D501 Professional Social Work at the Masters Level: An Immersion

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "D501 Professional Social Work at the Masters Level: An Immersion"

Transcription

1 D501 Professional Social Work at the Masters Level: An Immersion This foundation course provides an overview of social work including the definition, scope, history, ethics and values of the profession. This course will provide an orientation to the resources and expectations of graduate education and the MSW program, within the framework of competency based education and an adult learner model. Students will develop basic communication, self-assessment and reflection skills necessary for success in the MSW program. Students will have an opportunity to survey various fields of practice and will begin to identify personal learning goals for their MSW education as well as develop a commitment to lifelong learning as a part of professional practice. The Immersion course is designed to provide students who do not have a background in social work education the means to verify their decision to undertake graduate social work education, as well as to ensure that the values, skills and knowledge required for professional social work practice are compatible with the student s personal career goals and skills. projects offered throughout this seminar, learners are expected to demonstrate the ability to: D501-01: D501-02: D501-03: D501-04: D501-05: D501-06: D501-07: D501-08: D501-09: D501-10: Understand the history, mission, roles, values and ethics of the social work profession as well as the profession s relationship to the development of social welfare systems. [EP 2.1.1] Identify the forms and mechanisms of discrimination, economic deprivation, and oppression particularly as they relate to persons distinguished by class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation. [EP 2.1.4; 2.1.5; 2.1.7] Identify fields of social work practice, social service delivery systems, and their impact on the life of people from a social and economic justice perspective. [EP 2.1.5; 2.1.8] Understand the legal responsibilities and current regulation of social work practice nationally and in the state of Indiana. [EP 2.1.2] Understand the role of collaboration and advocacy in social work practice as well as the historical impact of strengths and empowerment perspectives play in advancing quality of life, social, and economic justice for all people. [EP 2.1.1; 2.1.5] Identify critical thinking skills, including the analysis of paradigms, and their role in achieving competence in professional social work practice. [EP 2.1.3] Understand the relevancy of research informed practice and practice informed research as it related to evidence based practices for social work. [EP 2.1.6] Develop a beginning self-awareness, commitment to ongoing reflection, lifelong learning, and assessment of professional social work practice. [EP 2.1.1; 2.1.6; ] Enhance professional and scholarly writing by critically analyzing and integrating academic content as well as personal experiences, attitudes, and beliefs. [EP 2.1.3] Obtain an understanding of the IUSSW curriculum, the norms for graduate social work competency based education and resources available for students. [EP 2.1.9]

2 D502 Research I This foundation research course assists students in developing the knowledge, skills, and values necessary to evaluate the effectiveness of social work practice. Emphasis is placed upon knowledge of qualitative and quantitative designs, methods, and techniques that inform students of best practices in social work. Students will recognize the impact of ethnicity, gender, age, and sexual orientation on the research process and be able to critically review published studies with attention to bias in research. projects offered throughout this seminar, learners are expected to demonstrate the ability to: D502-01: Formulate research problems, hypotheses, and research questions. [EP 2.1.6] D502-02: Evaluate and apply research literature related to social work practice. [EP 2.1.6] D502-03: D502-04: D502-05: D502-06: Design quantitative and qualitative research methods that accurately address research questions and hypotheses. [EP 2.1.3] Demonstrate a beginning understanding of the uses and methods used in single-system and program evaluation designs. [EP 2.1.6] Evaluate research methods for potential biases or limitations related to diverse and oppressed populations. [EP 2.1.4; 2.1.5; 2.1.6] Identify and suggest solutions, consistent with social work values and the NASW Code of Ethics, to ethical, social, and political issues related to research. [EP 2.1.2; 2.1.6]

3 D503 Human Behavior and the Social Environment I This course provides content on the reciprocal relationships between human behavior and social environments. It includes empirically based theories and knowledge that focus on the interactions between and within diverse populations of individuals, groups, families, organizations, communities, societal institutions, and global systems. Knowledge of biological, psychological, sociological, cultural, and spiritual development across the life span is included. Students learn to critically analyze micro and macro theories and explore ways in which theories can be used to structure professional activities. Concepts such as person-in-environment are used to examine the ways in which social systems promote or deter human well-being, social, and economic justice. projects offered throughout this seminar, learners are expected to demonstrate the ability to: D503-01: D503-02: D503-03: D503-04: D503-05: Comprehend and apply a range of theories and perspectives to understand person and environment including ecological systems, critical social, strengths, empowerment, developmental, identity formation, learning, small group, and community through macro, mezzo, and micro lenses. [EP 2.1.7] Comprehend and apply the value base underlying a broad range of theories of human behavior and the social environment. [EP 2.1.7] Comprehend and apply a basic understanding of neuroscience as related to human behavior and the social environment. [EP 2.1.7] Comprehend and apply the forms and mechanisms of oppression for people of color, women, lesbian women and gay men, as well as those groups distinguished by age, ethnicity, culture, class, religion, region, and physical or mental ability. [EP 2.1.4; 2.1.5; 2.1.7] Comprehend and apply the epistemological assumptions of human behavior and social environment theories. [EP 2.1.7]

4 D504 Professional Practice Skills I This foundation course offers components of generalist practice theory, skills, and principles necessary for generalist practice with varied populations and client systems (individuals, families, small groups, communities, and organizations). The course introduces and prepares students for competent social work practice through the examination of personal values, professional ethics, and personal demonstration of essential practice skills (beginning, attending, establishing rapport, reflecting summarizing, exploring, questioning, contracting, and establishing clear and well formed goals) that will serve diverse populations with specific attention to gender, sexual orientation, class, race and ethnicity. By the end of this course students will demonstrate the following competencies: D504-01: Apply critical thinking within the context of professional social work practice to communicate professional judgments. [EP 2.1.3] D504-02: Apply social work ethical principles to guide professional practice. [EP 2.1.2] D504-03: D504-04: Translate the connections among knowledge, theory, values, ethics, and skills to demonstrate generalist and culturally competent social work practice. [EP ] Demonstrate the use of generalist social work practice skills from meeting preparation to setting mutual goals with a client system. [EP ] D504-05: Identify as a professional social worker and explain social work roles. [EP 2.1.1] D504-06: D504-07: D504-08: Demonstrate the ability to engage, evaluate, express empathy, respect, warmth, and genuineness in professional relationships. [EP ] Evaluate personal strengths, limitations, and learning needs, including the quality and appropriateness of skill selection and application. [EP 2.1.1] Demonstrate an understanding of diversity in communicating across client systems with particular focus on populations at risk, such as those groups distinguished by age, race, ethnicity, gender, culture, class, religion, sexual orientation, and/or physical or mental ability [EP 2.1.4; 2.1.5]

5 D505 Social Policy Analysis and Practice as approved by the IUSSW Faculty Senate This course examines the processes that influence the development of social policy and social services. Included are legislative and political processes, models of policy analysis, service delivery and policy implementation. Effects of these on people are considered from global, political, economic and social policy perspectives. This course is developed around the general proposition that social workers utilize knowledge and skills to carry out roles and functions critical for practice. Such knowledge and skills include the application of social policy analysis, the legislative process, the role and impact of politics and political choice on the quality of life of people, and the effect of economic-social policy decision and judicial actions on social services. In addition, the course examines the variability of the common and uncommon attributes of service delivery systems. as approved by the IUSSW Faculty Senate projects offered throughout this course, students are expected to demonstrate the ability to: D505-01: D505-02: D505-03: D505-04: D505-05: D505-06: D505-07: D505-08: D505-09: Distinguish the common attributes of all service delivery systems, such as auspices, organizations, decisionmaking processes, need-demand factors and provider-consumer relationships. [EP 2.1.8] Assess the impact of the variability of the common attributes of service delivery on social service systems. [EP 2.1.3; 2.1.8] Analyze the differential benefits of the major service delivery systems for people of color, women, gay and lesbian people, and other populations at risk and the factors related to influencing such differential benefits. [EP 2.1.3; 2.1.4; 2.1.5; 2.1.8] Assess the dilemmas and trade-offs involved in the major issues related to service delivery, such as integration, normalization and privatization. [EP 2.1.3; 2.1.8] Assess the nature of power and control in the political and legislative process, the management and control of information by lobbying forces and the positive and negative aspects of social policy practice. [EP 2.1.3; 2.1.8] Assess the impact of social and economic policies on the advancement or hindrance of social justice and human rights. [EP 2.1.3; 2.1.5; 2.1.8] Evaluate relationships of social work values and ethics to service delivery, policy goals and the political process. [EP 2.1.2; 2.1.8] Examine and value research and program evaluation outcomes, and apply analytic methods in advocating for special population groups, significant social issues and political or legislative goals. [EP 2.1.5; 2.1.6; 2.1.8] Evaluate the changing nature of individual, group, community and societal policy inter-dependency from a comparative global perspective. [EP 2.1.3; 2.1.8; 2.1.9]

6 D513 Human Behavior and the Social Environment II This course builds upon S503 (HBSE I) and focuses on developing further knowledge of human behavior theories and their application to practice. Students will link course content to the concentration that the student has selected. projects offered throughout this seminar, learners are expected to demonstrate the ability to: D513-01: Analyze and evaluate a range of theories and perspectives to explain human behavior in an environmental context to understand person and environment, including structural functionalism, ecological systems, conflict critical social theories, strengths, empowerment, feminist, cognitive behavioral cognitive, behavioral, life course, resilience, attachment/bonding, crisis theory, and grief/loss. [EP 2.1.3; 2.1.7] D513-02: Analyze and evaluate the value base underlying a broad range of theories of human behavior. [EP 2.1.3; 2.1.7] D513-03: D513-04: D513-05: Apply theories and perspectives to understand causes and consequences of oppression, discrimination, and inequality across system sizes in order to understand the ways systems promote or deter people in maintaining or achieving health and well-being. [EP 2.1.5; 2.1.7] Synthesize the knowledge of risk and protective factors for people of color, women, lesbian women and gay men, and other populations at risk, as well as those groups distinguished by age, ethnicity, culture, class, religion, region, and physical or mental ability. [EP 2.1.4; 2.1.5; 2.1.7] Synthesize and evaluate theories and perspectives to form a coherent theoretical foundation for practice. [EP 2.1.3; 2.1.7]

7 D514 Practice with Individuals, Families, and Groups This course builds on the practice theories, principles, and skills introduced in the Professional Practice Skills course to prepare students for competent social work practice with individuals, families and groups. A strengths perspective will be emphasized, and students will be introduced to the fundamental components of the task-centered and solution-focused approaches to practice. The trans-theoretical model of change will be presented, so students can develop skills to engage clients in the process of change. Students will be prepared to complete assessments and to use intervention skills that will serve diverse populations with specific attention to gender, sexual orientation, class, race and ethnicity. This course prerequisite is D504 (Professional Practice Skills) and or the completion of a bachelors of social work degree from an accredited program for advance standing students. The course prepares students for competent social work practice with individuals, families and groups with the skills to move the client from goal setting to termination. Goal setting, assessment, evaluation, intervention, and professional theory application is emphasized. Students should be able to conduct themselves professionally while implementing the beginning, middle, and ending phases of the professional relationship with individuals. Graduates are expected to demonstrate the integration and application of the ten core competencies identified by the Council on Social Work Education, the accrediting body for all social work academic programs. The content and assignments in this course are designed to introduce, reinforce and/or emphasize selected practice behaviors associated with this course, and to assist students in developing the social work core competencies. These competencies are evidenced by corresponding practice behaviors. This course content contributes to building knowledge and skills for students to demonstrate the following CSWE competencies: EP professional use of self, values and ethics, critical thinking, diversity, human rights and economic and social justice, research informed practice, human behavior, policy practice, response to practice context, and engagement, assessment, intervention and evaluation. projects offered throughout this course, students are expected to demonstrate the ability to: D514-01: Identify all aspects of professional social worker behavior and use conduct appropriate to the profession in class. [EP 2.1.1] D514-02: Apply knowledge of human behavior and the social environment to an individual, family, and group case to assess the bio-psycho-social-spiritual dimensions. [EP 2.1.7; ] D514-03: Conduct an assessment of an individual, family, and group. [EP ] D514-04: Engage with an individual, family, and group to develop at least one measurable, attainable,positive, specific goal. [EP ] D514-05: Use critical thinking to apply social work values and ethics to at least 4 cases of individuals, families, and groups. [EP 2.1.2; 2.1.3] D514-06: Apply the task-centered and solution-focused approaches in developing and implementing individual, family and group intervention plans. [EP ] D514-07: Assess and plan individual, family, and group interventions using the trans-theoretical model of change. [EP ] D514-08: Synthesize at least 3 cases (individual, families, and groups) that include issues related to gender, sexual orientation, race, ethnicity, and class demonstrate competencies in assessing, intervening, and evaluating practice. [EP 2.1.3; 2.1.4; ] D514-09: Apply at least 3 scales and other measurement tools appropriately to evaluate progress of individuals, families, and groups. [EP ] D514-10: Employ both common and unique concepts, principles and processes relevant to competent generalist social work practice grounded in a strengths perspective with groups. [EP ]

8 D516 SWK Practice: Organizations, Communities & Societies This course provides students with knowledge, values and cognitive skills focused on social work practice at organizational, community and societal levels. Social work interventions at these levels include involvement of relevant stakeholders in the development and/or modifications of organizational, community and societal policies, programs and practices. Following the Foundation curriculum and in relation to the other Intermediate curriculum courses, this course is concerned with helping organizational, community and societal units to: (1) empower themselves; (2) understand dynamics and consequences of human oppression and discrimination; (3) become knowledgeable in networking skills; (4) participate in the political process; (5) advocate for social and economic justice; (6) utilize and/or develop necessary resources for action; (7) examine strategies and techniques in working with large systems' practices, policy development, program organization, and administration tasks. This course will focus on ways to make social units and institutions more humane and responsive to human needs. In this course, students are required to demonstrate respect for and acceptance of the unique characteristics of diverse populations. In social work practice, students will be prepared to complete differential assessment and intervention skills that will serve diverse populations, which include, but are not limited to, groups distinguished by race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin. Practice content will include strategies of intervention for achieving social, political, and economic justice for and combating the causes and effects of institutionalized forms of oppression. The content of this course includes material on people of color, women, and gay men and lesbians. Content includes a variety of philosophical frameworks and models of administration and organization, with an emphasis on practical skill building. The presentation and analysis of materials in this course will be a shared responsibility of all participants in the class. Where there will be lectures, videotapes, small group discussion, small task group assignments, written assignments and/or student presentations, the classroom-as-organization model will be the primary method of classroom instruction. In this course, students are expected to demonstrate achievement of the following objectives: D516-01: Identify the dynamic interactions among individuals and between people and their environments. [EP 2.1.7] D516-02: Demonstrate practice skills applied for intervention at the organization, community, and societal levels. [EP ] D516-03: D516-04: Foster work toward the empowerment of oppressed groups and eradication of oppressive situations and practices with organizations, communities, and society. [EP 2.1.4; ] Analyze social work values and value dilemmas as they relate to interventions at the organizational, community, and societal levels. [EP 2.1.2; 2.1.3; ] D516-05: Analyze accountability issues that organizations have to constituencies. [EP 2.1.2] D516-06: Apply technological assets in support of community and organizational practice. [EP ]

9 D517 Assessment in Mental Health and Addictions Recognizing the social, political, legal, and ethical implications of assessment, students enrolled in this course critically examine various conceptual frameworks and apply bio-psychosocial and strengths perspectives to understand its multidimensional aspects. Students learn to conduct sophisticated mental status and lethality risk interviews, engage in strengths and assets discovery, and apply the Diagnostic and Statistical Manual of the American Psychiatric Association and other classification schemes in formulating assessment hypotheses. They gain an understanding of the application of several relevant assessment instruments and learn to evaluate their relevance for service to at-risk populations, including persons affected by mental health and addictions issues. Students learn to collaborate with a diverse range of consumers and other professionals in developing meaningful assessments upon which to plan goals, intervention strategies, and means for evaluation. Upon completing this course, students will be able to: D517-01: Engage in biopsychosocial and multidimensional perspectives in applying selected assessment paradigms (e.g., DSM, PIE, strengths-discovery), instruments, and procedures for collaborative service delivery to persons affected by mental health and addictions issues. [EP ] D517-02: Recognize and discover inherent strengths, assets, and resources within individuals, families, communities affected by mental health and addictions issues. [EP ] D517-03: Critically analyze the differential effects and implications of various conceptual assessment perspectives and processes for persons affected by mental health and addictions issues, and apply critical thinking skills throughout all phases and aspects of the assessment process. [EP2.1.3; ] D517-04: Convey cultural competence in considering, selecting, and implementing assessment processes, outcomes, and procedures without discrimination and with respect, knowledge, and skill related to diverse backgrounds including people distinguished by age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation. [EP 2.1.4; ] D517-05: Recognize and analyze the legal and ethical implications of assessment processes and procedures, and information management within the context of service delivery to persons affected by mental health and addictions issues. [EP 2.1.2; 2.1.3; ] D517-06: Prepare professional quality, written assessment summaries for the purpose of serving persons affected by mental health and addictions issues. [EP 2.1.3; ]

10 D555 Practicum I (as approved by the IUSSW Faculty Senate, October 14, 2011) The MSW Social Work Practicum I is an educationally-directed practice experience under the direct supervision of an approved agency field instructor. The practicum occurs as a culmination of the intermediate curriculum, providing opportunities for the application and integration of classroom learning (theories, concepts and practice principles) in a practice setting. The practicum fosters the development of core competencies in generalist social work practice with emphasis on acquiring graduate-level, strengths-based interpersonal skills for work at all systems levels. Learning opportunities in this first graduate practicum experience emphasize the following competencies: development of identity as a masters level social worker (EP 2.1.1); integration of professional values and ethics (EP 2.1.2); critical thinking and application of theories (EP and 2.1.7); engagement of diversity and difference in practice (EP 2.1.4); exploration of research-informed practices (EP 2.1.6); understanding social policies that affect the agency and the clients served (EP 2.1.8); and, putting into practice skills related to engagement and assessment with client populations ( EP (a) and (b)). Achievement of an intermediate level of competency in the above areas will lay the necessary groundwork for mastery of advanced competencies in the student s concentration of choice. In addition, in the concentration, students will further their skills to advance social and economic justice (EP 2.1.5), adapt to changing contexts of practice (EP 2.1.9), and more proficiently engage, assess, intervene and evaluate clients at all systems levels, but in particular the clients served in the concentration s field of practice (EP (a) (d)). Fifteen hours of integrative seminars provide a supportive environment for students to discuss their Learning Evaluation Tool (LET), demonstrate beginning mastery of the social work core competencies operationalized at a graduate education level, and process practice issues that arise in the field placement setting. Through active participation in the experiential learning activities and completion of the readings, assignments, and seminar projects, students are expected to demonstrate an intermediate level of competency with respect to the following: D Identify as a professional social worker and conduct oneself accordingly. [EP 2.1.1] D Apply social work ethical principles to guide professional practice. [EP 2.1.2] D Apply critical thinking to inform and communicate professional judgments. [EP 2.1.3] D Engage diversity and difference in practice. [EP 2.1.4] D Engage in research-informed practice and practice-informed research. [EP 2.1.6] D Apply knowledge of human behavior and the social environment. [EP 2.1.7] D Engage in policy practice to advance social and economic well-being and to deliver effective social work services. [EP 2.1.8] D Engage and assess with individuals, families, groups, organizations, and communities. [EP (a) and (b)]

11 D556 Bridge: Generalist Foundation for Social Work Practice Advanced Standing only! This bridge course is required for all advanced standing students and provides a conceptual orientation necessary for beginning graduate study. Students must satisfactorily complete this course before continuing on in the MSW program. The purpose of this course is to enhance and refresh students knowledge, values, and skills previously mastered in a CSWE accredited BSW program for a successful transition into the MSW graduate program. The course is only open to students admitted into the advanced standing portion of the MSW curriculum. Students must have satisfactorily completed a baccalaureate degree in social work from a CSWE-accredited program or an approved equivalent from the CSWE International Social Work Degree Recognition and Evaluation Service. modules offered throughout this course, learners are expected to demonstrate the ability to: D556-01: D556-02: D556-03: D556-04: Successfully master skills needed to participate in the MSW Direct program. Satisfactorily pursue intermediate-level coursework in the MSW curriculum. Apply knowledge, values, and skills of the BSW generalist practicum curriculum. Understand the pervasive impact of addictions in social work practice by satisfactorily completing the Addictions Modules Basic Certification Exam

12 D618 Social Policy and Services The purpose of this course is to provide intensive study of a specific service delivery system and to provide an opportunity for synthesis and application of learning and practice of policy in that system. The content of the course will build on the values of the profession and focus on the role of the social policy practitioner in assisting individuals in the maintenance or attainment of optimal health, social and economic justice, and social well-being. This course examines the relationship of social work values and ethics to social policies and service delivery systems especially as they relate to oppressed populations and discrimination. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to influence policy and delivery systems. The study of a specific service delivery system focus on two levels of inquiry: 1) the theoretical concepts and skills of social policy analysis explicated in previous courses; namely the interrelationships inherent in social needs and problem definition, formulation of social policy goals and objectives, program design strategies, and realities involved in being a social policy practitioner in a specific service delivery system; and 2) the critical thinking and political realities involved in being a social work practitioner in a specific service delivery system. A. Common Objectives projects offered throughout this seminar, learners are expected to demonstrate the ability to: 1. Develop specialized knowledge in one field of service delivery with focus on: a. the dimensions of the issues affecting the population served; b. the structure, organization, funding of services, and intergovernmental relationships involved in dealing with the issues; c. the legal frameworks which influence and govern services; d. global, national, and state-wide trends and issues which affect service in the specific field; e. types of policy practice within the area; and f. effects of the service delivery system upon socially and economically oppressed populations. 2. Critically analyze the adequacy, effectiveness, and cost efficiency of social policies and social service delivery systems with the goal of promoting social well being for vulnerable populations and addressing discrimination within a specific field of practice. 3. Analyze the impact of oppression and discrimination, and understand and apply strategies and skills of change in social policy practice that advance social distributive and economic justice. 4. Select and apply appropriate strategies of planning, advocacy and political change in policy formulation and implementation as well as the election and selection of decision makers. 5. Analyze and identify the impact of social policies on client systems, workers, agencies, organizations and governmental entities and focus professional skills in policy formulation and change. 6. Identify and evaluate relevant research studies and apply findings to social policy issues. 7. Apply critical thinking skills within professional contexts, including synthesizing and applying appropriate theories and knowledge to social policy practice. B. Specific Objectives The following objectives are related to the specific content of this course concerned with child welfare. Consequently, at the end of this course, the student is expected to be able to: 1. Apply understanding of the structure, organization, and funding of child welfare services at the federal, state, and local levels; [EP 2.1.8] 2. Synthesize understanding of the legal framework that influences and governs child welfare with respect to the role of government, the rights and responsibilities of parents, and the rights of children. [EP 2.1.2, EP 2.1.5] 3. Analyze the effects of the service delivery system on diverse and oppressed populations; [EP 2.1.4, EP 2.1.5, EP 2.1.8] 4. Understand the area of social problems related to children and families, past and present; [EP 2.1.4] 5. Analyze the relationship between a person s values and attitudes and professional decision making regarding problem definitions, policy development, program planning, and service delivery; [EP 2.1.2]

13 6. Apply current informed research and outcomes of innovative child welfare programs and practice approaches to the current policies utilized in administering, developing, and providing social services to children and families.; [EP 2.1.6, EP 2.1.8, EP 2.1.9] 7. Synthesize the appropriate strategies and advocacy methods to facilitate effective advocacy for policies in the legislative, political and/or organizational arenas which promote the well-being of children and their families; [EP 2.1.8] 8. Apply understanding and differentiate the needs of diverse population groups, including people of color, women, lesbians, gay men, transgender and bisexual individuals and other populations at risk, as well as those groups distinguished by age, ethnicity, culture, class religion, and physical and mental ability in support of development of effective child welfare policies. [EP 2.1.4] 9. Critically analyze the major social policies, programs and services (public, voluntary nonprofit and private for profit) affecting children and families. [EP 2.1.3, EP 2.1.8] 10. Synthesize the theories, policies and research informed practices impacting children and families in an effort to identify policy gaps and service needs. [EP 2.1.3, EP 2.1.7, EP 2.1.8,]

14 D623 PRACTICE RESEARCH INTEGRATIVE SEMINAR: ADMINISTRATION AND LEADERSHIP This course furthers the knowledge, skills, and values students develop in the foundation-year research course. Students will apply their knowledge and skills in research to evaluate practice or program effectiveness in their concentrations, using research methods that are sensitive to consumers needs and clients race, ethnicity, gender, sexual orientation, and additional aspects important to effective and ethnicity research. projects offered throughout this seminar, learners are expected to demonstrate the ability to: D Apply critical thinking skills within the context of practice/program evaluation. [Practice Behavior 3.3], [Practice Behavior 7.2] D Use ethical research standards and principles appropriate to practice/program evaluation within a practice milieu. [Practice Behavior 2.1] D Evaluate research methods based on relevant knowledge and skills associated with age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex and sexual orientation. [Practice Behavior 4.1], [Practice Behavior 4.2], [Practice Behavior 4.3] D Evaluate research studies relevant to the student s practicum setting. [Practice Behavior 3.3] D Apply research findings to enhance practice. [Practice Behavior 3.3], [Practice Behavior 10c.1], [Practice Behavior 10d.4] D Define the criteria for appropriate use of research designs for program evaluation research. [Practice Behavior 3.3], [Practice Behavior 10d.3] D Select from a variety of evaluation research designs and apply them to the appropriate practice/program context. [Practice Behavior 3.2], [Practice Behavior 6.2], [Practice Behavior 10b:1], [Practice Behavior 10b:2], [Practice Behavior 10d.1], [Practice Behavior 10d.3]

15 D641 Advanced Generalist Practice I Professional social work practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidencebased interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. The advanced generalist social work practitioner possesses the knowledge, values and skills for autonomous practice that meets the needs of all clients whether client is defined as an individual, family, small group, organization, community, or broader societal institution. The advanced generalist differentially applies advanced and current knowledge and skills in engaging, assessing, intervening with client systems of all sizes and in all fields of practice (mental health, addictions, child welfare, aging, among others, and including the intersection of these fields, such as addictions and aging). In addition, advanced generalist practitioners are prepared to evaluate practice not only for assessment of effectiveness, but also to ascertain if there is need for engagement of other systems. The advanced generalist practitioner continuously seeks new knowledge about evidence-based practices and enhances skills to adapt to client populations as well as to engage appropriate intervention teams (action systems) to fully meet client needs. In this course, learners utilize knowledge of human development, diverse populations, organizational functioning, and community assets to proactively engage and assess client, target and action systems in collaborative helping processes that maximize the potential for effective interventions. projects offered throughout this seminar, learners are expected to demonstrate the ability to: projects offered throughout this seminar, learners are expected to: D641-01: Articulate appropriate professional roles and maintain boundaries appropriate to those roles. [EP 2.1.1] D641-02: D641-03: D641-04: [EP2.10a] D641-05: D641-06: D641-07: D641-08: Utilize communication approaches and styles needed to communicate with individuals, including colleagues and members of families, groups, organizations, communities, and larger societal institutions. [EP2.1.3] Analyze situations with diverse populations that often go unattended and adapt evidence-based/best practices to address specific strengths and needs. [EP2.4] Apply social work ethical principles to guide engagement and assessment at multiple systems levels. Apply advanced generalist principles of engagement and assessment at multiple systems levels. [EP2.10b] Evaluate and update a focus of work for engagement and assessment that involves complex multi-system in context with clients. [EP2.10a] Select, adapt and utilize strengths-affirming assessment tools appropriate to the client and/or target systems (individuals, families, groups, organizations, communities, and political systems) relevant to the field(s) of practice. [EP2.10b] Synthesis assessments of multiple system levels to understand strengths, opportunities, and barriers encountered by clients. [EP2.10b]

16 D642 Advanced Generalist Practice II The purpose of this course is to provide intensive study on clinical interventions with individuals, families, and small groups across various fields of practice. The content of the course will provide opportunities for students to apply conceptual frameworks and ecological/system, strengths and empowerment perspectives to guide the processes of intervention and evaluation in work with individuals, families, and therapy groups. Students learn to attend to clients throughout all the phases of the intervention process from formulation of the intervention plan through transitions to effective termination. Students select appropriate interventions for clients struggling with a multiplicity of issues either through their own knowledge base or in collaboration with other specialized services and professions. Students learn that all phases of direct practice interventions are often helped or hindered by complex interactions with larger systems. In light of this complexity, students learn to advocate for clients and apply intervention modalities (as necessary and appropriate) in organizational and community contexts. In addition, students will learn how to reach out to and adapt services for consumers from diverse backgrounds. projects offered throughout this course, learners are expected to demonstrate the ability to: D642-01: D642-02: D642-03: D642-04: D642-05: D642-06: D642-07: D642-08: Articulate conceptual frameworks and ecological/system, strengths and empowerment perspectives to guide the processes of intervention, and evaluation in clinical work with individuals, families, groups, and related community systems. [EP2.1.7] [Review Quizzes, Team Work Exercises] Utilize evidence- and strengths-based interventions (for example, CBT, Brief Therapy, and structural/strategic interventions) in direct practice scenarios with individuals, families, and groups. [EP2.1.10c] [Review Quizzes; Self-reflection Exercises, CBT Capstone] Evaluate transitions and endings in all direct and indirect practice interventions including complex, multisystem practice situations. [EP c] [Case Study Assignment; Team Work Exercises] Apply and contribute to evidence-based and best practice approaches to continuously assess and improve the efficacy and effectiveness of practice [EP2.1.6] [Review Quizzes, Self-reflection Exercises, Capstone Assignment] Evaluate and communicate findings within ethical boundaries to improve the efficacy of interventions and eliminate any unintended consequences of simultaneous, multi-system intervention effects. [2.1.10d] [Capstone Assignment] Apply social work ethical principles to guide intervention and evaluation at multiple systems levels. [EP2.10a] [Capstone Assignment] Use effective intervention strategies with complex problems and multi-level systems that provide amelioration to the well-being of individuals, families, and groups. [EP ] [Capstone Assignment] Identify, integrate, and evaluate multiple sources of research-informed, consumer-informed, and practiceinformed knowledge in to order to support evidence-based, creative, and best in situation practices. [EP 2.1.3] [Capstone Assignment]This course addresses administrative, management, leadership, and supervisory skills necessary for leadership practice. Included are staff hiring, supervision, evaluation, and termination; working with boards and volunteers, leadership styles, strategic planning, and current best practices in administration.

17 D651/D652 Practicum II/III Advanced Generalist Concentration D651 (Practicum II) and D652 (Practicum III) together provide an in-depth advanced practicum experience for MSW students in the Advanced Generalist Concentration. Students complete both of these practicum courses in the same community agency/organization under practice supervision of an approved agency field instructor and academic guidance of a faculty field liaison. Practicum II and III build upon the generalist-focused Intermediate Practicum I and deepen the integration and application of social work knowledge, values, and skills for advanced generalist practice. Students spend a minimum of 640 hours in an organizational setting that provides them with experiences that support mastery of all ten core competencies as operationalized by advanced practice behaviors for roles in engaging, assessing, intervening, and evaluating client systems of all sizes. This may include other fields of practice (i.e. mental health, child welfare, health, supervision, management, and other arenas of micro, macro, and mezzo practice). Through active participation in the learning experiences and completion of readings, assignments, and learning projects offered throughout these courses, students are expected to master the following competencies: D651/652-01: Identify as a professional social worker and conduct oneself accordingly, as demonstrated by the following practice behaviors [EP 2.1.1]: 1.1: Assume appropriate professional roles and maintain boundaries appropriate to those roles. 1.2: Utilizes feedback from multiple sources including; introspection, supervision, peer consultation and/or continuing education. 1.3: Take independent initiative in advocating with and on behalf of client systems. 1.4: Demonstrate the capacity to provide effective supervision and peer consultation. D651/652-02: Apply social work ethical principles to guide professional practice, as demonstrated by the following practice behaviors [EP 2.1.2]: 2.1: Employ the NASW Code of Ethics and currently accepted models of ethical decision-making to inform decisions and manage ambiguities in complex multi-system, multi-disciplinary settings. 2.2: Demonstrate collaborative behaviors with respect for boundaries, values, and ethical standards of other professions while adhering to those of social work practice. D651/652-03: Apply critical thinking to inform and communicate professional judgments, as demonstrated by the following practice behaviors [EP 2.1.3]: 3.1: Autonomously identify and evaluate multiple sources of research-informed, consumer-informed, and practice-informed knowledge and provide recommendations to integrate into evidence-based, creative, and best in situation practices. 3.2: Utilize appropriate communication skills to gather, synthesize, and interpret information concerning client systems and clearly articulate the rationale for decisions. D651/652-04: Engage diversity and difference in practice, as demonstrated by the following practice behaviors [EP 2.1.4]: 4.1: Advance diversity and difference from a strengths perspective, with emphasis on inclusion of diverse individuals in functions and decisions within groups, organizations and communities. 4.2: Seek out unjust situations with vulnerable populations that often go unattended and adapt evidencebased/best practices to address specific strengths and needs D651/652-05: Advance human rights and social and economic justice, as demonstrated by the following practice behaviors [EP 2.1.5]: 5.1: Investigate gaps in social service delivery that contribute to oppression and discrimination and provide leadership to change these.

18 5.2: Actively participate in agency, local, state, national, or global efforts to confront oppression as it relates to advancing human rights, social, and/or economic justice. D651/652-06: Engage in research-informed practice and practice-informed research, as demonstrated by the following practice behaviors [EP 2.1.6]: 6.1: Identify, evaluate, and apply research-informed engagement, assessment, and intervention strategies in work with client systems. 6.2: Engage in ongoing evaluation, track the progress and efficacy of interventions at all chosen system levels. 6.3: Conduct research initiatives to fill service gaps that benefit complex client systems. D651/652-07: Apply knowledge of human behavior and the social environment, as demonstrated by the following practice behaviors [EP 2.1.7]: 7.1: Integrate HBSE conceptual frameworks to inform and guide the engagement, assessment, intervention, and evaluation processes in work with client systems. D651/652-08: Engage in policy practice to advance social and economic well-being and to deliver effective social work services, as demonstrated by the following practice behaviors [EP 2.1.8]: 8.1: Analyze the internal and external constraints for achieving effective service delivery or creating change (including laws, policies, procedures, and differential benefits for diverse and at-risk populations). 8.2: Select and apply appropriate strategies of planning, advocacy and political change for effective policy action to advance social and economic well-being. D651/652-09: Respond to contexts that shape practice, as demonstrated by the following practice behaviors [EP 2.1.9]: 9.1: Analyze the historical and contemporary multifaceted relationships between individuals, families, groups, organizations, communities, and broader societal systems. 9.2: Demonstrate leadership for service delivery sustainability and effectiveness in the context of social, political, economic and environmental factors. D651/ : Engage, assess, intervene and evaluate with individuals, families, groups, organizations, and communities, as demonstrated by the following practice behaviors [EP (a)-(d)]: a) Engage 10a.1: Demonstrate advanced skills in empathy, reflective listening, supportive confrontation, and other interpersonal skills in engaging individuals at all system levels. 10a.2: Autonomously develop and continuously engage in practice that includes complex and changing client systems. b) Assess 10b.1: Autonomously implement assessments (instruments, tools, and methods) at multi-system levels. 10b.2: Interpret assessment data with client systems to create mutually agreed upon observable and measurable, culturally-appropriate goals and intervention strategies. c) Intervene 10c.1: Autonomously implement evidence- and strengths-based interventions for complex client systems. 10c.2: Facilitate transitions and endings in practice interventions with complex client systems. d) Evaluate 10d.1: Design and implement evaluation strategies of interventions with client systems. 10d.2: Communicate evaluation findings within ethical boundaries to improve the efficacy of interventions and anticipate unintended consequences of intervention efforts.

19 D661 Executive Leadership Practice Each week, students will engage in a variety of Executive Leadership Practice learning processes, contribute to activities, and develop products designed to demonstrate course competencies. These increasingly complex levels of cognitive development include: remembering; understanding; applying; analyzing; evaluating; and, creating. In addition to the cognitive (knowledge based) domain, our discovery processes also encompass the affective (attitudinal based) domain and psychomotor (skills based) domain. (See Anderson & Krathwohl s (2001) revision of Bloom s Taxonomy of educational objectives, as cited by Mary Forehand (2005) Bloom s taxonomy: Original and revised. In M. Orey (Ed.). Emerging perspectives on learning, teaching, and technology. Retrieved January 9, 2010, from Learners will engage in: identifying core concepts from the readings; constructing meaning by interpreting trigger questions; implementing procedures in skill building exercises; analyzing organizational dynamics; critiquing leadership case studies based on criteria and standards; and, generating new products grounded in transformational leadership principles. Each individual should be prepared to fulfill leadership roles in simulations, role plays, demonstrations, and critical issue discussions related to the weekly topics, readings, and assignments. Learners will need to identify an agency, preferably the practicum organization, as the focal system for their assignments. If not in practicum, a current human services employment or a current volunteer social service agency may be used, pending approval. Learners will need to access selectively agency documents and resource persons for their activities and assignments. To promote critical thinking, each topic, activity, and assignment infuses social work professional values and ethics, challenges, and strategies to promote accountability. Similarly, we will move beyond a general discussion of diversity issues to create specific opportunities to strengthen our cultural competence as mission-driven, consumer-centered social work leaders. Each topic, activity, and assignment promotes critical thinking and opportunities to synthesize culturally competent knowledge, skills, and attitudes in Executive Leadership Practice. Our examination of leadership theoretical and practice models will incorporate selected exemplars on Sexual Orientation, Age, Mental and Physical Abilities, Gender, Ethnicity, Class, Culture, Spiritual/Religious Beliefs, Language, Region, and other key dimensions of diversity. projects offered throughout this seminar, students are expected to demonstrate at least beginning level competencies in the following: D661-01: Integrate skills for professional growth, development and self-care with regard to administrative supervision. [EP 2.1.1] D661-02: Apply skills in organizational development and planning within the context of a mission driven administration. [EP ] D661-03: Analyze financial resources and the use of budgets in the context of organizational settings. [EP 2.1.5; 2.1.8] D661-04: D661-05: D661-06: Apply the principles of Equal Employment Opportunity Commission (EEOC) regulations, Affirmative Action (AA), the American Disabilities Act (ADA), sexual harassment laws and other human rights legislation and policies. [EP 2.1.2; 2.1.4] Incorporate Human Resources principles into the process of hiring, appraisal, supervision, evaluation and termination with the protection they provide and their limitations. [EP ] Identify and analyze current best practices in administration and management from organizational, systemic, and global perspectives. [EP 2.1.3; 2.1.7] D661-07: Examine theories and research regarding administrative, leadership and management. [EP 2.1.3; 2.1.7] D661-08: Understand the impact of administration styles on organization culture and environment. [EP 2.1.7]

20 D661-09: D661-10: D661-11: D661-12: D661-13: Apply intervention and prevention practice skills related to: conflict management, negotiations, crisis management and risk management. [EP ] Analyze the dynamics of power and influence in organizations and develop skills to empower themselves, team members, and constituents. [EP 2.1.1; 2.1.3] Appraise organizational policies and practices in relationship to employee performance, retention, morale, and commitment to diverse populations, including Sexual Orientation, Age, Mental and Physical Abilities, Gender, Ethnicity, Class, Culture, Spiritual/Religious Beliefs, Language and other key dimensions of diversity. [EP 2.1.3; 2.1.4] Analyze best practices in the development of technology in organizational settings that are congruent with the NASW Code of Ethics and other relevant documents. [EP 2.1.2; 2.1.3] Examine and evaluate culture and diversity from a leadership perspective with an emphasis on cross-cultural differences in leadership. [EP 2.1.3; 2.1.4]

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

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

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

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

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

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

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

Social Work Field Education Core Competencies and Practice Behaviors

Social Work Field Education Core Competencies and Practice Behaviors Social Work Field Education Core Competencies and Practice Behaviors The School of Social Work Field Education Program addresses each of the Council on Social Work Education (CSWE) Core Competencies and

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

WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation. MSW Concentration-Interpersonal Practice (IP)

WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation. MSW Concentration-Interpersonal Practice (IP) WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation Revised 10/04/2014 Pg. 1 MSW Concentration-Interpersonal Practice (IP) Student s Name: Jane Smith Phone

More information

FERRIS STATE UNIVERSITY SOCIAL WORK PROGRAM SOCIAL WORK MISSION, GOALS AND PRACTICE COMPETENCIES. Bachelor of Social Work.

FERRIS STATE UNIVERSITY SOCIAL WORK PROGRAM SOCIAL WORK MISSION, GOALS AND PRACTICE COMPETENCIES. Bachelor of Social Work. FERRIS STATE UNIVERSITY SOCIAL WORK PROGRAM SOCIAL WORK MISSION, GOALS AND PRACTICE COMPETENCIES Bachelor of Social Work Program Mission The mission of the Ferris State University Social Work Program is

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

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

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

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

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

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

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

University of Cincinnati School of Social Work Master of Social Work Program

University of Cincinnati School of Social Work Master of Social Work Program University of Cincinnati School of Social Work Master of Social Work Program Assessment of Student Learning Outcomes Academic Year 2014-15 July 31, 2015 1 Results for Assessment of Student Learning Outcomes

More information

1. Professional Identity (EP 2.1.1) Identify as a professional social worker and conduct oneself accordingly.

1. Professional Identity (EP 2.1.1) Identify as a professional social worker and conduct oneself accordingly. Boise State School of Social Work SAMPLE Advanced MSW Learning Agreement Student Semester Year Faculty Field Liaison Agency Agency Field Instructor Agency Task Supervisor (if applicable) NOTE: This is

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

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

SAMPLE BSW Learning Agreement

SAMPLE BSW Learning Agreement Boise State University Social Work Program SAMPLE BSW Learning Agreement Student: Semester: Faculty Field Liaison: Agency: Agency Field Instructor: Agency Task Supervisor: (if applicable) Year: NOTE: This

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

ASSESSMENT OF STUDENT LEARNING OUTCOMES EASTERN WASHINGTON UNIVERSITY MASTERS OF SOCIAL WORK PROGRAM ACADEMIC YEAR 2013-2014

ASSESSMENT OF STUDENT LEARNING OUTCOMES EASTERN WASHINGTON UNIVERSITY MASTERS OF SOCIAL WORK PROGRAM ACADEMIC YEAR 2013-2014 ASSESSMENT OF STUDENT LEARNING OUTCOMES EASTERN WASHINGTON UNIVERSITY MASTERS OF SOCIAL WORK PROGRAM ACADEMIC YEAR 2013-2014 This form is used to assist the Commission On Accreditation (COA) in the evaluation

More information

2013 Program Assessment Report

2013 Program Assessment Report SOCIAL WORK PROGRAM (Accredited by the Council on Social Work Education (CSWE)) 2013 Program Assessment Report Charles L. Vanderwell, MSW, LMSW, ACSW Professor Program Director 231 Valade Hall (517) 264-3962

More information

Social Work Program Outcomes

Social Work Program Outcomes 1 Social Work Program Outcomes 2009 2010 2 The 2008 Educational Policy and Accreditation Standards (EPAS) identified by the Council on Social Work Education (CSWE) include a provision for assessment of

More information

Syracuse University. Office of Field Instruction. School of Social Work. Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks

Syracuse University. Office of Field Instruction. School of Social Work. Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Syracuse University School of Social Work Office of Field Instruction Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Program Competency Resulting Practice Behavior Example

More information

UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M)

UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M) UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M) Accreditation Standard 4.0.2 The program provides summary data and outcomes

More information

Practice Behaviors Educational Outcomes Method of Assessment Competencies 2.1.3 Analytical Reasoning

Practice Behaviors Educational Outcomes Method of Assessment Competencies 2.1.3 Analytical Reasoning Writing for : 205 Core Behaviors Educational Outcomes Method of Assessment Competencies 2.1.3 Analytical Reasoning Demonstrate ability to assess analytically and for clarity in communication work products

More information

School of Social Work Assessment Plan. BSW and MSW Programs

School of Social Work Assessment Plan. BSW and MSW Programs School of Social Work Assessment Plan BSW and MSW Programs The Illinois State University School of Social Work began re-developing the assessment plan for the BSW and MSW programs in 2009 as a team approach.

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

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors 2.1.1 Core Competency: Identify with social work profession a.

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

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 Social Work Program

Master of Social Work Program Revised January 2014 School of Social Work Master of Social Work Program FIELD PRACTICUM HANDBOOK UMSL School of Social Work, Master of Social Work Program 121 Bellerive Hall One University Boulevard St

More information

Advanced Placement Test (APT) and Generalist Practice Test (GPT)

Advanced Placement Test (APT) and Generalist Practice Test (GPT) SOCIAL WORK PROGRAM BSW ASSESSMENT 2013-14 Social Work Program Assessment Plan The Social Work Program is accredited by the Council on Social Work Education (CSWE) and adheres to its accreditation standards

More information

New York University Silver School of Social Work Field Learning and Community Partnerships

New York University Silver School of Social Work Field Learning and Community Partnerships New York University Silver School of Social Work Field Learning and ommunity Partnerships Field Learning Evaluation: Professional Foundation (First Year) MID-YEAR EVALUATION FINAL EVALUATION Student Name:

More information

Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed)

Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed) Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed) Student Name Address Agency Name Agency Address Agency Field Supervisor (FI) or

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

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Institutional Effectiveness Assessment and Improvement Report Department of Sociology and Social Work Bachelor of Social Work Degree (BSW) The

More information

Social Work Program BSW Assessment 2013-15

Social Work Program BSW Assessment 2013-15 Social Work Program BSW Assessment 2013-15 Social Work Program Assessment Plan The Social Work Program is accredited by the Council on Social Work Education (CSWE) and adheres to its accreditation standards

More information

Dr. Brian Roland, Dr. Kwiryung Yun

Dr. Brian Roland, Dr. Kwiryung Yun MASTER of SOCIAL WORK-M.S.W Program Director: Primary Faculty, NYC: Dr. Mayra Lopez-Humphreys Dr. James Long, Dr. Mayra Lopez-Humphreys, Dr. Brian Roland, Dr. Kwiryung Yun Students who complete the MSW

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 ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Student Learning Outcomes

Student Learning Outcomes Student Learning Outcomes The Student Learning Outcomes below are for the following programs: Bachelor of Social Work (BSW)/ Certificate in Case Management/Certificate in Family Life Education Bachelor

More information

Asbury University Bachelor of Social Work Program End of Semester Field Evaluation Form

Asbury University Bachelor of Social Work Program End of Semester Field Evaluation Form Asbury University Bachelor of Social Work Program End of Semester Field Evaluation Form GENERAL INFORMATION Student Agency Faculty Field Professor Agency Field Supervisor Field Experience Beginning Date

More information

Part I Program SLO Assessment Report for Academic Year 2013-2014

Part I Program SLO Assessment Report for Academic Year 2013-2014 Degree/Certificate: Master of Social Work (MSW) Submitted by: Blake Beecher Date: 1-2-2015 Part I Program SLO Assessment Report for Academic Year 2013-2014 The EWU Masters of Social Work program is accredited

More information

MSW Program Social Work Competencies

MSW Program Social Work Competencies MSW Program Social Work Competencies Reaffirmation Process in Accord with the New CSWE EPAS The Council on Social Work Education (CSWE) requires that MSW students meet various competencies and their related

More information

NORFOLK STATE UNIVERSITY THE ETHELYN R. STRONG SCHOOL OF SOCIAL WORK MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL 2009 2010

NORFOLK STATE UNIVERSITY THE ETHELYN R. STRONG SCHOOL OF SOCIAL WORK MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL 2009 2010 NORFOLK STATE UNIVERSITY THE ETHELYN R. STRONG SCHOOL OF SOCIAL WORK MASTER OF SOCIAL WORK PROGRAM FIELD PRACTICUM MANUAL 2009 2010 OFFICE OF FIELD EDUCATION 700 PARK AVENUE NORFOLK, VA 23504 Brenda Gilmore

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

Competencies & Practice Behaviors 1 University of Michigan School of Social Work

Competencies & Practice Behaviors 1 University of Michigan School of Social Work The Council on Social Work Education (CSWE) has established core competencies for social work education that span the classroom and field in the 2008 Educational Policy and Accreditation Standards (EPAS).

More information

SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA)

SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) This document contains sample learning activities, designed to provide ideas for students as they complete their own

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

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

Advanced Generalist Concentration Handbook

Advanced Generalist Concentration Handbook SCHOOL OF SOCIAL WORK University of Wisconsin- Madison Advanced Generalist Concentration Handbook 2015-2016 Requirements School of Social Work Building 1350 University Avenue Madison, Wisconsin 53706 Table

More information

I. Prerequisites: AHS 300 or concurrent registration; SOWK 330; SOWK 341; SOWK 342; SOWK 410 or concurrent registration.

I. Prerequisites: AHS 300 or concurrent registration; SOWK 330; SOWK 341; SOWK 342; SOWK 410 or concurrent registration. School of Social Work Fort Collins, Colorado 80523-1586 (970) 491-6612 FAX: (970) 491-7280 Competencies: 2.1.1 Identify as a professional social worker and conduct oneself accordingly. 2.1.2 Apply social

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

ADVANCED SOCIAL WORK PRACTICE

ADVANCED SOCIAL WORK PRACTICE ADVANCED SOCIAL WORK 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

More information

SWSS 173/174: UNDERGRADUATE FIELD EXPERIENCE

SWSS 173/174: UNDERGRADUATE FIELD EXPERIENCE University of Vermont College of Education and Social Services Department of Social Work SWSS 173/174: UNDERGRADUATE FIELD EXPERIENCE 6 credits per semester for a total of 12 credits across the academic

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

College of Health & Human Services. Bachelor of Science in Social Work

College of Health & Human Services. Bachelor of Science in Social Work College of Health & Human Services Bachelor of Science in Social Work Bachelor of Science Social Work Major Program Overview Recent Improvements Expected Outcomes and Results Plans for Further Improvement

More information

Student Learning Contract [SAMPLE] 1. University of Wisconsin Oshkosh: Social Work Department

Student Learning Contract [SAMPLE] 1. University of Wisconsin Oshkosh: Social Work Department Student Learning Contract [SAMPLE] 1 University of Wisconsin Oshkosh: Social Work Department STUDENT LEARNING CONTRACT Applied Generalist Practice I and II Semester Academic Year Student Name: SAMPLE Address:

More information

Learning Contract and Evaluation Supplement

Learning Contract and Evaluation Supplement Learning Contract and Evaluation Supplement The Council on Social Work Education created the ten Core Competencies for all social work students in accredited programs. As described in the 2008 Educational

More information

SPRINGFIELD COLLEGE. School of Social Work. Field Practicum Manual Master of Social Work Program. Academic Year 2013 2014.

SPRINGFIELD COLLEGE. School of Social Work. Field Practicum Manual Master of Social Work Program. Academic Year 2013 2014. SPRINGFIELD COLLEGE School of Social Work Field Practicum Manual Master of Social Work Program Academic Year 2013 2014 21 th Edition TABLE OF CONTENTS INTRODUCTION... 1 I. SPRINGFIELD COLLEGE SCHOOL OF

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

MACRO CONCENTRATION Student Integrative Learning Contract

MACRO CONCENTRATION Student Integrative Learning Contract MACRO CONCENTRATION Student Integrative Learning Contract Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Cell Phone Email Agency Site

More information

Online Field Instructor Workshop #2: Program Competencies

Online Field Instructor Workshop #2: Program Competencies Online Field Instructor Workshop #2: Program Competencies Introduction & Focus Welcome to the Texas State University School of Social Work s Online Field Instructor Workshop #2. This workshop focuses on

More information

Department of Social Work. MSW MCMP Student Learning Agenda and Assessment

Department of Social Work. MSW MCMP Student Learning Agenda and Assessment Department of Social Work MSW MCMP Student Learning Agenda and Assessment Agency Field Instructor Name Licensure Task Supervisor (if applicable) Student Field Faculty Field Placement Duration Typical Weekly

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

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

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4373: Social Work Practice III

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4373: Social Work Practice III Page 1 of 10 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4373: Social Work Practice III Course Dates, Time, and Location Spring Semester, 2016: January 19, 2016 to

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

Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows:

Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows: Initial Proposal Annotated Text June 16, 2016 Page 1 Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows: Ed 507.14 SCHOOL SOCIAL WORKER (a) For an individual to

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4317: Social Work and Case Management

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4317: Social Work and Case Management Page 1 of 9 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4317: Social Work and Case Management Course Dates, Time, and Location Fall Semester, 2011: August 22, 2011

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

SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II

SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II University of Central Florida School of Social Work SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II Instructor: Shelley Hall Term: Spring 2014 Office: HPA 1, room 229

More information

BACHELOR OF SOCIAL WORK

BACHELOR OF SOCIAL WORK 1 IUSSW Field Manual 2011-2012 BACHELOR OF SOCIAL WORK FIELD MANUAL 2012-2014 for all students of the Indiana University School of Social Work (IUB, IUE, IUN, IUPUI, and IUSB Campuses) Giving Hope and

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

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

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4325: Social Work and Criminal Justice

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4325: Social Work and Criminal Justice Page 1 of 10 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4325: Social Work and Criminal Justice Course Dates, Time, and Location Spring Semester, 2012: January 17,

More information

Kean University Masters of Social Work Program Manual Revised 2012

Kean University Masters of Social Work Program Manual Revised 2012 Kean University Masters of Social Work Program Manual Revised 2012 Page 1 Table of Contents 2012-2013 Page Welcome Message 4 Faculty Directory 5 Section I: Introduction to Kean University 6 Description

More information

Texas A&M University-Commerce Bachelor of Social Work (BSW) Student Handbook

Texas A&M University-Commerce Bachelor of Social Work (BSW) Student Handbook Texas A&M University-Commerce Bachelor of Social Work (BSW) Student Handbook Department of Social Work P. O. Box 3011 Commerce, TX 75429-3011 (903) 468-8100 www.tamu-commerce.edu/socialwork 1 Texas A&M

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

BSW LEARNING PLAN Western Illinois University

BSW LEARNING PLAN Western Illinois University Instructions: BSW LEARNING PLAN Western Illinois University The student and the field instructor discuss and enter agency activities (under the activity heading) the student will complete during the semester

More information

CSL 502 Legal, Ethical, and Professional Issues. CSL 503 Human Relations Methods and Skills

CSL 502 Legal, Ethical, and Professional Issues. CSL 503 Human Relations Methods and Skills CSL 501 Evaluation and Assessment This course is designed to provide students with an understanding of individual, couple, family, group and environmental/community approaches to assessment and evaluation.

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

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

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

On-Campus MSW Student Policy Manual

On-Campus MSW Student Policy Manual CENTER FOR SOCIAL WORK EDUCATION On-Campus MSW Policy Manual CENTER FOR SOCIAL WORK EDUCATION 2015-2016 7.31.15 Administration Beth Barol, MSS, PhD, LSW Associate Dean, Director, and MSW Program Director

More information

Core Competencies of Clinical Psychology

Core Competencies of Clinical Psychology Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices

More information

DEPARTMENT OF SOCIAL WORK

DEPARTMENT OF SOCIAL WORK DEPARTMENT OF SOCIAL WORK Dear Social Work Field Student and Agency Supervisor: We are pleased to make available to you a copy of the UNA Field Instruction Manual for the Bachelor of Social Work degree.

More information

Elizabethtown College Social Work Department 470 Student Evaluation Fall Semester

Elizabethtown College Social Work Department 470 Student Evaluation Fall Semester Elizabethtown College Social Work Department 470 Student Evaluation Fall Semester Name of Student: Agency: Field Instructor: Year Semester This form is divided into categories which reflect the competencies,

More information

MASTER OF SOCIAL WORK PROGRAM. 2011-12 ADMISSION INFORMATION AND APPLICATION INSTRUCTIONS (To begin study in the 2012-13 Academic Year)

MASTER OF SOCIAL WORK PROGRAM. 2011-12 ADMISSION INFORMATION AND APPLICATION INSTRUCTIONS (To begin study in the 2012-13 Academic Year) MASTER OF SOCIAL WORK PROGRAM 2011-12 ADMISSION INFORMATION AND APPLICATION INSTRUCTIONS (To begin study in the 2012-13 Academic Year) Department of Social Work Minnesota State University, Mankato Mankato,

More information

BACHELOR OF SOCIAL WORK PROGRAM GUIDE

BACHELOR OF SOCIAL WORK PROGRAM GUIDE BACHELOR OF SOCIAL WORK PROGRAM GUIDE 2013-2014 TABLE OF CONTENTS Page INTRODUCTION... 1 MISSION AND GOALS OF THE BACHELOR OF SOCIAL WORK PROGRAM... 4 THE GENERALIST MODEL OF SOCIAL WORK PRACTICE... 4

More information

Wisconsin Requirements for School Social Workers

Wisconsin Requirements for School Social Workers Wisconsin Requirements for School Social Workers In order to work in Wisconsin public schools as a school social worker, it is necessary for the individual to be certified as a school social worker by

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

Form: "Activities & Target Dates - Foundation" Created with: Taskstream Author: University at Buffalo Social Work Manager

Form: Activities & Target Dates - Foundation Created with: Taskstream Author: University at Buffalo Social Work Manager Form: "Activities & Target Dates - Foundation" Created with: Taskstream Author: University at Buffalo Social Work Manager Instructions: For each activity below, include the following *** (Hint: You could

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