Council on Social Work Education) and recent legal decisions have offered further evidence that gatekeeping is a legitimate and expected function (Magen & Emerman, 2000, p. 403). This focus furthers the sentiment that educators must develop means of gatekeeping that will be as fair as possible to students while also protecting clients (Sowbel, 2012, p. 39). 2

13 However, institutional pressures to admit students have been reported for decades (McClelland, Rindfleisch, & Bean, 1991, as cited in Reynolds, 2004, p. 18) and continue to highlight the quandray for social work educators. Within the context of social work and gatekeeping, numerous issues related to the gatekeeping function of profession are currently affecting the landscape of social work education. One such issue is the escalation of new graduate programs across the country (Kindle & Colby, 2008). Pressure to maintain steady or increased enrollment numbers has created a proliferation of distance education in social work and other areas of study (Collins, 2008; Petracchi, 2000; Vernon, Vakalahi, Pierce, Pittman-Munke, & Frantz Atkins, 2009; Wilke & Vinton, 2006). Compounding the issue is the rising number of applicants interested in entering social work programs and the number of current students with mental illness and other disabilities enrolled in higher education (Cole, Christ, & Light, 1995; Katsiyannis, Zhang, Landmark, & Reber, 2009; Kiuhara & Huefner, 2008; Thomas, 2000). Each issue is independently pertinent to any dialog concerning gatekeeping within the social work profession, regardless of assigned significance or regional practice. For many educators and administrators working in social work graduate programs, the responsibility of upholding the integrity of the social work profession is a priority given the vulnerable populations social workers serve (Barlow & Coleman, 2003; Grady & S, 2009; Reamer, 1998). Helper and Noble (1990) express it most succinctly when stating, The quality of social work education ultimately affects practice competence and the social welfare of citizens (p. 126). Additionally, GlenMaye and Bolin (2007) assert, gatekeeping involves basic determinations of suitability for the profession (p. 120). 3

14 However, it appears that although many social work educators may agree with the general definition of gatekeeping, uncertainty continues to exist as to the practice and appropriate use of gatekeeping in the profession today (Gibbs & Macy, 2000). This ambiguity is based on a lack of unified responses to social work gatekeeping and an absence of a common definition of gatekeeping. In addition to this long-standing quandary, many social programs are now faced with the task of determining the extent of the gatekeeping role within a growing distance learning context (Siegel, Jennings, Conklin, & Napoletano Flynn, 1998) as hybrid, offsite, and online programs continue to increase in number (Freddolino, 1998). Moore (2005) states, As social work educators pursue their efforts to assist students to become professionally socialized, develop the requisite social work knowledge and skills for practice, and experience personal and professional growth, careful consideration needs to be given to the ways in which Web-based instruction can facilitate or hinder these efforts. (p. 65) Currently, the Council on Social Work Education lists 34 online programs (29 graduate and 5 undergraduate) (Council on Social Work Education, 2014) up from 22 online programs (18 graduate and 4 undergraduate) just 2 years prior (Council on Social Work Education, 2012). While the popularity of distance education programs continues to flourish and online education becomes increasingly associated with promising innovation in teaching pedagogy (Madoc-Jones & Parrott, 2005), critics of such growth focus on the potential for minimized quality of the educational experience in such contexts (Trinkle, 1999). 4

15 Tenured and tenure-track faculty, lecturers, and program administrators are all uniquely placed to both observe and critique this phenomenon. Field and academic faculty, in the face of the rapidly evolving distance learning and online program growth, are being challenged to forgo long-established constructs involving teaching styles and physicality of classrooms (Collins, 2008). In addition, administrators, department chairs, field faculty, and academic faculty are involved in the myriad of gatekeeping focal points, such as admission processes, academic review committees, coursework, and in field education settings. Problem Statement Many assert that faculty have a responsibility and obligation to determine the suitability of students in counseling fields in order to safeguard the community (Goodrich & Shin, 2013, p. 43). It has been suggested that professional licensing and credential bodies would benefit from comprehensive and effective information regarding gatekeeping and ethical standards (Ziomek-Daigle & Christensen, 2010). In the social work profession, some assert the goal of a unified approach to gatekeeping in professional education programs is a necessary challenge given the profession s quest to balance student or applicant equity and adequate client care (Reeser & Wertkin, 1997; Sowbel, 2012). Lafrance, Gray, and Herbert (2004) assert that the profession of social work has difficulty terminating students for nonacademic reasons because of an inability to define suitability for the profession and format concrete criteria (p. 325). The problem addressed in this study is a result of the unique convergence of two central issues: professional gatekeeping issues and the growth of online social work education. With the advent of distance learning and online social work degree programs, 5

16 both academic and community-based field faculty share a growing concern that the quest for entrepreneurial endeavors has and will supersede the goal for well-trained and competent social workers (Kreuger & Stretch, 2000). Others contend the lack of face-toface learning as a result of the growing technological advances in non-traditional educational programs is counterintuitive to the professional skills needed for the social work profession (Siebert, Siebert, & Spaulding-Givens, 2006). Regarding gatekeeping, a prevailing approach does not appear to exist in social work academia (Sowbel, 2012), and some argue that lack of consistent gatekeeping policies is the norm (Younes, 1998, p. 145). Still others contend that the social work accreditation body (Council on Social Work Education) requires social work programs to have gatekeeping procedures but does not specify measures to be used (Urwin, Van Soest, & Kretzschmar, 2006). Definition of Terms Gatekeeping is a term that takes on many different meanings in social work as defined by researchers in this field of study. For instance, GlenMaye and Bolin (2007) assert that gatekeeping involves basic determinations of suitability for the profession (p. 120). Similarly, Homrich (2009) describes gatekeeping as a metaphor that identifies the process of monitoring progression through a series of states via critical points of entry or practice (p. 1), while others associate the term with the practice of averting unsuitable students from completing professional social work programs (Koerin & Miller, 1995). Lyons (1999) contends that professional suitability is defined as good understanding of social work knowledge, skills, and values, and the perforamnce of appropriate behaviors in given practice situations (as cited in Tam & Coleman, 2009, p. 47). This terminology 6

17 and associated practice is consistent with other helping or counseling professions outside of social work as well (Brear et al., 2000). The term distance learning is used to denote non-traditional teaching approaches. Salas, Kosarzycki, Burke, and Stone (2002) define the term as including both distance education (a term commonly used in academia) and distance training (a term commonly used in industry) (p. 137). Related terms include open learning, online education, and distance education. Horwath and Shardlow (2000) and Collins (2008) view the terms as compatible while others view distance learning as being one element of a larger subset of non-traditional learning (Bourn & Bootle, 2005). The social work education accreditation body in the United States, Council on Social Work Education (CSWE), further describes the term distance education to mean: any means of delivering part or all of a course or courses on line or through the Web, or through television or other media where students neither meet physically as in the traditional classroom setting, nor meet simultaneously via one of the aforementioned distance education media. (Vernon et al., 2009, p. 265) More succinctly stated, Quinn, Fitch, and Youn (2011) assert that distance education include asynchronous or synchronous course offerings which take place outside of institutional settings. Purpose of Study The purpose of this research is to gain a more thorough understanding of social work educators general attitudes regarding gatekeeping within traditional and online program formats. Sowbel (2012) contends that social work faculty must face the reality of screening out unsuitable candidates evenly, directly, and courageously (p. 29). This 7

18 study will gather information as to what degree certain areas of gatekeeping suitability factors are included or emphasized by the social work educators within the context of their institution s traditional and non-traditional social work programs. Indeed, many researchers attest to the need of more consistent and reliable measures of suitability criteria for purposes of gatekeeping (Brear et al., 2008). Although this research is informed by numerous studies focused on the standardization of gatekeeping, the overall intent is not to sort out the ambiguous nature of gatekeeping norms and observance. Rather, the purpose of this study is to ascertain faculty interest in gatekeeping and perceived program practice in the context of an expanding distance learning (specifically online) educational arena. By focusing on gatekeeping perceptions of social work education administrators, academic and field faculty in a distance learning or online context, it is anticipated that a greater understanding will be gained of faculty and administrative motivations and intent. If it is discovered that gatekeeping and measures of suitability are in fact an important role for social work educators, further efforts can then be made to operationalize gatekeeping in academic institutions for both traditional and distance learning programs. Similarly, if it is discovered that gatekeeping and measures of suitability are deployed differentially across program models, social work educators and accreditation bodies may choose to emphasize consistent gatekeeping procedures as the social work education arena continues to grapple with the changing landscape of educational offerings. Hence, this study has the potential to inform the social work profession in several ways by investigating social work educator s attitudes towards gatekeeping within traditional and online programs. 8

19 Significance of Gatekeeping Study and the Practice of Social Work Gatekeeping practices and conflicts in social work education are rooted in the history of the profession and its associated values. Values consistent with the tenants of the social work profession, such as meeting the needs of the community, are ingrained in practice mores (Tam, 2003). The National Association of Social Workers (NASW) Code of Ethics (National Association of Social Workers, 1996) guides the work of social work practitioners primarily from the context of a patient-client relationship. Although the NASW Code of Ethics provides an overarching template for conduct and professionalism, the lack of implied significance to educators causes some to question how the NASW Code of Ethics applies to the gatekeeping function in social work education (Strom-Gottfried & D'Aprix, 2006). Given the lack of definitive guidance in this area from the primary social work professional organization, it is crucial to find out where social work educators stand on issues of gatekeeping. For instance, Robinson (1979) noted that institutions of higher education have an obligation to choose students capable of acceptance of self and others, while concluding that face-to-face interaction may be the only effective means to ascertain student appropriateness. This sentiment runs counter to efforts to promote asynchronous online social work program models. Regarding the focus on online education, institutions of higher education are mindful of the competitive environment in which distance education programs are being offered (Rovai, 2003). As programs push to gain or maintain a competitive edge, the 9

20 issue of gatekeeping garners significance and highlights the quandary inherent in the topic. Finally, the Council on Social Work Education, the accreditation body for social work undergraduate and graduate programs, has supplied standards that Wilson (1999) argues have evolved to accommodate shifts in both the organization of education and how the classroom operates (p. 326). However, Wilson (1999) also contends the Commission on Accreditation arm of this organization views the chief purpose of its existence is to maintain high program standards, thereby run[ning] counter to institutional or higher education pressures to adopt a given technology prior to (or without) considering its appropriateness for social work content and program goals (p. 330). Research Questions and Hypotheses The research hypotheses and corresponding research questions for this study are rooted in the issues of gatekeeping within traditional and online programs discussed in the social work research and have been carefully formulated to bring new insight to the field. Each hypothesis is presented first and is followed by the successive research question and sub-questions designed to test the research hypothesis. The first hypothesis in this study contends that a significant difference does exist between what is important to faculty and what is actually emphasized in social work programs regarding the assessment and screening of students professional suitability to practice social work. Therefore, the first research question and sub-questions are as follows: 10

21 1. What are faculty perceptions regarding assessment and screening of students professional suitability to practice social work? a. Is there a significant difference between what is important to faculty and what is actually emphasized in traditional social work programs regarding the assessment and screening of students professional suitability to practice social work? b. Is there a significant difference between what is important to faculty and what is actually emphasized in online/hybrid social work programs regarding the assessment and screening of students professional suitability to practice social work? c. Are there any differences between what is emphasized in traditional programs and what is emphasized in hybrid/online programs in assessment and screening of students professional suitability to practice social work? The second research hypothesis is as follows: Faculty background and characteristics have influence on their perceived importance of assessment and screening of students professional suitability to practice social work. The corresponding research question and sub-questions are as follows: 2. Do faculty s background and characteristics have influence on their perceived importance of assessment and screening of students professional suitability to practice social work? a. Is there a significant difference between field faculty and non-field faculty on their perceived importance of assessing and screening of students professional suitability to practice social work? 11

22 b. Does the length of experience in nonacademic social work practice have any impact on perceived importance of assessing and screening of students professional suitability to practice social work? c. Does the length of direct experience in online/hybrid social work programs have any impact on perceived importance of assessing and screening of students professional suitability to practice social work? d. Is there a significant difference between faculty with a pure administrative role and faculty with a teaching role on their perceived importance of assessing and screening of students professional suitability to practice social work? e. Do years of social work education involvement have any impact on perceived importance of assessing and screening of students professional suitability to practice social work? Framework for Analysis The basis for practice and standards in the profession of social work is the National Association of Social Workers (2014) Code of Ethics, which provides a conduct guide for social workers. The code includes the values upon which social work practice is to be based, including ethical dimensions of practice. The core values are as follows: (a) service, (b) social justice, (c) dignity and worth of a person, (d) importance of human relationships, (e) integrity, and (f) competence (National Association of Social Workers, 2014). Issues of suitability are inherent in the code of ethics. It is assumed most social workers practice under these guidelines and the very spirit of this set of professional 12

23 mores is the basis of gatekeeping efforts. This study used a quantitative survey approach, summarized in the next section, to operationalize these constructs. Overview of Methodology Through use of a quantitative inquiry described in chapter 3, the results of this study are intended to offer higher education programs of social work, including distance learning social work programs, pertinent information needed for maintaining the integrity of the profession while continuing to support client care. A cross-sectional survey design was utilized in order to capture and measure attitudes of academic faculty, field faculty and administrators during one point in time (Creswell, 2008, p. 389). According to Creswell (2008), survey designs within various field of study help researchers identify trends in attitudes, opinions, behaviors, characteristics of a large group of people (p. 61). Therefore, a cross-sectional descriptive design was specifically created to capture and measure academic faculty, field faculty, and administrator perceptions regarding the research questions posed in this study. The survey was made available to a large sampling of social work faculty throughout the United States. National social work educator listserves were utilized in order to reach participants and solicit responses to the survey instrument. Limitations of the Study Several limitations of this study are noted. The first limitation centers on the use of a survey data collection instrument. Engle and Schutt (2005) caution that although electronic surveys offer versatility, efficiency, and generalizability (p. 222), survey design is not necessarily conducive for completion of questionnaires. Related to the 13

24 survey instrument, the study response rate may have been impacted by the potential burnout of faculty members regarding the completion of an online survey instrument. Lastly, the wording of the survey questions, especially terminology related to gatekeeping and suitability, may have different meaning for different faculty. This may have led to biased responses as the wording of the inquiry may not have the same meaning to all respondents regardless of race, ethnicity, gender, age or class (Engel & Schutt, 2005, p. 270). While each of these study limitations may seem negligible in light of the potential implications that this study has for informing the social work profession, steps were taken to further minimize the existent limitations inherent to conducting survey research. Organization of the Dissertation Chapter 2 of this dissertation provides a research-based overview of issues pertaining to social work gatekeeping and suitability. More specifically, the chapter includes an overview for examining the relationship between social work education gatekeeping and professional suitability as well as discussion on the focal point and level of gatekeeping within professional academic programs in social work. The chapter also includes information on emergent issues related to this field of study such as distance learning, legal issues, and ethics. Chapter 3 includes a description of the specific methodology for this study. This chapter of the dissertation describes the study s overall quantitative research design. The chapter additionally describes the study setting, data sources, instruments, procedures, data collection and data analysis used in this research. 14

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce 2008 EPAS Curriculum Features The 2008 EPAS consists of four curriculum features: 1) program mission and goals;

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

Program in Rehabilitation Counseling

Program in Rehabilitation Counseling Program in Rehabilitation Counseling The RC Profession Work and working are highly valued in our society. Rehabilitation Counselors provide and coordinate services for individuals with a range of physical,

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

Program Change Request. New Program Proposal. Work. In Workflow. Viewing: TBD MS MS : Master of Social. Last approved: 10/29/15 11:27 am

Program Change Request. New Program Proposal. Work. In Workflow. Viewing: TBD MS MS : Master of Social. Last approved: 10/29/15 11:27 am Program Change Request Date Submitted: 11/18/15 8:16 pm New Program Proposal Viewing: TBD MS MS : Master of Social Work Last approved: 10/29/15 11:27 am Last edit: 11/18/15 8:16 pm Changes proposed by:

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

School of Social Work

School of Social Work MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

More information

A Guide for On- Site Supervisors

A Guide for On- Site Supervisors LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2012 EDITION Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY

More information

Program Assessment Summary Table 16: Masters in Social Work (MSW)

Program Assessment Summary Table 16: Masters in Social Work (MSW) Program Assessment Summary Table 16: Masters in Social Work (MSW) Term 2005-2007 Learning Outcomes Assessment Outcome/Goal Assessed Annual review of all outcomes both foundational year and concentration

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK STUDENT LEARNING OUTCOMES PLAN Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK Introduction Our Student Outcomes Plan begins with our department s mission which is linked to the university

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval:

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval: Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Social Work Date: May 15, 2008 Unit Head Approval: Section 1: Past Assessment Results MSW Program The School of Social Work

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

School Counselor Preparation: A Guide for On- Site Supervisors

School Counselor Preparation: A Guide for On- Site Supervisors LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2015 Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY

More information

The Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs

The Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs The Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs I. Overview and Rationale Professional psychologists are expected to demonstrate competence within and across

More information

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning Associate

More information

FIELD EDUCATION MANUAL

FIELD EDUCATION MANUAL Graduate Social Work FIELD EDUCATION MANUAL The University of Toledo College of Health and Human Services Department of Criminal Justice and Social Work Health and Human Services Bldg. MS # 119 Toledo,

More information

STUDENT LEARNING PLAN Social Work Practice in SW 400/401

STUDENT LEARNING PLAN Social Work Practice in SW 400/401 Semester/year: STUDENT LEARNING PLAN Social Work Practice in SW 400/401 STUDENT: Phone Number: Placement Phone Number: UW Email Address: Field Hour Schedule: SUPERVISOR: Phone Number: Agency Name/Address:

More information

Candidates seeking admission to the Ed.D. program must fulfill the following requirements:

Candidates seeking admission to the Ed.D. program must fulfill the following requirements: Doctoral Program Dear Prospective Student, Thank you for your interest in Lewis University s Doctoral Program (Ed.D.) in Educational Leadership for Teaching and Learning. In response to your inquiry, enclosed

More information

2012-2013 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION

2012-2013 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION 2012-2013 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION I. School Counseling Graduate Program II. Annual Program Reviewers Program Reviewers consist of the Department of Psychology

More information

The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE).

The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE). The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE). The data presented below and the format are largely due to CSWE s requirements for accreditation. Program

More information

Clinical Psychology. PsyD in Clinical Psychology. School of Professional Psychology and Health. www.ciis.edu/psyd

Clinical Psychology. PsyD in Clinical Psychology. School of Professional Psychology and Health. www.ciis.edu/psyd Clinical Psychology PsyD in Clinical Psychology School of Professional Psychology and Health www.ciis.edu/psyd Program Description The Doctor of Psychology in Clinical Psychology (PsyD) program prepares

More information

Social Work Field Education: Overview

Social Work Field Education: Overview Social Work Field Education: Overview As with all practice-based careers, social work requires its students to apply theory to direct and community practice with clients. Assimilation of theory occurs

More information

SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE

SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work

More information

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW MSW Program Description As of September 2010, Westfield State University is working with the Council on Social Work Education (SCWE) for accreditation of the MSW program. Further details on CSWE accreditation

More information

Standards for Accreditation of Master's Programs in Library & Information Studies

Standards for Accreditation of Master's Programs in Library & Information Studies Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association

More information

St. Thomas Aquinas College MSEd. Educational Leadership (30 credits) Goal of the Program

St. Thomas Aquinas College MSEd. Educational Leadership (30 credits) Goal of the Program St. Thomas Aquinas College MSEd. Educational Leadership (30 credits) This Master of Science Degree program is designed to prepare school personnel to become school building leaders. The program focuses

More information

SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN CLINICAL PRACTICE

SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN CLINICAL PRACTICE VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN CLINICAL PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work offers a graduate professional

More information

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) : Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty

More information

School of Social Work

School of Social Work Social Work 282 School of Social Work St. Patrick s Building 469 Telephone: 788-5601 Fax: 788-7496 The School Director of the School: Gillian Walker Supervisor of Graduate Studies: Allan Moscovitch The

More information

1. List proposed program changes related to merging, splitting, renaming or modifying a program. Community Counseling and School Counseling.

1. List proposed program changes related to merging, splitting, renaming or modifying a program. Community Counseling and School Counseling. Proposal to Modify the MA in School Counseling Department of Counseling Prepared and Submitted by Department of Counseling DATE: November, 2013 SEHS COI Approved: December 3, 2013 1. List proposed program

More information

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY: Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling

More information

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving

More information

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Topic area of the submission: Distance Education Presentation format: Paper Names of the

More information

Connecticut State Colleges and Universities. CCSU Department of Social Work

Connecticut State Colleges and Universities. CCSU Department of Social Work Connecticut State Colleges and Universities CCSU Department of Social Work Baccalaureate Social Work Program CSWE Self-Study for Reaffirmation Submitted July 2014 Volume 1: EPAS Narrative & Supporting

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs

More information

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328

More information

Statement of Purpose

Statement of Purpose 1 Statement of Purpose This 12-hour certificate in Special Education Advocacy is designed to meet the needs of current and prospective students interested in developing basic skills in special education

More information

COLLEGE EDUCATED POLICE? SHAPING THE FUTURE

COLLEGE EDUCATED POLICE? SHAPING THE FUTURE COLLEGE EDUCATED POLICE? SHAPING THE FUTURE By Captain Brian K. Strock Brentwood Police Department Command College Class 41 September 2007 This Command College Independent Study Project is a FUTURES study

More information

STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS. Second Edition

STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS. Second Edition STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS Second Edition ASSOCIATION FOR THE ADVANCEMENT OF SOCIAL WORK WITH GROUPS, INC. An International Professional Organization (AASWG, Inc.) First edition Adopted

More information

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS) (CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social

More information

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,

More information

Department of Social Work Standards of Professional and Ethical Behavior

Department of Social Work Standards of Professional and Ethical Behavior Department of Social Work Standards of Professional and Ethical Behavior The Department of Social Work at the Metropolitan State University of Denver is mandated by the Council on Social Work Education

More information

FOUNDATION YEAR Student Evaluation

FOUNDATION YEAR Student Evaluation FOUNDATION YEAR Student Evaluation I. Cover Sheet Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Email Agency Cell Phone Site Address

More information

School of Behavioral and Applied Sciences. Master of. Social Work

School of Behavioral and Applied Sciences. Master of. Social Work School of Behavioral and Applied Sciences Master of Social Work Master of Social Work Why Social Work? Social workers help people manage and overcome some of life s most difficult challenges, such as poverty,

More information

Australian ssociation

Australian ssociation Australian ssociation Practice Standards for Social Workers: Achieving Outcomes of Social Workers Australian Association of Social Workers September 2003 Contents Page Introduction... 3 Format of the Standards...

More information

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013 RYERSON UNIVERSITY POLICY OF SENATE PERIODIC PROGRAM REVIEW OF GRADUATE AND UNDERGRADUATE PROGRAMS Policy Number 126 Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3,

More information

Department of School Psychology Field Placement Manual

Department of School Psychology Field Placement Manual I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are

More information

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable):

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable): Department of Social Work Florida Gulf Coast University Generalist Practice Field Placement Learning Plan Student: Student Email: Agency: Agency Phone: Field Instructor: Faculty Liaison: Task Supervisor

More information

THIS POLICY APPLIES TO THE STUDENTS ENROLLED IN UNDERGRADUATE AND GRADUATE SOCIAL WORK PROGRAMS AT SALISBURY UNIVERSITY

THIS POLICY APPLIES TO THE STUDENTS ENROLLED IN UNDERGRADUATE AND GRADUATE SOCIAL WORK PROGRAMS AT SALISBURY UNIVERSITY POLICY AND PROCEDURES CONCERNING TECHNICAL STANDARDS FOR ADMISSION, ACADEMIC MATRICULATION, AND GRADUATION IN THE SALISBURY UNIVERSITY SOCIAL WORK PROGRAM THIS POLICY APPLIES TO THE STUDENTS ENROLLED IN

More information

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and 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

More information

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and 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

More information

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING IN EDUCATIONAL PSYCHOLOGY DATE: 22 ND FEBRUARY 2010 Date for review: February

More information

MASTER OF SOCIAL WORK Director: Sherry Edwards

MASTER OF SOCIAL WORK Director: Sherry Edwards Social Work MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to become

More information

CLINICAL MENTAL HEALTH COUNSELING, M.A.

CLINICAL MENTAL HEALTH COUNSELING, M.A. CLINICAL MENTAL HEALTH COUNSELING, M.A. GRADUATE PROGRAM Achieve More. Together. CLINICAL MENTAL HEALTH COUNSELING, M.A. GRADUATE PROGRAM Adult Clinical Mental Health Counseling Child and Adolescent Clinical

More information

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management Program Overview The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

*Performance Expectations, Elements and Indicators

*Performance Expectations, Elements and Indicators C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900

More information

DEPARTMENT OF HUMAN RESOURCE DEVELOPMENT 435A Pawley Hall (248) 370-4109 Fax: (248) 370-4095 Internet: www2.oakland.edu/sehs/hrd

DEPARTMENT OF HUMAN RESOURCE DEVELOPMENT 435A Pawley Hall (248) 370-4109 Fax: (248) 370-4095 Internet: www2.oakland.edu/sehs/hrd SCHOOL OF EDUCATION AND HUMAN SERVICES 409 DEPARTMENT OF HUMAN RESOURCE DEVELOPMENT 435A Pawley Hall (248) 370-4109 Fax: (248) 370-4095 Internet: www2.oakland.edu/sehs/hrd Chairperson: Michael P. Long

More information

TRADITIONAL MASTER OF SOCIAL WORK PROGRAM - 2016 Informational Packet -

TRADITIONAL MASTER OF SOCIAL WORK PROGRAM - 2016 Informational Packet - TRADITIONAL MASTER OF SOCIAL WORK PROGRAM - 2016 Informational Packet - Admission Requirements Undergraduate degree from a regionally accredited or internationally listed college or university Minimum

More information

Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008

Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 MISSION STATEMENT The, Inc. (AATA) is an organization of professionals dedicated

More information

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA)

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA) This program offered by College of Arts & Sciences Program Description The mission of the Webster University graduate professional counseling degree program is to provide high-quality learning experiences

More information

MFT Educational Guidelines

MFT Educational Guidelines 1. Standard Curriculum MFT Educational Guidelines 1.01 The program will document that all students have completed, or will complete while in the program, all coursework and clinical requirements of the

More information

Legal Aid Board Training. 2010 Legal Aid Education P, Session 1, Page 1 Session 1. Introduction

Legal Aid Board Training. 2010 Legal Aid Education P, Session 1, Page 1 Session 1. Introduction to Legal Aid 2010 Legal Aid Education P, Session 1, Page 1 Session 1 Governance as Leadership What is governance? Governance is the exercise of authority, direction and control of an organization in order

More information

M.A. Mental Health Counseling. Required

M.A. Mental Health Counseling. Required SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS Title of Course: Foundations of Mental Health Counseling (3 cr) Course No. CP 640 Revised Spring

More information

Southern Illinois University At Carbondale

Southern Illinois University At Carbondale Southern Illinois University At Carbondale School of Social Work Graduate Program Handbook of Field Instruction Dr. Mizan Miah, Director Judith McFadden Graduate Field Practicum Coordinator School of Social

More information

MASTER OF EDUCATION (M.Ed.) PROGRAMS

MASTER OF EDUCATION (M.Ed.) PROGRAMS MASTER OF EDUCATION (M.Ed.) PROGRAMS 1. M.ED. PROGRAM GRID..................... 90 2. MASTER OF EDUCATION (GENERAL)........ 90 a. Statement of Purpose.................... 90 b. Admission Requirements.................

More information

Department of School Counseling Field Placement Manual I. INTRODUCTION

Department of School Counseling Field Placement Manual I. INTRODUCTION I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible

More information

SCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES

SCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following

More information

Western Kentucky University Master of Social Work Program Information

Western Kentucky University Master of Social Work Program Information Western Kentucky University Master of Social Work Program Information Dear Prospective Student, I am so pleased that you are considering pursuing the Master of Social Work degree at Western Kentucky University!

More information

PHD NURSING PROGRAM INFORMATION

PHD NURSING PROGRAM INFORMATION PHD NURSING PROGRAM INFORMATION INTRODUCTION The PhD Program is designed for MSN or BSN graduates who are interested in earning a doctoral degree in nursing. The primary focus of the PhD Program is scientific

More information

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction

More information

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The

More information

Commission on Accreditation Commission on Educational Policy for Baccalaureate and Master s Social Work Programs

Commission on Accreditation Commission on Educational Policy for Baccalaureate and Master s Social Work Programs XX Commission on Accreditation Commission on Educational Policy 2015 Educational Policy and Accreditation Standards for Baccalaureate and Master s Social Work Programs 1 2015 Educational Policy and Accreditation

More information

Heritage University M.Ed. in Counseling

Heritage University M.Ed. in Counseling Heritage University M.Ed. in Counseling A Master of Education Degree in Counseling is designed for students who wish to pursue graduate education beyond the bachelor level. The Counseling program offers

More information

Education and Counseling (M.A.Ed.)

Education and Counseling (M.A.Ed.) III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading

More information

Goals & Objectives for Student Learning

Goals & Objectives for Student Learning Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.

More information

International Academy of Life Care Planners Standards of Practice

International Academy of Life Care Planners Standards of Practice International Academy of Life Care Planners Standards of Practice 2009 by International Association of Rehabilitation Professionals All rights reserved No part may be reproduced in any form or by any means

More information

SCHOOL OF SOCIAL WORK MISSION SCHOOL OF SOCIAL WORK GOALS: Teaching:

SCHOOL OF SOCIAL WORK MISSION SCHOOL OF SOCIAL WORK GOALS: Teaching: Southern University at New Orleans School of Social Work Master of Social Work Degree Program 6400 Press Drive, Room 211 New Science Building New Orleans, Louisiana 70126 (504) 286-5376 FAX (504) 286-5387

More information

Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance

Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance Moving from Traditional to Online Instruction: Considerations for Improving Trainer and Instructor Performance R. Lance Hogan, Ph.D., Assistant Professor, Eastern Illinois University Mark A. McKnight,

More information

UNIVERSITY OF ROCHESTER William E. Simon Graduate School of Business Administration. Proposal for a Clinical Faculty Track

UNIVERSITY OF ROCHESTER William E. Simon Graduate School of Business Administration. Proposal for a Clinical Faculty Track Contents: UNIVERSITY OF ROCHESTER William E. Simon Graduate School of Business Administration Proposal for a Clinical Faculty Track 1. Rationale and Objectives of the Proposal 2. The Simon School Mission

More information

Social Work (MSSW) www.utpa.edu/grad. A d m iss i o n Requirements Apply to the UTRGV Graduate College:

Social Work (MSSW) www.utpa.edu/grad. A d m iss i o n Requirements Apply to the UTRGV Graduate College: The Master of Science in Social Work (MSSW) prepares graduates for advanced practice with Latino individuals and families, and groups or advanced practice with organizations and communities. Distance Education

More information

MASTER OF SOCIAL WORK Director: Sherry Edwards

MASTER OF SOCIAL WORK Director: Sherry Edwards 486 MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to become leaders

More information

Education Administrator, Director and Principal Careers, Jobs, and Employment Information

Education Administrator, Director and Principal Careers, Jobs, and Employment Information Education Administrator, Director and Principal Careers, Jobs, and Employment Information Career and Job Highlights for Education Administrators Qualifications such a master s or doctoral degree and experience

More information

GRADUATE COUNSELING PROGRAM INTERNSHIP MANUAL (Policies and Procedures) DEPARTMENT OF HUMAN RESOURCES EAST CENTRAL UNIVERSITY

GRADUATE COUNSELING PROGRAM INTERNSHIP MANUAL (Policies and Procedures) DEPARTMENT OF HUMAN RESOURCES EAST CENTRAL UNIVERSITY GRADUATE COUNSELING PROGRAM INTERNSHIP MANUAL (Policies and Procedures) DEPARTMENT OF HUMAN RESOURCES EAST CENTRAL UNIVERSITY Empowering clients to meet their potential... Paige N. Williams, Ph.D, LPC

More information

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 Introduction: The Clinical Faculty College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 In accordance with University guidelines most professional programs

More information

EVALUATION OF MSW STUDENT FIELD WORK FOUNDATION FIELD PLACEMENT

EVALUATION OF MSW STUDENT FIELD WORK FOUNDATION FIELD PLACEMENT EVALUATION OF MSW STUDENT FIELD WORK School of Social Work University of Pittsburgh FOUNDATION FIELD PLACEMENT Date of Evaluation: 4/24/10 Term: Spring Year: 2010 Student's Name: FOUNDATION STUDENT Term

More information

Department of Human Services Manual for Field Supervisors

Department of Human Services Manual for Field Supervisors Department of Human Services Manual for Field Supervisors Updated Spring 2015 Table of Contents What Field Supervisors Need to Know about Supervising Students... 3 Contact information for the Field Coordinator:...

More information

Doctor of Philosophy in Counseling Psychology

Doctor of Philosophy in Counseling Psychology Doctor of Philosophy in Counseling Psychology Program Description Objectives The program aims to develop competent and effective academicians and practitioners in counseling psychology by: a. Exposing

More information

Master of Social Work (08022)

Master of Social Work (08022) Master of Social Work (08022) The Master of Social Work (MSW) degree program is fully accredited by the Council on Social Work Education (CSWE). MSW graduates are prepared to work in a wide range of practice

More information

Texas State University. Sociology Department. Handbook. MA with a Major in Sociology. MS with a Major in Applied Sociology. 7 th Edition (2015)

Texas State University. Sociology Department. Handbook. MA with a Major in Sociology. MS with a Major in Applied Sociology. 7 th Edition (2015) Texas State University Sociology Department Handbook MA with a Major in Sociology MS with a Major in Applied Sociology 7 th Edition (2015) Chair: Dr. Susan Day Director of Graduate Programs: Dr. Patti

More information

GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS

GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS Department Chair & Professor: Nancy G. Calleja, Ph.D., LPC Office: 234 Reno Hall Telephone: (313) 578-0436 Email: calleyng@udmercy.edu Assistant Professor

More information

Counselor Education Program Mission and Objectives

Counselor Education Program Mission and Objectives Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information