SCHOOL OF SOCIAL WORK

FLORIDA INTERNATIONAL UNIVERSITY ROBERT STEMPEL COLLEGE OF PULBIC HEALTH & SOCIAL WORK SCHOOL OF SOCIAL WORK GRADUATE PROGRAM HANDBOOK MASTER OF SOCIAL WORK Modesto A. Maidique Campus (MMC) 11200 SW 8th Street AHC-5 5 th Floor Miami, Florida 33199 (305) 348-5880 http://socialwork.fiu.edu Revised Summer 2014 1

SCHOOL OF SOCIAL WORK MISSION STATEMENT The School of Social Work educates students for professional social work service and leadership in local, national, and international domains. The School collaborates with communities, conducts research, and disseminates knowledge in response to the needs of individuals and families living in diverse and multicultural urban environments. We lead the scholarly search for innovative, effective, and just solutions to human concerns. Approved May 2002 2

TABLE OF CONENTS i. Mission Statement ii. Table of Contents I. Program Overview 4 II. MSW Program Goals 5 III. Competencies/Practice Behaviors 5 IV. Competencies/Practice Behaviors Advanced Clinical Practice Concentration 7 V. Application Process 9 VI. Admission Process 11 VII. Program of Study 13 VIII. Field Education 14 IX. Graduate Certificate Programs 18 X. Dual Degree Program- JD/MSW 19 XI. Course Descriptions 20 XII. Student Organizations 24 XIII. Criteria for Evaluation of Academic and Professional Performance 24 XIV. Academic Appeals Procedure 27 XV. Career Planning 27 APPENDICES Appendix A Admission Pre-requisites 28 Appendix B Social Work Faculty and Staff 29 Appendix C Contact Information 31 Appendix D CSWE Curriculum Policy 32 3

I. Program Overview The profession of Social Work requires a high degree of knowledge and dedication. The desire and ability to work effectively with people and to help solve social problems demands a scientific understanding of society and human behavior, skills in social work practice, and identification with the values of the profession. The School of Social Work at Florida International University offers an integrated program that leads to the degree of Master of Social Work (MSW). The program is designed to give the student professional education for the advanced practice of social work. All students will be required to acquire or to possess the common base in the areas of professional study considered essential in social work education: human behavior and the social environment, social welfare policies and services, research, and social work practice. The knowledge acquired in the professional courses will be applied in supervised field experiences in social agencies. The program offers a concentration in advanced clinical practice. Students complete a field practicum program that supports practice in the concentration. With the help of faculty, students will develop an individualized program of study most likely to meet their educational needs and contribute to their professional objectives. The Master of Social Work program at Florida International University is accredited by the Council on Social Work Education (CSWE) and received full unconditional reaccreditation In the Fall of 2008. The program provides a curriculum that meets the current educational requirements for clinical licensure in Florida. The School also offers several graduate certificate programs and students have the option of pursuing a certificate while in the MSW program. Please note that some certificate programs do require additional coursework. At present, these include graduate certificates in Addictions and Social Work Practice with the Elderly. In addition, a joint degree with the FIU College of Law is offered. For further information, please contact our Student Services Coordinator at (305) 348-5880. 4

II. MSW Program Goals The focus of graduate social work education is the preparation of graduates for advanced professional practice in an area concentration. These goals reflect the intent of CSWE s Educational Policy. The goals of the MSW Program are to educate graduates to: 1. Provide curricula that build on a liberal arts foundation and reflect state of the art social work knowledge. 2. Educate students for advanced practice that is grounded in the history, values, and science of the social work profession. 3. Educate students to enhance functioning of diverse individuals, families, groups, organizations and communities. 4. Educate student to understand social policies, services and programs that support the development, capacities, and needs of human beings. 5. Educate students to promote policies, services, and resource allocation through advocacy or political actions that result in social and economic justice. 6. Prepare students to use critical thinking, research, and technology to advance and evaluate social work practice. 7. Promote and provide opportunities for ongoing professional development. III. Competencies/ Practice Behaviors MSW Foundation Year The objectives of the graduate program are derived from the program goals and are consistent with CSWE s Educational Policy. Upon completion of their coursework and field practica, the MSW graduate is expected to: EP 2.1.1 Identify as a professional social worker and conduct oneself accordingly o Practice Behaviors (1 6) Advocate for client access to the services of social work Practice personal reflection and self-correction to assure continual professional development Attend to professional roles and boundaries Demonstrate professional demeanor in behavior, appearance, and communication Engage in career-long learning Use supervision and consultation EP 2.1.2 Apply social work ethical principles to guide professional practice o Practice Behaviors (7 10) Recognize and manage personal values in a way that allows professional values to guide practice Make ethical decisions by applying standards of the NASW Code of Ethics Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions EP 2.1.3 Apply critical thinking to inform and communicate professional judgments o Practice Behavior (11 13) Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom Analyze models of assessment, prevention, intervention, and evaluation Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities and colleagues EP 2.1.4 Engage diversity and difference in practice o Practice Behaviors (14 17) Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups 5

Recognize and communicate their understanding of the importance of difference in shaping life experiences View themselves as learners and engage those with whom they work as informants EP 2.1.5 Advance human rights and social and economic justice o Practice Behaviors (18 20) Understand the forms and mechanisms of oppression and discrimination Advocate for human rights and social and economic justice Engage in practices that advance social and economic justice EP 2.1.6 Engage in research-informed practice and practice-informed research o Practice Behaviors (21 22) Use practice experience to inform scientific inquiry Use research evidence to inform practice EP 2.1.7 Apply knowledge of human behavior and the social environment o Practice Behaviors (23 24) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Critique and apply knowledge to understand person and environment EP 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services o Practice Behaviors (25 26) Analyze, formulate, and advocate for policies that advance social well-being Collaborate with colleagues and clients for effective policy action EP 2.1.9 Respond to contexts that shape practice o Practice Behaviors (27 28) Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services EP 2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities o Engagement Practice Behaviors (29 31) Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities Use empathy and other interpersonal skills Develop a mutually agreed-on focus of work and desired outcomes o Assessment Practice Behaviors (32 35) Collect, organize, and interpret client data Assess client strengths and limitations Develop mutually agreed-on intervention goals and objectives Select appropriate intervention strategies o Intervention Practice Behaviors (36-40) Initiate actions to achieve organizational goals 6

o Implement prevention interventions that enhance client capacities Help clients resolve problems Negotiate, mediate, and advocate for clients Facilitate transitions and endings Evaluation Practice Behaviors (41) Critically analyze, monitor, and evaluate interventions IV. Competencies/ Practice Behaviors MSW Advanced Clinical Practice Concentration EP 2.1.1 Identify as a professional social worker and conduct oneself accordingly o Practice Behaviors (42) Understand and identify professional strengths, limitations, and challenges EP 2.1.2 Apply social work ethical principles to guide professional practice o Practice Behaviors (43 44) Apply ethical decision making skills to issues specific to clinical social work Recognize and manage personal biases as they affect the therapeutic relations in the service of the clients well-being EP 2.1.3 Apply critical thinking to inform and communicate professional judgments o Practice Behavior (45 48) Engage in reflective practice Identify and articulate clients strengths and vulnerabilities Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations Communicate professional judgment to other social workers and/or professionals from other disciplines, in both verbal and written formats EP 2.1.4 Engage diversity and difference in practice o Practice Behaviors (49 50) Research and apply knowledge of diverse populations to enhance client well-being Work effectively with diverse populations EP 2.1.5 Advance human rights and social and economic justice o Practice Behaviors (51) Use knowledge of the effects of oppression, discrimination, and historical trauma on client and client systems to guide treatment planning and intervention EP 2.1.6 Engage in research-informed practice and practice-informed research o Practice Behaviors (52 53) Use the evidence-based practice process in clinical assessment and intervention with clients Use research methodology to evaluate clinical practice effectiveness and/or outcomes EP 2.1.7 Apply knowledge of human behavior and the social environment o Practice Behaviors (54-55) Synthesize and differentially apply theories of human behavior and the social environment to guide clinical practice Use bio-psychosocial spiritual theories and diagnostic classification systems in formulation of comprehensive assessments 7

EP 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services o Practice Behaviors (56-57) Advocate with and inform administrators and legislators to influence policies that affect clients and services Communicate to stakeholders the implication of policies and policy change in the lives of clients EP 2.1.9 Respond to contexts that shape practice o Practice Behaviors (58 59) Assess the quality of clients interactions within their social contexts Develop intervention plans to accomplish systemic change EP 2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities o Engagement Practice Behaviors (60 62) Develop culturally responsive therapeutic relationship Establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the therapeutic alliance o Assessment Practice Behaviors (63 67) Use multidimensional bio-psychosocial spiritual assessment tools Assess clients readiness for change Assess clients coping strategies to reinforce and improve adaption to life situations, circumstances, and events Select and modify appropriate intervention strategies based on continuous clinical assessment Use differential diagnosis o Intervention Practice Behaviors (68 70) Critically evaluate, select, and apply best practices and evidenced-based interventions Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed Collaborate with other professionals to coordinate treatment intervention o Evaluation Practice Behaviors (71) Use clinical evaluations to develop best practice interventions for a range of biopsychosocial spiritual conditions 8

V. Application Process The following are the application materials you must complete and return to the University and the Admissions Committee of the School of Social Work in order to have your qualifications reviewed for potential entry into the graduate program in social work. A. General Admissions Procedures and Deadlines Applicants are responsible for making sure that all required documents are on file at the University and the School of Social Work. Only those applicant folders that are complete will be reviewed. Applicant folders are considered complete when the following documents have been completed and received by the School of Social Work: 1. FIU Office of Admissions Graduate Admission Application 2. School of Social Work Application to the Master of Social Work (MSW) Program 3. Official sealed transcripts of all undergraduate and graduate work 4. Personal Narrative Statement 5. Three Letters of Reference 6. Request for Field Placement Record (Advanced Standing applicants only) The GRE is no longer required. (Use the foregoing as a checklist to ensure all documents are complete before submission) The two-year MSW Program admits for Fall and Spring. The deadlines are: Fall semester: June 1(International: February 15) Spring semester: October 1(International: August 1) The Advanced Standing status admits for Fall, Spring and Summer. The deadlines are: Fall semester: June 1 (International: February 15) Spring semester: October 1(International: August 1) Summer semester: March 1 (International: December 1) B. Graduate Requirements Applicants to the Graduate Program are required to meet the minimum standards set forth by Florida International University and the FIU School of Social Work Graduate Program. C. M.S.W. Standard Two-Year Program (60 credit hours) Applicants desiring to pursue the M.S.W. degree must meet the following requirements for full admission to the program: Baccalaureate degree from a regionally accredited college or university with a B average (3.0 on a fourpoint scale) in the last two years of baccalaureate studies. (Official University/ College transcript from all institutions previously attended in a sealed institution envelope. Graduates from FIU do not need to request transcripts) Completion of twelve (12) semester credit hours of college-level courses in the social and behavioral sciences, a three (3) credit college-level statistics course, and a three (3) credit college-level course in biology (including coverage of human biology). Minimum grade of C in all prerequisite courses. (See Appendix A) Three (3) letters of reference from employers, instructors, or other persons in a position to evaluate the applicant s professional aptitude An autobiographical statement or personal narrative, including applicant s philosophy, value system, and personal experience relevant to social work Majority vote of the FIU School of Social Work Admissions Committee in favor of the applicant All Foreign students must submit a TOEFL score of 550 or higher paper-based /80 or higher internetbased, or IELTS scores (6.5) 9

NOTE: It is possible for an applicant who fails to meet the specified Graduate Admission Requirements to appeal the admission decision and to be considered for conditional admission to the two-year program. Students with conditional admission are not eligible for the MSW with advanced standing status. D. MSW Advanced Standing Status (33 credit hours as of Fall, 2014) Applicants who have a Bachelor of Social Work (BSW) or Bachelor of Science in Social Work (BSSW) degree granted by an undergraduate program accredited by the Council on Social Work Education (CSWE) and who have an upper division 3.25 grade point average or above, may apply for admission to the MSW program with advanced standing status. However, the BSW/BSSW degree must have been obtained within the last five years prior to application to the graduate program in order to be eligible for advanced standing status. In addition to the previously stated requirements for the regular MSW program, Advanced standing applicants must also have successfully completed an appropriate undergraduate field practicum and provide a copy of the final field evaluation. Conditional admission is not applicable to advanced standing applicants. Advanced standing applicants cannot transfer credits. E. Personal Narrative Statement The personal narrative, being an integral part of the application packet, is considered by the Admissions Committee to be a particularly important factor in making admission recommendations. Applicants are encouraged to view the narrative as an opportunity to communicate to the Admissions Committee members on those issues which the applicant views as important or pertinent in the social work field. Your personal narrative is confidential in its use by the School. The committee would like to know what there is about your background and experience that leads you to want to be a professional social worker. Include in the statement information about your personal philosophy, value system, and personal experiences relevant to professional social work. In addition, the committee is interested in your view of the profession of social work and how you see yourself using your graduate social work education in the future. Please respond to the following questions: 1. What do you see as the basic purpose or purposes of the social work profession and the function or functions of social workers? 2. Which current social problem(s) present(s) the greatest concern to you? What view do you have about the way in which such problem(s) could be prevented or ameliorated? 3. How early or recent family, peer group, educational, extended travel, work (volunteer or employed), community, or research experience contributed significantly to your motivation for, and/or understanding of, the field of social work? 4. What can you assess as your strengths and weaknesses in relationship to the education and practice of social work? What unique interest or educational need, if any, do you have? 5. At this point in time, why is graduate education in social work the best way for you to realize your goals? What are your future goals if you become a professional social worker? 6. Is the School of Social Work graduate program s concentration central to your interest? 7. Feel free to add other information you believe is relevant *Note: This personal statement is to be prepared on separate cover (8 ½ x 11 paper size) and submitted to the School of Social Work Admissions Committee. Preferably it should be typed (double-spaced) and should be at least 6-8 pages in length. F. References Please provide each of your references with one of the enclosed reference letter forms. All referents should know you well and be able to evaluate your aptitude for the social work profession. At minimum, one letter should be from an academic source: (past or present) academic advisor or professor. Other reference letters should be from an immediate supervisor (past or present) from any voluntary and/or human service experience, or human service professional. We suggest that you urge your referents to return their material promptly as your application is not considered complete until all materials are received. These letters must be received in a sealed envelope directly from the referent. 10

VI. Admissions Process A. Admission Decision Initial evaluation of admission requests will be undertaken only when your graduate application and School of Social Work application are received. Assessment of intellectual capacity will be based mainly on your transcripts and academic references. Other areas, such as motivation, knowledge of the field, personal qualifications, communication ability, etc., will be determined by a review of your work experience, references, the personal narrative statement and possibly an admissions interview. Applicants will receive notification about admissions decisions as soon as they are processed. Full Admission: Status granted only when all requirements are met and the applicant demonstrates capacity for promising professional career in social work. Provisional Admission: Status granted for one semester when an applicant who has demonstrate the capacity for a promising career in social work appears to meet the admission requirements but is missing an official transcript. Students must submit proof of this missing documentation by the end of their first semester, otherwise risk being dismissed from the program. Conditional Admission: Status granted for up to 12 credits or two semesters for applicants who are not admissible under normal standards but for whom there is evidence to indicate that the student could succeed in the program under certain conditions. Students must maintain a minimum of a 3.25 GPA for the first 12 credit hours. If the condition is not met, student will be dismissed from the program. Denied: Decision is reached when any one of the requirements is not met and the applicant has not demonstrated capacity for a promising career in social work. B. Transfer Credits Transfer Credits are defined as credits taken at other accredited universities or colleges that can be accepted and applied toward the minimum number of credit hours required for a social work degree. In accordance with school policy, transfer credits will only be awarded for courses completed within five years prior to the application for transfer. A minimum grade of B is required for a course eligible for transfer. In addition to the College and University policies governing transfer credit, the following regulations apply: 1. A maximum of six (6) semester hours of courses taken in a CSWE accredited Master of Social Work program in which the applicant was fully admitted may be transferred. 2. Students with advanced standing status will not be awarded transfer credits. Transfer credit is subject to evaluation by sequence chairs who may identify deficiency areas in relation to our own curricular emphasis and make recommendations for additional work where indicated. All transfer credit decisions are subject to the approval of the Director. Students requesting transfer credit should submit a formal petition to the MSW Coordinator. The petition should include an official transcript of the student s record, a catalog description and the syllabus of each course for which credit is requested. Other official information may be substituted if it provides sufficient data for evaluation. The petition must be submitted at least one month prior to the semester in which the course is scheduled to be taken. No credit will be awarded for life experience or previous work experience. 11

C. Financial Aid Financial Aid is available through the Robert Stempel College of Public Health and Social Work. Financial Aid available includes tuition and fee waivers (non-resident waivers), graduate assistantships, grant supported stipends and scholarships. Financial Aid available through the University includes Federal and State aid. An applicant wishing to apply for student financial aid from the State of Florida must complete a Free Application for Federal Student Aid (FAFSA) by the appropriate deadline. Additional information about financial aid, student loans or college work-study can be obtained from the Financial Aid Office: Florida International University Office of Financial Aid Room PC 125 Miami, FL 33199 (305)348-7272 http://finaid.fiu.edu/ D. Disability Services The School of Social Work complies with the Americans with Disabilities Act, the 1973 Rehabilitation Act, Section 504 and the Florida Equity Act in providing auxiliary aids and services to persons with disabilities. The Disability Resource Center provides assistance to students having physical, visual, hearing, speech, learning, psychological, chronic, and temporary disabilities. Students must request services at least five days prior to the beginning of each semester in order for the Disability Services Office to assess student s needs and coordinate appropriate services and accommodations. Students with disabilities should also contact each course instructor at the beginning of the semester to facilitate a smooth provision of accommodation. The School of Social Work is dedicated to providing the highest quality of education to all students and will provide accommodations needed for special access for persons with disability. For further information, contact the Office of Disability Services: http://drc.fiu.edu/ E. Advisement Courses in the graduate program are sequenced with some courses having pre-admission requirements and/or other social work prerequisites. Therefore, it is important that applicants plan their entry into either the standard two-year or Advanced Standing status courses with the Student Services Coordinator and/or assigned faculty advisor. Also keep in mind that required courses are not offered every semester. Applicants whose folders are not complete may enroll in required first year courses only with the approval of the MSW Coordinator. Enrollment as a non-degree-seeking student can be counted toward a degree up to twelve credits only. 12

VII. PROGRAM OF STUDY Please review carefully the information prior to making any changes in your program of study. If you have any questions, please contact your advisor or the Student Services Coordinator. The MSW two-year program begins in the Fall and Spring and advanced standing status begins in the Fall, Spring or Summer semesters. Keep in mind that: Most courses are not offered every semester. Many courses have pre- and/or co- requisite requirements and failure to meet these requirements could result in an administrative drop from the course (See Section XI Course Description Section). Electives can be taken during any semester of study Second year (concentration 6000 level) courses cannot be taken by two-year students until all first year requirements are complete (except for electives and Public Health course). SOW 5105* SOW 5235 SOW 5324* SOW 5342* SOW 5344 SOW 5404 SOW 5532 SOW 5629 SOW 6125* SOW 6236* SOW 6351* SOW 6425* SOW 6435* SOW 6533* SOW 6534* PHC 6500 SOW XXXX SOW XXXX Courses Foundation Year 1 st Year Human Behavior & Social Environment I Social Welfare Policy & Services I Theory & Practice with Groups Theory & Practice with Individuals & Families Theory & Practice with Communities & Organization Social Work Research Methodology Clinical Practicum I Social Work Practice with Diverse Populations Advanced Clinical Year 2 nd Year Human Behavior & Social Environment II/ Psychopathology Social Welfare Policy & Services II Clinical Intervention in Couple & Family Social Work Practice Clinical Assessment and Intervention Planning Evaluating Empirically Based Social Work Practice Clinical Practicum II Clinical Practicum III Public Health Foundations of Public Health Practice for Social Workers Clinical Electives Clinical Elective Clinical Elective * Indicates Pre- and/or Co-requisite courses are required 13

VIII. FIELD EDUCATION A cornerstone of professional social work education is the inclusion of both academic coursework and actual practice experience. Through Field Education, graduate students are provided educationally directed opportunities to translate theory into effective social work practice. For more than forty years, Florida International University School of Social Work has worked closely with the professional social work community to develop quality field instruction in Dade, Monroe, Broward, and Palm Beach counties. Over 200 experienced clinical social workers serve as Field Instructors for students and work closely with the faculty to develop the field component of students professional education. All practicum sites are selected through a prescribed process of site evaluation and contractual agreement between the agency and Florida International University. Clinical Practicum I provides a foundation in generalist perspective social work skills in working with individuals and families, groups, and organizations and communities. The Advanced Practicum builds upon the foundation and provides opportunities to develop advanced clinical practice skills in assessment and intervention planning within multiple contexts based upon evidence-based practice. Foundation Year During the first clinical practicum, the student is required to complete a total of 384 hours in the semester. A student is eligible for Clinical Practicum I once fully admitted to the program, upon maintenance of a cumulative GPA of 3.0, and successful completion (a grade of B or better) of the following required course work: SOW 5105 Human Behavior and the Social Environment SOW 5235 Social Welfare Policy and Services I SOW 5342 Social Work Practice with Individuals and Families SOW 5344 - Social Work Practice with Communities and Organizations SOW 5404 Social Work Research Methodology PHC 6500 Foundations of Public Health for Social Workers Advanced Concentration Year The advanced clinical practicum requires the student to complete a total of 576 hours. The advanced field component is organized in: Two practica (Clinical Practicum II and III), which consist of two semesters of 288 each at the same agency. Clinical Practicum II A student is eligible for Clinical Practicum II upon attainment of: A passing grade in Clinical Practicum I, maintenance of a cumulative GPA of 3.0, and successful completion (a grade of B or better) of all first year (foundation) required course. - OR - A BSW/BSSW degree and admission to the MSW Program with Advanced Standing status. Clinical Practicum III A student is eligible for Clinical Practicum III upon attainment of a passing grade in Clinical Practicum II, maintenance of a cumulative GPA of 3.0, and successful completion (a grade of B or better) of the following required course work: SOW 6125 Human Behavior and the Social Environment II Psychopathology SOW 6236 Social Welfare Policy and Services II SOW 6435 Evaluating Empirically Based Practice SOW 6425 Clinical Assessment and Intervention Planning 14

Practice Co-requisites A specific clinical practice class must accompany each Field Practicum: Clinical Practice Class SOW 5324 Theory and Practice with Groups SOW 6425 Clinical Assessment and Intervention Planning SOW 6351 - Clinical Interventions in Couple and Family Social Work Practice Field Practicum SOW 5532-Clinical Practicum I SOW 6533-Clinical Practicum II SOW 6534-Clinical Practicum III Integrative Seminar The integrative seminar is an essential component of each field practicum and provides the student with an opportunity to integrate, analyze, and evaluate practicum learning experiences. The seminars/licensure preparation sessions are scheduled weekly for 1.25 hours throughout the practicum. One grade, Pass/Fail, is given for both the practicum and seminar. Agency Placements Placements are available with public agencies to work in a variety of settings: schools, hospitals, clinics, courts, residential treatment centers. Opportunities are offered to work with diverse client populations: persons with mental and medical illness, developmental disabilities, and substance abuse problems, as well as victims of abuse and other traumas. Supervision is provided by field instructors who have a minimum of two-years postmasters experience and have completed a 16-hour clinical supervision training course developed by the Florida Field Consortium and approved by the Florida Board of Clinical Social Work. Matching Process Each student is encouraged to request a field placement in a social service area of particular interest, and to indicate specific placement preferences. The field coordinator will make every attempt to accommodate this request, however, this cannot be guaranteed. Each application for field placement is reviewed by the field coordinator, who will meet with the student before making an assignment to an agency. After the agency selection is determined, students arrange a pre-placement interview with a designated person in the field agency to learn about the agency and the educational experiences offered. Note: Students are not permitted to make arrangements for their own placement. Scheduling Specific scheduling of the weekly requirement of hours is coordinated between the student and the agency Field Instructor. The goal is to maximize the student s involvement in the provision of clinical services. Not many agencies provide services and supervision after-hours or opportunities for interaction and collaboration with other professional staff. As a result, evening and weekend placements are extremely limited*. Although every effort is made to accommodate full-time working students, placement cannot be guaranteed students who have less than 16 hours (two days) per week available during regular weekday business hours. * Evening and weekend placements are not available for MSW I placements. Own Agency Placement Own agency placements are not allowed for any of the field placements. Application Due Dates The dates for submission of the application for the Clinical Practica are: Fall Semester June 1 Spring Semester October 1 Winter Semester February 1 Applications must be submitted by the due date to permit time for agency interviews and the matching process. 15

Note: Students admitted into the Full-Time MSW program with advanced standing status after the field application date for their semester of entry are asked to contact the Field Education office at 305-348-3881 to discuss placement options. Student Expectations Students enrolled in the School of Social Work must adhere to standards of conduct that reflect upon the University, School, the Social Work profession, and themselves. They are expected to behave appropriately, respect others rights and privileges, and to abide by the rules and regulations of the University, School, and community. Students are expected to: 1. Enter the field practicum with a readiness to learn and to become involved in all appropriate aspects of the field practicum. 2. Be sensitive to the norms and climate of the agency and conduct themselves in a manner appropriate to the setting. 3. Communicate openly with the Field Instructor on all matters pertaining to the field education experience. 4. Observe and respect the unique importance of the individuals, families, groups, and communities to be served by the agency in accordance with social work principles of confidentiality. Evaluation Each student should be actively involved in the educational process necessary to attain required social work skills. Therefore, students must continually assess their learning needs, strengths, and problems as reflected in a formal Learning Contract. This continuous assessment provides a foundation for both the student and the Field Instructor for the development of supervisory conferences and a successful field education experience. While the field education experience serves many purposes, a major function of the field experience is to serve as an evaluation tool for the student s suitability for a career in the social work profession. The evaluation begins on the first day of placement, and should be an ongoing, shared appraisal of performance so that written evaluations reflect material previously discussed between the student and field instructor. A passing grade in field practicum is required for continuation in the program. Field courses cannot be repeated. Detailed information about the Field Education program, a list of agency field placements, and all related forms are available online at: http://rscphsw.fiu.edu/social_work/field_practicum.html IX. Outcome Measures In order to provide a comprehensive and continuous program assessment, the School has adopted an assessment model with a focus on student learning outcomes. Direct measures for the MSW program include the Final Field Evaluations, Case Panel Presentations, and Licensing exam results while the indirect measures include Student Exit Surveys and Alumni Surveys. In regards to the direct measures, the Field Evaluations are directly linked to the competencies and practice behaviors. In addition, students are required to make a Clinical Case Power Point Presentation to a three-person panel consisting of two faculty and one field instructor. The presentation is made as part of the final capstone course (SOW 6534) and a rubric assessment tool is used for evaluation and feedback to the students. Results of the national licensing exam are the third direct measure of outcomes for the graduate program. Capstone During their second year integrative field seminars, students are prepared for the capstone presentation they will be making at the end of their last practicum. These presentations are primarily clinical in nature and students work with their field instructors in selecting an appropriate client for the task. Students are required to present their capstone presentation to their field instructor and/or agency staff as well. The capstone assignment is a practicum related learning experience designed to assist the student to critically analyze, synthesize, and apply the knowledge and skills of advanced clinical social work to a case situation. The students are asked to present a clinical case situation from their current clinical placement to a three person panel of two faculty members and one field instructor. Using a PowerPoint presentation, students have twenty (20) minutes to provide panel members with an overview of an in-depth psychosocial assessment and treatment plan of a case from their placement. This includes areas of strengths and support for the client, risk factors, coping skills and any 16

issues related to at-risk, underserved, vulnerable populations. The assignment also includes a discussion of the guiding theoretical framework for the assessment, an intervention plan, an analysis of evidence-based methodologies informing their choice of intervention strategies, and a discussion of the evaluation process for the intervention strategy and the intervention s overall effectiveness with the case. In addition, students discuss how the client might have been better served by the agency and provide recommendations for organizational change. In terms of personal and professional growth, students analyze the challenges they encountered in their work with this client system, including those related to values and ethics, and they identify at least two lessons learned from the case that will inform their future clinical social work practice. An additional ten (10) minutes is allotted for questions by the panel. In addition, students provide the panel with copies of the assessment and a hard copy of the actual presentation. Panel members utilize an assessment rubric to score the students materials and presentations. These scores are later sent (within two weeks of their presentation) to the students along with comments from the panel members. The presentation is scheduled towards the end of their final field semester. The assessment rubric evaluates the presentation on six dimensions/items: (a) organization and presentation, (b) professional communication, (c) quality of contents and evidence of accomplishment, (d) critical thought or analysis and scholarship: human behavior, evidence-supported interventions, (e) critical thought or analysis and scholarship: social policy, and (f) professional growth, self-awareness and self-reflection, and use of supervision. The rubric contains a three-point scale for each of the dimensions. A score of one indicates below satisfactory performance, a score of two indicates satisfactory performance, and a score of three indicates excellent performance. The scores for each of the six items are totaled and the final total score provides the faculty with a reflection of the students readiness for clinical social work practice. A passing score requires that the student receive a minimum of twelve points and no score below two on more than one dimension for their presentation. A total score of less than 12 and/or more than a score of two on more than one dimension represents a below satisfactory score and a demonstration of little evidence of readiness for clinical social work practice. A total score of 12 to 14.99 and no score less than two on any one dimension represents a satisfactory score indicating that there is substantial evidence of satisfactory readiness for clinical social work practice. A total score of 15 to 16.5 and no score less than two on any dimension represents an above satisfactory to excellent score indicating that there is convincing evidence of superior readiness for clinical social work practice. A total score of 16.5 to 18 and no score less than two on any dimension represents an exceptional score indicating that there is convincing evidence of superior readiness for advanced clinical social work practice in every dimension. Values and ethics are at the forefront of this presentation in that students are expected to uphold confidentiality in their presentation. They are also expected to demonstrate professional values and ethics in their assessment, intervention and evaluation of their case. Through this final capstone presentation, students integrate classroom knowledge and skills with those of the field. MSW CAPSTONE PRESENTATION ASSIGNMENT This capstone assignment is a practicum related learning experience designed to assist the student to critically analyze, synthesize, and apply the knowledge and skills of advanced clinical social work to a case situation. You are asked to present a clinical case situation from your current advanced clinical placement to a panel of two faculty members and one field instructor. Using a power point presentation, you are asked to address the following areas: 1. Present an overview of your in-depth psychosocial assessment and treatment plan. In the overview of the assessment, be sure to underscore strengths and supports, risk factors, and coping skills, as well as highlight any issues related to at-risk, underserved, vulnerable populations. (Note: Do not orally present a detailed assessment, but focus on specific areas: strengths and supports, risk factors, coping skills, and underserved populations. However, it is suggested that a detailed assessment be given to panel members for reference during your presentation.) 2. Discuss the guiding theoretical framework for your assessment and treatment. 3. Present an analysis of evidence-based methodologies informing your choice of intervention strategies. 4. Discuss the evaluation process for this intervention strategy and the intervention s overall effectiveness. 5. How might the client be better served by the agency? Provide recommendations for organizational change. 17

6. Analyze the personal and professional challenges that you encountered in your work with this client system, including challenges related to social work values and ethics. 7. Identify at least two lessons you learned from this case that will inform your future clinical social work practice. The presentation should not exceed twenty (20) minutes. Ten (10) additional minutes are reserved for questions by the faculty. Please submit three copies of your power point presentation, in-depth psychosocial assessment, and treatment plan to the panel. Your presentation will be scored using the Assessment Rubric for MSW Capstone Presentation. A passing score is an average score of 12 or above. X. Graduate Certificate Programs Certificate programs are offered as options to students in the graduate program. Coursework may be started as part of the MSW program of study, but in some instances may require additional credits (courses). A. Graduate Certificate in Social Work Practice with the Elderly This certificate of specialization with the elderly will provide Advanced Clinical Social Work Practice for MSW students, and Social Work professionals interested in working with the elderly. The specific objectives of the proposed certificate are to: 1. Provide generalist and advanced clinical social work practice for MSW students specializing in working with the elderly. 2. Provide advanced clinical social work practice continuing education for MSW professionals wishing to embark in work with elderly populations. 3. Respond to the need expressed by local social work agencies that the School of Social Work continue to provide specialization in social work practice with the elderly given the demographic characteristic and needs of the South Florida community. Required Courses: SOW 6236 Social Welfare Policy and Services II SOW 5532 Clinical Practicum I (in an Elderly/Aging Setting) or SOW 6534 Clinical Practicum III (in an Elderly/Aging Setting) Select two from the following: SOW 6646 Social Work Practice with the Elderly SOW 6359 Social Work Treatment with Families and the Elderly SOW 5605 Medical Social Work SOW 5805c Counseling the Elderly SOW 5641 Understanding the Process of Aging B. Graduate Certificate in Addictions The social work certificate in addictions is being implemented to provide specialized clinical training for social work students and professionals working in the addictions field. The specific objectives of the proposed certificate are to: 1. Provide generalist and advanced clinical social work practice for MSW students specializing in addictions. 2. Provide advanced clinical social work practice for continuing education for professionals working in the field of addictions. 3. 3. Respond to the needs expressed by local social service agencies that the School of Social Work provide specialization in social work practice with addictions given the characteristics and needs of the South Florida community. 18

The State of Florida requires that for professionals to practice in the field of addiction, they must be certified or licensed. This certificate program will meet all of the classroom educational requirements laid out by the State of Florida for certification through the Florida Certification Board. Required Courses: SOW 5105 Human Behavior and the Social Environment I or BSSW equivalent (3) SOW 6125 Human Behavior and the Social Environment II Psychopathology (3) SOW 5324 Theory and Practice with Groups or BSSW equivalent (3) SOW 5342 Social Work Practice with Individuals & Families or BSSW equivalent (3) SOW 5629 Social Work Practice with Diverse Populations or BSSW equivalent (3) SOW 6351 Clinical Intervention in Couple and Family Social Work Practice (3) SOW 6435 Evaluating Empirically Based Social Work Practice (3) Required electives: SOW 5710 Current Issues in Addiction Practices (3) SOW 6114 Assessment and Treatment of Addiction & Related Problems (3) SOW 6711 Prevention of Addiction & Related Problems (3) Total credits required: 30 XI. DUAL DEGREE PROGRAM JD/MSW A joint degree program between the School of Social Work and the College of Law has been established for students in the two-year MSW program who also wish to pursue a law degree. The students must be admitted into both programs. Joint degree candidates will be able to complete the requirements for both degrees with fewer credit hours than if they pursued the degrees separately. 19

XII. COURSE DESCRIPTIONS SOW 5105 Human Behavior and the Social Environment I (3). Study of individuals and families with emphasis on the analysis of bio-psycho-socio-cultural factors (including racial/ethnic and gender variables) affecting human development and social functioning through the life cycle. Prerequisites: one college-level course in biology (including coverage of human biology). SOW 5109* Crisis in the Lives of Women (3). Study of experiences in the lives of women which might lead women to seek professional assistance. Topics include domestic violence, rape, abortion, sex discrimination and AIDS. Prerequisite: Graduate or senior standing with permission of instructor. SOW 5155* Social Work Practice with Sexual Problems (3). Skills applicable to sex-related concerns encountered in social work practice. Presents theories of the etiology of common sexual problems and explores treatment intervention modalities. Prerequisite: Graduate or senior level practice course or permission of instructor. SOW 5235 Social Welfare Policy and Services I (3). This course analyzes major social welfare policies and programs in the United States, their emergence, development, contemporary operations and how they shaped the development of the Social Work profession. SOW 5307* Behavior Therapy in Social Work Practice (3). Overview of the principles, clinical foundations, and applications of socio-behavioral approaches relevant to social work practice. Emphasis on behavioral change methods and problem solving in assessment, intervention, and evaluation. SOW 5324 Theory and Practice with Groups (3). Study and application of bio-psychosocial, cultural dimensions, theories, techniques and intervention strategies for social work group practice. Prerequisites: SOW 5342. Co-requisite: SOW 5532. SOW 5240 Advanced Interventions in Child Maltreatment (3). This course will examine best practices in the health, mental health, and socio-emotional development of children and adolescents within the child welfare system. SOW 5241 Advanced Child Welfare Policy and Practice (3). This course will explore professional practice and policy issues in child welfare, with emphasis on intervention in child maltreatment. Prerequisite: SOW 5105 or advanced standing or permission of the instructor. SOW 5342 Social Work Practice with Individuals and Families (3). This course is an overview of social work practice with individuals and families placing emphasis on professional values, interviewing skills, assessment, intervention, and outcome evaluation, all within a cross-cultural perspective. Co-/Pre- requisite: SOW 5105. SOW 5344 Theory and Practice with Communities and Organizations (3). Study and application of biopsychosocial, cultural dimensions, theories, techniques and intervention strategies for communities and organizations. Focuses on empowerment of populations at risk and promotion of social and economic justice. SOW 5354* Crisis Intervention in Social Work Practice (3). This course examines the etiology, structure, theory, and application of crisis intervention in social work practice. It provides assessment criteria for assignment to this form of treatment and techniques for intervention. Prerequisite: Graduate or senior standing with permission of instructor. SOW 5365* Behavior Therapy in Social Work Practice(3). Overview of the principles, clinical foundations, and applications of socio-behavioral approaches relevant to social work practice. Emphasis on behavioral change methods and problem solving in assessment, intervention, and evaluation. SOW 5404 Social Work Research Methodology (3). This course provides information on the principles and methods of basic social work research. The ethical conduct of research is taught within the context of social work purposes and values. The formulation of problems for study that address the social needs of diverse population groups is emphasized. Prerequisite: Statistics. 20

SOW 5455* Writing and Managing Grants for Social Service Programs (3). Prepare students to write, develop and manage grants for social services programs. Develop knowledge of grant sources, the grant making, writing and management of grant funded social welfare services. Prerequisite: SOW 5344. SOW 5532 Field Practicum I (4). A supervised educational field experience in an agency setting for a minimum of 384-clock hours designed to provide students opportunities to develop and apply generic practice skills in working with individuals, families, groups and communities. Prerequisites: SOW 5105, SOW 5235, SOW 5342, SOW 5344, SOW 5404. Pre/co-requisite: SOW 5629 (Diversity). Co-requisite: SOW 5324 SOW 5605* Medical Social Work (3). Principles of medical social work required in hospitals and communities. Focus on the social worker as part of the health care team, with basic knowledge of medical problems of patients and their families. Prerequisite: Graduate with permission of instructor. SOW 5607* Social Work Practice and Psychopharmacology (3). Social work practice, research, and policy in relation to psychotropic drugs including effectiveness and limitations of main drug classes and ethical, professional, legal, scientific and cultural issues. Prerequisites: Graduate or senior standing. SOW 5614* Social Work Practice with Persons Affected by Domestic Violence (3). Course prepares students to appropriately identify, assess, and intervene with persons affected by domestic violence utilizing assessment and intervention strategies in practice. Prerequisites: Graduate or senior standing with permission of instructor. SOW 5621* Social Work with Refugees, Immigrants, and Migrants (3). Provides skills and knowledge responsive to the needs of immigrants and refugees and addresses influences of cultural, ethnic, gender, age, and class differences in acculturation and service delivery. Prerequisite: Graduate or senior standing with permission of instructor. SOW 5624* Feminist Therapy in Social Work (3). Reviews basic principles of feminist therapy and focuses on the application of feminist therapy in clinical social work practice. Prerequisite: Graduate or senior standing with permission of instructor. SOW 5629 Social Work Practice with Diverse Populations (3). Prepares students for responsive practice with diverse populations with emphasis on South Florida. Includes knowledge and skills in interviewing, assessment, interventions, termination, and follow-up. Prerequisite: SOW 5342. SOW 5635* School Social Work Practice (3). Designed to assist students in developing knowledge and skills necessary for effective social work practice in school settings. Promotes understanding of social work practice to improve the functioning of children. Prerequisite: Graduate or permission of instructor. SOW 5640* Foundations in Gerontology for Health Professions (3). Implications for health professions of the biological, cross-cultural, physiological, psychological, social, and societal contexts of aging. SOW 5641* Understanding the Process of Aging (3). Study of the physical psychosocial and cultural factors affecting human development in late life, from a social work perspective. Prerequisite: Graduate or senior standing with permission of instructor. Mater SOW 5672* Animal Assisted Treatment for Social Work. (3). Introduction to the human/animal bond and animal assisted treatment. There will be illustrations of programs using small animals, horses, and dolphins. Prerequisites: Graduate or permission of instructor. SOW 5710* Current Issues in Addiction Practices (3). An overview of chemical dependency in the social service delivery system including policy and program approaches, client assessment, treatment techniques and prevention issues. Prerequisites: Graduate or permission of instructor. SOW 5805C* Counseling the Elderly (3). Applied gerontological knowledge to counseling skills required for independent as well as frail elderly clients. Course focuses on long and short term interventions in a range of practice settings. Prerequisite: Graduate or permission of instructor. 21

SOW 5905* Individual Study (1-3). Individually selected program of advanced supervised study related to specific issues in social work and social welfare. Prerequisite: Permission of instructor. SOW 5932* Seminar in Social Work Practice (3). An exploration of various critical issues of concern to the social work profession. Prerequisite: Graduate or senior standing. SOW 6114C* Assessment and Treatment of Addiction and Related Problems (3). Course provides increased understanding of treatment for addictive disorders including assessment, therapeutic techniques and supportive aftercare as well as community consultation and referral skills. Prerequisite: SOW 5710 SOW 6125 Human Behavior and the Social Environment II Psychopathology (3). Study of the psychological aspects of client problems, including psychopathology, frequently encountered by social workers in direct practice with attention to differential treatment issues. Prerequisite: SOW 5105 and in concentration year. SOW 6236 Social Welfare Policy and Services II (3). This course offers students the opportunity to gain in-depth knowledge about social welfare policymaking processes and their impact on the social service delivery system. Prerequisite: SOW 5235 or BSSW equivalent. SOW 6243* Child and Family Social Policy Issues (3). A comprehensive overview of the range of children and family policies, programs and issues in the U.S.A. in the context of comparing residual and institutional approaches to social service delivery, and policy implications for use of each approach. SOW 6245* Social Welfare Policies and Services to the Elderly (3). The content of the course will center around the federal/state policies affecting the quality of life of the older person. Among the areas to be considered are an overview of the situation of the aged, specific public and private social welfare policies, including the origin of policy making, and problems involved in the process of implementation of social welfare policies for the elderly. SOW 6281* Legal Aspects of Social Work Practice (3). Introduction to legal aspects of social work practice including client and agency rights, malpractice issues, legal research, and practice interaction with legal counsel, legal services, and the courts. Prerequisite: Graduate or permission of instructor. SOW 6351 Clinical Interventions in Couples and Family Social Work Practice (3). This course will provide students with an understanding and application of the major models of social work intervention in working with individuals and families, with critical analysis in assessing functioning across the life span and in implementing intervention techniques. The influence of cultural/ethnic differences and how these may affect family relationships and functioning will be assessed. Prerequisite: Admission to concentration. Co-requisite for SOW 6534 (Clinical Practicum III). SOW 6359* Social Work Treatment with Families of the Elderly (3). Preventive and treatment approaches in social work practice with families of the elderly. Focus on the aging family as client-system and the knowledge and skills needed for a range of interventions. SOW 6372* Supervision, Consultation and Staff Development (3). Key aspects of supervision in social service agencies are explored. This course emphasizes supervisory competence, consultation and staff development. Prerequisite: Graduate or permission of instructor. SOW 6386* Social Program Planning and Development (3). Theory and practice of social program planning and development for organizations and communities. Social services to families, children and elderly, especially service needs for which programs do not exist will receive special emphasis. Prerequisite: Graduate or permission of instructor. SOW 6387* Social Services Management Skills (3). Learning units in which students practice and demonstrate, through simulation and participation, skills in major aspects of social services management. Prerequisite: Graduate or permission of instructor. 22

SOW 6425 Clinical Assessment and Intervention Planning (3). Critical analysis of assessment models, the current issues, skills of assessment & intervention planning, including the evidence basis of assessment practice. Prerequisite: SOW 5324 and SOW 5532 or Advanced Standing. Co-requisite: SOW 6533 (Practicum II) and Prerequisite for SOW 6534 (Practicum III). SOW 6435 Evaluating Empirically Based Social Work Practice (3). This course focuses on research designs for evaluating social work practice and social programs. The ethics, politics, and conduct of evaluative research are taught within the context of the purposes, values, and ethics of professional social work practice. Prerequisite: admission to concentration. SOW 6436* Empirically-Based Practice in Social Work (3). Advanced utilization of intervention effectiveness research results and techniques in social work practice with individuals, families and groups. Prerequisites: SOW 6435 and an advanced practice course in concentration. SOW 6533 Clinical Practicum II (3). The first part of two masters-level advanced field practicum courses and integrative seminars that provide students with the opportunity to apply and integrate advanced clinical knowledge and skills. Prerequisites: SOW 5125, SOW 6435, SOW 6236 (Policy II). Co-requisite: SOW 6425. SOW 6534 Clinical Practicum III (6). The second part of two masters-level advanced field practicum courses & integrative seminars that provide students with the opportunity to apply and integrate advanced clinical knowledge and skills. Prerequisites: SOW 6533 (Practicum II), SOW 6425, SOW 6435, SOW 5125. Co-requisite: SOW 6351. SOW 6646* Social Work Practice with the Elderly (3). The knowledge and skills necessary for advanced social work practice in social agencies which deal with problems and issues of the aging population in contemporary society. SOW 6647* Advocacy in Social Work Practice (3). This course covers skills and knowledge necessary for the practice of advocacy on behalf of individuals and groups, including political, legislative, and organizational perspectives. SOW 6649* Social Work Practice in Long Term Care and the Elderly (3). This course focuses on direct practice with the frail elderly and their families within the rapidly changing system of community and institutional long term care. SOW 6655* Clinical Interventions in Children and Adolescent Social Work Practice (3). This course will provide students with opportunity to select apply and evaluate appropriate interventive strategies in working with children and adolescents. Specific attention to sociocultural, gender and racial differences in understanding development issues and in critically assessing the applicability of practice theories. SOW 6656* Decision-making in Child Placement (3). This course will stress decision-making and intervention when substitute care is considered or carried out. Termination of parental rights and the choice of timing and placements of children will be considered. Prerequisite: Graduate or permission of instructor. SOW 6711* Prevention of Addiction and Related Problems (3). Course provides increased understanding of substance abuse prevention including history and effective approaches as well as skills to reinforce healthy lifestyles and identify early potential problems. Prerequisite: SOW 5710. SOW 6914* Independent Research (1-6). Individually selected program of supervised data collection and analysis on specific topics in social work and social welfare. Pre-requisites: SOW 5404 and permission of the instructor. * Social Work Electives 23

XIII. Student Organizations Social Work students are encouraged to participate in the various organizations listed in the University Catalog. The Student Social Work Association (S.S.W.A.) is the organization for social work students. It serves as an important means by which student opinions may be conveyed to members of the faculty. S.S.W.A. representatives are invited to attend faculty meetings and to participate in committee work. Phi Alpha Honor Society (Delta Iota Chapter) is a chapter of the National Phi Alpha Honor Society for social work. Graduate Students are eligible to apply for membership after they have met the following criteria: completed at least (9) credit hours of social work courses, maintain a 3.5 overall GPA, and are a member of S.S.W.A. and earn at least 7 service points per semester (two semester minimum). Active membership at the time of graduation will allow the student to purchase a stole and medallion for graduation. Membership applications and information are available in the School s office on all three campuses. Information can also be obtained from the School s website. XIV. Criteria for Evaluation of Academic and Professional Performance Students are expected to complete all academic and nonacademic requirements for the Social Work Program in the preparation for professional practice. Issues can arise regarding student academic performance or nonacademic or conduct which may result in a review of the student s situation and continuing progress in the Social Work Program. The guiding principles central to ensuring professional competence by all social work students is adherence to a set of values, principles, and ethical standards set forth by the National Association of Social Workers (NASW), and universally accepted by the social work profession. Some of the possible reasons that would result in initiation of the Student Review and Termination Procedures are: 1. Academic performance matters, or 2. Nonacademic performance matters in the classroom, field setting, or other relevant locations. 1. ACADEMIC PERFORMANCE Criteria for Academic Performance Review Inability, unwillingness, or failure to meet academic requirements may result in the initiation of the Student Review and Termination Procedure. The following academic performance issues meet the criteria for Academic Performance Review although are not considered to be inclusive or exhaustive of possible student issues: 1. 1. Plagiarism, cheating, or any form of academic dishonesty or disruption (refer to Code of Student Conduct in Florida International University Student Handbook, NASW Code of Ethics). 2. Failure to maintain a 3.0 GPA (MSW) or 2.75 GPA (BSSW) or beyond one semester of academic probation. 3. Failure to follow course sequencing as scheduled and/or advised, unless other arrangements were made and approved in writing by the appropriate BSW/MSW Program Coordinator, the Field Coordinator, or the Director of the School. 4. A failing grade for any semester of the field practicum. 2. NONACADEMIC PERFORMANCE Students are expected to demonstrate professional conduct and attitudes in all parts of the Social Work Program. Possible nonacademic performance issues include, but are not limited to conduct that is inconsistent with or a violation of the Code of Ethics of the National Association of Social Workers and/or the University Code of Conduct. Criteria for Nonacademic Review Inability, unwillingness, or failure to meet generally accepted professional guidelines of professional conduct, personal integrity, or emotional stability may result in the initiation of the Student Review and Termination Procedure. The following nonacademic performance matters include, but are not limited to, inappropriate or 24

disruptive behavior toward colleagues, faculty, staff, field Educators, clients or others within the social work program, university, field placement, or affiliated organizations. 1. Inability, unwillingness, or failure to: Respect and/or promote the clients' right to self-determination. Provide clients with the opportunity for informed consent. Provide services within the boundaries of their competence, utilizing supervisory consultation as guidance. Respect human and cultural diversity. Respect clients' right to privacy and confidentiality in accordance with professional ethics, Florida statutes, University, or agency policy. Treat fellow students, colleagues, supervisors, or Educators with respect. Maintain the confidentiality of fellow students, colleagues, supervisors or Educators. Use practice skills or interventions that fall within the range of accepted and relevant practice. Demonstrate appropriate interpersonal boundaries, self-awareness, self-containment, or self-control, abilities and attributes essential for professional social work practice. Report suspected child abuse, family violence, elder abuse, or threatened harm to self or others as required by Florida statute. 2. Entering into a dual relationship with clients or failing to disclose a conflict of interest. 3. Behavior in the classroom or field activities, which causes a disruption in the learning of other students or in the service of clients. 4. Entering into a sexual relationship or sexual activity with clients, whether consensual or forced. 5. Use of disrespectful or derogatory language in written or verbal communication with or about fellow students, colleagues, supervisors, or Educators. 6. Exploitation of clients who lack the capacity to make informed decisions. 7. Not taking adequate steps to address or remedy personal problems, psychosocial distress, substance abuse, or mental health impairment that interfere with practice effectiveness or classroom learning. 8. Unethical or criminal conduct that interferes with competent performance as a social work practitioner or may potentially compromise the safety of others or client services. 9. Private conduct that interferes with the ability to fulfill student responsibilities or that represents dishonesty, fraud, deception, or misrepresentation. 10. Acts or threats of physical violence or verbally abusive behavior toward fellow students, colleagues, supervisors, or Educators; or acts which may threaten the safety of same. 11. Failure to comply with all agency and School of Social Work policies and procedures (e.g., physicals, drug screens, HIV testing, liability insurance, dress and appearance codes, immunizations, fingerprinting, and criminal background checks). 3. INITIATING A STUDENT REVIEW AND TERMINATION PROCEDURE Who can initiate a concern about a student? A student, client, supervisor, Field Educator, colleague, or faculty member who observes or has knowledge of any of the above academic or nonacademic performance or conduct issues, or any other behaviors which appear to interfere with professional social work education or practice, may bring the issues to the attention of the Director of the School of Social Work. Process 1. The student and faculty member (or other e.g. Field Educator) should attempt to resolve the matter in a mutually agreeable fashion. 2. If the problem is unresolved at this level, a student may make a written formal appeal to the Director of appeal should include a description of the nature of the issue and a summary of previous resolution efforts. The Director of the School of Social Work may refer the appeal to a designated Student Review and Termination Committee by notifying the Chairperson of the Student Review and Termination Committee. 25

3. The Student Review and Termination Committee will arrange for a meeting with the student to address the appeal within ten (10) working days of notice by the Director. 4. Members of the faculty involved with the identified issue may be required to meet with the Student Review and Termination Committee. 5. The student may choose to bring a personal advocate or advisor (not legal representation) to this meeting provided the student notifies the Committee within five (5) working days prior to the meeting of the name of the advocate, and the role to be served by the advocate at the meeting. The student may confer with his/her personal advocate or advisor, verbally or in writing, during the Student Review and Termination Committee meeting but may not speak for the student or represent the student to the committee. 6. The Student Review and Termination Committee meeting will convene and present written recommendations based upon their findings to the Director of the School of Social Work within five (5) working days of the meeting. 7. Written notification of the Director s decision will be sent to the student within five (5) working days of receipt of the recommendations of the Student Review and Termination Committee. Possible actions by the Director include: A determination that the matter is so egregious as to warrant immediate termination from the program; Referral of the matter to the BSW, MSW, Ph.D., or Field Program Coordinator to create with the student a plan for remediation of the problem. 8. If satisfaction is not achieved at this level, the student may make a written appeal as follows: Undergraduate Students to the Associate Dean of the Robert Stempel College of Public Health and Social Work as outlined in the Student Handbook. Graduate Students to the Dean of Graduate Studies in accordance with the Graduate Student Academic Grievance Procedure adopted on October 5, 1993 by the Faculty Senate. Rules governing remediation plan 1. A time line will be developed for completion of the plan. 2. The agreed upon plan will be put into written form and signed by all parties. A copy will be given to all participants and placed in the student s file and given to the Director of the School of Social Work. 3. The plan will be monitored and reviewed by the individual designated by the Committee and assessed for progress and completion of requirements. 4. If the student does not successfully meet the requirements specified in the plan, the student will be dismissed from the program. The student will be notified of this dismissal in writing by the Director of the School of Social Work. 5. This procedure does not apply to automatic dismissals for failure to maintain sufficient academic progress. 6. If satisfaction is not achieved at this level, the student may make a written appeal to the Associate Dean of the Robert Stempel College of Public Health and Social Work as outlined in the Student Handbook. NOTE: The School of Social Work will comply with the Florida Statute 228.093 regarding confidentiality of student records. 26

Student Review and Termination Committee Membership The membership of the Student Review and Termination Committee is determined by the Director of the School of Social Work using the following guidelines: 1) The Associate Director will serve as chair to the committee. 2) The Coordinator of Field Education or designee and a member of the Field Advisory Committee or agency field instructor will serve on the committee if a field practicum issue is brought to the committee. 3) A student representative from the School of Social Work in either the second year of the MSW program or a senior in the BSSW program will serve on the committee. 4) A faculty member from the School of Social work will serve on the committee. XV. Academic Appeals Procedure Students are referred to the FIU student handbook. It is the student s responsibility to obtain a free copy of the handbook from the Office of Student Government. Student conduct and policies are clearly outlined. Students are required to become thoroughly familiar with their rights and responsibilities within the University. XVI. Career Planning Faculty members are eager to help the student in developing career goals and plans. The student s advisor is available for discussion of long-range plans or immediate job opportunities. The Division of Student Services, at the Graham Center, maintains a file of job openings. Students are welcome to consult this at any time. The bulletin boards in the social work program areas display information about social work jobs. Advisors in the school may also provide information about openings. The NASW News, published by the National Association of Social Workers, usually includes several pages of advertisements about job openings in various parts of the country. Students are encouraged to join NASW. 27

Appendix A Admission Prerequisites COURSES: 1. Human Biology (minimum grade: C ) a biology course with human content such as: Florida Community Colleges and Universities: APB/BSC 1005 - General Biology BSC 1085 - Human Anatomy and Physiology I BSC 2085 - Human Anatomy and Physiology II Florida International University (FIU): PCB 2099 - Foundations of Human Physiology BSC 2023- Human Biology BSC 1010- General Biology 2. Statistics (minimum grade: C ) a basic course in statistical methods such as: Florida Community Colleges and Universities: STA 2023 Statistical Methods STA 2122 - Statistical Methods for the Behavioral and Social Science Florida International University: STA 1013 -Statistics for Social Services STA 2122 - Intro to Statistics (please refer to University catalog) 3. Social Science Requirements (minimum grade: C ) 12 semester hours in any of the social and behavioral sciences such as: Psychology Sociology Anthropology Economics Political Science TEST INFORMATION: Test of English as a Foreign Language (TOEFL): http://www.toefl.org For test dates and pre-test instruction information contact: http://www.fiu.edu/~testing 28

APPENDIX B Administration Mary Helen Hayden, Ed.D., LCSW, DCSW Director School of Social Work Jennifer Abeloff, MSW, MS Associate Director, Clinical Instructor Kelly Sydnor, MSW Coordinator of Student Services Faculty Richard Beaulaurier, Ph.D., MSW Associate Dean for Research and Engagement Associate Professor Mario De La Rosa, Ph.D. Professor Director, CRUSADA Beatrice Farnsworth, LCSW Green Family Foundation NeighborhoodHELP Social Work Assistant Supervisor Clinical Instructor Victoria Gray, LCSW Instructor Hui Huang, Ph.D., MSW Assistant Professor Elise Linder, LCSW Clinical Instructor Lourdes Martin, LCSW Clinical Instructor Green Family Foundation NeighborhoodHELP Social Work Supervisor Mark Macgowan, Ph.D. LCSW e Professor Ph.D. Coordinator Welker Mitchell, Ph.D., MSW Visiting Instructor Adis Orta, Ed.D., LCSW BSSW Field Education Coordinator Clinical Instructor Miriam Potocky-Tripodi, Ph.D., MSW Associate Professor Christopher Rice, Ph.D., MSW Associate Professor Nicole Ruggiano, Ph.D., MSW Assistant Professor Paul Stuart, Ph.D., MSW Professor Barbara Thomlison, Ph.D., MSW Professor Ray J. Thomlison, Ph.D., MSW Professor Eric Wagner, Ph.D. Professor Director, C-BIRG Stephen E. Wong, Ph.D. Associate Professor 29

Faculty Holding University Administrative Appointments Richard Beaulaurier, Ph.D. Associate Dean for Research and Engagement Associate Professor Andres G. Gil, Ph.D. Associate Vice President for Research Development and Professor Emeritus Florence Safford, DSW Associate Professor Emeritus Administrative Staff Maria Gutierrez Office Manager Ethel Davis Office Assistant Irene Martinez Program Assistant Gladys Ramos Program Assistant 30

Appendix C CONTACT INFORMATION School of Social Work Maidique Modesto Campus 12000 SW 8th Street Miami, FL 33199 (305) 348-5880 Social Work Admissions (305) 348-5887 School of Social Work Student Services Coordinator (305) 348-5841 Field Practicum Office (305) 348-3881 Disability Services (305) 348-3532 Office of the Registrar (305) 348-2320 Financial Aid (305) 348-7272 University Graduate School (305) 348-2455 Graduate Admissions (305) 348-7442 Health and Wellness Center (305) 348-2688 International Student and Scholar Services (305) 348-2421 Website http://socialwork.fiu.edu 31

APPENDIX D EDUCATIONAL POLICY Council of Social Work Education August, 2012 Educational Policy and Accreditation Standards Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards The purpose of the social work profession is to promote human and community well-being. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons. Social work educators serve the profession through their teaching, scholarship, and service. Social work education at the baccalaureate, master s, and doctoral levels shapes the profession s future through the education of competent professionals, the generation of knowledge, and the exercise of leadership within the professional community. The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit baccalaureate- and master s-level social work programs. EPAS supports academic excellence by establishing thresholds for professional competence. It permits programs to use traditional and emerging models of curriculum design by balancing requirements that promote comparability across programs with a level of flexibility that encourages programs to differentiate. EPAS describe four features of an integrated curriculum design: (1) program mission and goals; (2) explicit curriculum; (3) implicit curriculum; and (4) assessment. The Educational Policy and Accreditation Standards are conceptually linked. Educational Policy describes each curriculum feature. Accreditation Standards (in italics) are derived from the Educational Policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B) or master s (M) level. 1. Program Mission and Goals Educational Policy 1.0 Program Mission and Goals The mission and goals of each social work program address the profession s purpose, are grounded in core professional values (EP 1.1), and are informed by context (EP 1.2). Educational Policy 1.1 Values Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, 1 human rights, and scientific inquiry are among the core values of social work. These values underpin the explicit and implicit curriculum and frame the profession s commitment to respect for all people and the quest for social and economic justice. 1 These six value elements reflect the National Association of Social Workers Code of Ethics. 32

National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, D.C.: NASW. Educational Policy 1.2 Program Context Context encompasses the mission of the institution in which the program is located and the needs and opportunities associated with the setting. Programs are further influenced by their historical, political, economic, social, cultural, demographic, and global contexts and by the ways they elect to engage these factors. Additional factors include new knowledge, technology, and ideas that may have a bearing on contemporary and future social work education and practice. Accreditation Standard 1.0 Mission and Goals The social work program s mission and goals reflect the profession s purpose and values and the program s context. 1.0.1 The program submits its mission statement and describes how it is consistent with the profession s purpose and values and the program s context. 1.0.2 The program identifies its goals and demonstrates how they are derived from the program s mission. 2. Explicit Curriculum Educational Policy 2.0 The Social Work Curriculum and Professional Practice The explicit curriculum constitutes the program s formal educational structure and includes the courses and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the program s competencies through an intentional design that includes the foundation offered at the baccalaureate and master s levels and the advanced curriculum offered at the master s level. The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The MSW curriculum prepares its graduates for advanced practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a concentration. Educational Policy 2.1 Core Competencies Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. The ten core competencies are listed below [EP 2.1.1 EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Programs may add competencies consistent with their missions and goals. Educational Policy 2.1.1 Identify as a professional social worker and conduct oneself accordingly. Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social workers advocate for client access to the services of social work; practice personal reflection and self-correction to assure continual professional development; attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance, and communication; engage in career-long learning; and use supervision and consultation. 33

Educational Policy 2.1.2 Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers recognize and manage personal values in a way that allows professional values to guide practice; make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics 2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; 3 tolerate ambiguity in resolving ethical conflicts; and apply strategies of ethical reasoning to arrive at principled decisions. Educational Policy 2.1.3 Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; analyze models of assessment, prevention, intervention, and evaluation; and demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Educational Policy 2.1.4 Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and communicate their understanding of the importance of difference in shaping life experiences; and view themselves as learners and engage those with whom they work as informants. Educational Policy 2.1.5 Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers 2 National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, DC: NASW. 3 International Federation of Social Workers and International Association of Schools of Social Work. (2004). Ethics in Social Work, Statement of Principles. Retrieved January 2, 2008 from http://www.ifsw.org 34

understand the forms and mechanisms of oppression and discrimination; advocate for human rights and social and economic justice; and engage in practices that advance social and economic justice. Educational Policy 2.1.6 Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers use practice experience to inform scientific inquiry and use research evidence to inform practice. Educational Policy 2.1.7 Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and critique and apply knowledge to understand person and environment. Educational Policy 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers analyze, formulate, and advocate for policies that advance social well-being; and collaborate with colleagues and clients for effective policy action. Educational Policy 2.1.9 Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Educational Policy 2.1.10(a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes 7 identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Educational Policy 2.1.10(a) Engagement 35

Social workers substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; use empathy and other interpersonal skills; and develop a mutually agreed-on focus of work and desired outcomes. Educational Policy 2.1.10(b) Assessment Social workers collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed-on intervention goals and objectives; and select appropriate intervention strategies. Educational Policy 2.1.10(c) Intervention Social workers initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; and facilitate transitions and endings. Educational Policy 2.1.10(d) Evaluation Social workers critically analyze, monitor, and evaluate interventions. Educational Policy B2.2 Generalist Practice Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. BSW practice incorporates all of the core competencies. Educational Policy M2.2 Advanced Practice Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration. Educational Policy 2.3 Signature Pedagogy: Field Education Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. 4 In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum classroom and field are of equal importance within 36

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. Accreditation Standard B2.0 Curriculum The 10 core competencies are used to design the professional curriculum. The program B2.0.1 Discusses how its mission and goals are consistent with generalist practice as defined in EP B2.2. B2.0.2 Identifies its competencies consistent with EP 2.1 through 2.1.10(d). B2.0.3 Provides an operational definition for each of its competencies used in its curriculum design and its assessment [EP 2.1 through 2.1.10(d)]. B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies. B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies. Accreditation Standard M2.0 Curriculum The 10 core competencies are used to design the foundation and advanced curriculum. The advanced curriculum builds on and applies the core competencies in an area(s) of concentration. The program M2.0.1 Identifies its concentration(s) (EP M2.2). M2.0.2 Discusses how its mission and goals are consistent with advanced practice (EP M2.2). M2.0.3 Identifies its program competencies consistent with EP 2.1 through 2.1.10(d) and EP M2.2. M2.0.4 Provides an operational definition for each of the competencies used in its curriculum design and its assessment [EP 2.1 through 2.1.10(d); EP M2.2]. M2.0.5 Provides a rationale for its formal curriculum design (foundation and advanced), demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0). M2.0.6 Describes and explains how its curriculum content (relevant theories and conceptual frameworks, values, and skills) implements the operational definition of each of its competencies. Accreditation Standard 2.1 Field Education The program discusses how its field education program 2.1.1 Connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence-informed practice. B2.1.2 Provides generalist practice opportunities for students to demonstrate the core competencies. M2.1.2 Provides advanced practice opportunities for students to demonstrate the program s competencies. 2.1.3 Provides a minimum of 400 hours of field education for baccalaureate programs and 900 hours for master's programs. 2.1.4 Admits only those students who have met the program's specified criteria for field education. 4 Shulman, L. S. (2005, Summer). Signature pedagogies in the professions. Daedelus, 52-59. 37

2.1.5 Specifies policies, criteria, and procedures for selecting field settings; placing and monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program s competencies. 2.1.6 Specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program competencies. Field instructors for baccalaureate students hold a baccalaureate or master's degree in social work from a CSWEaccredited program. Field instructors for master's students hold a master's degree in social work from a CSWE-accredited program. For cases in which a field instructor does not hold a CSWEaccredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished. 2.1.7 Provides orientation, field instruction training, and continuing dialog with field education settings and field instructors. 2.1.8 Develops policies regarding field placements in an organization in which the student is also employed. To ensure the role of student as learner, student assignments and field education supervision are not the same as those of the student s employment. 3. Implicit Curriculum Educational Policy 3.0 Implicit Curriculum: The Learning Environment The implicit curriculum refers to the educational environment in which the explicit curriculum is presented. It is composed of the following elements: the program s commitment to diversity; admissions policies and procedures; advisement, retention, and termination policies; student participation in governance; faculty; administrative structure; and resources. The implicit curriculum is manifested through policies that are fair and transparent in substance and implementation, the qualifications of the faculty, and the adequacy of resources. The culture of human interchange; the spirit of inquiry; the support for difference and diversity; and the values and priorities in the educational environment, including the field setting, inform the student s learning and development. The implicit curriculum is as important as the explicit curriculum in shaping the professional character and competence of the program s graduates. Heightened awareness of the importance of the implicit curriculum promotes an educational culture that is congruent with the values of the profession. 5 Educational Policy 3.1 Diversity The program s commitment to diversity including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation is reflected in its learning environment (institutional setting; selection of field education settings and their clientele; composition of program advisory or field committees; educational and social resources; resource allocation; program leadership; speaker series, seminars, and special programs; support groups; research and other initiatives; and the demographic make-up of its faculty, staff, and student body). Accreditation Standard 3.1 Diversity 3.1.1 The program describes the specific and continuous efforts it makes to provide a learning environment in which respect for all persons and understanding of diversity and difference are practiced. 3.1.2 The program describes how its learning environment models affirmation and respect for diversity and difference. 3.1.3 The program discusses specific plans to improve the learning environment to affirm and support persons with diverse identities. 5 Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). New York: Macmillan. 38

Educational Policy 3.2 Student Development Educational preparation and commitment to the profession are essential qualities in the admission and development of students for professional practice. To promote the social work education continuum, BSW graduates admitted to MSW programs are presented with an articulated pathway toward a concentration. Student participation in formulating and modifying policies affecting academic and student affairs are important for the student s professional development. Accreditation Standard 3.2 Student Development: Admissions; Advisement, Retention, and Termination; and Student Participation Admissions B3.2.1 The program identifies the criteria it uses for admission. M3.2.1 The program identifies the criteria it uses for admission. The criteria for admission to the master s program must include an earned bachelor s degree from a college or university accredited by a recognized regional accrediting association. 3.2.2 The program describes the process and procedures for evaluating applications and notifying applicants of the decision and any contingent conditions associated with admission. M3.2.3 BSW graduates entering MSW programs are not to repeat what has been mastered in their BSW programs. MSW programs describe the policies and procedures used for awarding advanced standing. These policies and procedures should be explicit and unambiguous. Advanced standing is awarded only to graduates holding degrees from baccalaureate social work programs accredited by CSWE, those recognized through its International Social Work Degree Recognition and Evaluation Service, or covered under a memorandum of understanding with international social work accreditors. 3.2.4 The program describes its policies and procedures concerning the transfer of credits. 3.2.5 The program submits its written policy indicating that it does not grant social work course credit for life experience or previous work experience. The program documents how it informs applicants and other constituents of this policy. Advisement, retention, and termination 3.2.6 The program describes its academic and professional advising policies and procedures. Professional advising is provided by social work program faculty, staff, or both. 3.2.7 The program spells out how it informs students of its criteria for evaluating their academic and professional performance, including policies and procedures for grievance. 3.2.8 The program submits its policies and procedures for terminating a student's enrollment in the social work program for reasons of academic and professional performance. Student participation 3.2.9 The program describes its policies and procedures specifying students rights and responsibilities to participate in formulating and modifying policies affecting academic and student affairs. 3.2.10 The program demonstrates how it provides opportunities and encourages students to organize in their interests. Educational Policy 3.3 Faculty Faculty qualifications, including experience related to the program s competencies, and an appropriate student-faculty ratio are essential for developing an educational environment that promotes, emulates, and teaches students the knowledge, values, and skills expected of professional social workers. Through their teaching, scholarship, and service as well as their interactions with one another, administration, students, and community the program s faculty models the behavior and values expected of professional social workers. Accreditation Standard 3.3 Faculty 3.3.1 The program identifies each full and part-time social work faculty member and discusses her/his qualifications, competence, expertise in social work education and practice, and years of 39

service to the program. Faculty who teach social work practice courses have a master's degree in social work from a CSWE-accredited program and at least two years of social work practice experience. 3.3.2 The program discusses how faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty's teaching, scholarly, and service responsibilities. To carry out the ongoing functions of the program, the full-time equivalent faculty-to-student ratio is usually 1:25 for baccalaureate programs and 1:12 for master s programs. B3.3.3 The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the program, with full-time appointment in social work, and whose principal assignment is to the baccalaureate program. The majority and no fewer than two of the full-time faculty has either a master s degree in social work from a CSWE-accredited program, with a doctoral degree preferred, or a baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree preferably in social work. M3.3.3 The master's social work program identifies no fewer than six full-time faculty with master's degrees in social work from a CSWE-accredited program and whose principal assignment is to the master's program. The majority of the full-time master's social work program faculty has a master's degree in social work and a doctoral degree preferably in social work. 3.3.4 The program describes its faculty workload policy and discusses how the policy supports the achievement of institutional priorities and the program's mission and goals. 3.3.5 Faculty demonstrate ongoing professional development as teachers, scholars, and practitioners through dissemination of research and scholarship, exchanges with external constituencies such as practitioners and agencies, and through other professionally relevant creative activities that support the achievement of institutional priorities and the program s mission and goals. 3.3.6 The program describes how its faculty models the behavior and values of the profession in the program s educational environment. Educational Policy 3.4 Administrative Structure Social work faculty and administrators, based on their education, knowledge, and skills, are best suited to make decisions regarding the delivery of social work education. They exercise autonomy in designing an administrative and leadership structure, developing curriculum, and formulating and implementing policies that support the education of competent social workers. Accreditation Standard 3.4 Administrative Structure 3.4.1 The program describes its administrative structure and shows how it provides the necessary autonomy to achieve the program s mission and goals 3.4.2 The program describes how the social work faculty has responsibility for defining program curriculum consistent with the Educational Policy and Accreditation Standards and the institution s policies. 3.4.3 The program describes how the administration and faculty of the social work program participate in formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel. 3.4.4 The program identifies the social work program director. Institutions with accredited BSW and MSW programs appoint a separate director for each. B3.4.4(a) The program describes the BSW program director s leadership ability through teaching, scholarship, curriculum development, administrative experience, and other academic and professional activities in social work. The program documents that the director has a master s degree in social work from a CSWE-accredited program with a doctoral degree preferred or a baccalaureate degree in social work from a CSWE-accredited program and a doctoral degree, preferably in social work. 40

B3.4.4 (b) The program provides documentation that the director has a full-time appointment to the social work program. B3.4.4(c) The program describes the procedures for determining the program director s assigned time to provide educational and administrative leadership to the program. To carry out the administrative functions of the program, a minimum of 25% assigned time is required at the baccalaureate level. The program demonstrates this time is sufficient. M3.4.4(a) The program describes the MSW program director s leadership ability through teaching, scholarship, curriculum development, administrative experience, and other academic and professional activities in social work. The program documents that the director has a master s degree in social work from a CSWE-accredited program. In addition, it is preferred that the MSW program director have a doctoral degree, preferably in social work. M3.4.4 (b) The program provides documentation that the director has a full-time appointment to the social work program. M3.4.4(c) The program describes the procedures for determining the program director s assigned time to provide educational and administrative leadership to the program. To carry out the administrative functions of the program, a minimum of 50% assigned time is required at the master s level. The program demonstrates this time is sufficient. 3.4.5 The program identifies the field education director. 3.4.5(a) The program describes the field director s ability to provide leadership in the field education program through practice experience, field instruction experience, and administrative and other relevant academic and professional activities in social work. 3.4.5(b) The program documents that the field education director has a master s degree in social work from a CSWE-accredited program and at least 2 years of post-baccalaureate or postmaster's social work degree practice experience. B3.4.5(c) The program describes the procedures for determining the field director s assigned time to provide educational and administrative leadership for field education. To carry out the administrative functions of the field at least 25% assigned time is required for baccalaureate programs. The program demonstrates this time is sufficient. M3.4.5(c) The program describes the procedures for determining the field director s assigned time to provide educational and administrative leadership for field education. To carry out the administrative functions of the field at least 50% assigned time is required for master s programs. The program demonstrates this time is sufficient. Educational Policy 3.5 Resources Adequate resources are fundamental to creating, maintaining, and improving an educational environment that supports the development of competent social work practitioners. Social work programs have the necessary resources to support learning and professionalization of students and program improvement. Accreditation Standard 3.5 Resources 3.5.1 The program describes the procedures for budget development and administration it uses to achieve its mission and goals. The program submits the budget form to demonstrate sufficient and stable financial supports that permit program planning and faculty development. 3.5.2 The program describes how it uses resources to continuously improve the program and address challenges in the program s context. 3.5.3 The program demonstrates sufficient support staff, other personnel, and technological resources to support itself. 3.5.4 The program submits the library form to demonstrate comprehensive library holdings and/or electronic access and other informational and educational resources necessary for achieving its mission and goals. 3.5.5 The program describes and demonstrates sufficient office and classroom space and/or computer-mediated access to achieve its mission and goals. 41

3.5.6 The program describes its access to assistive technology, including materials in alternative formats (e.g., Braille, large print, books on tape, assistive learning systems). 4. Assessment Educational Policy 4.0 Assessment Assessment is an integral component of competency-based education. To evaluate the extent to which the competencies have been met, a system of assessment is central to this model of education. Data from assessment continuously inform and promote change in the explicit and implicit curriculum to enhance attainment of program competencies. Accreditation Standard 4.0 Assessment 4.0.1 The program presents its plan to assess the attainment of each of its competencies. The plan specifies procedures, multiple measures of each practice behavior, and benchmarks employed to assess the attainment of each of the program s competencies (AS B2.0.3; AS M2.0.4). 4.0.2 The program provides summary data and outcomes for the assessment of each of its competencies, identifying the percentage of students achieving each benchmark. 4.0.3 The program describes the procedures it employs to evaluate the outcomes and their implications for program renewal. It discusses specific changes it has made in the program based on specific assessment outcomes. 4.0.4 The program uses Form AS 4 (B) and/or Form AS4 (M) to report its most recent assessment outcomes to constituents and the public on its website and routinely up-dates (minimally every 2 years) these postings. 4.0.5 The program appends copies of all assessment instruments used to assess the program competencies. 42