TCU Department of Social Work Department Handbook

Transcription

1 TCU Department of Social Work Department Handbook T C U B o x , F o r t W o r t h, T X

2 Department of Social Work Harris College of Nursing and Health Sciences Annie Richardson Bass Building 2800 West Bowie Street, 3 rd Floor Fort Worth, TX (F) Mailing Address: TCU Box Fort Worth, TX Website: TEXAS CHRISTIAN UNIVERSITY University Administration Victor J. Boschini, Jr., Chancellor R. Nowell Donovan, Provost and Vice Chancellor for Academic Affairs Brian G. Gutierrez, Vice Chancellor for Finance & Administration Larry D. Lauer, Vice Chancellor for Government Affairs Tracy Syler-Jones, Vice Chancellor for Marketing & Communication Kathy Cavins-Tull, Vice Chancellor for Student Affairs Donald J. Whelan, Jr., Vice Chancellor for University Advancement Paulette Burns, RN, PhD, Dean, Harris College of Nursing and Health Sciences TCU Mission To educate individuals to think and act as ethical leaders and responsible citizens in the global community. TCU Vision To create a world-class, values-centered university experience for our students. TCU Core Values TCU values academic achievement, personal freedom and integrity, the dignity and respect of the individual, and a heritage of inclusiveness, tolerance and service. Department of Social Work Mission To prepare ethical and competent generalist and advanced social work practitioners who promote human rights and economic and social justice with diverse clients in a variety of settings in the global community. 2

3 TCU DEPARTMENT OF SOCIAL WORK Name/Position Teaching Interests Research Interests David Jenkins, Ph.D., LCSW Profesor and Department Chair MSW Program Director Micro Practice Group Practice Family practice Human behavior Addictions Introduction to Social Work Professional Foundation Blended Families Gay and Lesbian Families Addiction Impact of marginalization Harriet Cohen, Ph.D., LCSW Associate Professor Hartford Social Work Faculty Tracy Dietz, Ph.D., LMSW Associate Professor Linda Moore, Ph.D., LMSW-AP Professor BSW Program Director James Petrovich, Ph.D., LMSW Assistant Professor Nada Elias-Lambert, Ph.D., LMSW Assistant Professor D. Lynn Jackson, Ph.D., LCSW Director of Field Education Deanna Casper Adminisrative Assistant Human Behavior Ethics Diversity Death & Dying Professional Foundation Older Adults Social Work Practice Research methods Human Behavior Micro Practice Macro Practice Professional Communication Social Work Study Abroad in Seville, Spain Diversity Policy Community practice Introduction to Social Work Research Human Behavior Introduction to Social Work Micro Practice Professional Foundation Introduction to Social Work Group Practice Policy Diversity Field Education Older Holocaust survivors Older lesbians and gay men Resiliency International social work Sustainable community development Needs of and services for older Mexican adults Social justice Emergence of the NAACP Use of the Myers Briggs Type Inventory Homelessness Domestic Violence Women s Issues Social Policy 3

4 Section I: BSW Program Handbook 4

5 I. BSW PROGRAM CURRICULUM General Statement The Department of Social Work has been committed to excellence in preparing generalist social work practitioners since its inception in As the University has grown and modified its mission, so has the Department. Both the University and the Department emphasize ethical behavior, life-long learning, service to the community, and the importance of a knowledge base. Social work has long been viewed as the conscience of the University and as specifically applying the university mission in its educational process. The university values dignity, respect, inclusiveness, tolerance, and ethical leadership qualities consistent with social work values. The BSW Program mission is consistent with the social work profession s purpose and values and the program s context. The mission of the BSW Program is to prepare ethical and competent generalist social workers with a common base of knowledge, values, and skills, who are able to practice across the life span with diverse clients within a variety of settings in the global community. In addition to preparation for practice, the Department of Social Work also prepares students for advanced graduate education. Goals of the BSW Program The BSW Program goals are derived from the mission of the department and supported throughout the efforts of the department. The goals are incorporated as objectives in the syllabi of the social work courses and in the expressed competencies and practice behaviors assessed in field education. The goals form the basis for the design of the curriculum and are discussed in both classroom and field experiences. The BSW Program goals relate to the competencies outlined by CSWE. The goals reflect the BSW Program s commitment to its mission and to the mission of the University. These goals are accomplished through a course of study consisting of a curriculum including content in social welfare policy and services, human behavior and the social environment, social work practice, research and field education, focusing on values and ethics, populations at risk and diversity. Concurrent with their academic work, students are provided service-learning opportunities in several classes. In their field placement, students are placed in social service agencies under the supervision of Bachelors-level social workers, where they learn generalist practice methods used with a variety of client systems. Students complete 480 hours in the field placement, with approximately two full days each week (16 hours) spent in the placement. The BSW program integrates liberal arts courses with preparation for professional generalist practice. The primary objective of the department is to prepare students as generalists for entry to beginning social work practice. An additional objective is to prepare students for admission to graduate schools of social work (eligible for advanced standing in most master s degree programs). The Department of Social Work and the social work major are fully accredited at the baccalaureate level by the Council on Social Work Education (CSWE.). BSW Course Curriculum The BSW curriculum provides students with the knowledge and skills consistent with the values of a generalist social work perspective, and provides a foundation for advanced practice. In addition, the student's knowledge of and identification with the social work profession is developed: knowing about and appreciating social work's historical development and evolution, the range of modes of professional intervention characteristic of contemporary practice, ethical issues and concerns now confronting 5

6 practitioners, and the organizational contexts of practice. To graduate with a BS with a major in social work 124 total semester hours are required and must include: Three hours of human biology: BIOL Contemporary Issues in Human Biology (may be applied to the core curriculum) Three hours of statistics: MATH (may be applied to the core curriculum) Three hours of psychology: PSYC General Psychology The following 12 hours are considered foundation courses and should be taken according to course prerequisites and requirements: SOWO Introduction to Social Work SOWO Professional Communication for Social Work SOWO Social Welfare Policy SOCI Introduction to Sociology or SOCI Social Problems 27 semester hours of upper level social work courses are required following the foundation courses. Students will typically take courses based on the schedule below. Junior Year Fall SOWO Human Behavior and the Social Environment I Senior Year Fall SOWO Research Methods in Social Work SOWO Field Education I Spring SOWO Human Behavior and the Social Environment II SOWO Macro Social Work Practice SOWO Micro Social Work Practice Spring SOWO Field Education II In addition to foundation and upper level courses, social work majors must also take twelve hours of Social Work electives, with at least one being chosen from each of the following areas: Diversity & Cultural Awareness o SOWO Social Work and Civil Rights o SOWO International Study in Social Work o SOWO Social Work and Diversity o SOWO Rights and Responsibilities of Citizens of the Global Community o SOWO Social Work and the Media Methods of Practice o SOWO Social Work with Older Adults o SOWO Social Work with Diverse Populations o SOWO Social Work with Groups & Families o SOWO Ethics in Social Work Practice Fields of Practice o SOWO Addictions o SOWO Social Work in the Criminal Justice System o SOWO Family Health o SOWO Social Work with Adolescents o SOWO Child Welfare o SOWO Interdisciplinary Approaches to Healthy Aging 6

7 o SOWO Law and Social Work o SOWO Death and Dying The following course options may also fit any of the above area requirements depending on content. The BSW Program Director will determine under which topic area each course fits. SOWO Freshman Seminar in Social Work SOWO Honors Tutorial in Social Work SOWO Directed Study in Social Work SOWO Contemporary Topics in Social Work SOWO Senior Honors Research Project Course Descriptions SOWO Introduction to Social Work- Course introduces students to the social work profession including historical development and process of professionalization; also discusses the knowledge, value, and skill components of social work practice, the variety of practice settings, and the types of client populations served. SOWO Professional Communication for Social Work- Course helps students develop effective communication as a professional social worker. Emphasis is on written and oral communication necessary in professional practice. The course requires written exercises submitted for review and rewritten to reflect ongoing professional development. Students also practice oral communication skills in role plays. SOWO Issues in Social Welfare Policy- Looks at the historical development of social welfare policies in the U.S.; major legislative enactment's that established the existing welfare structure; social, economic, and political factors influencing the development of policy; analysis of current social welfare issues. SOCI Introduction to Sociology- Explores differing patterns of human relationships; application of sociological concepts to the understanding of human behavior. SOCI Social Problems- This course presents information about a range of social problems (poverty, racism, sexual discrimination, crime, etc.) with emphasis on the relationship between the individual and the larger context within which the problems exist. Additionally, fundamental societal institutions and theoretical issues will be explored. SOWO Macro Social Work Practice- That practice aspect of social work concerned with the organization, planning and administration of social work services (as distinguished from provision of services directly to clients), and with the analysis and evaluation of policy and practice within the profession. SOWO Human Behavior and the Social Environment I- Examines theories of human development and functioning within societal and family contexts; the life cycle of the individual from conception to adulthood; theories of diversity and problem behavior; effects of ethnicity, gender, ability, sexual orientation, lifestyle, socioeconomic status, age marginality and oppression on human development and social functioning. SOWO Human Behavior and the Social Environment II- Theories of human development and functioning within societal and family contexts. The life cycle of the individual from adulthood to old age. Theories of diversity and problem behavior. Effects of ethnicity, gender, ability, sexual orientation, lifestyle, socioeconomic status, age, marginality and oppression on human development and social functioning. 7

8 SOWO Micro Social Work Practice- Knowledge, skills and value base used in the generalist practice of social work. Ecological approach using concepts, principles, and system perspectives applicable to a range of problem-solving situations requiring social work intervention. Individual intervention methods are presented with case material and role-playing exercises. SOWO Research Methods in Social Work- Examines research methods to help students understand how social workers conduct research and how they use and evaluate research findings. Applications to practice are made and focus is on evaluating practice and assessing the effectiveness of programs. Students are taught to conduct research and to be consumers of research. SOWO Field Education I- Supervised field learning within a social work agency, providing the student an opportunity to learn the structure, function, and policies of social work agencies and apply his or her social work knowledge to the development of skills in human service delivery. The student will spend 16 hours per week for 15 weeks in an assigned agency (240 hours). Students also attend a weekly universitybased seminar that helps students integrate classroom and field learning. There are additional fees associated with this course. SOWO Field Education II- A continuation of SOWO 40886; Field Education I which helps to extend and deepen, under professional guidance, the development of practice skills with clients. The student will spend 16 hours per week for 15 weeks in an assigned agency for a total of 240 hours. Students also attend a weekly university-based seminar that helps students integrate classroom and field learning. There are additional fees associated with this course. SOWO Social Work and Civil Rights- Discusses the history of civil rights movements in the US and the role of social workers in those movements during the past 150 years. Students analyze the societal context in which social movements occur and how social movements are congruent with social work values. SOWO International Study in Social Work- This course represents credit earned through a semester study abroad experience with an institution or program with which Texas Christian University has an official agreement to accept credit. The site and specific content will be identified on the official transcript. Courses appearing on a student's official transcript have been included in the student's grade point average. SOWO Social Work and Diversity- This course helps students distinguish between myth and reality about cultural, ethnic, gender, sexual orientation, age and ability differences by thinking critically about diversity. Applications to American and global societies are made and experiential content is stressed. SOWO Rights and Responsibilities of Citizens of the Global Community- Students will study and compare complex issues that affect social and economic justice in Spain and the US, with a focus on civic responsibility for addressing global problems. Students will gain an understanding of global problems such as poverty, homelessness, hunger, and health care, and how each country responds to them through policy and service delivery. Students will participate in service learning activities to see firsthand how services are delivered to vulnerable populations in both countries. The course is open to all majors and is taken concurrently with NTDT Fluency in Spanish is NOT required. SOWO Social Work and the Media- Prerequisite: SOWO or permission of instructor. Introduces students to issues in American society, the social welfare system and the profession of social work as seen through film and other media forms. 8

9 SOWO Social Work with Older Adults- Provides an opportunity to explore practice with older adults and their families. Explores direct practice roles, selected practice settings, and social policy issues. SOWO Social Work with Diverse Populations- Study of social work practice theory, methods, and skills for working with diverse and oppressed populations. Concepts and principles related to culturally competent practice in a range of situations will be covered. Case materials and role playing exercises are included. SOWO Social Work with Groups & Families- Prerequisite: SOWO or permission of the instructor, and concurrent enrollment in SOWO 30813, A continuation of the study of the methods, skills, and value base used in the practice of social work. Concepts and principles applicable to a range of situations requiring social work intervention to deepen understanding of the interventive process with groups and families. Further study of case material and role playing exercises is included. SOWO Ethics in Social Work Practice- Course helps students become more aware of the ethical base of social work practice and strengthen their commitment to ethical behavior in impending practice and collegial relationships. SOWO Addictions- Explores definitions and various forms of addiction; biological, psychological, social and family changes resulting from addiction and intervention strategies. Emphasis is on how social workers use this information to address the problems of addiction through intervention with clients. SOWO Social Work in the Criminal Justice System- Examines theories and methods of professional intervention with emphasis on those professionals with clients in the criminal justice system; focus is on the development of skills that can be applied to individuals, families, and groups in both community-based and institutional settings. SOWO Family Health- Provides an introduction to family systems theory, family dynamics and their application to practice in nursing and allied health disciplines. Emphasis is on family assessment. Family diversity, families with a chronically ill or disabled member and informal caregiving are examined. Students will critically evaluate family health practices, including hospice, home-based care, and families in crisis. (Offered for NURS or SOWO credit.) SOWO Social Work with Adolescents- Course discusses the problems and stresses of biological, psychological and social changes affecting adolescents are discussed. Emphasis is on how social workers use this information to address the problems of adolescent clients through intervention. SOWO Child Welfare- Examines the social welfare system as it affects children in American society including the historical development of the system, the existing structure and the processes through which present policies have been established. Child welfare agencies and programs, principles and policies on which children's services are based, social and legislative issues relevant to children and children's programs, and specific techniques for working with children are included. SOWO Interdisciplinary Approaches to Healthy Aging Provides students the opportunity to explore interdisciplinary approaches to working with older adults, their families, and the larger community. Involves a 9

10 required service learning component in which students will develop skills, attitudes, and knowledge that will assist them in learning to value and promote healthy aging and quality of life with older adults. SOWO Law and Social Work- Interaction between the fields of law and social work is increasingly common. Social workers play an active role in many areas of the law, for example: evaluating custody disputes, providing adoption home studies, evaluating guardianship applications and investigating child abuse cases. Social workers have to be familiar with many aspects of the law in order to effectively manage their cases, both in private practice and in agency work. This course is an overview of the areas of law that social workers most commonly encounter. SOWO Death and Dying- This course will give students an opportunity to explore and understand their perceptions and beliefs of death and dying and how individual cultural differences influence that experience and will prepare them for working with clients on grief and loss. SOWO Freshman Seminar in Social Work- Topics may vary each time it is offered. SOWO Honors Tutorial in Social Work- Course offers an examination of an issue affecting the social work profession or a field or method of social work practice determined in consultation with an instructor. This course is offered on a directed study basis and this must be arranged prior to the semester enrolled. SOWO Directed Study in Social Work- Designed for students who undertake readings or projects in social work in consultation with an instructor. SOWO Contemporary Topics in Social Work- Topics may vary each time it is offered. SOWO Senior Honors Research Project- Offered fall semester only. A supervised research experience culminating in the writing of a research paper typically based on the subject matter studied in SOWO The course is offered on a directed study basis and this must be arranged prior to the semester enrolled. II. ADMISSION REQUIREMENTS Students may declare the social work major at any time. Admission to the Department of Social Work and field education requires that students: Have attained junior status Have a 2.25 or higher overall GPA Complete a minimum of 12 hours of social work courses, including 10833, 20813, 30843, 30863, and current enrollment in 30813, 30833, and Have a 2.5 GPA in social work and a C or better in all social work (SOWO) courses Make written application and receive faculty approval based on the application and a student faculty conference (Junior Evaluation) to evaluate readiness for field education. Field Education may be postponed or denied if the faculty determines the student is not 10

11 sufficiently prepared to handle the responsibilities and tasks of field education. See Section 4: Field Education for more information on the Junior Evaluation process. III. ACADEMIC POLICIES & PROCEDURES ACADEMIC ADVISING Academic advising is an intentional process that involves a collaborative partnership between the student and the academic advisor. Successful advising is a shared responsibility that will equip students with knowledge and tools to make responsible decisions and to enable them to identify and achieve their educational and career goals (TCU Student Handbook, p.19). Each student is assigned an academic advisor upon admission into the program. Advisors are Social Work faculty and are responsible for overseeing student degree plans and being accessible to students regarding job opportunities, doctoral education, and professionalism. The Department chair has primary responsibility for overall accountability of advising. Students are expected to meet with their academic advisor prior to the beginning of each semester. Advising will be more in-depth in the advanced year when determining which electives and field placements will best advance the student s career goals and aspirations upon graduation. Any student who is assigned a grade of I (incomplete), a grade of C or below, or who is placed on academic warning status must contact their assigned advisor before registering for the following semester. Registration bars are placed on all MSW student records prior to each registration period. Bars will be lifted only if students have satisfied all requirements to date. For students experiencing difficulties, faculty advisors refer them to appropriate resources inside or outside the university setting. University services most frequently used include the Counseling Center, the Writing Center, the Health Center, and the Center for Academic Services. Social Work faculty members limit their role of advising to those concerns relevant to the educational needs of students. When students require or request ongoing professional counseling, faculty refer them to appropriate resources, both on and off campus. The Director of Field Education may also serve in an advisory function to students as they work to determine which field placement locations best fit their educational and professional goals. The Director of Field Education will also work individually with each student entering their final field placement to ensure that the field placement process, including preparing a professional statement and resume, is successful. ACADEMIC WARNING STATUS AND TERMINATION BSW Students If a student s overall grade-point average falls below 2.25 overall or 2.5 in social work, the student is placed on academic warning status. While in warning status, the student may not drop any course or withdraw from the University without the approval of their academic advisor, BSW program director and Department Chair. In the next semester in which the student enrolls, the overall grade-point average must be raised to 2.25 overall and 2.5 in social work, respectively, or the student is dismissed from further study. 11

12 Additionally, faculty may identify, in writing, those students who demonstrate behaviors that raise serious questions about their continuing towards the professional degree in Social Work. Such students' names will be submitted to the program director who will coordinate a review, including appropriate faculty members in such a process. ADDING AND DROPPING COURSES Specific deadlines for adding and dropping courses each semester are given in the academic calendar, which can be found in the Academic Calendar on line through the Office of the Registrar. Adds and drops are handled via my.tcu.edu, the online registration system or through the Registrar s Office, depending on the time and nature of the transaction. COURSE LOAD REQUIREMENTS BSW Students Full time enrollment for undergraduate students is 12 hours. Nine hours is 75% Six hours is 50% Three hours is 25%. Round down to nearest cut-off. Exceptions for undergraduate students are made when: Their academic program restricts them from enrolling in 12 hours. Students enrolled in the last semester necessary for graduation may be considered full time if their enrollment is less than 12 hours. DIRECTED STUDY COURSES Directed study courses provide students with an opportunity to study special topics of interest to members of the social work profession. Directed study courses in the MSW program can only be taken in the advanced year, as an elective; directed study courses in the BSW program can be taken in the junior and senior years. Core courses cannot be taken as a directed study course. In all respects, directed study courses should meet the standards of other courses offered in the program. Supervised practicum experience as well as research experience may be used as a component of a directed study course, but all courses must contain substantial reading and writing components as well as regularly scheduled meetings with the instructor to assist in the integration of course material. Employment cannot be counted as directed study course credit. To Register for a Directed Study Course Each student must secure the cooperation of a faculty member of the Department of Social Work or other department who is willing to be the instructor for the course. The student, in collaboration with the faculty member, must submit an outline for the directed study course that contains specific information about course content and objectives. Students may not register for course without the completed course outline, including the faculty member's signature. The completed outline should be returned to the student s academic advisor, prior to the registration period. A copy of the outline will be placed in the student s file. 12

13 ELECTIVES To satisfy elective requirements, students may take elective course work within the Department or with approval, in other University departments. Taking Electives Outside of the Department of Social Work In order to take an elective course outside of the Department and receive proper credit toward the BSW degree, the student must submit a course description of the elective being considered along with the student's current career objectives to their academic advisor. Pre-approvals for registration may be required from other departments. A copy of the completed form along with a syllabus of the course taken outside of the Department of Social Work must be kept in the student's academic file for graduation certification. Because some University departments may place restrictions on enrollment, students should begin the approval process prior to the official University advising period each semester. Consult the Course Schedule and your academic advisor for listings of courses offered in other departments and any prerequisites they may carry. GRADING POLICY Grades in courses, both classroom and field, are intended to indicate the level of overall performance of the student in the course, both in terms of performance and responsibility in performance. Quality of performance is evaluated with respect to course objectives. While these objectives are collectively determined, it is the singular responsibility of the instructor to evaluate student performance in respect to these standards and thus to determine the grade. In the Department, credit is given for the grades A, B, and C. Credit will not be given of C or below. If a student earns below a C, the course will need to be retaken. For MSW students, within the overall grade point average, a GPA of at least 3.0 in all graduate courses in the major and supporting work must be earned. High grades in courses outside the major and the supporting work will not serve to bring up these averages. Grades from other institutions are not included in the grade point average. Only upper-division and graduate-level courses taken in graduate status for a letter grade are counted in the average. Students must satisfy all prerequisite incompletes before starting final year coursework and the final field placement. Conditionally admitted students may not take a grade of I, as part of the criteria for achieving good academic standing after admission. Candidates for graduation should not take a grade of I in their final semester, or graduation will be delayed and additional course work in a future semester of graduation will be required. GRADUATION BSW Students To graduate students must be enrolled in the University during the semester in which they will graduate and have successfully completed all required coursework toward the BSW or other degree. Additionally, students must have no incompletes (Is) and have a 2.25 cumulative graduate GPA or better in all courses. BSW students must also take the Texas Jurisprudence and Bachelor s Level Social Work Licensure Exams. 13

14 BSW students must follow these steps to register to graduate: 1. Register and complete courses for the final semester. Be sure that all I grades are completed and all official transcripts from other universities are in the Registrar s office. 2. File an Intent-to-Graduate in the academic dean's office early in the last semester or in the next-tolast semester of study. 3. Correct your Current Address and your Permanent Address online at my.tcu.edu. This address is important for receiving mailing from the Registrar's office concerning graduation. 4. Ensure all financial obligations, including graduation fees and thesis/dissertation fees have been satisfied in the Financial Services office. 5. Order your diploma and cap and gown online at my.tcu.edu. HONORS COLLEGE BSW students who plan to pursue Departmental Honors must be members of the Honors College and should enroll in SOWO during the spring semester of their junior year and SOWO during the fall semester of their senior year. LEAVE OF ABSENCE Students who anticipate being on leave in a long semester (fall or spring) must: 1. Complete the Program Confirmation of Leave of Absence form. 2. Obtain authorization from the Department Chair. 3. Failure to secure a leave of absence in advance of the semester of which a student will be on leave will result in a non-guarantee of readmission. LICENSURE EXAM All students must take the applicable licensure exam prior to graduation. Any student who does not take the licensure exam prior to graduation is no longer eligible to graduate during the current semester. MEDICAL WITHDRAWAL/COURSE REDUCTION/RETROACTIVE WITHDRAWAL Significant medical or mental health problems can affect a student s ability to attend classes or perform academically. In these cases, a student may apply for a course load reduction, a current semester withdrawal, or a retroactive withdrawal for the previous long semester. Students must meet with their academic advisor to discuss this course of action. Decisions will be made based on University and Department policies. Students must be continuously registered for all long semesters (Fall and Spring) until completion of the degree. Students are required to secure a leave of absence for semesters in which they will be on leave. If a student has not taken courses for one long semester or more, application for readmission must be completed and students must have departmental approval to return. TCU requires that students seeking readmission pay a $40 readmission fee to the Registrar s Office. 14

15 PASS/NO-CREDIT GRADING OPTION Undergraduate students may elect a Pass/No-Credit (P/NC) grading option. They may do so by indicating their choice in writing to the Office of the Registrar or online using the student records course edit in my.tcu.edu no later than the date listed in the academic calendar for electing the P/NC grading option. Courses taken on a P/NC basis are graded "P" (pass) and "NC" (no credit). These P/NC courses are not counted in computing the student's GPA. A "P" course, however, will carry credit hours and be used toward a student's total hours required for graduation. A "P" indicates achievement equivalent to a C- or better. Achievement equivalent to a "D+" or below results in the grade of "NC." Students earn no credit hours in courses in which the grade of "NC" is received. Undergraduate students may take up to two courses (eight hours maximum) on a P/NC basis. No course applied to the student s major, minor or associated requirements may be taken on the P/NC basis. Courses offered only with the P/NC grade will not be counted toward this limit on the number of P/NC hours. The P/NC option is not allowed in any English as a foreign language courses offered by the English Language Center. TIME LIMITS FOR COMPLETION BSW Students BSW students will have to follow the university guidelines for completion of their degree. TRANSFERRING COURSES BSW Students Most core curriculum and related coursework from accredited universities will transfer. However, all courses used to satisfy the cultural awareness, global awareness, or citizenship and social values components of the TCU Core Curriculum must be taken at TCU. As long as transfer credit fits within the guidelines of TCU s policies, similar social work courses from CSWE- accredited social work programs can be accepted toward the social work degree WITHDRAWAL FROM THE UNIVERSITY Dropping an entire course load constitutes withdrawal from the University and BSW or MSW program. To withdraw from the University, a student must fill out the appropriate forms in the Registrar s office. Students are required to inform the Department Chair in writing of their withdrawal from the University. Students are also strongly encouraged to notify their professors and academic advisor. IV. BSW FIELD POLICIES FIELD PROGRAM ORGANIZATION AND STRUCTURE 15

16 Purpose of Field Education Field education in social work education provides a practice setting in which students have opportunities to apply theory and synthesize themes covered in classroom material. This practice experience, under the direction of a qualified Field Instructor, allows students to explore and develop their professional identity, professional use of self, and professional ethics and values. CSWE (2008) defines field education as the signature pedagogy for the professional development of new social workers. Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner... The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum classroom and field are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies. Field learning differs from classroom learning in many ways. There is more emphasis on doing and less on recall and information gathering in a testing sense. The field focus is on application of knowledge in other words, providing service and provides greater immediacy and a personalized approach to learning. Student must address situations that arise on a day-by-day basis in their field placement. Field instruction emphasizes the use of skills and techniques within the context of the client's situation, and offers the opportunity for application and integration of method theory through supervised experiential learning in a social agency setting. FIELD STUDENT INFORMATION Orientation to Field BSW Field Students: Prior to requesting a field placement (Junior evaluation) all students are required to attend a schedule orientation meeting which is scheduled at the start of the Fall semester. This meeting addresses all the necessary information in the field planning process and serves as the student s orientation to field. In addition to providing important details on due dates and interviewing schedules, other significant information is covered as well: Field eligibility requirements Role of the Field Director Field instructor and task supervision Hours required; leave time; holidays Agency requirements Evaluations and grading in field Dealing with problems in field Corrective action plans and termination from field The integrative seminar Other field policies and procedures 16

17 Admission to Field Education Student admission to field education varies based on educational level and student need. BSW Field Students: BSW students entering field must meet the following requirements: Have a 2.25 or higher overall GPA Complete a minimum of 12 hours of Social Work (SOWO) courses in cluding 10833, 20813, 30843, 30863, and be currently enrolled in 30813, 30833, 30853, and Have a 2.5 GPA or higher in Social Work and a C or better in all SOWO courses Additionally, students must make written application to be admitted into field education. Students must receive faculty approval based on the written application as well as a student-faculty conference (Junior Evaluation) to evaluate readiness for field education. Field Education may be postponed or denied if the faculty finds the student insufficiently prepared or lacking required knowledge, skills or values. Hours Completed BSW Field Students Field placement is completed on a concurrent plan that provides field instruction activities 16 to 20 hours per week during the last two semesters in the social work program, for a total of 480 hours upon completion of the program. In addition to completing hours at the agency, all students are enrolled in a field seminar which is attended weekly on campus. LUNCH TIME: How lunch is handled within your internship will vary from agency to agency. For instance, in residential programs, it is not uncommon for staff to eat while on the job and to continue to work during their lunch period as they are required to supervise and conduct business with clients within the residential facility. In all likelihood, the agency will not require additional hours above the eight hours to account for the lunch period. However, in other agencies, students may be required to be at the agency for a nine hour period, taking a one hour lunch which is not counted in their hours. This is something that is unique to each agency and you should check with your supervisor to see how it will be handled at your placement. Generally, it is expected that lunch time for an intern will be handled in the same manner that it is for an employee. If taking a lunch is required, often it is because employers feel that having a break during the day and/or getting out of the building can be therapeutic and helpful for people. Grading Policy Field Education is letter-graded based on student performance. All grades for Field Education are assigned by the TCU Field Director. The grade assigned by the Field Director will be determined in part from the Field Instructor s oral and written evaluation of the student, as well as student demonstration of knowledge and skills. FIELD AGENCY INFORMATION Selection of Agencies 17

18 Agencies used as field placement sites are selected on the basis of their commitment to service delivery and to providing learning opportunities for field students. The agencies encompass a wide variety of populations and reflect the spectrum of human needs and services. Examples of field placement agencies include hospitals, policy and legislative agencies, child welfare agencies, agencies serving refugees, legal and court settings, mental health and counseling agencies, and schools. As a member of Harris College of Nursing and Health Sciences (the College), the Department of Social Work (the Department) uses the Educational Affiliation Agreement for Student Internships and Clinical Experiences, which encompasses all departments in the College. An agreement must be signed before students can be placed at an agency in the community. The agreement includes obligations of the facility, obligations of TCU, joint obligations, terms of the agreement and other information relevant to placement of students. Agreements must be renewed every three years; renewal is initiated by the College. Roles and Responsibilities All agencies must meet the following requirements: Availability of necessary learning experiences Willingness of the agency executive and staff to support the educational goals of the Department Availability of appropriate supervision Primary purpose of the agency, or specific department within the agency, must be to address human needs Does not engage in discriminitory practices in hiring personnel, accepting students or serving clientele Support the placement and allow sufficient release time for the field instructor to provide edcational supervision to the student Provide necessary administrative capacity to support student activities, including space, phones, privacy when needed, etc. Pay mileage reimbursement to students for any travel required during placement Take necessary measures to protect student safety; may minimally include training in policies and procedures, information on conducting home visits, interacting with difficult clients and handling emergencies Have a system of community accountability; this can be demonstrated in nonprofit agencies by a respresentative board of directors and fiscal accountability via the budget review process. Regarding for-profit direct service organizations, they may be subject to periodic review by an accrediting agency or other body of accountability Communicate changes in supervision to the field director as soon as possible and make other necessary arrangements for student supervision FIELD INSTRUCTOR INFORMATION Selection of Field Instructors As field education is the signature pedagogy of Social Work education, selection of quality field instructors is of utmost importance. Field instructors are selected based on their qualifications and desire to support social work students in their journey toward becoming professionals, must be employed at an approved field agency, must commit to the educational standards of the Department, and agree to the roles and responsibilites described below. New field instructors must submit field instructor application forms along with a current resume to the field director to be kept on file with the Department. Additionally, new field instructors must attend field instructor orientation and will be offered additional training by the field director, if requested. New field instructors are also expected to have at least three months experience in their current employment position before being assigned field students. 18

19 Field Instructor Qualifications Field instructor qualifications vary based on the education level of the student being supervised. Social work licensure is required for all field instructors. Field instructors for BSW students must have a Bachelor s or a Master s degree from an accredited School of Social Work and be licensed. Two years of post-graduate work experience is required for those with a Bachelor s degree and strongly preferred for those with a Master s degree. Field Instructor Duties Field instructors provide administrative and educational supervision for each student and are involved in the review of field assignments and coordination with faculty liasions. Faculty liasion visits will be coordinated by the liasion and scheduled in cooperation with both the student and instructor. Field instructors should contact the faculty liasion and/or field director immediately should any educational, performance, ethical, administrative, or supervisory issues arise with students. These issues should be identified as early as possible in the field experience. If the field instructor is unsure about concerns, discussion with the faculty liasion should occur as soon as possible. Specific duties of all field instructors include, but are not limited to: Orient the student to the field setting including: o Relevant personnel policies and procedures o Required meetings o Agency dress code o Record keeping and agency documentation o Confidentiality and HIPPA regulations o Intake, referral, transfer and termination processes Establish the learning contract with the student Provide necessary experiences to meet outlined educational goals Teach the appropriate use of supervision, including when and how to use supervision and for which purposes Serve as a professional role model Help the student understand and appropriately use the network of human services available to the community, agency and client Evaluate progress of the student, with the faculty liasion, throughout the semester Provide regularly scheduled, uninterrupted supervisory conferences for the purpose of enhancing the student s educational learning and practice skills Train on and monitor student compliance with safety policies and procedures, which may involve conducting home visits, interacting with potentially difficult clients and handling emergencies. Notify the faculty liasion as soon as possible should any problems regarding the student arise in the field setting Participate with the Department in a mutual effort to continue enhancing the field program Share expertise with the Department Communicate to the field director if any planned or unexpected changes that would impact supervision of students Agency Task Supervisor There may be times at agencies in which there is not a licensed social worker to provide required supervision. In this case, the Department does not eliminate those agency placements, but will work with 19

20 the agency to identify a task supervisor within the agency and will provide a licensed social worker to provide the required supervision. The task supervisor will provide the student with orientation to the agency, direction regarding daily assignments, required meetings, networking opportunities, and monitoring compliance with agency and legal requirements. The assigned field instructor will provide weekly supervison specifically addressing social work knowledge, values, ethics, and skills and will ensure that all agency tasks align with the student s educational goals. Task supervisors may include unlicensed social workers at an agency or other personnel with an educational background in another social science or related discipline. FACULTY INFORMATION Director of Field Education The Director of Field Education (Field Director) is a full-time faculty member of the Department and has responsibility for coordination of field placements in both the BSW and MSW programs. The Field Director oversees curriculum development and review; design and implementation of the placement process; development and evaluation of agency settings; organization of field instructor trainings; utilization of IPT database; representation of the field program on school committees, university functions and in the professional community; supervision of faculty liaisons; and evaluation of the field program for the Department. Field Liasions Field Liasions are faculty members of the Department, either full-time or adjunct, who may be assigned to specific field students during their semesters in field to provide supervision and assistance. The field liasion is responsible for visiting the agency twice per semester to evaluate the overall placement and participte in monitoring student progress. The field liaison serves as the link between the field placement and the Department and can be used to work through any difficulties that may arise from the student or field instructor. Students may or may not be assigned a field liasion as the Field Director may also serve in this role. Department Chair The Department Chair is responsible for oversight of the Department and is the link between the Department and the College. The Department Chair may become involved in field activities through interaction with the Field Advisory Committee and will be informed when any significant issues arise in field placements. BSW Program Director The BSW Program Director makes recommendations to the Department Chair regarding the undergraduate schedule of courses, curriculum changes, and faculty assignments to the program. Additionally, the Program Director ensures that preparation for field is interwoven into all program curriculum. The BSW Program Director is familiar with all BSW students enrolled in field education and will consult with the Field Director should any issues arise with BSW students in their field placement. Field Advisory Committee The Field Advisory Committee (the Committee) is not separate from the Advisory committee for the program which serves to advise the Department on matters related to the program and to field education. Faculty members serve on the committee based on their position within the Department; students serve a one-year term while in field education; and community social workers and field instructors serve either two or three year terms. The Program and Field Director serve as Co- Chairs of the Committee sharing all administrative responsibilities. In consideration of student confidentiality, concerns or situations regarding specific students will not be discussed by this Committee. 20

21 Functions of the Committee include: Making recommendations regarding the content and organization of the curriculum, including how competencies are determined Assuring educational integration of field throughout the BSW and MSW curriculum Advising the Department on educational and administrative policies govering the program Recommending and recruiting new field instructors and field placement agencies Assisting with training and continuing education of new and current field instructors The Advisory Committee is composed of: Field Director MSW Program Director BSW Program Director 3 student representatives recommended by faculty members: o 1 BSW field student representative o 1 MSW initial field student representative o 1 MSW final field student representative A minimum of 5 field instructors A minimum of 5 community social workers THE PLACEMENT PROCESS BSW Placement The BSW field placement occurs during the final two semesters of social work education. Field is taken on a concurrent plan that provides field instruction activities 16 to 20 hours per week for a total of 480 hours upon completion of the program. In addition, students spend two hours per week in field seminar. In field seminar students reflect integration of academic content with performance in an agency setting. Field seminar is student run and provides a forum to examine issues, test principles and values, critically assess their field experiences, and give and receive support and criticism regarding handling of situations within the agency. The BSW field placement is chosen with the following goals: The placement will support the generalist model of social work as a foundation from which to build upon The agency will provide the student with four basic requirements: individual cases, intake/assessments, a group experience opportunity, and a macro level experience focused on community practice The student will be in a practice setting that will expand, enhance, and/or introduce new elements into his/her previous work and educational experiences The setting will provide an educational experience for the student, rather than a work or observation experience The BSW placement is determined through the following process: 1. During the spring semester of the junior year each student wishing to enter field education will complete the Application for Field Education and submit the completed document, along with all required attachments. 2. Each student will attend a student-faculty conference (junior evaluation) in which faculty assess student readiness for field education based on the student s knowledge, values, skills, ethics and life experiences. During the Junior Evaluation students also express interest in specific placements or 21

22 populations they would like to experience, along with any limitations or challenges regarding participation in field (transportation, personal interest, etc.). a. Entrance into field education may be denied or postponed if faculty determine that a student is not prepared and ready to enter field. Denial into field education may result in postponing field education for one year, change of major, or participating in a follow up conference to determine if the student is ready. 3. Upon successful completion of the Junior Evaluation, the Field Director matches each student with the agency that best seems to meet the individual student s learning needs. Together, the BSW Program Director and Field Director review the matches to ensure the best match is made for both the student and the agency. 4. The Field Director communicates the name of the proposed student as well as provides a brief summary of the student s educational background, including the application to field placement, to the field instructor. This contact will be done via so the field instructor has written documentation about their student. 5. It is then student s responsibility to then schedule an interview with the potential field instructor at a time convenient for both parties to determine if the match is a good fit for both the student and field instructor. 6. After the interview, the field instructor notifies the student and Field Director of acceptance or denial into the field agency, along with any additional steps needed prior to starting at the agency (background check, TB test, etc.). 7. The student will then inform the field instructor of the proposed start date for the following semester. 8. The Field Director assigns a faculty liaison to each student entering field education. 9. Students are expected to begin field placement by the second week of class in the fall semester. Atypical Placements Atypical placements may occur and include early placement opportunities and work-based placements. BSW students are strongly discouraged from selecting these types of placements and will only be considered in strongly compelling circumstances. Early Placement Opportunities The Social Work Department partners with several agencies that may initiate an early placement process from time to time due to a variety of agency-based reasons including, but not limited to competitive placement settings and/or the needs of the population (i.e. long-term counseling or school social work). When available, students will have the opportunity to attend informational meetings about these specific placements, their timetables, opportunities and expectations prior to a semester. Agencies must present compelling reasons of benefit to the students to be eligible for the early placement process. Work-based Placement Opportunities The need to use the work setting as a field placement can be considered on an individual basis. CSWE s standards address the need to maintain the educational focus of the field experience, to differentiate between job and practicum activities, and to ensure the uniformity of administration and utilization of field placements throughout the Program. In addition, CSWE s standards stress that such agencies commit the necessary resources to facilitate the student s progress in the educational program even though the student is an employee. CSWE standards also require that coverage of educational objectives for field be the foundation of decisions around a student s practicum experience. Students interested in this alternative should schedule a meeting with the Field Director as soon as possible after field deadlines are announced each year. Advanced standing students should alert the Field Director 22

23 of this choice immediately upon acceptance of admission. In preparation for discussion at this meeting, the student should prepare a written request containing the following information: Description and duration of current job responsibilities Beginning date of employment Description and duration of proposed internship responsibilities Proposed beginning and ending dates for internship How the student and agency will work together to differentiate and protect the student s role as a learner Present and potential job and internship supervisors as well as intended field instructor, and Plan for release time for coursework and field work, if appropriate After review and revision, if needed, the student should submit a copy of the finalized request signed by the student, their curent employment supervisor, proposed field instructor, and if applicable, proposed task supervisor. The Field Director, with the Program Director, will make a decision regarding the placement prior to the beginning of the semester. Policy Statement The criteria for use of the regular work setting as a field placement has been established and includes the following: The proposed field activities must represent new and different experiences for the student; changing to a different population from the work duties and/or changing to a different department within the agency might accomplish this change in field assignments. Differing roles and responsibilities, which fulfill the educational objectives of field, must be a part of this change. The intent is to establish a new and unique assignment that would contribute to the student learning something new. The agency must be sufficiently large and/or flexible enough to place a student for the required number of field hours in a sufficiently different section/program other than the current employment; or If the student has been employed for less than three months, the employment/job duties may be considered as a practicum if they meet the educational objectives of field and all other criteria. The agency must provide a field instructor who is not the regular administrative/job supervisor. The field instructor must meet all required qualifications. The agency must facilitate activities that address the educational objectives of the practicum. The agency must assure the availability of release time for the student for course work and field activities. Agencies must meet all of the other criteria for agency practicum sites or be willing to meet those and go throught the process to become an approved site. GENERAL FIELD POLICIES AND PROCEDURES CSWE FIELD STANDARDS Educational Policy 2.3- Signature Pedagogy: Field Education Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms in which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum- classroom and field- are of equal importance within the 23

24 curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated and evaluated based on criteria by which students demonstrate the achievement of program compentencies. Accreditation Standard 2.1- Field Education The program discusses how its field education program: Connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. B2.1.2 Provides generalist practice opportunities for students to demonstrate core competencies. M2.1.2 Provides advanced practice opportunities for students to demonstrate the program s competencies Provides a minimum of 400 hours of field education for baccalureate programs and 900 for master s programs Admits only those students who have met the program;s specified criteria for field education Specifies policies, criteria, and procedures for selecting field setting; placing and monitoring students; maintaining field contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program s competencies Specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for field students to demonstrate program competencies. Field instructors for caccalaureate students hold a baccalaureate or master s degree in social work from a CSWE-accredited program. Field instructors for master s students hold a master s degree in social work from a CSWEacredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished Provides orientation, field instruction training, and continuing dialog with field education settings and field instructors Develops poliies regarding field placements in an organization in which the student is also employed. To ensure the role of a student as learned, student assignments and field education supervision are not the same as those of the student s employment. GENERAL POLICIES Completion of Hours All students are must complete the requisite number of hours in field prior to graduation. TCU BSW students must complete 480 hours in field. If students are not able to complete the required number of hours within the semester they may be permitted to receive an incomplete I for grading purposes. In this situation, students must complete required hours prior to beginning the next semester of field. If this is not possible, the Field Director and other relevant faculty will discuss options with the student to determine how to best move forward with the student s education. The reciept of an I in field may result in delayed graduation and potential additional costs if the student is enrolled in subsequent classes. At any given time during the year in field placement, students are not allowed to build up more than 20 hours over the number of hours expected at that time. This policy is put in place to ensure that students do not finish their field placement more than two weeks prior to the end of the semester and have time in the agency spread consistently over the duration of the semester. Absence from Field If a student must be absent from field it is the responsibility of the student to notify the field instructor prior to the absence, or in case of an emergency, as soon as possible. 24

25 If a student is absent for a period of two weeks or more attendance must be addressed in one of four ways: o Withdrawl from field, with the consent of the Field Director o Repeat the semester, either in the same agency or a different one o Receive an incomplete for the course and finish field at the next opportunity that field course is available; or o Earn a failing grade If a student no call/no shows one time, the field instructor is to notify the Field Director. The Field Director will then schedule a meeting with the student to address the issue. If the student no call/no shows again they will receive a failing grade for field education and must complete field during a later semester. The Department has a no tolerance policy toward no call/no show situations. Holidays Students may take all University holidays and any holidays obsserved by the agency, both in coordination and communiciation with the agency. The goal of this policy is to protect the student s holiday time, while allowing them to fulfill their responsibilities. If a student does elect to work through a holiday (spring break, winter break, etc), those hours will count toward their time fulfillment. All holidays should be discussed ahead of time with the Field Instructor prior to taking them. CONTINUING EDUCATION OPPORTUNITIES With the permission of the field instructor and as part of the learning contract, students may attend conferences, workshops, and engage in cross training opportunities in other agencies as part of the practicum. However, students should not expend more than 5% (about 20 hours) of the field placement in such activities. The Interview Process Following the Junior Evaluation, the Field and Program Director with input from faculty and the student will select an agency for the student s field placement. Once an agency has been selected, the Field Director will contact the agency to ensure that a placement is still a possibility. At that point, the student will be provided with the contact information to set up an appointment. Only one referral is given at a time. After meeting with the agency, if the student and/or the agency do not feel that the internship is appropriate, the student will return to the Field Director to discuss the potential options (see next section for options when placement is denied.) The confirmation of the internship is finalized when the Field Instructor provides that confirmation to the Field Director. Denial of Placement by Field Agency 25

26 The Field Director will make an effort to place all students who meet the academic requirements for placement. Generally, the Field Director will make three attempts to find an agency suitable for a student s field placement. If agencies are not willing to interview a student based on their own criteria and a student cannot be matched for placement, the student will sit down with the Field Director and if needed, other Social Work faculty and advisor to discuss further options for the student regarding their degree plan. Students cannot be guaranteed a placement as the university is not responsible for decisions made by community agencies. If a student is denied placement by an agency the following steps may be taken: First Interview- If the student is denied placement because the agency cannot accommodate more than one student but it is through no fault of the student, the Field Director will work to find the student another placement. If the student is denied placement due to inappropriate or problematic behavior on the part of the student as identified by the Field Director or the Field Instructor, the student will be asked to meet with the Field Director to discuss the behavior and to determine a course of action to correct the problem before a second placement is pursued. The student may be denied placement for the current semester if the behavior cannot be corrected in time for the placement process to proceed for that semester. Second Interview- If the student is denied placement a second time due to inappropriate or problematic behavior on the part of the student as identified by the Field Director or the Field Instructor, the Social Work faculty will review the student s suitability for placement and continuation in the Social Work program. A student may be dismissed from the program or may be placed on a behavior/academic contract to correct the behavior. The student may be denied placement for that semester depending on the requirements of the contract. Third Interview- If the student is denied placement a third time due to inappropriate or problematic behavior on the part of the student as identified by the Field Director or the Field Instructor, the Program Director (and faculty) will be informed of the problem and the student will be dismissed from the program because there is no ability to continue in the program without an approved field placement. Out-Of-Area Placements TCU does not have faculty available outside of the DFW area and so students may not complete their internship outside of the metroplex community. Students may ask for placements that are close to their home within the DFW area and efforts will be made to accommodate this, but the academic needs of the students and the guidelines required by CSWE in finding satisfactory placements will take precedent in placing students. Change of Placement 26

27 There may be times that changing a placement is needed for a student in Field but it is discouraged because there are many complications that arise in doing so. Students are urged to use the interview process to be sure that they understand the nature of the placement and that they ask any questions to try and avoid any problems that could be cleared up prior to starting the placement. The following are situations and policies regarding changing placements of students from an agency. If the student views the agency match as unworkable: o The student must first attempt to address their concerns with their field instructor. o If concerns are not addressed to the student s satisfaction, the student must talk with the Field Director about their concerns. The Field Director, student and field instructor will then discuss the issues involved. If the concerns can be resolved to everyone s satisfaction and the student decides to stay in the agency, the only follow up action is to check in with the student and field instructor to monitor the status of the field placement. o Should the student still desire a change, they will need to communicate that to the Field Director so that a joint conference between the Field Director, Field Instrustor and student will then be held. o If the decision to move the student is made, a suitable agency must be contacted and arrangements made for the student to begin work there. Although this must be a thoughtful decision, the sooner it can be finalized, the better. o If this change is within the first two weeks of the semester, and the student has been engaged in appropriate activities, the student can transfer hours to the new agency. After two weeks into the semester the student may be required to start hours over or negotiate hours. This is done to provide the student with a placement that is long enough and has continuity for satisfactory completion of required assignments and attainment of field objectives. If the agency requests the removal of a student, for any reason: o The field instructor should contact the Field Director at the earliest indication of a problem. o If the agency simply wishes to explore whether a student should be removed, the Field Director will immediately respond with a conference. o If it is possible for the student to remain in the placement until the end of the semester, with special attention from the University, it may be better for the student. o The school will remove the student within a time frame that is agreeable to the agency. o The Field Director will discuss the situation that led to the agency request with the field instructor and/or student in a manner respectful of the needs of the agency and the student s education. o If the decision to move the student is made, a suitable agency must be contacted and arrangements made for the student to begin work there. Although this must be a thoughtful decision, the sooner it can be finalized, the better. o If this change is within the first two weeks of the semester, and the student has been engaged in appropriate activities, the student can transfer hours to the new agency. After two weeks into the semester the student may be required to start hours over or negotiate hours. This is done to provide the student with a placement that is long enough and has continuity for satisfactory completion of required assignments and attainment of field objectives. Should the Department find it necessary to remove a student from their field placement: o The request should originate from the Field Director. o This concern will be discussed with the student and the field instructor. 27

28 o o If the decision to move the student is made, a suitable agency must be contacted and arrangements made for the student to begin work there. Although this must be a thoughtful decision, the sooner it can be finalized, the better. If this change is within the first two weeks of the semester, and the student has been engaged in appropriate activities, the student can transfer hours to the new agency. After two weeks into the semester the student may be required to start hours over or negotiate hours. This is done to provide the student with a placement that is long enough and has continuity for satisfactory completion of required assignments and attainment of field objectives. Removal of a Student from Field A student may be removed from their field placement under the following circumstances: Request of the student (must follow above, outlined process). Decision of the Field Director. The following are grounds to remove the student from field (this list is not exhaustive): o Failure to maintain confidentiality about a client as mandated by agency policy and/or the NASW Code of Ethics and the Texas State Board Code of Conduct; o Failure to abide by the NASW Code of Ethics and the Texas State Board Code of Conduct; o An attempt to harm oneself; o An attempt to harm other person(s); o Repeated change in scheduled field hours without prior approval; and/or o Inappropriate behavior in field placement or field seminar. The final decision regarding removal from field will be made by the Program Director, with documentation from the Field Director, agency, and field instructor. If a student chooses to appeal, they must follow the University appeal process which can be found in the TCU Student Handbook. Whether or not a student will be allowed to return to field in the same or different agency will depend on the seriousness of the incident and/or ability of the student to work through the problem. The Field Director will have the responsibility to work with the student around the issues and may outline conditions for a return to field. Unsatisfactory Student Progress in Field When a student is not progressing at a satisfactory rate: The field instructor needs to notify the Field Director as soon as a problem is suspected The Field Director will arrange a conference with the field instructor immediately The student, field instructor, and Field Director are involved in the analysis of the problem The student is given formal notification that their performance is substandard Guidelines are developed for the student to follow in bringing up the standard of their performance; these are given to the student in writing and will be monitored as the semester progresses If the student does not meet the requirements, a failing grade is earned When it is possible that a student may not meet the objectives if given extra time: The student, field instructor, and Field Director will discuss the student s rate of progress. If the student can meet the field objectives given extra time and attention, then a plan can be developed. This must be a joint decision, based on the student s work to date, the agency s willingness to commit extra time, and the student s commitment to the identified plan. A specific amount of extra time, usually four to six weeks, is alloted at the end of the semester for the student to continue in field. This is typically a target date for the student to complete field. If the student has not accomplished the objectives of field by the end of the extra time period, the following options exist: o The student may repeat the semester, providing the course is offered, or 28

29 o The student may earn a failing grade. If a student does not wish to spend the extra time necessary to complete field, the following options are available: Withdrawl from field, with the consent of the Field Director Be assigned to repeat the semester, either in the same agency or a different one Receive an incomplete and finish the semester at the next available opportunity Earn a failing grade Documentation of student progress can be assessed using the following tools: Direct observation of skills Client records Agency assigned tasks Feedback from other agency staff and professionals Written work Use of supervision Student Conduct Expectations By their formal acceptance into the program students agree to abide by the Code of Ethics of the National Association of Social Workers (Appendix XX) and the Student Code of Conduct of Texas Christian University, found in the TCU Student Handbook (Appendix XX). The NASW Code of Ethics provides guidelines for the professional conduct of social workers. Since the professional is directed by a commitment to core values, the code provides for conduct related to principles of service, social justice, dignity and worth of the individual, the importance of human relationships, integrity and competence. These values and the standards inherent in them provide a context for expected behavior during the period of enrollment in the educational programs of the Department, developing a foundation for lifelong professional standards The Code of Student Conduct is the University s policy regarding non-academic discipline of students. The Code is set forth in writing in order to give students general notice of both academic and non-academic prohibited conduct. The primary purpose for the imposition of non-academic discipline in the University setting is to protect and preserve a quality educational environment in the campus community. The University is not designed or equipped to rehabilitate students who do not abide by the Code. It may be necessary to remove those students from the campus and to sever the institutional relationship with them, as provided in the Code. The University is concerned with the rights of individuals as well as the general welfare of the University community. The Code of Student Conduct provides the rules, regulations, and procedures for acceptable standards of behavior and for due process. The Code should be read broadly and is not designed to define non-academic misconduct in exhaustive terms. For further information about the Code of Student Conduct, please contact the Office of Student Affairs. Use of Intern Placement Tracking (IPT) System The IPT system is an online placement system the Department is using to track students, field instructors, and agency information. IPT is an online information system that manages student and agency placements. Additionally, students may use the system to research each of the approved agencies in order to choose field placements. Students, field instructors, and agencies will be provided with training on use of the system and are expected to keep their information updated. Additionally, students and field instructors can access documents related to field in IPT. 29

30 Transportation of Clients Students must adhere to the TCU and agency policies relating to transportation of clients in personal cars. The TCU policy states that a student cannot transport an agency client in their personal car at any time. No exceptions will be made to this policy under any circumstances. Mileage Reimbursement Agencies should provide mileage reimbursement to students as they do professional staff. Agencies should orient the students to procedures for obtaining mileage reimbursement for home visits and other required travel. SAFETY ISSUES AND GUIDELINES The Social Work department wants to be sure that students are aware that there are certain inherent risks in any situation requiring contact with the public. While fulfilling the internship the students must also be attentive of the need for personal safety and act accordingly to minimize these risks. During the internship, students should discuss safety issues along with other issues of infection control, personal injury, and risk assessment. Students with any safety concerns or questions should contact the Director of Field to discuss these issues and seek guidance. Below are some guidelines for personal safety. Be Aware! Safety and Infection Control Safety is an area in which students are increasingly at risk. The Department has a growing number of placements where student interns work directly with potentially violent populations. Student interns also travel to various neighborhoods to conduct home visits as part of the learning proces. There are also potential situations in which student interns will be exposed to infectious diseases at their placement sites. This is an issue that primarily efect interns placed with agencies serving the homeless, persons with HIV/AIDS, and other high-risk populations. Students may potentially be exposed to Hepatitis, TB, HIV, and/or other infectious diseases. As partners in education, the agency, Department, and student share responsibility for making sure that the work environment is safe. In an effort to ensure the physical health and safety of student interns, the following is required for students, agencies and the Department: Students: Request training on infection control and safety, if not provided by the agency Follow guidelines for safety and infection control in place at the agency Report incidents of safety and infection exposure to the agency and Department Agencies: Inform students of potential safety risks Provide safety training. This includes training for student related to effective communication with clients and techniques for de-escalating hostility and conflict as it is appropriate to the placement. Notify the Field Director in the event that a student is involved in an incident of physical violence and/or aggression prepetrated by a client Take steps to improve the safety of the work environment, including providing safety guidelines for working with clients in the office and in the client s home Inform students of potential health risks that exist in the field setting Provide training and education on universal precautions designed to reduce the risk of infection Inform the Field Director immediately in the even of a safety related incident, including a student s known exposure to a communicable disease such as tuberculosis or hepatitis 30

31 Refer students who are suspected to have contracted a communicable disease to the Tarrant County Health Department (or applicable City/County Health Department) for testing and treatment Department of Social Work Alert students to possible safety concerns during field orientation Monitor risk factors during agency visits, agency workshops, in seminars and logs Communicate safety related incidents to the Harris College Associate Dean for External Affairs Discuss issues related to health and safety with field instructors and students as they arise Track potentially high-risk placement settings GUIDELINES FOR PERSONAL SAFETY It is very difficult to predict when dangerous behavior will occur. The factors most often considered, as predictors are history of violent and aggressive behaviors, abuse of drugs and/or alcohol. Aggressive behavior may be caused by such things as fear, anger, stress, chemical alteration, need for attention or power, and paranoia. The important variable is the intent or perceived intent of the individual who appears to be dangerous. It is important to determine whether the behavior is a personal characteristic or if it is reactive to a particular or current situation. However, the best protection in threatening situations or actual assault is to err on the side of protecting your personal safety. The following problem-solving skills can be useful in risky situations Gather data. Evaluate the information. Decide on a course of action based on the evaluation. Implementation. Evaluate the outcome, and adjust accordingly. This process may occur in an instant or over a longer period. The goals of risk prevention and management strategies should be to Protect the safety of the client, staff, yourself and others in the environment. Help the individual gain control with the least amount of pain and guilt. Help the individual focus on the source of anger, fear, frustration, etc. Assist the individual to express these feelings verbally rather than in actions. General Personal Risk Reduction Guidelines Walk with a sense of purpose. Be aware of body language. Be alert to people around you. Beware of strangers who approach and speak to you. Keep at a safe distance and keep moving. Be alert to nonverbal cues while conveying confidence in your actions. Look aware and unafraid. Have a strong, independent image, and a clear sense of purpose. Do not walk on streets where people are loitering. Walk on the outside of the sidewalk, away from possible hiding places. Be aware of places such as a store, library, school and community center that can be used for refuge. Do not carry a purse, bag, heavy notebooks, or briefcases. If you must carry these items, conceal them or use a shoulder bag or backpack to allow free use of hands. Wear sensible appropriate clothing, low-heeled shoes, and minimal jewelry that cannot be snatched off or wrapped around your neck. Do not give money to people who ask for it. 31

32 Practice caution with persons who might be o Under the influence of chemicals. o Engaging in illegal activities. o Feeling threatened by your presence. o Feeling threatened by the possibility of your reporting their behaviors to legal authorities. Prior to entering a building assess safety: sounds of violence (e.g., out-of control behavior), location of other people and their ability to respond to a call for help, possible escape routes. Assess multi-story buildings for safety. If you take the elevator, observe the elevator interior before entering. If the elevator appears unsafe, wait for the next elevator or consider taking the stairs; be aware of who is in the stairwell and how far apart the exits are. If a suspicious person enters the elevator after you have entered it exit before the door closes. Stand next to the control panel. If accosted, press all buttons. Risk Reduction Guidelines in Field Work Students should receive a specific orientation to agency policies and procedures related to risk management. If the field instructor does not provide this orientation, students must ask for it. Students should also learn about the agency s informal methods for assessing and handling risky situations. Each situation is different, but the guidelines that follow may generally apply to the management of potentially dangerous situations in the work area. Address your client by name. Keep your work area as safe as possible; keeping it clear of items that could be harmful to anyone involved in a physical intervention. For example, keep objects that can be used as weapons or missiles (ashtrays, scissors, mail openers, hot drinks, paperweights, vases, etc.) away from potentially aggressive clients. When possible, alert available staff members that assistance may be needed before entering the crisis situation and arrange a plan to signal for help. Use panic buttons, hand-held or mounted buzzers, cellular phones, intercoms, etc. Leave your office door ajar during an interview with a potentially dangerous client Avoid meeting with clients when you are alone in the office building. If possible, arrange your office space so that both you and the client have easy access to leave, preferably without entering each other s personal space. Maintain a positive, nonjudgmental attitude towards clients. Speak in a soft voice and move slowly. Act calmly. Keep the scream out of your voice. An emotional or aggressive response to a distraught individual is likely to reinforce that person s aggression. Remember people who are violent are often reacting to feelings of helplessness and loss of control. Therefore, remain calm and in control of yourself. Recognize signs of escalation, and irate response to phase of violence: triggering, escalation, crisis, recovery, or post crisis depression phase. Identify those actions on your part, which serve to calm and those that serve to inflame the individual, and act accordingly. Recognize situations that may lead to assault as well as warning signs of imminent attack such as rapid breathing, grinding teeth, dilated pupils, flaring nostrils, choppy speech, and clenched fists. Remember that increased structure and decreased stimuli can heighten calm and self-control. Take a non-threatening posture to avoid appearing confrontational, but take a protected posture as well. This usually means standing slightly sideways to the individual, at a safe distance away from sudden lunges, punches and kicks, with arms and hands held near the upper body for possible quick self- protection. Avoid a stare down by periodically breaking eye contact. Don t walk away from the individual who is escalating. Acknowledge the individual s feelings and 32

33 attempt to talk to him/her calmly. Encouraging the individual to sit down may sufficiently delay or divert the possibility of attack. Usually a one-to-one situation with available staff at a distance works well. The most appropriate staff member to be with the individual is the one with the best rapport with him/her, not necessarily the staff with the most authority or rank. Avoid sudden movements or issuing aggressive commands, as these may only inflame the individual. Whenever possible allow the individual to make behavioral choices. Directives or alternatives should be stated concretely and in terms of actions that can be performed immediately. Depending on the cognitive abilities of the individual, limit setting may take two forms, Direct state clearly and specifically the required or prohibited behavior or Indirect allow the individual to choose between two acceptable behavioral alternatives. Do not touch the individual unless you are willing to restrain him/her, and only when there is sufficient staff power to do so in a manner consistent with the agency s take down or containment policies. In the event of physical intervention where the individual is placed in a quiet room or in seclusion, the isolation should be as brief as possible. From these incidences, clients can process their experience, understand and perhaps predict their own violent impulses in the future. If possible, arrange for a security escort or a friend to accompany you to your car in evening or late hours. Guidelines for Scheduling a Home Visit: Contact families to set up an appointment for a home visit being sensitive to client s schedules and who will be in the home at the time of your visit. Inquire about pets, and take precautions against vicious dogs that could be unchained or let loose. Ask client for directions, or look for directions on the Internet ( Traveling on main roads is recommended. Remember that house numbers may be missing, and additional landmarks might be needed. If necessary, ask the client to meet you at a familiar location, and direct you to his/her home. Choose a time of day for the visit that is most safe in terms of daylight and persons at home. Preparing for a Home Visit: Learn as much about the client prior to the visit as possible. Determine if the situation surrounding the home visit resembles previous precipitating events or triggers, or if something in the client s circumstances that day might increase the probability of violent behavior. If a situation could be dangerous (e.g., situations entailing continuing domestic violence, involuntary removal of a child, or previous threats or assaults to workers), consult first with your field instructor to formulate a plan to reduce the risk, if possible. The plan might include the use of two workers for the home visit, accompaniment by a police officer, or movement of the meeting place to the office or a public place. Inform the agency about your whereabouts, and your itinerary, and check in by phone or ask to be called on a prearranged schedule. If possible, carry a means of calling for help (e.g., cellular phone programmed with agency and emergency numbers, push button emergency signals, or radio). Keep your car in good working order and your gas tank filled. During the Home Visit: Park in a place that permits quick escape. If you believe you are being followed, drive to a public place (e.g., police or fire station, convenience or grocery store, gas station). When ringing the doorbell or knocking, stand to the side of the door. Clearly and promptly identify yourself when you arrive, showing identification if indicated. 33

34 Postpone the visit if conditions are unsafe, or interview the client on the front porch or outside foyer. Balance distractions. Minimize distractions such as visitors or pets, but also permit distractions to increase the family s comfort level. Sit in a chair from which you could easily arise. Remember hard chairs can be used as a shield. Be aware that most guns are stored in the bedroom and knives are usually stored in the kitchen. Leave immediately if the client makes a move toward a weapon. Remember that although the home setting might be more relaxed than the office, the purpose of the home visit is professional. Trust your instincts. If you feel threatened, take actions to protect yourself, removing yourself as quickly and coolly as possible. Notify the client if you will be late What to do if Attacked or Seriously Threatened at an Internship Placement Follow agency procedures to manage the immediate situation and to report the incident informally. Get any needed medical care. Notify and debrief with your field instructor. Notify the School (the seminar instructor or the Field Coordinator) as soon as possible Recognize that a physical attack or threatening behavior is frightening and that you may later respond emotionally to the stress. Seek professional help to address these feelings. Conduct a comprehensive post-incident evaluation with staff, outlining a plan to increase safety, if indicated. Supervision of Student Students should not be left alone in the agency without professional staff. Leaving students alone on the agency premises or otherwise in charge during staff meetings, retreats, conferences, etc. is not appropriate use of students. Students, regardless of how competent, should not take on these types of responsibilities. Additionally, students are required to participate in a formal supervision meeting with their field instructor (this is different than the task supervisor), at least one hour per week to discuss the student's progress and performance in the agency. These weekly meetings must be documented and signed by the field instructor. If the student fails to meet with the field instructor three or more times during each of the long semesters or three times total during the summer the student could receive a failing grade in the course. Malpractice Liability Insurance Field students must be covered by professional malpractice liability insurance to protect both the agency and the student against malpractice liability claims. All students meet this professional malpractice liability insurance requirement through a blanket policy held by TCU which covers each student for up to $200,000. Again, under this insurance policy students are not covered for any claims relating to the operation of motor vehicles, whether personal or agency vehicle. Since the University has ruled that students cannot provide services for which they are at risk without liability coverage, students may not transport clients as part of their field placement. Agencies should not ask or allow students to transport clients while in field. Required Drug Testing and Criminal Background Screening 34

35 Drug testing and criminal background checking of social work students is required by many of the organizations providing field internships prior to the time the student would have contact with the organization s clients or employees. This knowledge helps the Field Director make an informed placement and helps students address any criminal background concerns with potential field placements. Therefore, Harris College- Social Work program requires drug testing and criminal background checking of all students in its social work program as explained below. Selection of Company to perform Drug Testing/Criminal Background Check As part of Harris College, Social Work will utilize the same company designated by Harris College-Nursing to perform the drug testing and criminal background check for students. Harris College-Social Work will not accept drug test and criminal background check results from any company other than the one designated by Harris College e.g., Harris College-Social Work will not accept a drug test/criminal background check which a student has independently obtained from the company outside the procedure provided in this policy. The company selected is independent and separate from both TCU and Harris College-Social Work. It is not and shall not be considered a partner, joint venturer, employee, or agent of TCU or Harris College-Social Work. TCU shall not be considered a partner, joint venturer, employee, or agent of the company.at the time of the drug testing/criminal background check, the student is required to pay the cost. It is billed to TCU account after the 12th day of semester. Drug Screening Test A. Harris College-SocialWork Students Required Drug Screening Test/Timing of Drug Screening Test Harris College-Social Work students enrolled in the Field practicum for the first time or a student who has had a break in enrollment in courses are required to complete a drug screening test at a time designated by Harris College-Social Work prior to the first internship day in the agency. A break in enrollment is defined as non-enrollment for one full semester or more in coursework. Refer to TCU s Student Handbook on Alcohol and Drug Abuse Policies and Penalties. B. Drug Test Procedure/Requirements The company Harris College selects to perform the urine drug tests will be scheduled to be on campus on a specified day prior to the beginning of coursework each semester to obtain and test urine samples from each student. Each student required to undergo the drug test shall cooperate in all aspects of the urine drug test and to complete the drug test on campus on the day specified by Harris College-Social Work. Each student is required to sign any and all consents/releases, in the form(s) designated by Harris College-Social Work, including consent to the drug test and permission for the results of the drug test to be provided to TCU and Harris College-Social Work. It is a violation of this policy for a student to adulterate or attempt to adulterate a specimen, to engage in any deceptive behavior during or in connection with the testing process, or take any other action which would falsify test results or tend to make test results inaccurate. Does not apply to graduate students. See additional information in the graduate section of this handbook. As part of the drug testing procedure, the student may be contacted by the Medical Review Officer [ MRO ] affiliated with the testing company. The student should cooperate with and accurately respond to inquiries of the Medical Review Officer. A positive drug screen for a student is defined under this policy to be one reported as such by the testing company selected by Harris College. Generally, this refers to the testing company indicating the student tested on both the company s initial test and GC/MS confirm test as outside the acceptable range set by the testing company, and with the MRO not 35

36 determining the test result should be a negative. A negative test for a student is defined under this policy a test result which is not a positive test result. C. Reporting of Drug Test Results to Harris College-Social Work- The testing company will communicate the drug test results to the Field Director. It is the policy of TCU and Harris College-Social Work to maintain the confidentiality of these drug test results to the extent required by law. D. Consequences When a positive drug screen occurs, the following will occur: the student will be immediately suspended for a minimum of one year (12 continuous months from the date of the beginning of the suspension) from the social work program; and the positive drug screen will be shared by Harris College-Social Work with the TCU Dean of Campus Life for further action, including but not limited to referral for a drug abuse education program, referral to counseling, and/or referral to a drug treatment program, under TCU s institutional policies; and other appropriate action, if any. Any social work student with a positive drug screen is encouraged to seek treatment. TCU Social Work encourages impaired students to seek assistance voluntarily and assume responsibility for their personal and professional conduct. A student who has on one occasion had a positive drug screen under this policy, and who desires to reapply to TCU Social Work, may reapply only for a school semester beginning after the period of suspension (one year minimum). The student will, in addition to meeting all other requirements for similarly situated applicants, be required to provide documentation of successful treatment and the student will be required to consent to and undergo a retest, at a time and through a testing company selected by Harris College, with this retest resulting in a negative drug screen. This re-testing is at the student s expense. The decision on whether to readmit the student is not guaranteed, and will be made on a case-by-case basis. Estimated Cost of Drug Screening Test The Drug Screening tests costs approximately $ The cost of the drug screen is the student s responsibility. Criminal Background Check A. Harris College-Social Work Students required to have Criminal Background Check/Timing of criminal background check: Harris College-Social Work students enrolled in their field internship for the first time or a student who has had a break in enrollment in clinical courses is required to complete the criminal background check at the time designated by Harris College-Social Work prior to the first internship day in the agency. A break in enrollment is defined as non-enrollment for one full semester or more in coursework. Does not apply to graduate students. See additional information in the graduate section of this handbook. B. Criminal Background Check Procedure/Requirements Each student who will be the subject of the criminal background check is required to cooperate with the company conducting the check so that it can be completed at the time required by Harris College-Social Work prior to the student contacting clients or employees at the agency. Each student is required to provide the screening company accurate identifying information requested 36

37 so that the company can carry out the screen upon the student. Each student is required to sign any and all consents/releases, in the form(s) designated by Harris College-Social Work, including consent to the criminal background check and permission for it to be provided by the company to TCU and Harris College-Social Work. It is intended that the background check include all cities and counties of known residence for the 7-year period prior to the check. C. Results Once the results of the criminal background check are received, this knowledge helps the Field Director make an informed placement and helps students address and criminal background concerns with potential field placements. Students are also encouraged to visit the Texas State Board of Social Work Examiners to learn about any potential obstacles they may face in obtaining their licensure, as relted to any criminal background concerns. In alignment with the Profession, the Department sees background checks as one of many ways we work to protect all clients with which field students may come into contact. The Field Director is responsible for storing this information and ensuring all related student information is protected and only shared if needed. E. Estimated Cost of the Criminal Background Check Approximately $ The cost of the criminal background check is the student s responsibility FIELD OBJECTIVES AND COMPETENCIES Objectives and Competencies of Field Placement The purpose of the behavioral field objectives is twofold. The first is to serve as a guide to learning and teaching throughout the semester for which they are applicable. In this role they serve as focal points for educational supervision. The second purpose is to provide the guidelines for the evaluation of the student s performance. The mid-semester and final evaluations are particularly focused on the field competencies. These are final competencies; a student is expected to have attained them by the end of the semester and placement. The individual field instructor is responsible for providing opportunities for those practice experiences or assignments that will enable the student to demonstrate attainment of these competencies. The student is responsible for demonstrating through written work, client interaction, supervisory discussions and other means his/her attainment of the competencies. Overview of Field Requirements by Educational Level Educational Level Profile of Assignments Qualifications of Instructors BSW Field Integrative BSW or MSSW and Papers (FIPS) two years of Learning postgraduate contract experience is Research paper required for those with a Bachelor s degree and preferred for those with a Master s Timeframe Fall: August to December Spring: January to May Hours Required 480 hours total hours/week 37

38 degree. Social Work licensure is required. COURSE DESCRIPTIONS BSW Field Education I- SOWO Supervised field learning within a social work agency, providing the student an opportunity to learn the structure, function, and policies of social work agencies and apply his or her social work knowledge to the development of skills in human service delivery; the student will spend 16 hours per week in an assigned agency and will also attend a weekly university-based seminar that helps students integrate classroom and field learning. BSW Field Education II- SOWO A continuation of SOWO 40886: Field Education I, which helps to extend and deepen, under professional guidance, the development of practice skills with clients. The student will spend 16 hours per week in an assigned agency and will also attend a weekly university-based seminar that helps students integrate classroom and field learning. Student Research OVERVIEW OF RESEARCH COURSES BY LEVEL BSW Research I BSW Research I examines research methods to help students understand how social workers conduct research and how they use and evaluate research findings. Applications to practice are made and focus is on evaluating practice and assessing the effectiveness of programs. Students are taught to conduct research and to be consumers of research. TCU INSTITUTIONAL REVIEW BOARD PROCESS The TCU Institutional Review Board (IRB) is responsible for protecting the welfare and rights of the individuals who are participants of any research conducted by faculty, staff, or students at TCU. Approval by the IRB must be obtained prior to initiation of a project, whether conducted on-campus or off-campus. Student research is encouraged at both the undergraduate and graduate level. The Departmental IRB committee will accept only Protocol Reviews submitted by TCU students as the Principal Investigator for review. Protocol Reviews submitted by faculty as Principal Investigators or student projects that are considered above minimal risk need to be submitted to the TCU IRB Committee not the Departmental IRB Committee. Departmental IRB makes decision on risk level for all student projects Students must complete and submit the protocol electronically to the Chair of the Department IRB committee, along with a consent document, HIPAA form (if applicable), Protection of Human Subjects Training certificates, and any questionnaires and/or other documents to be used in data collection. A template for the consent document and HIPAA form and instructions on how to complete the consent are available on the HCNHS website ( at the Student Research link. IRB protocol submission varies by semester and can be found on the website as well. 38

39 Students conducting research at an agency must also receive agency approval to conduct research. Students must follow protocol as instructed by their field instructors and include any documentation from the agency with their IRB application. Additionally, any field instructors supporting students in their research must also complete TCU IRB training annually. TIMELINE OF RESEARCH IN THE AGENCY BSW Students Fall Formulate research question/hypothesis Identify data sources Explore regulatory issues in around data Complete literature review Complete methodology section of proposal Complete Human Subjects application Complete Human Subjects training (FI and student) Secure agency letter of support for student research Spring Collect secondary data Analyze data Complete final research report and poster Present poster Evaluation EVALUATION OF STUDENTS The student, the Department, and the agency interact within a systems context, giving and receiving feedback in the ongoing educational process. Recognizing the interdependence of these elements, the Department conducts ongoing evaluation on a multitude of levels, with all participants in the field program responsible for feedback and maintenance. The Learning Contract Within field, students have various resources available for the development of their field experience. In most cases the field instructor is both the administrative and the educational supervisor, although portions of the administrative component may be delegated to other agency personnel with whom the student addresses the various field assignments. Another key resource is the student s faculty liaison, who is not only available during site visits, but can provide consultation or direct intervention as requested by the student and/or the field instructor. The student, with their field instructor, will design a learning contract by which their professional goals, the field objectives, and opportunities and resources provided by the agency and school can best be used. The learning contract is completed within IPT. Students must be active participants in the development of their own field program, reflecting on past experiences, current demands of the semester objectives, and the nature of the field agency to determine where to focus learning. The field instructor and faculty liaison can reinforce the learning environment and help to sequence learning so as to make it manageable and appropriate to the contexts of the agency and classroom instruction. In general, learning contracts include several types of goals: 1. Goals related to semester objectives in which the student predicts learning opportunities provided by the field setting. For example, the agency may not require the development of case assessments, 39

40 yet there is an educational objective that calls for skill in this area of professional activity. 2. Goals related to the knowledge and skills required for service delivery in a particular agency. For example, although first semester MSW field objectives do not call for skill in the use of the DSM-IV, students placed in mental health agencies, which routinely use the DSM-IV, should promptly find out what it is and how to use it. 3. Goals related to the student s own career and/or personal goals. For example, students who want to supplement their practice experience with a special population group may develop relevant educational goals/objectives to broaden their field experience in relation to that clientele. Another example is one in which a student incorporates a personal goal to become more assertive in his/her interaction with others. The educational objectives and competencies are statements of minimal expectations for all students. Students are expected to further individualize their field experience by developing relevant and feasible contracts that meet their unique needs. Student Self-Evaluation Students are expected to take an active, participatory role in completing their evaluation forms with their field instructors. Additionally, students submit self-evaluations each semester under the direction of their faculty liaison. The end of the semester self-evaluation should use the field objectives, as well as the objectives from the educational contract. Field Instructor Ongoing Evaluation of Student Progress Evaluation of student performance in field is an ongoing process throughout the placement. The purpose of the evaluation process is to help the student examine educational progress in meeting the objectives for each semester. As previously emphasized, these objectives and competencies represent the minimum expectations of performance at the completion of each course. It is the ongoing responsibility of the field instructor to work with the student in addressing these goals and the final responsibility to evaluate how well the student has mastered the necessary material within a given agency setting. Opportunity must be provided for each student to meet each objective. The objectives serve as the ultimate basis for course planning and evaluation of student performance. The progress made by each student is assessed in the following ways throughout the semester: 1. Verbal presentation of material 2. Discussion of agency tasks with the field instructor 3. Agency documentation 4. Interaction with the student s peer group 5. Interaction with other personnel in the setting 6. Direct observation of the student at work on a particular task or working with clients 7. Discussion during faculty liaison visits Field Instructor Online Evaluation of Student Progress The field instructor prepares an online evaluation of each student at specific points in the course of the placement. Guidelines and procedures for evaluation of student performance are standardized throughout the field sequence. The evaluation instruments are designed to measure the performance of each student as assessed against course objectives and the goals of the Educational Contract. All forms are found in Section VII: Selected Forms and are to be completed in IPT. The student is expected not only to participate in the process, but also to have an opportunity to review the evaluation. However, in the final analysis, the evaluation is the field instructor s assessment of student performance. Neither the student nor the faculty liaison can change the content; however, the faculty 40

41 liaison has the responsibility to assign the final grade. The faculty liaison also has the option of appending material. The field instructor, student and faculty liaison electronically sign the evaluation. Copies of all components of the final evaluation will be furnished to the school, the agency and the student. The original will be kept in the student s electronic field file. Students will also submit their self-evaluation and/or other material with the final evaluation for inclusion in their permanent record. EVALUATION OF THE FIELD PROGRAM Evalution by Students All students are asked for feedback related to the field program and their placements in the BSW/MSW Program Exit Surveys. Additionally, students are expected to and routinely use their regular communication with their faculty liaisons to evaluate their field experiences. Evaluation by Field Instructors Field instructors are asked to evaluate the Field Program at the Field Instructor workshops and through their regular communication with their faculty liaisons. Additionally, Field Instructors are asked to engage in a productive working relationship with the field program and to provide timely, transparent, consistent and professional feedback regarding concerns affecting their students, field instruction, agency and/or clients. Field Advisory Committee The Field Advisory Committee provides ongoing feedback throughout the year and serves as an advisory body to the Department to advise regarding matters related to field education. 41

42 Section II: MSW Program Handbook 42

43 I. ADMISSION REQUIREMENTS The admissions policy and procedures are designed to ensure that graduate students entering the MSW Program are committed to upholding the values, ethics, and principles of the social work profession and are committed to the mission of the MSW Program. The admission criteria and selection process are designed to ensure that students possess the academic abilities and motivation, and in the case of the Advanced Standing option, requisite knowledge and credentials to be successful in the MSW Program. In addition to meeting the general admission requirements of TCU and the Harris College Office of Graduate Studies, applicants must meet the admission requirements of either the Full-Time (2-year), Part-Time (4- year), or Advanced Standing (1-year) MSW program. Applicants may be reviewed for entry into any of the programs. Admission decisions will be based on a wide range of information, including the stipulated qualifications described below. Admission to the program presumes the ability and willingness to follow the sequential curriculum structure. Traditional Students Traditional students are considered those who will complete 60 credit hours to graduate with their MSW from TCU. Full-time traditional students should expect to complete the program in two years. Part-time traditional students should expect to complete the program in four years, including completion of field placements each summer. Required qualifications for admission: 1. Prior Degree: Students accepted for the MSW Program must have completed a baccalaureate (e.g. BA, BS) degree reflecting a liberal arts foundation from an accredited college or university. 2. GPA: The Department prefers applicants with a minimum of a 3.0 GPA (on a 4.0 scale) on the last 60 hours of undergraduate coursework. 3. Course Prerequisites: Applicants must have one college-level course in each of the following before they will be permitted to register for their first semester in the MSW program: a. Human biology b. Statistics c. Sociology d. Psychology 4. References: Applicants must submit three references, one of which must be an academic reference from an advisor or instructor, and the others being either professional or academic. References must address the applicant s academic abilities, interpersonal skills, potential for success in graduate education, and potential for professional social work practice. 5. Professional Statement: Applicants must submit a well-written professional statement that addresses the following: a. Motivation for pursuing an MSW? b. How do personal values connect with the values of the social work profession? c. What are strengths and weaknesses that will impact the student as a social worker? d. Describe any experiences and leadership opportunities that will contribute to success in this graduate program? e. Discuss any significant volunteer and/or work experiences related to social work. f. Identify and describe professional goals and plans in social work. 6. Resume: Applicants will submit a current resume or vitae with their application. 43

44 7. GRE: Applicants must submit GRE scores to be considered for merit-based financial aid. 8. Interview: Applicants may be asked to interview with the Admissions Committee before a final decision is reached. Advanced Standing Students Advanced Standing students are students who have earned a BSW from an accredited BSW program within seven (7) years and will complete 30 credit hours to graduate with their MSW from TCU. Full-time advanced standing students should expect to complete the program in one year. Part-time advanced standing students should expect to complete the program in two years, including field placement during the summers. Note: This option will be available beginning the year. Required qualifications for admission: 1. Prior Degree: Applicants to the Advanced Standing option must hold a Bachelor s Degree in Social Work (BSW, BSSW) degree or other Bachelor s degree (BS or BA) with a major in social work from a CSWE accredited program at the time of enrollment. 2. GPA: The Department prefers applicants with a minimum of a 3.0 GPA (on a 4.0 scale) on the last 60 hours of undergraduate coursework. 3. Course Prerequisites: Applicants must have one college-level course in each of the following prior to registering for the first semester in the MSW program: a. Human biology b. Statistics c. Sociology d. Psychology 4. References: Applicants must submit three references, one of which must be an academic reference from an advisor or instructor, and the others being either professional or academic. References must address the applicant s academic abilities, interpersonal skills, potential for success in graduate education, and potential for professional social work practice. It is strongly preferred that one of these references be from a field instructor. 5. Professional Statement: Applicants must submit a well-written professional statement that addresses the following: a. Motivation for pursuing an MSW? b. How do personal values connect with the values of the social work profession? c. What are strengths and weaknesses that will impact the student as a social worker? d. Describe any experiences and leadership opportunities that will contribute to success in this graduate program? e. Discuss any significant volunteer and/or work experiences related to social work. f. Identify and describe professional goals and plans in social work. 6. Resume: Applicants will submit a current resume or vitae with their application. 7. GRE: Applicants must submit GRE scores to be considered for merit-based financial aid. 8. Interview: Applicants may be asked to interview with the Admissions Committee before a final decision is reached. II. MSW ADMISSIONS COMMITTEE & PROCESS Composition of Admissions Committee The MSW Program Admissions Committee will consist of four members including: 1. MSW Program Director 2. Admissions Coordinator 44

45 3. One MSW faculty member 4. One other faculty member from the Department of Social Work Positions on this committee may rotate as faculty composition of the department changes. The program s MSW Admissions Coordinator will coordinate all efforts with the Harris College of Graduate Studies. The MSW Admissions Coordinator is responsible for the initial eligibility screening of all applicants. Process for Admission There is a four-stage process for admissions to the MSW Program: 1. Eligibility Review a. Application goes to the Harris College of Graduate Studies for initial review and is cleared for a prior degree from accredited institution and GPA. While the Department prefers applicants with a 3.0 GPA or better on the last 60 hours of undergraduate coursework, the Department will request that the Harris College of Graduate Studies send applications of potential students with a GPA of 2.75 or better for review by the MSW Admissions Coordinator. b. MSW Admissions Coordinator review the application to determine if basic eligibility is met and indicates if the applicant has any unique characteristics. 2. Preliminary Consideration a. The MSW Admissions Committee reviews applications and assesses them according to the MSW Program Application Review Scoring Rubric. b. An interview with applicants may be requested at this time with faculty member(s). c. Applicants are separated into one of three categories: i. Exceeds required qualifications/criteria ii. Meets required qualifications/criteria iii. Does not meet required qualifications/criteria d. Those placed in the Exceeds or Meets categories will be included for final consideration. 3. Final Decisions a. The MSW Admissions Committee reviews those in the top and middle tiers. b. The MSW Admissions Committee and MSW Admissions Coordinator will make admissions recommendations for the top candidates. The Harris College of Graduate Studies will send letters of acceptance to those accepted into the MSW Program. A second tier of applicants will be maintained as a wait list and will be notified as such. Additional applications may be accepted if there is space available in the program. 4. Conditional acceptance for those who need to complete pre-reqs Follow-Up and Offer Acceptance Students accepting an offer of admission will notify Harris College of Graduate Studies and the students will then receive additional information about registration and other University-wide issues (financial aid, assistantships, etc.). Accepted MSW students must sign and return a letter of Student Agreement of Acceptance to the Department within three weeks of receiving their notification or their spot in the class may be offered to an applicant on the waiting list. The MSW Admissions Coordinator and MSW Program Director will provide any additional materials needed by students, such as a field placement questionnaire, required readings, etc. If needed, students 45

46 admitted to the program may submit documentation for transfer credit consideration (see Transferring Credit). A student orientation meeting will be held with all new graduate students before classes begin in the fall semester. Orientation is mandatory and all students accepted into the MSW program are expected to attend. MSW PROGRAM CURRICULUM General Statement The Department of Social Work has been committed to excellence in generalist social work since its inception in 1975, and continues with our offering of the Master of Social Work (MSW). As the University has grown and modified its mission, so has the Department. Both the University and the Department emphasize ethical behavior, life-long learning, service to the community, and the importance of a knowledge base. Social work has long been viewed as the conscience of the University and as specifically applying the university mission in its educational process. The university values dignity, respect, inclusiveness, tolerance, and ethical leadership qualities consistent with social work values. The mission of the MSW Program is consistent with the social work profession s purpose and values and the program s context. Through graduate social work education, students prepare to become competent and effective professionals and leaders in policy, research, and practice. This educational process is grounded in the profession s history and purpose and is based on a body of knowledge, values, and skills. Goals of the MSW Program The MSW Program goals are derived from the mission of the department and supported throughout the efforts of the department. The goals are incorporated as objectives in the syllabi of the social work courses and in the expressed competencies and practice behaviors assessed in field education. The goals form the basis for the design of the curriculum and are discussed in both classroom and field experiences. The MSW Program has three goals, each of which relates to the competencies that will be assessed in relation to that goal. The goals reflect the MSW Program s commitment to its mission and to the mission of the University. 1. To prepare advanced practitioners to practice with an emphasis on human rights and social justice, in order to enhance the quality of life for all people; 2. To prepare advanced practitioners to contribute to the social work profession through leadership, administration, and supervision; and 3. To prepare advanced practitioners with competence to address human needs both locally and globally. These goals are accomplished through a course of study consisting of a foundation curriculum required of all students, followed by an advanced curriculum. The MSW Program ensures students have the knowledge, values, and skills required to move into advanced social work practice and incorporates the core competencies specific to the concentration of advanced generalist. The curriculum is developed in a structured manner building on the foundation content and moving into more advanced practice content. The MSW Program emphasizes that advanced generalist social workers have a common base of social work knowledge, values, and skills and to move into positions of leadership and promoting human rights and social and economic justice. The advanced generalist requires professional judgment and proficiency to apply the professional foundation within service systems of various sizes and types. 46

47 The MSW Program is in the process of becoming accredited by the Council on Social Work Education (CSWE). A copy of the CSWE Educational Policy and Accreditation Standards for Master s Degree Programs in Social Work is included in this Handbook. Foundation Curriculum The foundation curriculum provides students with the basic knowledge, skills and values necessary for generalist social work practice and for progression into advanced generalist work. In order to achieve its objective, the foundation curriculum provides instruction in values and ethics; diversity; populations-atrisk and social and economic justice; human behavior and the social environment; social work practice; research; and field education. In their field placement, students are placed in social service agencies under the supervision of Masterslevel social workers, where they learn generalist practice methods used with a variety of client systems. Students complete 400 hours in the foundation field placement, with approximately two full days each week (16 hours) spent in the placement. The foundation curriculum will provide students with the knowledge and skills consistent with the values of a generalist social work perspective, and provide a foundation for advanced practice. In addition, the student's knowledge of and identification with the social work profession is developed: knowing about and appreciating social work's historical development and evolution, the range of modes of professional intervention characteristic of contemporary practice, ethical issues and concerns now confronting practitioners, and the organizational contexts of practice. Foundation Curriculum Courses MSW Foundation (full time) Fall SOWO Professional Foundation SOWO Micro Practice SOWO HBSE I SOWO Research I SOWO Field I MSW Foundation Year 1 (part-time) Fall SOWO Professional Foundation SOWO Micro Practice Summer SOWO Field I MSW Foundation- Year 2 (part-time) Fall SOWO HBSE I SOWO Research I Spring SOWO Social Welfare Policies & Services SOWO Macro Practice SOWO HBSE II SOWO Diversity & Social Justice SOWO Field II Spring SOWO Social Welfare Policies & Services SOWO Macro Practice Spring SOWO HBSE II SOWO Diversity & Social Justice Summer SOWO Field II Course Descriptions SOWO Professional Foundation - Introduces students to the profession of social work. The history and current functioning of the social welfare system will be viewed through the profession of social work. 47

48 The course includes an overview of the knowledge, values, and skills that form the foundation of social work practice. SOWO Micro Practice - Student examines the helping process, including theories of practice, engagement, assessment, planning, intervention, evaluation, and termination. Emphasis is placed on the acquisition of social work skills to be used throughout the helping process. SOWO Human Behavior and the Social Environment (HBSE) I- Provides students with a foundation of knowledge regarding theories, mechanisms, and principles of human development and functioning. As the first section of a two-part class, HBSE I focuses on life-stages beginning with conception and ending with adolescence. SOWO Research Methods in Social Work I- Introduces students to the scientific method as a form of knowledge development and helps students understand how science is used to understand and address social problems and evaluate social work practice. SOWO Field Education I - Foundation level supervised field learning within a social work agency provides the student an opportunity to learn the structure, function, and policies of social work agencies. Students also attend a weekly university-based seminar that integrates classroom and field learning. Through experiences in the agency and field seminar, the students gain a sense of professional identity and applies social work knowledge to the development of skills in human service delivery. SOWO Social Welfare Policies and Services Addresses the historical development of social welfare policies and services to meet needs including the process of policy development and implementation. Students discuss and analyze social welfare issues including their political implications and causative factors, and steps necessary to change or impact policy. SOWO Macro Practice Students learn the practice aspect of social work concerned with the organization, planning and administration of social work services (as distinguished from provision of services directly to clients), as well as with the analysis and evaluation of policy and practice within the profession. SOWO Human Behavior and the Social Environment II - Provides students with a foundation of knowledge regarding theories, mechanisms, and principles of human development and functioning. As the second section of a two-part class, HBSE II focuses on life-stages beginning with young adulthood through late adulthood. SOWO Diversity & Social Justice - Students examine what it means to be culturally competent in practice and learn about diverse cultures, family structure, roles, immigration and assimilation experiences of marginalized groups, and about the influence of dominant culture on these diverse and marginalized groups. SOWO Field Education II- This course is a continuation of SOWO Field Education I. Foundation level supervised field learning within a social work agency provides the student an opportunity to learn the structure, function, and policies of social work agencies. Students also attend a weekly university-based seminar that helps students integrate classroom and field learning. Through experiences in the agency and field seminar, the student gains a sense of professional identity and applies social work knowledge to the development of skills in human service delivery. Advanced Curriculum 48

49 The advanced curriculum builds on the foundation curriculum and has an advanced generalist focus with the expectation that graduates can assume practice, supervisory, and administrative roles in organizations at the advanced level. The advanced curriculum is also structured to allow students to choose electives in the areas of children and families, and health and mental health. All students complete a full year of advanced practice courses, as well as one course each in administration and management, policy analysis, and research. In addition to these required courses, the advanced curriculum provides for students to take three electives which will enhance their knowledge and skills in one area of specialization, either children and families, or health and mental health. The advanced field education courses allow students to apply their knowledge and skills to one area of specialization noted above through placement in an agency that reflects the specialization of the student's choice. In their field placement, students are placed in social service agencies under the supervision of Masters-level social workers, where they learn advanced practice methods used with client systems of interest to the student. Students complete 500 hours in the advanced field placement, with approximately two to three full days each week (20-24 hours) spent in the placement. Advanced Curriculum Courses The MSW advanced curriculum chart below serves as a guide for both traditional 60-hour students as well as advanced standing students who are entering the program after completion of an accredited BSW program. Traditional full-time students will complete the advanced curriculum in their second year of the program and part-time students will complete the advanced curriculum in years three and four of the program. Full-time advanced standing students will complete the advanced curriculum in year one of the program and part-time advanced standing students will complete the advanced curriculum in years one and two of the program. MSW Advanced (full-time) Fall SOWO Policy Analysis SOWO Advanced Micro Practice SOWO Research II SOWO 65883Field III Elective MSW Advanced- Year 3 (part-time) Fall SOWO Policy Analysis SOWO Advanced Micro Practice Spring SOWO Advanced Macro Practice SOWO Administration & Management SOWO 65893Field IV Elective Elective Spring SOWO Advanced Macro Practice SOWO Administration & Management Summer SOWO 65883Field III MSW Advanced- Year 4 (part-time) Fall SOWO Research II Elective Summer SOWO 65893Field IV Spring Elective Elective 49

50 SOWO Policy Analysis - Techniques for analyzing social welfare policy in order to impact services that affect clients and society at large including strengths and weaknesses of current government interventions are learned. Concepts and theories of social welfare policy are examined with emphasis is on analyzing values and beliefs underlying policy, and their impact on the lives of clients. Policies and programs are examined within the context of the social problems they address. SOWO Advanced Micro Practice - This course builds on the generalist perspective and focuses on relating a range of intervention theories to various client populations relevant to students work concerns. Theoretical underpinnings for various approaches are explored. SOWO Research Methods in Social Work II - Advanced course in the application of research principles and techniques. It builds on previous research coursework and has students apply qualitative and quantitative research methods and commonly used statistical procedures to the evaluation of social work interventions. SOWO Field Education III - Advanced field education helps to extend and deepen the development of social work knowledge and practice skills with clients. Supervised by experienced social workers, students gain autonomy and independence in working in agency settings. Students develop leadership skills, particularly in the areas of social work with children and families and in health and mental health settings. Students also attend a weekly university-based seminar that integrates classroom and field learning. SOWO Advanced Macro Practice This course builds on the generalist perspective and addresses advanced aspects of understanding organizations, planning and administration of social work services, and analysis and evaluation of policy and practice within the profession. SOWO Administration and Management - This is an advanced methods course in social administration/management covering topics in planning, supervision, performance appraisal, budgeting, and organizational theory. This course prepares students to assume leadership roles in human service organizations and social change systems. SOWO Field Education IV - In this final field education course, students continue to extend and deepen their development of social work knowledge and practice skills with clients. Supervised by experienced social workers, students gain autonomy and independence in working in agency settings. Students develop leadership skills, particularly in the areas of social work with children and families and in health and mental health settings. Students also attend a weekly university-based seminar that helps students integrate classroom and field learning Approved Electives SOWO 63503: Treatment of Addictions - Through this course, students will examine the various theories and methods of the treatment of compulsive behaviors and addictions. Students will learn to engage, assess, intervene, and evaluate with various client populations that are impacted by compulsive behavior and addictions. SOWO Social Work and the Law - This course introduces students to law and legal systems, legal issues for professionals, laws relating to specific social problems and vulnerable populations, and legal issues for practice. SOWO Advanced Family Treatment - This course builds on the content from previous practice classes; students learn advanced practice content that encompasses knowledge and skills to work with families as 50

51 client groups. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and assets; collecting and assessing information; and planning for service delivery. SOWO Global Poverty, Inequality, and Social Justice - This course explores questions of contemporary global poverty, economic and social inequality, social injustice, and environmental degradation. The course perspective includes Western and non-western interpretations of poverty, inequality, and social injustice to ensure that students evaluate a diverse set of theories and understandings about these social problems. SOWO Psychopathology - Through this course students learn about major forms of emotional distress and mental disorders in children, youth, and adults. The course provides an introduction to clinical syndromes in terms of diagnostic methodology, research and social concerns and their implications for at risk groups. SOWO Medical Social Work - This course is designed to expose students to some of the various practice settings under the umbrella of medical social work. This course builds on the generalist practice classes and provides students an opportunity to enrich their knowledge, understanding, and skills working with medical professionals and in medical environments. SOWO Comparative Social Policy and Social Service Delivery - Students will study and compare complex issues that affect social and economic justice through social policy and social service delivery. Students will gain an understanding of global problems such as poverty, homelessness, hunger, and health care, and how each country responds through policy and service delivery. SOWO Child Welfare - This course examines the dynamics of child abuse and neglect, the current state of child welfare services, and issues in practice and intervention with children and their families. SOWO Program Development, Grant Writing, and Fundraising - This course provides students with the knowledge and skills to plan and design agency programs and write grants and proposals to secure funding for agency initiatives. Emphasis is on identifying and using evidence based practice strategies in program development to ensure that clients receive the most effective services. SOWO Crisis Intervention - Through this course, students gain the knowledge and skills needed to assess, engage, and intervene in crisis situations. Students learn how to respond to crisis with diverse clients in a variety of situations and settings. 51

52 III. ACADEMIC POLICIES & PROCEDURES ACADEMIC ADVISING Academic advising is an intentional process that involves a collaborative partnership between the student and the academic advisor. Successful advising is a shared responsibility that will equip students with knowledge and tools to make responsible decisions and to enable them to identify and achieve their educational and career goals (TCU Student Handbook, p.19). Each student is assigned an academic advisor upon upon admission into the program. Advisors are Social Work faculty and are responsible for overseeing student degree plans and being accessible to students regarding job opportunities, doctoral education, and professionalism. The Department chair has primary responsibility for overall accountability of advising. Each student is expected to meet with their academic advisor prior to the beginning of each semester. It is expected that advising will be more in-depth in the advanced year when determining which electives and field placements will best advance the student s career goals and aspirations upon graduation. Any student who is assigned a grade of I (incomplete), a grade of C or below, or who is placed on academic warning status must contact their assigned advisor before registering for the following semester. Registration bars are placed on all MSW student records prior to each registration period. Bars will be lifted only if students have satisfied all requirements to date. For students experiencing difficulties, faculty advisors refer them to appropriate resources inside or outside the university setting. University services most frequently used include the Counseling Center, the Writing Center, the Health Center, and the Center for Academic Services. Social Work faculty members limit their role of advising to those concerns relevant to the educational needs of students. When students require or request ongoing professional counseling, faculty refer them to appropriate resources, both on and off campus. The Director of Field Education may also serve in an advisory function to students as they work to determine which field placement locations best fit their educational and professional goals. The Director of Field Education will also work individually with each student entering their final field placement to ensure that the field placement process, including preparing a professional statement and resume, is successful. ACADEMIC WARNING STATUS AND TERMINATION MSW Students If a student s overall grade-point average falls below 2.75, the student is placed on academic warning status. While in warning status, the student may not drop any course or withdraw from the University without the approval of their academic advisor, MSW program director and Department Chair. In the next semester in which the student enrolls, the overall grade-point average must be raised to 2.75 or the student is dismissed from further study. Certain circumstances make it possible for a student to be dismissed from continuation in the MSW program. All students receiving a grade of C or below or an I (incomplete) in any semester will have their academic progress in the program reviewed in a joint meeting of their academic advisor and the program director. Students will be notified in writing of adverse decisions regarding their continuation in the program. Students may appeal in writing to the program director for continuation in the program. 52

53 Additionally, faculty may identify, in writing, those students who demonstrate behaviors that raise serious questions about their continuing towards the professional degree in Social Work. Such students' names will be submitted to the program director who will coordinate a review, including appropriate faculty members in such a process. Students conditionally admitted by the University and MSW program will be notified of these conditions at the time of admission. If the conditions placed on admission have not been fulfilled within the time specified, the student may be dismissed from subsequent registration. ADDING AND DROPPING COURSES Specific deadlines for adding and dropping courses each semester are given in the academic calendar, which can be found in the Academic Calendar on line through the Office of the Registrar. Adds and drops are handled via my.tcu.edu, the online registration system or through the Registrar s Office, depending on the time and nature of the transaction. ADVANCED STANDING FIELD HOUR CREDIT (MSW STUDENTS ONLY) Students entering the MSW program as Advanced Standing students will have 400 hours of undergraduate field work recognized toward the total of 900 hours needed for graduation from the MSW program at TCU, regardless of the number of hours completed in a CSWE accredited BSW program over 400. If in the undergraduate field placement, a student did not receive a B or higher, the MSW program may require the student to retake the foundation year field placement. If granted 400 hours toward completion of MSW field hours, students are then required to complete 500 hours in the advanced field placement during the MSW program. TRANSFERRING COURSES MSW Students The MSW Program may accept up to 10 transfer credits from: 1) a CSWE accredited MSW Program for foundation year courses, or 2) a CSWE accredited MSW Program or another graduate program in a related field for concentration year elective courses. No transfer credit will be awarded for practice courses, required advanced year courses, or for field education. In addition, requests for transfer course credit must meet the following criteria: 1. The student requesting credit for graduate coursework must be admitted to the MSW program prior to approval of a request for transfer credit. However, admission to the MSW Program does not guarantee approval of transfer credits. 2. Upon admission, the student may request a review of graduate course(s) taken to determine whether the course(s) may be transferred for credit. 3. A minimum course grade of B must have been earned in each course by the student requesting transfer credit. 4. All requests for transfer credit must meet the requirements of the Harris College of Graduate Studies at TCU. 5. When requesting consideration for transfer credit, a student must submit a letter of request to the MSW Admissions Coordinator who identifies the course(s) for which transfer credit is requested, a copy of the official catalog of the university where the course was taken, a copy of the course syllabus, and an official transcript showing the grade earned. 53

54 The MSW Admissions Coordinator, in consultation with the MSW Admissions Committee, will: 1. Review the request for transfer credit based on a review of each comparable course syllabus to ensure that the course meets the objectives of the MSW Program foundation or elective course and has comparable content, readings, and assignments; 2. Confirm a grade of B or better was received; and 3. When warranted, consult with the university where the course(s) was previously taken. Students will be informed in writing of the MSW Program s decision. Students may appeal the decision to the MSW Program Chair. Each course for which transfer credit is requested will be reviewed independently and in a timely fashion. Students may not receive academic credit for life experience or previous volunteer or work experience in social work. COURSE LOAD REQUIREMENTS MSW Students Full-time students in the MSW program are expected to be enrolled for the prescribed fifteen semester hours during each long-session semester. Part-time students must be enrolled for a minimum of six semester hours each long-session semester. The Graduate Advisor must approve any requests for enrollment less than six hours in a long session by part-time students. DIRECTED STUDY COURSES Directed study courses provide students with an opportunity to study special topics of interest to members of the social work profession. Directed study courses in the MSW program can only be taken in the advanced year, as an elective; directed study courses in the BSW program can be taken in the junior and senior years. Core courses cannot be taken as a directed study course. In all respects, directed study courses should meet the standards of other courses offered in the program. Supervised practicum experience as well as research experience may be used as a component of a directed study course, but all courses must contain substantial reading and writing components as well as regularly scheduled meetings with the instructor to assist in the integration of course material. Employment cannot be counted as directed study course credit. To Register for a Directed Study Course Each student must secure the cooperation of a faculty member of the Department of Social Work or other department who is willing to be the instructor for the course. The student, in collaboration with the faculty member, must submit an outline for the directed study course that contains specific information about course content and objectives. Students may not register for course without the completed course outline, including the faculty member's signature. The completed outline should be returned to the student s academic advisor, prior to the registration period. A copy of the outline will be placed in the student s file. ELECTIVES To satisfy elective requirements, students may take elective course work within the Department or with approval, in other University departments. 54

55 Taking Electives Outside of the Department of Social Work In order to take an elective course outside of the Department and receive proper credit toward the MSW degree, the student must submit a course description of the elective being considered along with the student's current career objectives to their academic advisor. Pre-approvals for registration may be required from other departments. A copy of the completed form along with a syllabus of the course taken outside of the Department of Social Work must be kept in the student's academic file for graduation certification. Because some University departments may place restrictions on enrollment, students should begin the approval process prior to the official University advising period each semester. Consult the Course Schedule and your academic advisor for listings of courses offered in other departments and any prerequisites they may carry. GRADING POLICY Grades in courses, both classroom and field, are intended to indicate the level of overall performance of the student in the course, both in terms of performance and responsibility in performance. Quality of performance is evaluated with respect to course objectives. While these objectives are collectively determined, it is the singular responsibility of the instructor to evaluate student performance in respect to these standards and thus to determine the grade. In the Department, credit is given for the grades A, B, and C. Credit will not be given of C or below. If a student earns below a C, the course will need to be retaken. For MSW students, within the overall grade point average, a GPA of at least 3.0 in all graduate courses in the major and supporting work must be earned. High grades in courses outside the major and the supporting work will not serve to bring up these averages. Grades from other institutions are not included in the grade point average. Only upper-division and graduate-level courses taken in graduate status for a letter grade are counted in the average. Students must satisfy all prerequisite incompletes before starting final year coursework and the final field placement. Conditionally admitted students may not take a grade of I, as part of the criteria for achieving good academic standing after admission. Candidates for graduation should not take a grade of I in their final semester, or graduation will be delayed and additional course work in a future semester of graduation will be required. GRADUATION MSW Students To graduate students must be enrolled in the MSW program during the semester in which they will graduate and have successfully completed all required coursework toward the MSW or dual degree. Additionally, students must have no incompletes (Is) and have a 2.75 cumulative graduate GPA or better in all courses. MSW students must also take the Texas Jurisprudence and Master s Level Social Work Licensure Exams. MSW students must follow these steps to register to graduate: 1. Register and complete courses for the final semester. Be sure that all I grades are completed and all official transcripts from other universities are in the Registrar s office. 2. File an Intent-to-Graduate in the academic dean's office early in the last semester or in the next-to- 55

56 last semester of study. 3. Correct your Current Address and your Permanent Address online at my.tcu.edu. This address is important for receiving mailing from the Registrar's office concerning graduation. 4. Ensure all financial obligations, including graduation fees and thesis/dissertation fees have been satisfied in the Financial Services office. 5. Order your diploma and cap and gown online at my.tcu.edu. LEAVE OF ABSENCE Students who anticipate being on leave in a long semester (fall or spring) must: 4. Complete the Program Confirmation of Leave of Absence form. 5. Obtain authorization from the Department Chair. 6. Failure to secure a leave of absence in advance of the semester of which a student will be on leave will result in a non-guarantee of readmission. LICENSURE EXAM All students must take the applicable licensure exam prior to graduation. Any student who does not take the licensure exam prior to graduation is no longer eligible to graduate during the current semester. MEDICAL WITHDRAWAL/COURSE REDUCTION/RETROACTIVE WITHDRAWAL Significant medical or mental health problems can affect a student s ability to attend classes or perform academically. In these cases, a student may apply for a course load reduction, a current semester withdrawal, or a retroactive withdrawal for the previous long semester. Students must meet with their academic advisor to discuss this course of action. Decisions will be made based on University and Department policies. Students must be continuously registered for all long semesters (Fall and Spring) until completion of the degree. Students are required to secure a leave of absence for semesters in which they will be on leave. If a student has not taken courses for one long semester or more, application for readmission must be completed and students must have departmental approval to return. TCU requires that students seeking readmission pay a $40 readmission fee to the Registrar s Office. PASS/NO-CREDIT GRADING OPTION Graduate students may not elect the Pass/No-Credit grading option for their coursework. TIME LIMITS FOR COMPLETION MSW Students The Council on Social Work Education s standard for completing the MSW degree is four years. Based on the CSWE standard, the Department of Social Work requires all students to complete the degree in a timely fashion. Continuation beyond four years is approved only in rare and extenuating circumstances. In all cases, all requirements for a master's degree must be completed within one six-year period. Work over six years old can be reinstated only with the permission of the Department Chair, upon recommendation of the MSW Admissions Committee. 56

57 WITHDRAWAL FROM THE UNIVERSITY Dropping an entire course load constitutes withdrawal from the University and BSW or MSW program. To withdraw from the University, a student must fill out the appropriate forms in the Registrar s office. Students are required to inform the Department Chair in writing of their withdrawal from the University. Students are also strongly encouraged to notify their professors and academic advisor. 57

58 IV. BSW FIELD POLICIES FIELD PROGRAM ORGANIZATION AND STRUCTURE Purpose of Field Education Field education in social work education provides a practice setting in which students have opportunities to apply theory and synthesize themes covered in classroom material. This practice experience, under the direction of a qualified Field Instructor, allows students to explore and develop their professional identity, professional use of self, and professional ethics and values. CSWE (2008) defines field education as the signature pedagogy for the professional development of new social workers. Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner... The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum classroom and field are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies. Field learning differs from classroom learning in many ways. There is more emphasis on doing and less on recall and information gathering in a testing sense. The field focus is on application of knowledge in other words, providing service and provides greater immediacy and a personalized approach to learning. Student must address situations that arise on a day-by-day basis in their field placement. Field instruction emphasizes the use of skills and techniques within the context of the client's situation, and offers the opportunity for application and integration of method theory through supervised experiential learning in a social agency setting. FIELD STUDENT INFORMATION Orientation to Field MSW Students Prior to the start of the semester, students will attend the field orientation at the same time that they are scheduled to complete the program orienatation. Similar to the BSW orientation, the meeting addresses all the necessary information in the field planning process and serves as the student s orientation to field. In addition to providing important details on due dates and interviewing schedules, other significant information is covered as well. The content of the field orientation will vary slightly depending on if the students are in the foundation or advanced year. Material to be covered includes: Field eligibility requirements Role of the Field Director Field instructor and task supervision Hours required; leave time; holidays Agency requirements Evaluations and grading in field 58

59 Dealing with problems in field Corrective action plans and termination from field The integrative seminar Other field policies and procedures Admission to Field Education Student admission to field education varies based on educational level and student need. MSW Advanced Students Students prepare and submit a written statement of their educational goals and a resume to their assigned advisor for discussion and prioritization of agencies for the interview process; this information is also shared with the Field Director. A final ranked prioritization of agency settings is made by students, with resumes and educational goals then being sent to the agencies. After the interview process is complete the agency notifies the school of acceptance of students. Students are then formally matched and officially confirmed to all parties via . Hours Completed MSW Field Students Field placements are completed on a concurrent plan that provides field instruction activities 16 to 20 hours per week during all semesters, for a total of 900 hours upon completion of the program. Foundation year students complete 400 hours over two semesters and advanced students complete 500 hours over two semesters to meet the 900 hour requirement. In addition to completing hours at the agency, all students are enrolled in a field seminar which is attended weekly on campus. LUNCH TIME: How lunch is handled within your internship will vary from agency to agency. For instance, in residential programs, it is not uncommon for staff to eat while on the job and to continue to work during their lunch period as they are required to supervise and conduct business with clients within the residential facility. In all likelihood, the agency will not require additional hours above the eight hours to account for the lunch period. However, in other agencies, students may be required to be at the agency for a nine hour period, taking a one hour lunch which is not counted in their hours. This is something that is unique to each agency and you should check with your supervisor to see how it will be handled at your placement. Generally, it is expected that lunch time for an intern will be handled in the same manner that it is for an employee. If taking a lunch is required, often it is because employers feel that having a break during the day and/or getting out of the building can be therapeutic and helpful for people. Grading Policy Field Education is letter-graded based on student performance. All grades for Field Education are assigned by the TCU Field Director. The grade assigned by the Field Director will be determined in part from the Field Instructor s oral and written evaluation of the student, as well as student demonstration of knowledge and skills. MSW students only: Social Work graduate students must maintain a GPA of at least 3.0 with a B or better in field. Grades lower than a C in other courses may impact participation in field. A graduate student who achieves a cumulative GPA of less than 3.0 at any point in their program will be placed on academic warning and may not be able to continue in the program. 59

60 FIELD AGENCY INFORMATION Selection of Agencies Agencies used as field placement sites are selected on the basis of their commitment to service delivery and to providing learning opportunities for field students. The agencies encompass a wide variety of populations and reflect the spectrum of human needs and services. Examples of field placement agencies include hospitals, policy and legislative agencies, child welfare agencies, agencies serving refugees, legal and court settings, mental health and counseling agencies, and schools. As a member of Harris College of Nursing and Health Sciences (the College), the Department of Social Work (the Department) uses the Educational Affiliation Agreement for Student Internships and Clinical Experiences, which encompasses all departments in the College. An agreement must be signed before students can be placed at an agency in the community. The agreement includes obligations of the facility, obligations of TCU, joint obligations, terms of the agreement and other information relevant to placement of students. Agreements must be renewed every three years; renewal is initiated by the College. Roles and Responsibilities All agencies must meet the following requirements: Availability of necessary learning experiences Willingness of the agency executive and staff to support the educational goals of the Department Availability of appropriate supervision Primary purpose of the agency, or specific department within the agency, must be to address human needs Does not engage in discriminitory practices in hiring personnel, accepting students or serving clientele Support the placement and allow sufficient release time for the field instructor to provide edcational supervision to the student Provide necessary administrative capacity to support student activities, including space, phones, privacy when needed, etc. Pay mileage reimbursement to students for any travel required during placement Take necessary measures to protect student safety; may minimally include training in policies and procedures, information on conducting home visits, interacting with difficult clients and handling emergencies Have a system of community accountability; this can be demonstrated in nonprofit agencies by a respresentative board of directors and fiscal accountability via the budget review process. Regarding for-profit direct service organizations, they may be subject to periodic review by an accrediting agency or other body of accountability Communicate changes in supervision to the field director as soon as possible and make other necessary arrangements for student supervision FIELD INSTRUCTOR INFORMATION Selection of Field Instructors As field education is the signature pedagogy of Social Work education, selection of quality field instructors is of utmost importance. Field instructors are selected based on their qualifications and desire to support social work students in their journey toward becoming professionals, must be employed at an approved field agency, must commit to the educational standards of the Department, and agree to the roles and responsibilites described below. New field instructors must submit field instructor application forms along with a current resume to the field director to be kept on file with the Department. Additionally, new field 60

61 instructors must attend field instructor orientation and will be offered additional training by the field director, if requested. New field instructors are also expected to have at least three months experience in their current employment position before being assigned field students. Field Instructor Qualifications Field instructor qualifications vary based on the education level of the student being supervised. Social work licensure is required for all field instructors. Field instructors for BSW students must have a Bachelor s or a Master s degree from an accredited School of Social Work and be licensed. Two years of post-graduate work experience is required for those with a Bachelor s degree and strongly preferred for those with a Master s degree. Field instructors for MSW students must have a Master s degree from an accredited School of Social Work and be licensed; two years of post-graduate work experience is also required. Field Instructor Duties Field instructors provide administrative and educational supervision for each student and are involved in the review of field assignments and coordination with faculty liasions. Faculty liasion visits will be coordinated by the liasion and scheduled in cooperation with both the student and instructor. Field instructors should contact the faculty liasion and/or field director immediately should any educational, performance, ethical, administrative, or supervisory issues arise with students. These issues should be identified as early as possible in the field experience. If the field instructor is unsure about concerns, discussion with the faculty liasion should occur as soon as possible. Specific duties of all field instructors include, but are not limited to: Orient the student to the field setting including: o Relevant personnel policies and procedures o Required meetings o Agency dress code o Record keeping and agency documentation o Confidentiality and HIPPA regulations o Intake, referral, transfer and termination processes Establish the learning contract with the student Provide necessary experiences to meet outlined educational goals Teach the appropriate use of supervision, including when and how to use supervision and for which purposes Serve as a professional role model Help the student understand and appropriately use the network of human services available to the community, agency and client Evaluate progress of the student, with the faculty liasion, throughout the semester Provide regularly scheduled, uninterrupted supervisory conferences for the purpose of enhancing the student s educational learning and practice skills Train on and monitor student compliance with safety policies and procedures, which may involve conducting home visits, interacting with potentially difficult clients and handling emergencies. Notify the faculty liasion as soon as possible should any problems regarding the student arise in the field setting Participate with the Department in a mutual effort to continue enhancing the field program Share expertise with the Department Communicate to the field director if any planned or unexpected changes that would impact supervision of students 61

62 Agency Task Supervisor There may be times at agencies in which there is not a licensed social worker to provide required supervision. In this case, the Department does not eliminate those agency placements, but will work with the agency to identify a task supervisor within the agency and will provide a licensed social worker to provide the required supervision. The task supervisor will provide the student with orientation to the agency, direction regarding daily assignments, required meetings, networking opportunities, and monitoring compliance with agency and legal requirements. The assigned field instructor will provide weekly supervison specifically addressing social work knowledge, values, ethics, and skills and will ensure that all agency tasks align with the student s educational goals. Task supervisors may include unlicensed social workers at an agency or other personnel with an educational background in another social science or related discipline. FACULTY INFORMATION Director of Field Education The Director of Field Education (Field Director) is a full-time faculty member of the Department and has responsibility for coordination of field placements in both the BSW and MSW programs. The Field Director oversees curriculum development and review; design and implementation of the placement process; development and evaluation of agency settings; organization of field instructor trainings; utilization of IPT database; representation of the field program on school committees, university functions and in the professional community; supervision of faculty liaisons; and evaluation of the field program for the Department. Field Liasions Field Liasions are faculty members of the Department, either full-time or adjunct, who may be assigned to specific field students during their semesters in field to provide supervision and assistance. The field liasion is responsible for visiting the agency twice per semester to evaluate the overall placement and participte in monitoring student progress. The field liaison serves as the link between the field placement and the Department and can be used to work through any difficulties that may arise from the student or field instructor. Students may or may not be assigned a field liasion as the Field Director may also serve in this role. Department Chair The Department Chair is responsible for oversight of the Department and is the link between the Department and the College. The Department Chair may become involved in field activities through interaction with the Field Advisory Committee and will be informed when any significant issues arise in field placements. BSW Program Director The BSW Program Director makes recommendations to the Department Chair regarding the undergraduate schedule of courses, curriculum changes, and faculty assignments to the program. Additionally, the Program Director ensures that preparation for field is interwoven into all program curriculum. The BSW Program Director is familiar with all BSW students enrolled in field education and will consult with the Field Director should any issues arise with BSW students in their field placement. MSW Program Director The MSW Program Director makes recommendations to the Department Chair regarding the graduate schedule of courses, curriculum changes, and faculty assignments to the program. Additionally, the Program Director ensures that preparation for field is interwoven into all program curriculum as the 62

63 student advances. The MSW Program Director is familiar with all MSW students enrolled in field education and will consult with the Field Director should any issues arise with MSW students in their field placement. Field Advisory Committee The Field Advisory Committee (the Committee) is not separate from the Advisory committee for the program which serves to advise the Department on matters related to the program and to field education. Faculty members serve on the committee based on their position within the Department; students serve a one-year term while in field education; and community social workers and field instructors serve either two or three year terms. The Program and Field Director serve as Co- Chairs of the Committee sharing all administrative responsibilities. In consideration of student confidentiality, concerns or situations regarding specific students will not be discussed by this Committee. Functions of the Committee include: Making recommendations regarding the content and organization of the curriculum, including how competencies are determined Assuring educational integration of field throughout the BSW and MSW curriculum Advising the Department on educational and administrative policies govering the program Recommending and recruiting new field instructors and field placement agencies Assisting with training and continuing education of new and current field instructors The Advisory Committee is composed of: Field Director MSW Program Director BSW Program Director 3 student representatives recommended by faculty members: o 1 BSW field student representative o 1 MSW initial field student representative o 1 MSW final field student representative A minimum of 5 field instructors A minimum of 5 community social workers THE PLACEMENT PROCESS MSW Foundation Placement The foundation field placement occurs in the first year for full-time students and in the first and second summers for part-time students. Field is taken on a concurrent plan that provides field instruction activities hours per week during both semesters for a total of 400 hours. In addition, each week students spend two hours in field seminar class. In field seminar students reflect integration of academic content with performance in an agency setting. Field seminar is student run and provides a forum to examine issues, test practice principles and values, critically assess their field experiences, and give and receive support and criticism regarding handling of situations within the agency. **need to add criteria to this section. The MSW foundation field placement is chosen with the following goals: The placement will support the generalist model of social work as a foundation from which to build upon The agency will provide the student with four basic requirements: individual cases, intake/assessments, a group experience opportunity, and a macro level experience focused on community practice 63

64 The student will be in a practice setting that will expand, enhance, and/or introduce new elements into his/her previous work and educational experiences The setting will provide an educational experience for the student, rather than a work or observation experience The foundation field placement is determined through the following process: 1. Upon acceptance to the MSW program, students receive and complete a short questionnaire with specific information related to their placement at an appropriate field agency. Information elicited from this questionairre may include past work experience, volunteer activities, limitations or specific challenges regarding participation in field (transportation, personal limitations, etc.) and areas of interest. Each student signs a consent allowing the Program to share information about the student with their potential field instructor. This information is shared to help prepare field instructors for the arrival of their MSW student. 2. The Field Director initially matches each student with the agency that best seems to meet the individual student s learning needs. Together the MSW Program Director and Field Director review the matches to ensure the best match is made for both the student and the agency. 3. The Field Diector communicates the name of the proposed student as well as a brief summary of the student s professional and educational background to the Field Instructor. This contact will be done via so that each Field Instructor has written documentation about their student. 4. During the field placement section of student orientation, the Field Director provides incoming students with contact information for their assigned field instructor, agency information and starting date. During this time students are also instructed on the use of the Intern Placement Tracking software system. 5. The Field Director may assign a faculty liaison (or assume those duties) to each student entering field education. 6. Students typically begin field during the second week of classes. MSW Advanced Placement The advanced field placement occurs in the second year for full-time students, in the first year for advanced standing students, and in the third and fourth summers for part-time students. Field is taken on a concurrent plan that provides field instruction activities hours per week during both semesters for a total of 500 hours. Advanced students also spend two hours each week in field seminar to continue the learning and reflection process with peers. Students in the advanced field placement are entering their final 30 hours in the program or may be advanced standing students. The final field placement is arranged for each student with the following goals: The student is an emerging professional. This is considered the transition between classroom education and field practice/professional identification. The student should take an active part in determining their learning and professional goals; this should be reflected in the selection of a field setting. The student should accept professional responsibility for the interview process in affiliating with an agency/organization. The Department acts as a advisory/broker role in this placement. The Department helps both the school and the agency clarify what is expected from this final placement. Placement is an interactive process between student, school and agency, with the agency and student taking more active roles than in the first placement. For traditional students the advanced field placement is determined through the following process: 1. Students attend a mandatory informational meeting about the placement process. 64

65 2. A list of approved agencies with brief descriptions of each placement is made available to students on IPT. 3. The student prepares a written statement of their educational goals for placement as well as a professional quality resume. 4. Students and their assigned advisor discuss the resume, educational goals and prioritize agencies for the interview process. This information is then shared with the Field Director via the student s advisor. 5. A final ranked prioritization of agencies is made by the student, who then contacts the field instructor to set up an interview for potential placement and sends their resume and educational goals to the field instructor in the placement of interest. 6. After the interview process is complete, the agency notifies the school and student of acceptance or denial of the student. 7. The Field Director will formally match the student and agency and officially confirm to both parties via Students begin field immediately at the beginning of the semester and are oriented to their specific placement upon arrival. For advanced standing students the advanced field placement is determined through the following process: 1. Upon acceptance into the Program advanced standing students receive information about the placement process, including expectations of students during the placement process and how and in what manner to use IPT. 2. A list of approved agencies with brief descriptions of each placement is made available to students on IPT. 3. As part of the advanced standing application the student prepares a written statement of their educational goals for placement as well as a professional quality resume which will be used in the admission process as well as for placement in field education. 4. The Field Director will conduct a phone interview prior to arrival and initiation of the program to ensure educational and professional goals are met for each student as well as learn the student s agency preference based on their research in IPT. 5. The Field Director sends potential field instructors the student s resume and professional statement for review. 6. A final ranked prioritization of agencies is made by the student, who then contacts the field instructor to set up a phone interview (or in-person interview if local) for potential placement and sends their resume and educational goals to the field instructor in the placement of interest. 7. After the interview process is complete, the agency notifies the school and student of acceptance or denial of the student. 8. The Field Director will formally match the student and agency and officially confirm to both parties via Students begin field immediately at the beginning of the semester and are oriented to their specific placement upon arrival. Atypical Placements Atypical placements may occur and include early placement opportunities and work-based placements. MSW students entering their foundation field placement are strongly discouraged from selecting these types of placements and will only be considered in strongly compelling circumstances. options. 65

66 Early Placement Opportunities The Social Work Department partners with several agencies that may initiate an early placement process from time to time due to a variety of agency-based reasons including, but not limited to competitive placement settings and/or the needs of the population (i.e. long-term counseling or school social work). When available, students will have the opportunity to attend informational meetings about these specific placements, their timetables, opportunities and expectations prior to a semester. Agencies must present compelling reasons of benefit to the students to be eligible for the early placement process. Work-based Placement Opportunities The need to use the work setting as a field placement can be considered on an individual basis. CSWE s standards address the need to maintain the educational focus of the field experience, to differentiate between job and practicum activities, and to ensure the uniformity of administration and utilization of field placements throughout the Program. In addition, CSWE s standards stress that such agencies commit the necessary resources to facilitate the student s progress in the educational program even though the student is an employee. CSWE standards also require that coverage of educational objectives for field be the foundation of decisions around a student s practicum experience. Students interested in this alternative should schedule a meeting with the Field Director as soon as possible after field deadlines are announced each year. Advanced standing students should alert the Field Director of this choice immediately upon acceptance of admission. In preparation for discussion at this meeting, the student should prepare a written request containing the following information: Description and duration of current job responsibilities Beginning date of employment Description and duration of proposed internship responsibilities Proposed beginning and ending dates for internship How the student and agency will work together to differentiate and protect the student s role as a learner Present and potential job and internship supervisors as well as intended field instructor, and Plan for release time for coursework and field work, if appropriate After review and revision, if needed, the student should submit a copy of the finalized request signed by the student, their curent employment supervisor, proposed field instructor, and if applicable, proposed task supervisor. The Field Director, with the Program Director, will make a decision regarding the placement prior to the beginning of the semester. Policy Statement The criteria for use of the regular work setting as a field placement has been established and includes the following: The proposed field activities must represent new and different experiences for the student; changing to a different population from the work duties and/or changing to a different department within the agency might accomplish this change in field assignments. Differing roles and responsibilities, which fulfill the educational objectives of field, must be a part of this change. The intent is to establish a new and unique assignment that would contribute to the student learning something new. The agency must be sufficiently large and/or flexible enough to place a student for the required number of field hours in a sufficiently different section/program other than the current employment; or If the student has been employed for less than three months, the employment/job duties may be considered as a practicum if they meet the educational objectives of field and all other criteria. 66

67 The agency must provide a field instructor who is not the regular administrative/job supervisor. The field instructor must meet all required qualifications. The agency must facilitate activities that address the educational objectives of the practicum. The agency must assure the availability of release time for the student for course work and field activities. Agencies must meet all of the other criteria for agency practicum sites or be willing to meet those and go throught the process to become an approved site. GENERAL FIELD POLICIES AND PROCEDURES CSWE FIELD STANDARDS Educational Policy 2.3- Signature Pedagogy: Field Education Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms in which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum- classroom and field- are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated and evaluated based on criteria by which students demonstrate the achievement of program compentencies. Accreditation Standard 2.1- Field Education The program discusses how its field education program: Connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. B2.1.2 Provides generalist practice opportunities for students to demonstrate core competencies. M2.1.2 Provides advanced practice opportunities for students to demonstrate the program s competencies Provides a minimum of 400 hours of field education for baccalureate programs and 900 for master s programs Admits only those students who have met the program;s specified criteria for field education Specifies policies, criteria, and procedures for selecting field setting; placing and monitoring students; maintaining field contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program s competencies Specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for field students to demonstrate program competencies. Field instructors for caccalaureate students hold a baccalaureate or master s degree in social work from a CSWE-accredited program. Field instructors for master s students hold a master s degree in social work from a CSWEacredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished Provides orientation, field instruction training, and continuing dialog with field education settings and field instructors Develops poliies regarding field placements in an organization in which the student is also employed. To ensure the role of a student as learned, student assignments and field education supervision are not the same as those of the student s employment. GENERAL POLICIES 67

68 Completion of Hours All students are must complete the requisite number of hours in field prior to graduation. TCU BSW students must complete 480 hours in field. All MSW students must complete a total of 900 hours, 400 hours in the foundation placement and 500 hours in the advanced placement (this includes advanced standing). If students are not able to complete the required number of hours within the semester they are permitted to receive an incomplete I for grading purposes. In this situation, students must complete required hours prior to beginning the next semester of field. If this is not possible, the Field Director and other relevant faculty will discuss options with the student to determine how to best move forward with the student s education. The reciept of an I in field may result in delayed graduation and potential additional costs if the student is enrolled in subsequent classes. At any given time during the year in field placement, students are not allowed to build up more than 20 hours over the number of hours expected at that time. This policy is put in place to ensure that students do not finish their field placement more than two weeks prior to the end of the semester and have time in the agency spread consistently over the duration of the semester. Absence from Field If a student must be absent from field it is the responsibility of the student to notify the field instructor prior to the absence, or in case of an emergency, as soon as possible. If a student is absent for a period of two weeks or more attendance must be addressed in one of four ways: o Withdrawl from field, with the consent of the Field Director o Repeat the semester, either in the same agency or a different one o Receive an incomplete for the course and finish field at the next opportunity that field course is available; or o Earn a failing grade If a student no call/no shows one time, the field instructor is to notify the Field Director. The Field Director will then schedule a meeting with the student to address the issue. If the student no call/no shows again they will receive a failing grade for field education and must complete field during a later semester. The Department has a no tolerance policy toward no call/no show situations. Holidays Students may take all University holidays and any holidays obsserved by the agency, both in coordination and communiciation with the agency. The goal of this policy is to protect the student s holiday time, while allowing them to fulfill their responsibilities. If a student does elect to work through a holiday (spring break, winter break, etc), those hours will count toward their time fulfillment. All holidays should be discussed ahead of time with the Field Instructor prior to taking them. CONTINUING EDUCATION OPPORTUNITIES With the permission of the field instructor and as part of the learning contract, students may attend conferences, workshops, and engage in cross training opportunities in other agencies as part of the practicum. However, students should not expend more than 5% (about 20 hours) of the field placement in such activities. The Interview Process 68

69 Following the Junior Evaluation, the Field and Program Director with input from faculty and the student will select an agency for the student s field placement. Once an agency has been selected, the Field Director will contact the agency to ensure that a placement is still a possibility. At that point, the student will be provided with the contact information to set up an appointment. Only one referral is given at a time. After meeting with the agency, if the student and/or the agency do not feel that the internship is appropriate, the student will return to the Field Director to discuss the potential options (see next section for options when placement is denied.) The confirmation of the internship is finalized when the Field Instructor provides that confirmation to the Field Director. Denial of Placement by Field Agency The Field Director will make an effort to place all students who meet the academic requirements for placement. Generally, the Field Director will make three attempts to find an agency suitable for a student s field placement. If agencies are not willing to interview a student based on their own criteria and a student cannot be matched for placement, the student will sit down with the Field Director and if needed, other Social Work faculty and advisor to discuss further options for the student regarding their degree plan. Students cannot be guaranteed a placement as the university is not responsible for decisions made by community agencies. If a student is denied placement by an agency the following steps may be taken: First Interview- If the student is denied placement because the agency cannot accommodate more than one student but it is through no fault of the student, the Field Director will work to find the student another placement. If the student is denied placement due to inappropriate or problematic behavior on the part of the student as identified by the Field Director or the Field Instructor, the student will be asked to meet with the Field Director to discuss the behavior and to determine a course of action to correct the problem before a second placement is pursued. The student may be denied placement for the current semester if the behavior cannot be corrected in time for the placement process to proceed for that semester. Second Interview- If the student is denied placement a second time due to inappropriate or problematic behavior on the part of the student as identified by the Field Director or the Field Instructor, the Social Work faculty will review the student s suitability for placement and continuation in the Social Work program. A student may be dismissed from the program or may be placed on a behavior/academic contract to correct the behavior. The student may be denied placement for that semester depending on the requirements of the contract. 69

70 Third Interview- If the student is denied placement a third time due to inappropriate or problematic behavior on the part of the student as identified by the Field Director or the Field Instructor, the Program Director (and faculty) will be informed of the problem and the student will be dismissed from the program because there is no ability to continue in the program without an approved field placement. Out-Of-Area Placements TCU does not have faculty available outside of the DFW area and so students may not complete their internship outside of the metroplex community. Students may ask for placements that are close to their home within the DFW area and efforts will be made to accommodate this, but the academic needs of the students and the guidelines required by CSWE in finding satisfactory placements will take precedent in placing students. Change of Placement There may be times that changing a placement is needed for a student in Field but it is discouraged because there are many complications that arise in doing so. Students are urged to use the interview process to be sure that they understand the nature of the placement and that they ask any questions to try and avoid any problems that could be cleared up prior to starting the placement. The following are situations and policies regarding changing placements of students from an agency. If the student views the agency match as unworkable: o The student must first attempt to address their concerns with their field instructor. o If concerns are not addressed to the student s satisfaction, the student must talk with the Field Director about their concerns. The Field Director, student and field instructor will then discuss the issues involved. If the concerns can be resolved to everyone s satisfaction and the student decides to stay in the agency, the only follow up action is to check in with the student and field instructor to monitor the status of the field placement. o Should the student still desire a change, they will need to communicate that to the Field Director so that a joint conference between the Field Director, Field Instrustor and student will then be held. o If the decision to move the student is made, a suitable agency must be contacted and arrangements made for the student to begin work there. Although this must be a thoughtful decision, the sooner it can be finalized, the better. o If this change is within the first two weeks of the semester, and the student has been engaged in appropriate activities, the student can transfer hours to the new agency. After two weeks into the semester the student may be required to start hours over or negotiate hours. This is done to provide the student with a placement that is long enough and has continuity for satisfactory completion of required assignments and attainment of field objectives. If the agency requests the removal of a student, for any reason: o The field instructor should contact the Field Director at the earliest indication of a problem. o If the agency simply wishes to explore whether a student should be removed, the Field Director will immediately respond with a conference. 70

71 o o o o o If it is possible for the student to remain in the placement until the end of the semester, with special attention from the University, it may be better for the student. The school will remove the student within a time frame that is agreeable to the agency. The Field Director will discuss the situation that led to the agency request with the field instructor and/or student in a manner respectful of the needs of the agency and the student s education. If the decision to move the student is made, a suitable agency must be contacted and arrangements made for the student to begin work there. Although this must be a thoughtful decision, the sooner it can be finalized, the better. If this change is within the first two weeks of the semester, and the student has been engaged in appropriate activities, the student can transfer hours to the new agency. After two weeks into the semester the student may be required to start hours over or negotiate hours. This is done to provide the student with a placement that is long enough and has continuity for satisfactory completion of required assignments and attainment of field objectives. Should the Department find it necessary to remove a student from their field placement: o The request should originate from the Field Director. o This concern will be discussed with the student and the field instructor. o If the decision to move the student is made, a suitable agency must be contacted and arrangements made for the student to begin work there. Although this must be a thoughtful decision, the sooner it can be finalized, the better. o If this change is within the first two weeks of the semester, and the student has been engaged in appropriate activities, the student can transfer hours to the new agency. After two weeks into the semester the student may be required to start hours over or negotiate hours. This is done to provide the student with a placement that is long enough and has continuity for satisfactory completion of required assignments and attainment of field objectives. Removal of a Student from Field A student may be removed from their field placement under the following circumstances: Request of the student (must follow above, outlined process). Decision of the Field Director. The following are grounds to remove the student from field (this list is not exhaustive): o Failure to maintain confidentiality about a client as mandated by agency policy and/or the NASW Code of Ethics and the Texas State Board Code of Conduct; o Failure to abide by the NASW Code of Ethics and the Texas State Board Code of Conduct; o An attempt to harm oneself; o An attempt to harm other person(s); o Repeated change in scheduled field hours without prior approval; and/or o Inappropriate behavior in field placement or field seminar. The final decision regarding removal from field will be made by the Program Director, with documentation from the Field Director, agency, and field instructor. If a student chooses to appeal, they must follow the University appeal process which can be found in the TCU Student Handbook. Whether or not a student will be allowed to return to field in the same or different agency will depend on the seriousness of the incident and/or ability of the student to work through the problem. The Field Director will have the responsibility to work with the student around the issues and may outline conditions for a return to field. Unsatisfactory Student Progress in Field 71

72 When a student is not progressing at a satisfactory rate: The field instructor needs to notify the Field Director as soon as a problem is suspected The Field Director will arrange a conference with the field instructor immediately The student, field instructor, and Field Director are involved in the analysis of the problem The student is given formal notification that their performance is substandard Guidelines are developed for the student to follow in bringing up the standard of their performance; these are given to the student in writing and will be monitored as the semester progresses If the student does not meet the requirements, a failing grade is earned When it is possible that a student may not meet the objectives if given extra time: The student, field instructor, and Field Director will discuss the student s rate of progress. If the student can meet the field objectives given extra time and attention, then a plan can be developed. This must be a joint decision, based on the student s work to date, the agency s willingness to commit extra time, and the student s commitment to the identified plan. A specific amount of extra time, usually four to six weeks, is alloted at the end of the semester for the student to continue in field. This is typically a target date for the student to complete field. If the student has not accomplished the objectives of field by the end of the extra time period, the following options exist: o The student may repeat the semester, providing the course is offered, or o The student may earn a failing grade. If a student does not wish to spend the extra time necessary to complete field, the following options are available: Withdrawl from field, with the consent of the Field Director Be assigned to repeat the semester, either in the same agency or a different one Receive an incomplete and finish the semester at the next available opportunity Earn a failing grade Documentation of student progress can be assessed using the following tools: Direct observation of skills Client records Agency assigned tasks Feedback from other agency staff and professionals Written work Use of supervision Student Conduct Expectations By their formal acceptance into the program students agree to abide by the Code of Ethics of the National Association of Social Workers (Appendix XX) and the Student Code of Conduct of Texas Christian University, found in the TCU Student Handbook (Appendix XX). The NASW Code of Ethics provides guidelines for the professional conduct of social workers. Since the professional is directed by a commitment to core values, the code provides for conduct related to principles of service, social justice, dignity and worth of the individual, the importance of human relationships, integrity and competence. These values and the standards inherent in them provide a context for expected behavior during the period of enrollment in the educational programs of the Department, developing a foundation for lifelong professional standards The Code of Student Conduct is the University s policy regarding non-academic discipline of students. The Code is set forth in writing in order to give students general notice of both academic and non-academic 72

73 prohibited conduct. The primary purpose for the imposition of non-academic discipline in the University setting is to protect and preserve a quality educational environment in the campus community. The University is not designed or equipped to rehabilitate students who do not abide by the Code. It may be necessary to remove those students from the campus and to sever the institutional relationship with them, as provided in the Code. The University is concerned with the rights of individuals as well as the general welfare of the University community. The Code of Student Conduct provides the rules, regulations, and procedures for acceptable standards of behavior and for due process. The Code should be read broadly and is not designed to define non-academic misconduct in exhaustive terms. For further information about the Code of Student Conduct, please contact the Office of Student Affairs. Use of Intern Placement Tracking (IPT) System The IPT system is an online placement system the Department is using to track students, field instructors, and agency information. IPT is an online information system that manages student and agency placements. Additionally, students may use the system to research each of the approved agencies in order to choose field placements. Students, field instructors, and agencies will be provided with training on use of the system and are expected to keep their information updated. Additionally, students and field instructors can access documents related to field in IPT. Transportation of Clients Students must adhere to the TCU and agency policies relating to transportation of clients in personal cars. The TCU policy states that a student cannot transport an agency client in their personal car at any time. No exceptions will be made to this policy under any circumstances. Mileage Reimbursement Agencies should provide mileage reimbursement to students as they do professional staff. Agencies should orient the students to procedures for obtaining mileage reimbursement for home visits and other required travel. SAFETY ISSUES AND GUIDELINES The Social Work department wants to be sure that students are aware that there are certain inherent risks in any situation requiring contact with the public. While fulfilling the internship the students must also be attentive of the need for personal safety and act accordingly to minimize these risks. During the internship, students should discuss safety issues along with other issues of infection control, personal injury, and risk assessment. Students with any safety concerns or questions should contact the Director of Field to discuss these issues and seek guidance. Below are some guidelines for personal safety. Be Aware! Safety and Infection Control Safety is an area in which students are increasingly at risk. The Department has a growing number of placements where student interns work directly with potentially violent populations. Student interns also travel to various neighborhoods to conduct home visits as part of the learning proces. There are also potential situations in which student interns will be exposed to infectious diseases at their placement sites. This is an issue that primarily efect interns placed with agencies serving the homeless, persons with HIV/AIDS, and other high-risk populations. Students may potentially be exposed to Hepatitis, TB, HIV, and/or other infectious diseases. As partners in education, the agency, Department, and student 73

74 share responsibility for making sure that the work environment is safe. In an effort to ensure the physical health and safety of student interns, the following is required for students, agencies and the Department: Students: Request training on infection control and safety, if not provided by the agency Follow guidelines for safety and infection control in place at the agency Report incidents of safety and infection exposure to the agency and Department Agencies: Inform students of potential safety risks Provide safety training. This includes training for student related to effective communication with clients and techniques for de-escalating hostility and conflict as it is appropriate to the placement. Notify the Field Director in the event that a student is involved in an incident of physical violence and/or aggression prepetrated by a client Take steps to improve the safety of the work environment, including providing safety guidelines for working with clients in the office and in the client s home Inform students of potential health risks that exist in the field setting Provide training and education on universal precautions designed to reduce the risk of infection Inform the Field Director immediately in the even of a safety related incident, including a student s known exposure to a communicable disease such as tuberculosis or hepatitis Refer students who are suspected to have contracted a communicable disease to the Tarrant County Health Department (or applicable City/County Health Department) for testing and treatment Department of Social Work Alert students to possible safety concerns during field orientation Monitor risk factors during agency visits, agency workshops, in seminars and logs Communicate safety related incidents to the Harris College Associate Dean for External Affairs Discuss issues related to health and safety with field instructors and students as they arise Track potentially high-risk placement settings GUIDELINES FOR PERSONAL SAFETY It is very difficult to predict when dangerous behavior will occur. The factors most often considered, as predictors are history of violent and aggressive behaviors, abuse of drugs and/or alcohol. Aggressive behavior may be caused by such things as fear, anger, stress, chemical alteration, need for attention or power, and paranoia. The important variable is the intent or perceived intent of the individual who appears to be dangerous. It is important to determine whether the behavior is a personal characteristic or if it is reactive to a particular or current situation. However, the best protection in threatening situations or actual assault is to err on the side of protecting your personal safety. The following problem-solving skills can be useful in risky situations Gather data. Evaluate the information. Decide on a course of action based on the evaluation. Implementation. Evaluate the outcome, and adjust accordingly. This process may occur in an instant or over a longer period. 74

75 The goals of risk prevention and management strategies should be to Protect the safety of the client, staff, yourself and others in the environment. Help the individual gain control with the least amount of pain and guilt. Help the individual focus on the source of anger, fear, frustration, etc. Assist the individual to express these feelings verbally rather than in actions. General Personal Risk Reduction Guidelines Walk with a sense of purpose. Be aware of body language. Be alert to people around you. Beware of strangers who approach and speak to you. Keep at a safe distance and keep moving. Be alert to nonverbal cues while conveying confidence in your actions. Look aware and unafraid. Have a strong, independent image, and a clear sense of purpose. Do not walk on streets where people are loitering. Walk on the outside of the sidewalk, away from possible hiding places. Be aware of places such as a store, library, school and community center that can be used for refuge. Do not carry a purse, bag, heavy notebooks, or briefcases. If you must carry these items, conceal them or use a shoulder bag or backpack to allow free use of hands. Wear sensible appropriate clothing, low-heeled shoes, and minimal jewelry that cannot be snatched off or wrapped around your neck. Do not give money to people who ask for it. Practice caution with persons who might be o Under the influence of chemicals. o Engaging in illegal activities. o Feeling threatened by your presence. o Feeling threatened by the possibility of your reporting their behaviors to legal authorities. Prior to entering a building assess safety: sounds of violence (e.g., out-of control behavior), location of other people and their ability to respond to a call for help, possible escape routes. Assess multi-story buildings for safety. If you take the elevator, observe the elevator interior before entering. If the elevator appears unsafe, wait for the next elevator or consider taking the stairs; be aware of who is in the stairwell and how far apart the exits are. If a suspicious person enters the elevator after you have entered it exit before the door closes. Stand next to the control panel. If accosted, press all buttons. Risk Reduction Guidelines in Field Work Students should receive a specific orientation to agency policies and procedures related to risk management. If the field instructor does not provide this orientation, students must ask for it. Students should also learn about the agency s informal methods for assessing and handling risky situations. Each situation is different, but the guidelines that follow may generally apply to the management of potentially dangerous situations in the work area. Address your client by name. Keep your work area as safe as possible; keeping it clear of items that could be harmful to anyone involved in a physical intervention. For example, keep objects that can be used as weapons or missiles (ashtrays, scissors, mail openers, hot drinks, paperweights, vases, etc.) away from potentially aggressive clients. When possible, alert available staff members that assistance may be needed before entering the crisis 75

76 situation and arrange a plan to signal for help. Use panic buttons, hand-held or mounted buzzers, cellular phones, intercoms, etc. Leave your office door ajar during an interview with a potentially dangerous client Avoid meeting with clients when you are alone in the office building. If possible, arrange your office space so that both you and the client have easy access to leave, preferably without entering each other s personal space. Maintain a positive, nonjudgmental attitude towards clients. Speak in a soft voice and move slowly. Act calmly. Keep the scream out of your voice. An emotional or aggressive response to a distraught individual is likely to reinforce that person s aggression. Remember people who are violent are often reacting to feelings of helplessness and loss of control. Therefore, remain calm and in control of yourself. Recognize signs of escalation, and irate response to phase of violence: triggering, escalation, crisis, recovery, or post crisis depression phase. Identify those actions on your part, which serve to calm and those that serve to inflame the individual, and act accordingly. Recognize situations that may lead to assault as well as warning signs of imminent attack such as rapid breathing, grinding teeth, dilated pupils, flaring nostrils, choppy speech, and clenched fists. Remember that increased structure and decreased stimuli can heighten calm and self-control. Take a non-threatening posture to avoid appearing confrontational, but take a protected posture as well. This usually means standing slightly sideways to the individual, at a safe distance away from sudden lunges, punches and kicks, with arms and hands held near the upper body for possible quick selfprotection. Avoid a stare down by periodically breaking eye contact. Don t walk away from the individual who is escalating. Acknowledge the individual s feelings and attempt to talk to him/her calmly. Encouraging the individual to sit down may sufficiently delay or divert the possibility of attack. Usually a one-to-one situation with available staff at a distance works well. The most appropriate staff member to be with the individual is the one with the best rapport with him/her, not necessarily the staff with the most authority or rank. Avoid sudden movements or issuing aggressive commands, as these may only inflame the individual. Whenever possible allow the individual to make behavioral choices. Directives or alternatives should be stated concretely and in terms of actions that can be performed immediately. Depending on the cognitive abilities of the individual, limit setting may take two forms, Direct state clearly and specifically the required or prohibited behavior or Indirect allow the individual to choose between two acceptable behavioral alternatives. Do not touch the individual unless you are willing to restrain him/her, and only when there is sufficient staff power to do so in a manner consistent with the agency s take down or containment policies. In the event of physical intervention where the individual is placed in a quiet room or in seclusion, the isolation should be as brief as possible. From these incidences, clients can process their experience, understand and perhaps predict their own violent impulses in the future. If possible, arrange for a security escort or a friend to accompany you to your car in evening or late hours. Guidelines for Scheduling a Home Visit: Contact families to set up an appointment for a home visit being sensitive to client s schedules and who will be in the home at the time of your visit. Inquire about pets, and take precautions against vicious dogs that could be unchained or let loose. Ask client for directions, or look for directions on the Internet ( Traveling on main roads is recommended. Remember that house numbers may be missing, and additional landmarks might be needed. If 76

77 necessary, ask the client to meet you at a familiar location, and direct you to his/her home. Choose a time of day for the visit that is most safe in terms of daylight and persons at home. Preparing for a Home Visit: Learn as much about the client prior to the visit as possible. Determine if the situation surrounding the home visit resembles previous precipitating events or triggers, or if something in the client s circumstances that day might increase the probability of violent behavior. If a situation could be dangerous (e.g., situations entailing continuing domestic violence, involuntary removal of a child, or previous threats or assaults to workers), consult first with your field instructor to formulate a plan to reduce the risk, if possible. The plan might include the use of two workers for the home visit, accompaniment by a police officer, or movement of the meeting place to the office or a public place. Inform the agency about your whereabouts, and your itinerary, and check in by phone or ask to be called on a prearranged schedule. If possible, carry a means of calling for help (e.g., cellular phone programmed with agency and emergency numbers, push button emergency signals, or radio). Keep your car in good working order and your gas tank filled. During the Home Visit: Park in a place that permits quick escape. If you believe you are being followed, drive to a public place (e.g., police or fire station, convenience or grocery store, gas station). When ringing the doorbell or knocking, stand to the side of the door. Clearly and promptly identify yourself when you arrive, showing identification if indicated. Postpone the visit if conditions are unsafe, or interview the client on the front porch or outside foyer. Balance distractions. Minimize distractions such as visitors or pets, but also permit distractions to increase the family s comfort level. Sit in a chair from which you could easily arise. Remember hard chairs can be used as a shield. Be aware that most guns are stored in the bedroom and knives are usually stored in the kitchen. Leave immediately if the client makes a move toward a weapon. Remember that although the home setting might be more relaxed than the office, the purpose of the home visit is professional. Trust your instincts. If you feel threatened, take actions to protect yourself, removing yourself as quickly and coolly as possible. Notify the client if you will be late What to do if Attacked or Seriously Threatened at an Internship Placement Follow agency procedures to manage the immediate situation and to report the incident informally. Get any needed medical care. Notify and debrief with your field instructor. Notify the School (the seminar instructor or the Field Coordinator) as soon as possible Recognize that a physical attack or threatening behavior is frightening and that you may later respond emotionally to the stress. Seek professional help to address these feelings. Conduct a comprehensive post-incident evaluation with staff, outlining a plan to increase safety, if indicated. 77

78 Supervision of Student Students should not be left alone in the agency without professional staff. Leaving students alone on the agency premises or otherwise in charge during staff meetings, retreats, conferences, etc. is not appropriate use of students. Students, regardless of how competent, should not take on these types of responsibilities. Additionally, students are required to participate in a formal supervision meeting with their field instructor (this is different than the task supervisor), at least one hour per week to discuss the student's progress and performance in the agency. These weekly meetings must be documented and signed by the field instructor. If the student fails to meet with the field instructor three or more times during each of the long semesters or three times total during the summer the student could receive a failing grade in the course. Malpractice Liability Insurance Field students must be covered by professional malpractice liability insurance to protect both the agency and the student against malpractice liability claims. All students meet this professional malpractice liability insurance requirement through a blanket policy held by TCU which covers each student for up to $200,000. Again, under this insurance policy students are not covered for any claims relating to the operation of motor vehicles, whether personal or agency vehicle. Since the University has ruled that students cannot provide services for which they are at risk without liability coverage, students may not transport clients as part of their field placement. Agencies should not ask or allow students to transport clients while in field. Required Drug Testing and Criminal Background Screening Drug testing and criminal background checking of social work students is required by many of the organizations providing field internships prior to the time the student would have contact with the organization s clients or employees. This knowledge helps the Field Director make an informed placement and helps students address any criminal background concerns with potential field placements. Therefore, Harris College- Social Work program requires drug testing and criminal background checking of all students in its social work program as explained below. Selection of Company to perform Drug Testing/Criminal Background Check As part of Harris College, Social Work will utilize the same company designated by Harris College-Nursing to perform the drug testing and criminal background check for students. Harris College-Social Work will not accept drug test and criminal background check results from any company other than the one designated by Harris College e.g., Harris College-Social Work will not accept a drug test/criminal background check which a student has independently obtained from the company outside the procedure provided in this policy. The company selected is independent and separate from both TCU and Harris College-Social Work. It is not and shall not be considered a partner, joint venturer, employee, or agent of TCU or Harris College-Social Work. TCU shall not be considered a partner, joint venturer, employee, or agent of the company.at the time of the drug testing/criminal background check, the student is required to pay the cost. It is billed to TCU account after the 12th day of semester. Drug Screening Test A. Harris College-SocialWork Students Required Drug Screening Test/Timing of Drug Screening Test Harris College-Social Work students enrolled in the Field practicum for the first time or a student who has had a break in enrollment in courses are required to complete a drug screening test at a time designated by Harris College-Social Work prior to the first internship day in the agency. A break in 78

79 enrollment is defined as non-enrollment for one full semester or more in coursework. Refer to TCU s Student Handbook on Alcohol and Drug Abuse Policies and Penalties. B. Drug Test Procedure/Requirements The company Harris College selects to perform the urine drug tests will be scheduled to be on campus on a specified day prior to the beginning of coursework each semester to obtain and test urine samples from each student. Each student required to undergo the drug test shall cooperate in all aspects of the urine drug test and to complete the drug test on campus on the day specified by Harris College-Social Work. Each student is required to sign any and all consents/releases, in the form(s) designated by Harris College-Social Work, including consent to the drug test and permission for the results of the drug test to be provided to TCU and Harris College-Social Work. It is a violation of this policy for a student to adulterate or attempt to adulterate a specimen, to engage in any deceptive behavior during or in connection with the testing process, or take any other action which would falsify test results or tend to make test results inaccurate. Does not apply to graduate students. See additional information in the graduate section of this handbook. As part of the drug testing procedure, the student may be contacted by the Medical Review Officer [ MRO ] affiliated with the testing company. The student should cooperate with and accurately respond to inquiries of the Medical Review Officer. A positive drug screen for a student is defined under this policy to be one reported as such by the testing company selected by Harris College. Generally, this refers to the testing company indicating the student tested on both the company s initial test and GC/MS confirm test as outside the acceptable range set by the testing company, and with the MRO not determining the test result should be a negative. A negative test for a student is defined under this policy a test result which is not a positive test result. C. Reporting of Drug Test Results to Harris College-Social Work- The testing company will communicate the drug test results to the Field Director. It is the policy of TCU and Harris College-Social Work to maintain the confidentiality of these drug test results to the extent required by law. D. Consequences When a positive drug screen occurs, the following will occur: the student will be immediately suspended for a minimum of one year (12 continuous months from the date of the beginning of the suspension) from the social work program; and the positive drug screen will be shared by Harris College-Social Work with the TCU Dean of Campus Life for further action, including but not limited to referral for a drug abuse education program, referral to counseling, and/or referral to a drug treatment program, under TCU s institutional policies; and other appropriate action, if any. Any social work student with a positive drug screen is encouraged to seek treatment. TCU Social Work encourages impaired students to seek assistance voluntarily and assume responsibility for their personal and professional conduct. A student who has on one occasion had a positive drug screen under this policy, and who desires to reapply to TCU Social Work, may reapply only for a school semester beginning after the period of suspension (one year minimum). The student will, in addition to meeting all other 79

80 requirements for similarly situated applicants, be required to provide documentation of successful treatment and the student will be required to consent to and undergo a retest, at a time and through a testing company selected by Harris College, with this retest resulting in a negative drug screen. This re-testing is at the student s expense. The decision on whether to readmit the student is not guaranteed, and will be made on a case-by-case basis. Estimated Cost of Drug Screening Test The Drug Screening tests costs approximately $ The cost of the drug screen is the student s responsibility. Criminal Background Check A. Harris College-Social Work Students required to have Criminal Background Check/Timing of criminal background check: Harris College-Social Work students enrolled in their field internship for the first time or a student who has had a break in enrollment in clinical courses is required to complete the criminal background check at the time designated by Harris College-Social Work prior to the first internship day in the agency. A break in enrollment is defined as non-enrollment for one full semester or more in coursework. Does not apply to graduate students. See additional information in the graduate section of this handbook. B. Criminal Background Check Procedure/Requirements Each student who will be the subject of the criminal background check is required to cooperate with the company conducting the check so that it can be completed at the time required by Harris College-Social Work prior to the student contacting clients or employees at the agency. Each student is required to provide the screening company accurate identifying information requested so that the company can carry out the screen upon the student. Each student is required to sign any and all consents/releases, in the form(s) designated by Harris College-Social Work, including consent to the criminal background check and permission for it to be provided by the company to TCU and Harris College-Social Work. It is intended that the background check include all cities and counties of known residence for the 7-year period prior to the check. C. Results Once the results of the criminal background check are received, this knowledge helps the Field Director make an informed placement and helps students address and criminal background concerns with potential field placements. Students are also encouraged to visit the Texas State Board of Social Work Examiners to learn about any potential obstacles they may face in obtaining their licensure, as relted to any criminal background concerns. In alignment with the Profession, the Department sees background checks as one of many ways we work to protect all clients with which field students may come into contact. The Field Director is responsible for storing this information and ensuring all related student information is protected and only shared if needed. E. Estimated Cost of the Criminal Background Check Approximately $ The cost of the criminal background check is the student s responsibility 80

81 Immunizations Before placement in a field agency, students must provide evidence of completion of the following immunizations. Under the Family Educational Right to Privacy Act (FERPA or the Buckley Amendment) 20 USC S. 1232g, specific medical information may not be shared by the institution without the student s consent. MMR vaccinations or report of titer Varicella or report of history of chicken pox Tetanus/Diphtheria booster within the past 10 years Hepatitis B (3-Immunization series) TB Tine Test or Chest X-Ray- completed in the past 12 months FIELD OBJECTIVES AND COMPETENCIES Objectives and Competencies of Field Placement The purpose of the behavioral field objectives is twofold. The first is to serve as a guide to learning and teaching throughout the semester for which they are applicable. In this role they serve as focal points for educational supervision. The second purpose is to provide the guidelines for the evaluation of the student s performance. The mid-semester and final evaluations are particularly focused on the field competencies. These are final competencies; a student is expected to have attained them by the end of the semester and placement. The individual field instructor is responsible for providing opportunities for those practice experiences or assignments that will enable the student to demonstrate attainment of these competencies. The student is responsible for demonstrating through written work, client interaction, supervisory discussions and other means his/her attainment of the competencies. Overview of Field Requirements by Educational Level Educational Level Profile of Assignments Qualifications of Instructors BSW Field Integrative BSW or MSSW and Papers (FIPS) two years of Learning postgraduate contract experience is Research paper required for those with a Bachelor s degree and preferred for those with a Master s degree. Social Work licensure is required. Timeframe Fall: August to December Spring: January to May Hours Required 480 hours total hours/week Master s Foundation Placement Field Integrative Papers (FIPS) Learning contract Research paper MSSW and 2 years post- graduate experience. Social Work licensure is Fall: August to December Spring: January to May 400 hours total hours/week 81

82 Master s Advanced Placement Field Integrative Papers (FIPS) Learning contract Research paper required. MSSW and 2 years post- graduate experience. Social Work licensure is required. Summer: May to August Fall: August to December Spring: January to May Summer: May to August 500 hours total hours/week COURSE DESCRIPTIONS BSW Field Education I- SOWO Supervised field learning within a social work agency, providing the student an opportunity to learn the structure, function, and policies of social work agencies and apply his or her social work knowledge to the development of skills in human service delivery; the student will spend 16 hours per week in an assigned agency and will also attend a weekly university-based seminar that helps students integrate classroom and field learning. BSW Field Education II- SOWO A continuation of SOWO 40886: Field Education I, which helps to extend and deepen, under professional guidance, the development of practice skills with clients. The student will spend 16 hours per week in an assigned agency and will also attend a weekly university-based seminar that helps students integrate classroom and field learning. MSW Field Education I and II- SOWO and SOWO These courses encompass foundation level supervised field learning within a social work agency and provide the student an opportunity to learn the structure, function, and policies of social work agencies. Through experiences in the agency and field seminar, the student gains a sense of professional identity and applies social work knowledge to the development of skills in human service delivery. MSW Field Education III- SOWO Advanced field education helps to extend and deepen the development of social work knowledge and practice skills with clients. Supervised by experienced social workers, students gain autonomy and independence in working in agency settings. Students develop leadership skills, particularly in the areas of social work with children and families and in health and mental health settings. Field Education IV- SOWO In this final field education course, students continue to extend and deepen their development of social work knowledge and practice skills with clients. Supervised by experienced social workers, students gain autonomy and independence in working in agency settings. Students develop leadership skills, particularly in the areas of social work with children and families and in health and mental health settings. Student Research OVERVIEW OF RESEARCH COURSES BY LEVEL 82

83 BSW Research I BSW Research I examines research methods to help students understand how social workers conduct research and how they use and evaluate research findings. Applications to practice are made and focus is on evaluating practice and assessing the effectiveness of programs. Students are taught to conduct research and to be consumers of research. MSW Research I MSW Research I introduces students to the scientific method as a form of knowledge development and helps students understand how science is used to understand and address social problems and evaluate social work practice. MSW Research Methods II MSW Research Methods II is an advanced course in the application of research principles and techniques. It builds on previous research coursework and has students apply qualitative and quantitative research methods and commonly used statistical procedures to the evaluation of social work interventions. TCU INSTITUTIONAL REVIEW BOARD PROCESS The TCU Institutional Review Board (IRB) is responsible for protecting the welfare and rights of the individuals who are participants of any research conducted by faculty, staff, or students at TCU. Approval by the IRB must be obtained prior to initiation of a project, whether conducted on-campus or off-campus. Student research is encouraged at both the undergraduate and graduate level. The Departmental IRB committee will accept only Protocol Reviews submitted by TCU students as the Principal Investigator for review. Protocol Reviews submitted by faculty as Principal Investigators or student projects that are considered above minimal risk need to be submitted to the TCU IRB Committee not the Departmental IRB Committee. Departmental IRB makes decision on risk level for all student projects Students must complete and submit the protocol electronically to the Chair of the Department IRB committee, along with a consent document, HIPAA form (if applicable), Protection of Human Subjects Training certificates, and any questionnaires and/or other documents to be used in data collection. A template for the consent document and HIPAA form and instructions on how to complete the consent are available on the HCNHS website ( at the Student Research link. IRB protocol submission varies by semester and can be found on the website as well. Students conducting research at an agency must also receive agency approval to conduct research. Students must follow protocol as instructed by their field instructors and include any documentation from the agency with their IRB application. Additionally, any field instructors supporting students in their research must also complete TCU IRB training annually. TIMELINE OF RESEARCH IN THE AGENCY BSW Students Fall Formulate research question/hypothesis Identify data sources Explore regulatory issues in around data Complete literature review Complete methodology section of proposal Complete Human Subjects application Complete Human Subjects training (FI and Spring Collect secondary data Analyze data Complete final research report and poster Present poster 83

84 student) Secure agency letter of support for student research MSW Foundation Students Fall Formulate research question/hypothesis Identify data sources Explore regulatory issues in around data Complete literature review Complete methodology section of proposal Complete Human Subjects application Complete Human Subjects training (FI and student) Secure agency letter of support for student research Spring Collect secondary data Analyze data Complete final research report and poster Present poster MSW Advanced Students Fall Formulate research question/hypothesis Choose program to evaluate Develop measures Identify measures Create logic model if one does not already exist Explore regulatory issues in around data Complete literature review Complete methodology section of proposal Complete Human Subjects application Complete Human Subjects training (FI and students) Secure letter of agency support for student research Spring Primary data collection Analyze data Complete final research report and poster Present poster Evaluation EVALUATION OF STUDENTS The student, the Department, and the agency interact within a systems context, giving and receiving feedback in the ongoing educational process. Recognizing the interdependence of these elements, the Department conducts ongoing evaluation on a multitude of levels, with all participants in the field program responsible for feedback and maintenance. The Learning Contract Within field, students have various resources available for the development of their field experience. In most cases the field instructor is both the administrative and the educational supervisor, although portions of the administrative component may be delegated to other agency personnel with whom the student 84

85 addresses the various field assignments. Another key resource is the student s faculty liaison, who is not only available during site visits, but can provide consultation or direct intervention as requested by the student and/or the field instructor. The student, with their field instructor, will design a learning contract by which their professional goals, the field objectives, and opportunities and resources provided by the agency and school can best be used. The learning contract is completed within IPT. Students must be active participants in the development of their own field program, reflecting on past experiences, current demands of the semester objectives, and the nature of the field agency to determine where to focus learning. The field instructor and faculty liaison can reinforce the learning environment and help to sequence learning so as to make it manageable and appropriate to the contexts of the agency and classroom instruction. In general, learning contracts include several types of goals: 4. Goals related to semester objectives in which the student predicts learning opportunities provided by the field setting. For example, the agency may not require the development of case assessments, yet there is an educational objective that calls for skill in this area of professional activity. 5. Goals related to the knowledge and skills required for service delivery in a particular agency. For example, although first semester MSW field objectives do not call for skill in the use of the DSM-IV, students placed in mental health agencies, which routinely use the DSM-IV, should promptly find out what it is and how to use it. 6. Goals related to the student s own career and/or personal goals. For example, students who want to supplement their practice experience with a special population group may develop relevant educational goals/objectives to broaden their field experience in relation to that clientele. Another example is one in which a student incorporates a personal goal to become more assertive in his/her interaction with others. The educational objectives and competencies are statements of minimal expectations for all students. Students are expected to further individualize their field experience by developing relevant and feasible contracts that meet their unique needs. Student Self-Evaluation Students are expected to take an active, participatory role in completing their evaluation forms with their field instructors. Additionally, students submit self-evaluations each semester under the direction of their faculty liaison. The end of the semester self-evaluation should use the field objectives, as well as the objectives from the educational contract. Field Instructor Ongoing Evaluation of Student Progress Evaluation of student performance in field is an ongoing process throughout the placement. The purpose of the evaluation process is to help the student examine educational progress in meeting the objectives for each semester. As previously emphasized, these objectives and competencies represent the minimum expectations of performance at the completion of each course. It is the ongoing responsibility of the field instructor to work with the student in addressing these goals and the final responsibility to evaluate how well the student has mastered the necessary material within a given agency setting. Opportunity must be provided for each student to meet each objective. The objectives serve as the ultimate basis for course planning and evaluation of student performance. The progress made by each student is assessed in the following ways throughout the semester: 8. Verbal presentation of material 9. Discussion of agency tasks with the field instructor 10. Agency documentation 85

86 11. Interaction with the student s peer group 12. Interaction with other personnel in the setting 13. Direct observation of the student at work on a particular task or working with clients 14. Discussion during faculty liaison visits Field Instructor Online Evaluation of Student Progress The field instructor prepares an online evaluation of each student at specific points in the course of the placement. Guidelines and procedures for evaluation of student performance are standardized throughout the field sequence. The evaluation instruments are designed to measure the performance of each student as assessed against course objectives and the goals of the Educational Contract. All forms are found in Section VII: Selected Forms and are to be completed in IPT. The student is expected not only to participate in the process, but also to have an opportunity to review the evaluation. However, in the final analysis, the evaluation is the field instructor s assessment of student performance. Neither the student nor the faculty liaison can change the content; however, the faculty liaison has the responsibility to assign the final grade. The faculty liaison also has the option of appending material. The field instructor, student and faculty liaison electronically sign the evaluation. Copies of all components of the final evaluation will be furnished to the school, the agency and the student. The original will be kept in the student s electronic field file. Students will also submit their self-evaluation and/or other material with the final evaluation for inclusion in their permanent record. EVALUATION OF THE FIELD PROGRAM Evalution by Students All students are asked for feedback related to the field program and their placements in the BSW/MSW Program Exit Surveys. Additionally, students are expected to and routinely use their regular communication with their faculty liaisons to evaluate their field experiences. Evaluation by Field Instructors Field instructors are asked to evaluate the Field Program at the Field Instructor workshops and through their regular communication with their faculty liaisons. Additionally, Field Instructors are asked to engage in a productive working relationship with the field program and to provide timely, transparent, consistent and professional feedback regarding concerns affecting their students, field instruction, agency and/or clients. Field Advisory Committee The Field Advisory Committee provides ongoing feedback throughout the year and serves as an advisory body to the Department to advise regarding matters related to field education. 86

87 Section 5: Forms 87

88 88

89 Section 6: Other Resources 89

90 HARRIS COLLEGE ACADEMIC RESOURCE CENTER The Harris College Academic Resource Center is designed to support students and faculty in Harris College of Nursing & Health Sciences. The Center's goal is to enhance the overall student experience to prepare graduates for a lifelong career in health sciences. The Academic Resource Center provides: Academic advising Educational workshops Career services such as resume critiques, mock interviews, and career exploration Information about study abroad and student research opportunities Information about graduate programs Leadership development within the health professions For more information contact: Academic Resource Center Annie Richardson Bass Building [email protected] TCU CAREER SERVICES Assigned Liaison: Kathryn Trimble The William L. Adams Center for Writing (R ) The William L. Adams Center for Writing serves the entire TCU community faculty and staff as well as undergraduate and graduate students. This is a resource provided by the university to assist you. Staffed by writing specialists and peer tutors, the Center offers one-on-one instruction. A tutorial may focus on a specific piece of writing or on a selected writing skill (e.g., usage, punctuation, essay exams, documentation, etc.). The Center is a non-threatening and supportive place where you can talk openly and confidentially about your writing with someone who is informed but nonjudgmental. To schedule an appointment with a writing specialist, call (817) MAIN OFFICE: Rickel Building, Room 244 Hours: Monday - Friday (8:00 a.m. to 5:00 p.m.) Phone: LIBRARY ANNEX: [Open during fall and spring semesters only] Hours: Monday - Friday (2:00 p.m. to 5:00 p.m. Hours: Saturday (12:00 noon to 4:00 p.m.) Hours: Sunday - Thursday (6:00 p.m. to 9:00 p.m.) Phone: Please refer to the Center for Writing s web site, for additional important 90

91 information! TCU LIBRARY Students and faculty have access to over 1.5 million books and audio-visual materials and over 79,000 current journals, electronically and in paper. In addition, the library provides access to over 300 databases, many of which include the full text of journal articles, from the library website. The Library has been a depository for federal documents since 1916 and participated in the Texas depository library program for more than 60 years. Portions of the U.S. documents collection date as far back as the eighteenth century. Harris College of Nursing and Health Sciences has a research librarian assigned to the College to specifically assist students enrolled in a program in Harris College. Visit the library s website for contact information. The TCU Library is available to students, faculty, adjunct faculty, and field instructors, as a benefit of being part of the University community. DISABILITY SUPPORT SERVICES Texas Christian University provides reasonable accommodations for each student who has a physical, medical psychological or learning disability. If you have a disability and have not submitted information concerning that disability to the university, please contact the office of the Coordinator for Students with Disabilities during orientation or as soon as possible. The Coordinator is eager to get to know you and assist you in determining appropriate university services. It is to your advantage to file all medical or assessment reports and met with the Coordinator before the semester begins.for more information regarding disabilities services, contact: Center for Academic Services Texas Christian University TCU Box Fort Worth, Texas (817) WRITTEN ASSIGNMENTS 1. In all written assignments, follow APA format for citing references for your work. 2. Be sure to cite any used article or book in the body of paper and reference page. 3. Anytime the information could not have been known without reading it in a source, the source needs to be cited. 4. Direct quotes are rarely used in APA. Only use them if the effect is lost by paraphrasing. 5. If using direct quotes, frame that text within quotation marks and also cite the page number of the direct quote. 6. All assignments should have a right-justified running head with your name. The APA website is located at: Sections of the Paper 1. THE TITLE PAGE Center the information in the middle of the paper. Double-space the entries. 91

92 Include the following information: Project Name Student Name Professional Project for Master of Science Degree in Nursing Texas Christian University Harris School of Nursing Date in Month and Year 2. BODY OF THE PAPER Do not hyphenate words at the end of lines. Do not leave one line of a paragraph hanging by itself on the top of a page. Bring another line over so there are at least two lines of a paragraph at the top of a page. Do not leave one line of a paragraph hanging by itself on the bottom of a page. If you cannot fit at least two lines of the paragraph on the bottom. Use one and a half inch margins all around paper. Number pages in the top right hand corner. A running head is part of APA format but not required for the project. Use subheadings. If emphasis is needed for content or words, use bold type or italics instead of quotation marks. Numbers below the number 10 are written out, numbers 10 or above are written in numeral form. Use author's name, not editor's name, in text and reference list. Use quotation marks around direct quotes. Cite a page number for direct quotes. Proof for errors in syntax, "typos," and semantics. Use headings and subheadings when paper becomes lengthy or complex. Avoid use of flowery words, jargon, and derogatory words. Avoid use of wording that shows prejudice toward age, race, sex, or ethnic background. Use "think" or "believe" instead of "feel" in most cases. Write out words for initials used the first time (e.g. HCFA) Avoid long rambling sentences. Make sure subject and verb agree in number. Use "their" if want to have a personal possessive; use "there" for directional message. Capitalize proper nouns such as Social Security, Medicare, and Medicaid. Use contractions appropriately (e.g. don't). Use possessives to show ownership (e.g. persons' boat). 92

93 Section 7: Appendix 93

94 BSW Program requirements MSW Program requirements NASW Code of Ethics Texas State Board of Social Work Examiners NASW Standards for Cultural Competence in Social Work Practice TCU Student Handbook Field Course Syllabi 94