KEUKA COLLEGE SOCIAL WORK PROGRAM

KEUKA COLLEGE SOCIAL WORK PROGRAM STUDENT HANDBOOK You must be the change you wish to see in the world Gandhi

WELCOME TO SOCIAL WORK! Dear Student, Welcome to the Social Work Program at Keuka College. We are pleased that you have chosen this major, and are considering Social Work as a career choice. This Social Work Student Handbook, hereafter referred to as the Handbook, is designed specifically for Social Work majors to assist them in their understanding of the Social Work major and program requirements at Keuka College. These requirements fulfill both the needs of the Social Work Program at Keuka, as well as the requirements of our national accrediting body, the Council on Social Work Education (CSWE). It will tell you about the mission, goals, objectives, and core values of the program. Besides being program requirements, we hope that these are ideals, values and skills, which are also learned and embraced by our majors. The Handbook further discusses the curriculum, field period and field practicum requirements, and the NASW Code of Ethics. Important copies of materials are found in the addendum section of this Handbook, and can be copied by students as needed. This Handbook helps students learn about the advising, and admissions process. It outlines the steps and criteria required in order for the student to become formally admitted to the Social Work major as well as policies and procedures for gate-keeping. The Handbook also gives students information about the various opportunities, resources, activities, programs and awards that are available through this major. Finally, you will find a section about your social work faculty and Division, and closes with a section on commonly asked questions about social work and the major. This Handbook is required reading for all social work majors. We hope you find this Handbook and its information a helpful resource as you prepare for this profession. Students are asked to read through the contents of this Handbook, and become familiar with its information. Each social work major will be asked to sign a statement of acknowledgement after reading and reviewing its contents. Students should retain one copy of this signed form for themselves, and will give one to their social work faculty adviser for their student record. If you have any questions about either the Handbook, or the Social Work Program, please feel free to discuss this with either your faculty members or your faculty adviser for further understanding. On behalf of the faculty and staff at Keuka College, we extend our welcome to you. We are here to assist and support you in your personal and professional efforts in becoming a social worker. We look forward to mentoring you in the years ahead, and as you embark on your journey to a becoming a BSW! Sincerely, The Social Work Faculty

Accreditation Keuka College has been accredited by the Middle States Association of Colleges and Schools. In addition, the Social Work program at Keuka College is accredited by the Council on Social Work Education, (CSWE). The Social Work program at Keuka College graduated its first official majors in 1974. The program was first accredited by CSWE in 1982, with re-affirmations of accreditations in 1988, 1996, and in 2004. The latest reaffirmation is for eight (8) years and is set to begin in 2012. Graduates of accredited undergraduate social work programs may be eligible to receive advanced standing in various graduate social work programs, across the nation after obtaining their BSW degree. Acknowledgement of Thanks This version of the Keuka College Student Handbook is the result of much resource sharing and collaboration between our social work faculty and others. We wish to acknowledge and thank our colleagues at Columbia College in South Carolina, especially Dr. Diane Thompson for her discussions and sharing of their Social Work Program s Handbook. We would like to thank and acknowledge the late Dr. Kate Wambach and her colleagues at the University of Texas at Austin for their consultation and sharing of their BSW Program s Handbook. We also thank our colleague, Professor Helen Wadsworth from the Rochester Institute of Technology BSW program for her continued support and sharing of resources with our program, and our thanks and acknowledgement to the BSW faculty at Roberts Wesleyan College for their support and resources. Please note that, as with all Policy Manuals, this document is subject to change. As such, addendums and revisions to the Handbook will be offered periodically at the discretion of the Social Work Department and/or Keuka College. This Social Work Program Student Handbook was compiled by Scarlett A. Benjamin, CSW, and former Associate Professor of Social Work, Keuka College with current revisions by Warren Skye, Jr., LMSW, Associate Professor and Social Work Field Director. Revised 9-05-06 3

Keuka College Social Work Program Student Handbook Table of Contents Welcome Letter 2 Accreditation 3 I. Introduction 8 A. What is Social Work? 8 B. Purpose of Social Work 9 C. Values of Social Work 10 D. Definitions of Generalist Practice 11 E. Social Work Program Mission 11 F. The Keuka College Mission 16 G. Keuka College Educational Goals 17 H. Social Work Program and the Keuka College Mission and Vision 18 I. Social Work Program Goals 19 J. Consistency of Goals with Educational Policy 19 K. Social Work Program Objectives 21 L. Graduate Outcomes for Keuka College 25 M. Keuka College Statement on Nondiscrimination 34 N. Disability Statement 34 II. The Social Work Curriculum 36 A. Social Work Faculty Goals 36 B. Social Work Program based upon SWK Program Mission Statement 36 C. Social Work Program Conceptual Areas 36 1.Professional Development 37 2. Values and Ethics 37 3. Diversity 37 Revised 9-05-06 4

4. Social and Economic Justice 37 5. At-Risk Populations 37 6. Human Behavior and the Social Environment 38 7. Social Welfare Policy and Services 38 8. Social Work Practice 38 9. Research 38 10. Field Instruction/Practicum 38 D. Field Period 38 E. Social Work Curriculum 39 1. Requirements for Major in Social Work 39 2. Discussion of 4-year Sequence with Liberal Arts Curriculum 40 3. 4-year Sequence for Social Work Majors 43 4. Discussion of 2-year/Transfer Sequences 44 5. 2-year Sequence for Transfers 45 6. Senior Practicum 45 7. Course Descriptions from Keuka Record for Social Work 48 III. Advisement 52 A. General Advising Information for Keuka College Students 52 B. Advising Information for Social Work Majors 56 C. Part-time and Full-time Student Status 56 D. Transfer Credit, Life/Work Experience 56 IV. Social Work Program Standards for Classroom Setting 57 A. Classroom Standards 57 1. Attendance 57 2. Emergencies 57 3. Handbook Familiarization 57 4. Reading Assignments 57 5. Class Assignments and work quality 57 6. Professional Demeanor 58 7. Grading 58 8. Basic Abilities Necessary to Acquire Professional Skills 58 Revised 9-05-06 5

9. Mental and Emotional Abilities Necessary for Performance in the Program and Professional Practice 59 V. Admission to the Social Work Program 60 A. Purpose 60 B. Assessing Potential and Motivation for Social Work 60 C. Admission Procedure 60 Stage 1 60 Stage 2 60 Stage 3 61 Stage 4 62 D. Admission Criteria 63 1. Academic Standards 63 2. Scholastic Standards 63 3. Scholastic Performance 64 4. Professional Standards 64 VI. Social Work Program Resources 67 A. Social Work resource room 67 B. Social Work specific library Holdings 67 VII. Student Development Opportunities 69 A. ROPES for Social Workers 69 B. Student Social Work Club (AFSW) 69 C. Phi Alpha National Social Work Honor Society 69 Alpha Theta Chapter of Keuka College D. Leadership and Academic Awards for the Social Work Program 70 E. Specialized learning opportunities 71 F. Social Work Program Advisory Council (SWAC) 72 And Student Representation G. National Association of Social Workers 73 H. Graduate School and Employment assistance 74 I. Student Evaluation of Courses, Instructors, and Practicum 74 Revised 9-05-06 6

VIII. Sexual Harassment Policy 75 IX. Special Actions and Procedures 76 A. Academic Dismissal 76 B. Dismissal for Personal Reasons 77 C. Letter of Warning 78 D. Dismissal from the Program 78 E. Grievance Procedure 78 X. Social Work Faculty and Related Information 80 XI. Student Questions and Answers 82 XII. Appendices 84 A. The NASW Code of Ethics B. Social Work Program Field Period Student Guide C. Guidelines for Writing in APA Style D. APA Bibliography Examples E. Social Work Advisee Check-sheet F. Grading of Written Work G. Agreement Form of Acknowledgement and Compliance H. Entry Level Professional Behavior Checklist I. Field Practicum application J. NASW Salary Survey K. Educational Policy Statement for Baccalaureate Degree Programs in Social Work Education Revised 9-05-06 7

I. Introduction The Social Work Faculty are pleased that you are considering entering the Social Work Program and we commit our support to you as you pursue this first step in your Social Work career. The faculty is here to assist you in your efforts to have an enriching and successful experience as a social work major. The social work major reflects many of the ideals of the mission of Keuka College and provides each student with the opportunity for intellectual and personal growth as you prepare for the multiple, changing roles as a social work practitioner. A. WHAT IS SOCIAL WORK? People often ask what social work is. Although there are variations in the definition of social work, it is essentially the process of helping people function effectively within their environments and improving the quality of life. Social workers can work with individuals, families, groups, communities, and organizations. Thus, social workers can be found in a variety of settings. These settings include the traditional settings such as schools, hospitals, children and youth services, mental health and counseling, employee assistance programs, chemical dependencies, corrections, and gerontological settings. However, social workers are also engaged in international work, employed by private businesses, hold political positions, administer agencies, are involved in education and prevention work, have private practices, serve on legislative committees, and advocacy organizations. They help to change, or make more effective social policy for people at local, national and international levels. The previously mentioned fields of practice are the core for the term Generalist and guide the educational efforts of the Keuka College Social Work Program. Social work is as diverse and exciting a field as you wish to make it! B. PURPOSE OF SOCIAL WORK Social work is unique as it differs from other disciplines such as psychology and sociology. While it incorporates theories from both of these disciplines, social work also has its own theoretical frameworks. The profession of social work focuses on the application of theories to practice with various populations and social issues. Social work addresses individual, family, group, and social problems from a broad perspective, emphasizes a solid foundation of knowledge and professional values, and advocates for improving the environments in which people live. The Council on Social Work Education (CSWE) is the national accrediting body for Social Work Educational Programs. In their section on Educational Policy and Accreditation Standards 2002, they define the purpose of social work and social work education as follows: Revised 9-05-06 8

1. PURPOSE 1.0 Purposes of the Social Work Profession The social work profession receives its sanction from public and private auspices and is the primary profession in the development, provision, and evaluation of social services Professional social workers are leaders in a variety of organizational settings and service delivery systems within a global context. The profession of social work is based on the values of service, social and economic justice, dignity and worth of the person, importance of human relationships, and integrity and competence in practice. With these values as defining principles, the purposes of social work are: To enhance human well being and alleviate poverty, oppression, and other forms of social injustice. To enhance the social functioning and interactions of individuals, families, groups. organizations, and communities by involving them in accomplishing goals. developing resources, and preventing and alleviating distress- To formulate and implement social policies, services, and programs that meet basic human needs and support the development of human capacities. To pursue policies, services, and resources through advocacy and social or political actions that promotes social and economic justice. To develop and use research, knowledge, and skills that advance social work practice. To develop and apply practice in the context of diverse cultures. 1.1 Purposes of Social Work Education The purposes of social work education are to prepare competent and effective professionals, to develop social work knowledge, and to provide leadership in the development of service delivery systems. Social work education is grounded in the profession's history, purposes, and philosophy and is based on a body of knowledge. values, and skills. Social work education enables students to integrate the knowledge, values, and skills of the social work profession for competent practice. 1.2. Achievement of Purposes Among its programs, which vary in design, structure, and objectives, social work education achieves these purposes through such means as: Providing curricula and teaching practices at the forefront of the new and changing knowledge base of social work and related disciplines. Providing curricula that build on a liberal arts perspective to promote breadth of knowledge, critical thinking, and communication skills. Revised 9-05-06 9

Developing knowledge. Keuka SWK Student Handbook Developing and applying instructional and practice-relevant technology. Maintaining reciprocal relationships with social work practitioners, groups, organizations, and communities. Promoting continual professional development of students, faculty, and practitioners. Promoting interprofessional and interdisciplinary collaboration. Preparing social workers to engage in prevention activities that promote well-being. Preparing social workers to practice with individuals, families, groups, organizations, and communities. Preparing social workers to evaluate the processes and effectiveness of practice. Preparing social workers to practice without discrimination, with respect, and with knowledge and skills related to clients' age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation. Preparing social workers to alleviate poverty, oppression, and other forms of social injustice. Preparing social workers to recognize the global context of social work practice. Preparing social workers to formulate and influence social policies and social work services in diverse political contexts. C. VALUES OF SOCIAL WORK A major requirement for a successful social work career is a deep concern for people. A social worker must genuinely care about the welfare of others, have a willingness to advocate for changes in political and other systems, and possess the ability to set aside prejudices in order to view each individual as a person of worth. Social workers believe in the ability of persons to change and grow, and are dedicated to the right of each individual to reach his/her potential. Another aspect that makes social work unique is its emphasis on certain principles and values. Professional values are delineated in the National Association of Social Worker (NASW) Code of Ethics (See Appendix A). This Code addresses the professional values that should be held by social workers and the standards for professional conduct as a practitioner. This Code along with other principles and methods of intervention stress the need for clients to be empowered so that Revised 9-05-06 10

they can be self sufficient, self determining and have opportunities for growth and healthy development. D. DEFINITION OF GENERALIST PRACTICE The Council on Social Work Education (CSWE) requires all bachelors level programs to train their students in generalist social work practice. A generalist social worker is trained to use the problem solving process to assess and intervene in the problems confronting individuals, families, groups, organizations, and communities. As a generalist social worker the practitioner is usually the first to see clients as they enter a human service agency or program. It is necessary for the worker to competently assess clients needs and problems and to utilize a variety of skills, methods and roles in serving clients. (Zastrow, 1995). The generalist social worker practices within a systems ecological or person-in-environment framework. Essentially, this means that the social worker will expect to facilitate change in various systems. For example, working with a troubled teen may require individual work with the teen, intervention with the family, consultation with the school and advocacy for services with a mental health agency. Thus the generalist may carry out more than one role (e.g. broker, advocate, educator, case manager) for any one case. Students are also prepared to work with systems of various sizes: micro-systems (individuals), mezzo systems (families and groups), and macro systems (communities and organizations). This requires preparation for work in direct, one to one settings, as a group facilitator, community organizer or activist, or program developer among other roles. In essence, the knowledge and skills of the generalist are transferable from one setting to another and from one problem to another. (Zastrow, 1995). The problem solving approach (also referred to as the change process used by the generalist practitioner consists of a series of steps: - Engagement - Collection and assessment of data - Planning and Contracting - Implementation of a course of action - Evaluation - Termination and follow-up E. KEUKA COLLEGE SOCIAL WORK PROGRAM MISSION Statement of Mission The mission of the Keuka College Social Work Program has a dual focus of education and community service. The program promotes life long learning and professional development. The educational program prepares competent, value Revised 9-05-06 11

based generalist practitioners who are grounded in the history of the profession, and empirically based knowledge and skills. Through an active community presence on the part of the students, faculty, and alumni the program seeks to enrich the regional community and its delivery of human services. Appropriateness to level of practice preparation The Keuka College Social Work Program (KCSWP) prepares students for generalist social work practice through academic achievement, experience, and by instilling a professional value system, which is in accordance with their choice of becoming a professional social worker. Generalist practice is defined by G. Hull (1990) as: The basic principle of generalist practice is that baccalaureate social workers are able to utilize the problem solving process to intervene with various size systems including individuals, families, groups, organizations, and communities. The generalist operates within a systems and person-in-the-environment framework (sometimes referred to as an ecological model). The generalist expects that many problems will require intervention with more than one system(e.g., individual work with a delinquent adolescent plus work with the family or school) and that single explanations of problem situations are frequently unhelpful. The generalist may play several roles simultaneously or sequentially depending upon the needs of the client, (e.g., facilitator, advocate, educator, broker, enabler, case manager, and/or mediator). They may serve as leaders/facilitators of task groups, socialization groups, information groups, and self-help groups. They are capable of conducting needs assessments and evaluating their own practice and the programs with which they are associated. They make referrals when client problems so dictate and know when to utilize supervision from more experienced staff. Generalists operate within the ethical guidelines prescribed by the NASW Code of Ethics and must be able to work with clients, coworkers, and colleagues from different ethnic, cultural, and professional orientations. The knowledge and skills of the generalist are transferable from one to another and from one problem to another. The program's strong emphasis on theory, grounded in the history of the profession and the utilization of empirically sound bases of information, to practice as a means of learning in the local community, are believed by faculty to form the context from which competent generalist practitioners will emerge. The process of "becoming" is a key principle that guides the KCSWP; implying that the professional development of all involved in the program is a process of educational, personal, and professional growth. Students engage in learning opportunities and are evaluated on a level commensurate with their status in the social work program (i.e. Freshman Senior status). As the student matures both personally and professionally, s/he is provided the opportunity to build on existing competencies and to integrate increasingly complex theory and practice skills into his/her work. Both learning and evaluation of that learning are presented in a graduated manner, providing the context within which the student can indeed "become" a highly competent generalist social worker. Revised 9-05-06 12

Appropriateness of Mission to Educational Policy 1.1 KCSWP prepares competent and effective professionals Professional competency encompasses more than simply understanding a theoretical framework. It entails the utilizing that theoretical understanding in a manner that guides an individual, family, group or community toward a sense of empowerment and well-being. A strong dual emphasis of social work theory and practical application form a cornerstone in the Keuka Social Work Program. The program promotes and encourages students to embrace the full realm of human diversity, social justice and social responsibility all of which are woven throughout the Social Work curriculum. These themes are expressed through the utilization of student involvement in their communities, curricular coursework, Field Period experiential components, and senior field practicum. Human diversity is defined by knowledge about diverse populations such as, but not limited to those distinguished by age, race, ethnicity, class, culture, language, sexual orientation, gender, religion, spiritual ideology, physical and or mental disability, and national origin. Diversity also includes development of practice skills in working with people who have various life experiences, needs, and perspectives. Social justice refers to the students' commitment to alleviation of oppression and poverty, as well as, to the students' understanding of the value of human diversity. Social responsibility refers to the programs' commitment to enhance the quality of life for the community and its systems. A key component of social responsibility is political advocacy, volunteerism and/or community service. Students' performance is based in the professional value system by drawing on a number of established Social Work precepts and principles. These include the National Association of Social Work Code of Ethics, knowledge of the historical roots of the profession, and of professional skills related to ethical social work practice. The practice of social justice and social responsibility is integrated into the curriculum and the program as a whole. Ethical practice is manifest in a variety of curricular and non-curricular activities that are promoted and sponsored by the educational program. Some examples are the integration of the Social Work Club into policy courses, a variety of service projects from freshman through senior year, and the active involvement of faculty, alumni, and the Social Work Advisory Council Systems/ecological theory is a curriculum emphasis, acknowledging the person in the context of his/her environment. The development of professional social workers utilizes a holistic perspective of biological, psychological, social, and spiritual needs that are incorporated into the curriculum. Students integrate knowledge, skills, and values in: Utilization of appropriate intervention methods based on a collaborative intervention approach and a strengths perspective, delivery of services within a variety of settings, application of social change strategies in work with individuals, families, groups, and Revised 9-05-06 13

communities. A professional values foundation is established in understanding first oneself and then in the professional use of self. Students develop knowledge of human behavior, social interactions, spiritual, political, and social ideologies, and their impact on the development and delivery of human service systems. Students have opportunities to apply social work theory to practice through experiential classroom activities and assignments, role plays, case presentations, public speaking, research assignments, group co-facilitation, and experiential Field Periods. The capstone experience is the Senior Practicum experience (a minimum of 416 hours) and seminar. The seminar consists of instruction, research, and group supervision. The program is based on a liberal arts perspective through the foundation of the Keuka College core curriculum requirements. The firm grounding in the liberal arts provides a foundation needed to attain the personal and professional ways of knowing necessary for effective generalists' social work practice. Graduates are prepared for entry-level BSW positions and are encouraged to pursue eventual graduate studies in social work. The professional need for life-long learning beyond baccalaureate social work level is emphasized throughout the baccalaureate social work program, and reinforced by the mission of the college. KCSWP develops social work knowledge While Keuka College does not require its faculty to develop and publish research in their fields of study, the KCSWP, including its faculty and student base, apply their "functional knowledge" in a variety of experiential settings. Faculty utilize their experience in the field in the dissemination of knowledge to the social work students, and provide their insights and contribution to human service agencies through their community service interactions. Students are likewise expected to apply their existing knowledge in a variety of field settings, thereby "developing" practical application of knowledge within the social work community. KCSWP provides leadership in the development of service delivery systems The Keuka College Social Work Program promotes rural social work by utilizing its geographic location and local resources. As is the case in many rural communities, Yates County works hard to meet the many, and often competing needs of its citizenry. As a result of increasing interaction and service by KCSWP faculty and students, the Yates county Human Service community has begun to rely on the KCSWP in the delivery of several community change efforts throughout the academic year. The program also demonstrates leadership in social advocacy within the Keuka College campus community. The program also demonstrates leadership in social advocacy within the Keuka College campus community. Faculty participates actively as committee members, trainers and as resources for students and faculty members in need of support. Social work faculty has historically provided Revised 9-05-06 14

training to the residential staff, supported the contracting of speakers promoting issues related to social justice and have served as a liaison between the college and the community human service system. Students of the Social Work program have consistently committed themselves to leadership roles within the Keuka College community, including holding positions in student government, the school paper, as student mentors and peer educators. Students maintain a resource room, which provides information related to Child Welfare, Lesbian-Gay-Bisexual and Transgender issues, stress management, addictions and other related topics of social significance. The Association of Future Social Workers, the student social work club, has emerged as a leader among Student Senate sponsored clubs, and has been awarded several awards for their campus and community service efforts. Programmatically, students and faculty have participated in several community service activities including Adopt-a-Family, administering intakes for the Salvation Army during the holiday season, and working in several different capacities with Keuka Lake School, the Dundee Youth Center and Office of the Aging, among others. KCSWP provides social work education grounded in the profession's history, purposes and philosophy and is based on a body of knowledge, values and skills. The educational process is initiated through the liberal arts core, which serves as a framework for the social work curriculum. The liberal arts core curriculum focuses on gaining knowledge in a variety of disciplines and on developing an awareness of and appreciation for the ways of knowing. Students continue this process by learning about social work history, values, and theory. Students learn how to integrate learning, and develop their confidence through the development of practice skills and competencies. They learn about various client systems and the variety of roles practitioners utilize to create interpersonal and societal change. Simultaneously, students examine societal norms and values; client needs. Develop an appreciation for human diversity, and learn how to develop appropriate practice interventions based in a combination of empirical research and in collaboration with the client system. A focus on strengths is the overriding perspective for social work practice. Essentially, students learn how to assist the client in becoming more responsive to their environment and how to work on a societal level to ensure that it is more responsive to human needs. The development of self both interpersonally and professionally is integrated throughout the curriculum. The coursework, experiential learning, and interaction with faculty and other "teachers" challenges the students to look at their biases, prejudices, stereotypes, and to clarify their values. Students learn that essential professional skills are the ability to be self-aware, be invested in their own development, and work towards an understanding of how they meet and exemplify the professional code of ethics. Social Work education enables students to integrate the knowledge, values and skills of the social work profession for competent practice. Revised 9-05-06 15

Keuka's emphasis on experiential education is an integral part of the social work programs' focus on theory to practice. The program integrates the college Field Periods into the educational curriculum-offering students the opportunity to earn Field Period credits in the area of human service delivery. The upper level Field Periods in the junior and senior year are required to be in an area related to social work. Students are expected to identify how they have utilized their developing social work knowledge, skills and values during each upper level Field Period. The capstone experiential educational component is the senior practicum occurring in the spring semester of the senior year, during which students are evaluated on their capacity to understand and integrate competencies necessary for effective practice. The Keuka College Social Work Program's theory to practice focus yields over 900 hours of experience. F. THE KEUKA COLLEGE MISSION Keuka College is a student-centered, liberal-arts based learning community in which experiential education provides a cornerstone for academic study, career preparation, and personal growth. Through the creation of a supportive living and learning environment, we seek to foster our students' academic and personal development, providing them with a foundation for a lifetime of learning, service, and leadership. The mission is based on a foundation of core values and guiding principles: Student-Centered: Educating Whole Persons. We affirm that students are the foundation of our community and our reason for existence. We emphasize personal faculty and staff interaction with students and mentoring of our students in a caring, supportive environment. We believe that the task of a college is to educate whole persons and, therefore provide our students with opportunities for intellectual, emotional, social, physical, spiritual, and professional development. Liberal Learning/Professional Education: Experiential Education: We affirm the value of liberal learning both as a foundation for specialized study and as a principal means of achieving the College's Learning Goals for Students. We value the depth of knowledge, skills, and ethical perspective provided through study and practice in an academic discipline or professional field. We affirm the need for clearly articulated integration between general education and the academic professional major. We are committed to learning from experience, integrating theory and practice. We teach students to apply knowledge, values, and skills effectively in learning problemsolving. We teach students to learn actively and systematically from classroom-based, cocurricular, and off-campus experiences. Revised 9-05-06 16

Supportive Living and Learning Community: We understand that all members of the community make important contributions as partners in the work of the College, and seek to integrate curricular, co-curricular, and extracurricular learning. We cultivate a spirit of service, shared responsibility, and leadership in all of our community members and encourage the use of knowledge, skills and resources for the benefit of others. We recognize that learning is a lifelong process, and believe that it is best accomplished in a cooperative, mutually supportive environment. We value human diversity in all its forms, and affirm, as well, the principles of human dignity and interdependence. We value personal integrity, mutual respect, trust, and open communication, and expect that these principles will guide the actions of all community members. We are committed to decision-making based on a balance between individual rights and community needs. (From 2002-2003 Keuka College Record - pps. 1-2) G. THE KEUKA COLLEGE EDUCATIONAL GOALS Keuka College provides students with effective learning opportunities: Communication Skills: To develop written, oral, and computational proficiencies, as well as the ability to acquire, use, and evaluate information from varied sources. Thinking Skills: To develop critical, creative, and constructive thinking; effective problem-solving skills; the ability to analyze, integrate, and synthesize information; and an appreciation for the value of different approaches to knowledge. Breadth of Knowledge: To examine and appreciate the content and context of human intellectual experience. Depth of Knowledge: To concentrate in a specific discipline or field; and to learn its principles, practices, theories, and methodologies in preparation for continued study and professional achievement. Intellectual Initiative: To develop the habit of independent thinking, to strengthen tolerance for ambiguity and change, to rediscover and experience curiosity, and to affirm a commitment to lifelong learning. Well Being: To enhance emotional, physical, spiritual, and mental development. Values: To formulate and clarify personal values and to understand the role of values and ethics in a changing world. Revised 9-05-06 17

Diversity: To recognize, understand, and value the diversity and unity of humanity and the human experience. Independence and Interdependence: To develop and enhance self-knowledge; the capacity for autonomous behavior and leadership; the social skills of cooperation, collaboration, and teamwork; and the self-confidence to attempt new ventures alone and with others. Responsibility: To exercise social and personal responsibility for the welfare of our social and physical environments. (From 2001-2002 Keuka College Record, p.2) H. SOCIAL WORK PROGRAM LINKAGES and CONSISTENCY with the KEUKA COLLEGE VISION Keuka College is inspired by a vision of providing students the opportunity and incentive to improve themselves and the world. The program fulfills the college's mission by offering a program of academic excellence within a supportive learning environment. Through its emphasis on teaching and learning, Keuka challenges students to value and achieve excellence and supports their efforts to expand their intellectual and social horizons. The SWK program mission and goals reinforce elements of both the vision and mission of Keuka College. Founded over a century ago, Keuka is committed to the ideals of human dignity, equality, and autonomy, and the values of the diversity of human experience. The college's dedication to quality undergraduate education for all students is emphasized in the social work program's mission of social justice and social responsibility, creating a holistic perspective of student learning and social work practice. The social work program emphasizes experiential education and the value of service to the community. Social work students are involved in the local community and the greater Finger Lakes area through a variety of activities and educational programs. Students are required to complete junior and senior level, (upper-level Field Periods), in the field of social work. Many of these Field Period's provide service to local agencies. The senior social work practicums are predominately within a 100 mile radius of the college serving local agencies and strengthening the foundational principle of service to the community. The Social Work Advisory Council, comprised of: social work faculty, human service professionals, alumni, students, and representatives from the college, brings together the area human service providers and offers direct linkage to our curriculum, educational relationships with our students, and network opportunities for current service projects, educational opportunities, and future employment possibilities. Further, several class projects emphasize experiential education through community service projects some examples are: Youth Lock-In for the Dundee Youth Center, Adopt A Family, Student participation in the Keuka Lake School, work for the Yates County Office of the Aging, Skilled Nursing Facilities, Yates County Child and Family Services, Revised 9-05-06 18

John Kelly Behavioral Center and Day Treatment Program, and Rushville Health Center to name a few. Keuka students enjoy a well-deserved reputation of quality in their preparedness, and commitment to service. The quality and quantity of the students' service to the community strengthens and supports Keuka College's reputation and mission. I. Social Work Program Goals The following are the program goals of the Baccalaureate Social Work Program at Keuka College: 1. The program will educate students to think critically and integrate social work history, knowledge, values, philosophy, theories, values, research, and skills as they work with systems of various sizes and types. (This goal is met through program objectives 1, 3, 5, 11) 2. The program will prepare graduates who are able to work sensitively and effectively in multiple contexts with diverse populations who are at-risk. (This goal is met through program objectives 2, 6, 9, 10, 14, 15) 3. The program will promote social activism aimed at enhancing social and economic justice, taking into account multiple causes and the nature and dynamics of change, (this goal is met through program objectives 7, 13) 4. The program promotes life-long learning and professional development, as well as active service and leadership to the social work profession and social issues. (this goal is met through program objectives 8, 18) 5. The program promotes the use of empirically based practice methodologies and the skills to contribute to the knowledge base of the social work profession. (this goal is met through program objectives 4, 12,16,17) J. Consistency of Goals with Educational Policy As the BSW social work faculty reviewed the program goals as part of the preparation for the reaffirmation process, care was given to ensure full and complete compliance with the 2002 CSWE standards. The program goals are ultimately derived directly from the KCSWP Mission, and are responsive to the requirements in the Educational Policy, Section 1.1 Purposes of Social Work Education. Table 1 is an analysis of the relationship between the seven program goals and the Educational Policy, Section 1.1, Purpose of Social Work Education. Table 1: CSWE Accreditation Standard 1.1 Relationship to KCSWP Program Goals The educational and programmatic goals and objectives of the Keuka College Social Work Program are derived from the program mission. The goals and objectives are compliant with and Revised 9-05-06 19

responsive to the Educational Policy and Accreditation Standards of the Council on Social Work Education. E.P. 1.1 Purposes of Social Work Education 1. Prepare competent and effective professionals. 2. Provide a foundation of social work knowledge. 3. Provide leadership in the development of service delivery systems. 4. Provide social work education grounded in the profession s history, purposes, and philosophy and is based on a body of knowledge, values, and skills. 5. Social Work education enables students to integrate the knowledge, values, and skills of the social work profession for competent practice. Keuka College BSW Program Goals G5. The program promotes the use of empirically based practice methodologies and the skills to contribute to the knowledge base of the social work profession. G1. The program will educate students to think critically and integrate social work history, knowledge, values, research, and skills as they work with systems of various sizes and types. G3. The program will promote social activism aimed at enhancing social and economic justice, taking into account multiple causes and the nature and dynamics of change. G4. The program will promote a commitment to life-long learning, and professional development, and provide preparation for graduate education. G5. The program promotes the use of empirically based practice methodologies and the skills to contribute to the knowledge base of the social work profession. G1. The program will educate students to think critically and integrate social work history, knowledge, values, research, and skills as they work with systems of various sizes and types. G2. The program will prepare graduates who are able to work sensitively and effectively in multiple contexts with diverse populations who are at-risk. G3. The program will promote social activism aimed at enhancing social and economic justice, taking into account multiple causes and the nature and dynamics of change. G5. The program will promote the use of empirically based practice methodologies and the skills to contribute to the knowledge bas of the social work profession. Revised 9-05-06 20

K. Social Work Program Objectives Keuka SWK Student Handbook Derivation of Objectives from Program Goals Key Words and Conceptual Framework The twenty KCSWP BSW Program objectives serve as both the steps by which each program goal is to be achieved as well as the means by which the attainment of the goal is evaluated. Several behavioral, intellectual and perceptual manifestations of each goal were considered by the faculty with the intent of developing measurable objectives that would ensure clearly demonstrable attainment of each. The objectives were then evaluated for their fit with the program s mission statement. It is important to note that each goal is ultimately addressed through the objectives embedded in a number of curricular instructions, various assignments and experiential learning opportunities that occur across the social work curriculum. Objectives were initially derived from the goals, and then assigned to a specific conceptual area in the curriculum in which the program felt that the objective was most clearly addressed by the curricular framework. Each objective was then renumbered sequentially in relation to the conceptual area to which it is related. The reader is referred to Table 3 on page? for further clarification. Hence, the numbers of the objectives as they relate to the goals appear asynchronous. We request that the reader focus on the content of the objectives as they relate to the goal rather than on the number of the objective. Table 2 below identifies each of the five program goals, and relates the specific program objective(s) designed by the faculty to support the achievement of the goal. TABLE 2: KCSWP Goals and Objectives Goal 1: The program will educate students to think critically and integrate social work history, knowledge, values, philosophy, theories, research, and skills as they work with systems of various sizes and types. Objective 1. Demonstrate the ability to apply critical thinking skills to generalist social work practice knowledge, values and skills Objective 3. Demonstrate effective written and verbal communication skills appropriate for generalist social work practice Objective 6. Demonstrate an awareness of and commitment to social work values and ethics and the basic ability to apply them to the analysis of generalist practice theories, research and practice situations, including the ability to integrate professional values with integrity and professional competence. Objective 12. Demonstrate an ability to critically analyze the structure and functioning of social welfare as an institution and social work as a profession from a historical perspective to current status, structure and approach to social issues, and demonstrate the ability to identify and develop alternative social welfare approaches Goal 2: The program will prepare graduates who are able to work sensitively and effectively in multiple contexts with diverse populations who are at-risk. Revised 9-05-06 21

Objective 2. Demonstrate a developing self-awareness, the ability to be self-critical, and the ability to apply the professional use of self in generalist social work practice Objective 7. Demonstrate an awareness and appreciation of one s own diversity as well as the diversity of others, and the ability to apply diversity knowledge and sensitivity in assessment and intervention with individuals, families, groups, organizations, and communities Objective 10. Demonstrate an awareness of at-risk populations including but not limited to low socioeconomic status, people of color, women, gay, lesbian, bisexual, and transgender persons, minorities, underrepresented cultures, religions, unmarried partners and family structures, and vulnerable ages groups Objective11. Demonstrate an understanding of micro, mezzo, and macro theories related to human growth, development and change, and the ability to analyze and integrate the impact of external forces in promoting or hindering the optimal well-being of systems of various sizes using a Systems Ecological perspective as the general framework Objective15. Demonstrate an ability to sensitively assess functional and dysfunctional patterns and interactions within and between systems from a strengths perspective using Systems Ecological model as the unifying philosophical framework Objective 16. Demonstrate an ability to intervene effectively with individuals, families, groups, organizations, and communities from a generalist practice framework Goal 3: The program will promote social activism aimed at enhancing social and economic justice, taking into account multiple causes and the nature and dynamics of change. Objective 8. Demonstrate an awareness of the dynamics and consequences of institutional discrimination, oppression, social and economic injustice, and a developing commitment and ability to bring about empowerment, reconciliation and justice Objective 14. Demonstrate an ability to conceptualize and implement social and political action strategies to empower people and bring about reconciliation and social justice Goal 4: The program promotes life-long learning and professional development of faculty, students and alumni, as well as active service and leadership to the social work profession and social issues. Objective 5. Demonstrate active service and leadership to the profession and social services. Objective 9. Demonstrate the ability to design and implement community service projects in various environments including the College community, geographic community, and the community of human service delivery Objective 20. Demonstrate an ability to appropriately seek and benefit from supervision and consultation Goal 5: The program promotes the use of empirically based practice methodologies and the skills to contribute to the knowledge base of the social work profession. Objective 4. Demonstrate familiarity with technology appropriate for generalist social work practice Objective 13. Demonstrate an ability to analyze policy-making procedures in agencies, Revised 9-05-06 22

communities, and government and demonstrate the ability to evaluate the impact of social policies on clients, practitioners, agencies, and communities Objective 17. Demonstrate basic mastery of a variety of approaches to research, including qualitative and quantitative methodologies, as they relate to generalist social work practice Objective 18. Demonstrate an ability to critically analyze and incorporate literature in generalist social work practice including empirical research Objectives Consistent with the Educational Policy, Section 3.0 (E.P 3.0) Each of the twenty program objectives are concurrently derived from the CSWE s delineation of the 12 Foundation Program Objectives (EP 3.0). There is considerable overlap between the foundation objectives outlined by the CSWE and those derived from the KCSWP mission and goals. Statement of Program Objectives Table 3 outlines the twenty measurable program objectives that have been developed from the KCSWP mission and goals, and the CSWE EP 3.0 Foundation Program Objectives. Each program objective has been assigned a key word, identified in column two, for ease in communication and tracking for evaluation purposes. The key words are presented in bold print at the end of the associated conceptual area described above. The key words are used to trace program objectives throughout the curriculum. The third column identifies the primary conceptual areas that are the summaries, building blocks, or framework, upon which the curriculum for the program has been constructed. A more thorough explanation of this framework is provided at the end of Section 1.2. Table 3. KCSWP Program Objectives Program Objectives Key Word Conceptual Area 1. Demonstrate the ability to apply critical thinking skills to generalist social work practice knowledge, values and skills 2. Demonstrate a developing self-awareness, the ability to be self-critical, and the ability to apply the professional use of self in generalist social work practice 1. Critical Thinking 2. Use of self Professional Development 3. Demonstrate effective written and verbal communication skills appropriate for generalist social work practice 4. Demonstrate familiarity with technology appropriate for generalist social work practice 5. Demonstrate active service and leadership to the profession 3. Communication 4. Technology 5. Leadership and Lifelong Learning Revised 9-05-06 23

and social services. Keuka SWK Student Handbook 6. Demonstrate an awareness of and commitment to social work values and ethics and the basic ability to apply them to the analysis of generalist practice theories, research and practice situations, including the ability to integrate professional values with integrity and professional competence 7. Demonstrate an awareness and appreciation of one s own diversity as well as the diversity of others, and the ability to apply diversity knowledge and sensitivity in assessment and intervention with individuals, families, groups, organizations, and communities 8. Demonstrate an awareness of the dynamics and consequences of institutional discrimination, oppression, social and economic injustice, and a developing commitment and ability to bring about empowerment, reconciliation and justice 9. Demonstrate the ability to design and implement community service projects in various environments including the College community, geographic community, and the community of human service delivery 10. Demonstrate an awareness of at-risk populations including but not limited to low socioeconomic status, people of color, women, gay, lesbian, bisexual, and transgender persons, minorities, underrepresented cultures, religions, unmarried partners and family structures, and vulnerable ages groups 6. Values & Ethics Values and Ethics 7. Diversity Diversity 8. Justice 9. Social Responsibility 10. At-Risk Populations Social and Economic Justice At-Risk Populations 11. Demonstrate an understanding of micro, mezzo, and macro theories related to human growth, development and change, and the ability to analyze and integrate the impact of external forces in promoting or hindering the optimal well-being of systems of various sizes using a Systems Ecological perspective as the general framework 12. Demonstrate an ability to critically analyze the structure and functioning of social welfare as an institution and social work as a profession from a historical perspective to current status, structure and approach to social issues, and demonstrate the ability to identify and develop alternative social welfare approaches 11. HBSE Human Behavior and the Social Environment 12. Social Work and Welfare 13. Demonstrate an ability to analyze policy-making procedures in agencies, communities, and government and demonstrate the ability to evaluate the impact of social policies on clients, practitioners, agencies, and communities 13. Policy Analysis Social Welfare and Policy Services 14. Demonstrate an ability to conceptualize and implement social and political action strategies to empower people and bring about reconciliation and social justice Revised 9-05-06 24

14. Social Action 15. Demonstrate an ability to sensitively assess functional and dysfunctional patterns and interactions within and between systems from a strengths perspective using Systems Ecological model as the unifying philosophical framework 16. Demonstrate an ability to intervene effectively with individuals, families, groups, organizations, and communities from a generalist practice framework 17. Demonstrate basic mastery of a variety of approaches to research, including qualitative and quantitative methodologies, as they relate to generalist social work practice 18. Demonstrate an ability to critically analyze and incorporate literature in generalist social work practice including empirical research 19. Demonstrate an ability to appropriately seek and benefit from supervision and consultation 20. Demonstrate the ability to apply generalist social work knowledge, skills, and values in a field setting 15. Assessment 16. Intervention 17. Evaluation 18. Research Consumer 19. Supervision 20. Field Experience Social Work Practice Research Field Experience L. Graduate Outcomes for Keuka College GRADUATE OUTCOME STATEMENT FOR DIVERSITY Making productive connections with those who are different from oneself is vital to our success in the world and as human beings. Keuka graduates will be expected to demonstrate respect, tolerance, and support for diversity in the Keuka community and in the world at large. Graduates of Keuka College will be able to demonstrate this ability in the following ways: 1. Individuals: a. Describe their culture, ethnic identity, gender, religion and other factors relevant to their position in society. b. Demonstrate how their identity, either expressed or unexpressed, is foundational to selfesteem and self-expression. Revised 9-05-06 25

c. Describe their belief in the essential right of others to be different, their fears of the unfamiliar and their own efforts to over-come them. 2. Interpersonal Relations: a. Analyze the essential elements necessary to interacting productively with those who express themselves differently. b. Articulate how they create an atmosphere in which diverse ideals and behaviors are shared, discussed, and practiced without fear of retribution or prejudice. c. Explain the importance and value of successful inter-cultural communication and teamwork in the work place, in terms of both job satisfaction and increased productivity. 3. Community: a. Promote an understanding and appreciation of others differences as vital to the central importance of our common humanity, the common good and social responsibility. b. Demonstrate how an understanding of other worldviews and belief systems enlarges their appreciation and enjoyment of the arts and other aspects of culture. c. Analyze the social, political and economic origins of oppression and privilege detailing the forces that maintain these relationships as a tool of governance and power. GRADUATE OUTCOMES STATEMENT FOR EFFECTIVE THINKING The Keuka College Model for Effective Thinking describes the salient attributes of critical and creative thinking in terms of an integrative process of multiple mental activities across four distinct but overlapping domains. Keuka students are expected to acquire and demonstrate increased proficiency over time in the Elements, Standards, Abilities and Attitudes that constitute effective thinking across academic disciplines and professions. The following graduate outcomes statement categorizes the criteria for effective thinking by domain. In their personal and professional lives, Keuka College graduates will achieve mastery in the following domains and associated attributes: Elements (significant components in the process of thinking). identify clearly the purpose of their thinking, choosing significant and realistic purposes.. state simply and clearly the question at issue or the problem to be solved; express the question or problem in several ways that clarify its meaning and scope; and identify whether the question or problem requires determination of facts, is a matter of preference, or requires a reasoned judgment. Revised 9-05-06 26

. recognize that all thinking is shaped and expressed through concepts; identify each concept needed to define precisely and to explore the problem or question at issue; explain the choice of concepts selected and their implications; and recognize vaguely or inappropriately stated concepts.. support their thinking with quality, reliable information; restrict their claims to those supported by sufficient data; and search for information against their claim and explain its relevance.. recognize that thinking may be complicated by point of view identify multiple points of view and examine how these may complicate concept definition as well as information collection and evaluation; identify strengths and weaknesses of each point of view; and evaluate all points of view with intellectual honesty and empathy. recognize that assumptions can shape thinking; identify the validity and consistency of their underlying assumptions; and reexamine the expression of the question or problem when their assumptions prove insupportable.. draw inferences directly from evidence to reach conclusions that are substantial, consistent, and logical; identify the strength of each inference derived from data; and recognize that all conclusions lead to consequences and implications.. anticipate unusual or unexpected consequences and implications from various points of view..standards (characteristics for evaluating a product of thinking). Clarity: state the problem or question at issue in simple, yet accurate language;. Accuracy: comprehend an issue as it exists independently of themselves as observers;. Consistency: present reasoning and arguments in sequence with logical validity;. Relevance: present pertinent information and points of view of the problem under consideration;. Depth: express an intellectually mature appreciation of the subtleties of the problem;. Breadth: convey an understanding of the scope of the problem in its various manifestations and relations;. Balance: display an understanding of and receptivity toward opposing viewpoints;. Justifiability: arrive at an answer that can be supported logically;. Creativity: juxtapose concepts or symbols in a unique way. Attitudes (values of the intellectual environment and contexts of thinking). Express honesty by giving all viewpoints fair consideration, by examining all assumptions with rigor, by changing conclusions when evidence warrants, and by understanding the limitations of human knowledge.. Express curiosity and perseverance by seeking answers to questions, generating new questions, and valuing the pursuit of truth.. Express empathy by seeking to understand the viewpoints of others and by conveying disagreement respectfully.. Express organization by deliberately structuring thinking in ways intended to produce understanding, new ideas, and solutions to problems. Revised 9-05-06 27

Abilities* (skills for defining a thinker's tasks). Identification: identify and remember concepts (e.g. specific facts, terminology, and rules of usage) either by recall or recognition.. Comprehension: express understanding of previously stored and new information by interpreting or translating it into understandable terms by giving examples and offering definitions.. Application: apply information by selecting and using appropriate principles and methods to arrive at a solution to a problem.. Analysis: examine the constituent parts of a problem or question and explain the underlying organization.. Synthesis: creatively combine new and old information to form a new and unique entity, pattern or structure that did not previously exist.. Evaluation: make a choice between two or more options on the basis of articulated and substantial criteria and by formulating thoughts, opinions, and judgments based upon specific criteria. *Bloom, B.S., Englehart, M.B., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (Eds.). (1956). Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook I. Cognitive Domain. New York: McKay. GRADUATE OUTCOMES STATEMENT FOR EXPERIENTIAL LEARNING Through their involvement in multiple forms of experiential education both inside and outside the classroom (e.g., Student Affairs, co-curricular activities, campus employment, and Field Period), Keuka students will systematically develop the lifelong competency to learn from experience. Keuka graduates will demonstrate the ability to explain the theoretical foundations of experiential learning; apply the Keuka College model and additional models to analyze their experiences, connect them with theory, and construct meaning from them; develop and achieve progressively higher-order learning objectives in the affective, behavioral, and cognitive domains, particularly through sequenced Field Periods; select and complete increasingly advanced and challenging learning activities, particularly in Field Periods; synthesize, evaluate, and apply their experiences with increasing complexity; Revised 9-05-06 28

evaluate models of experiential learning; describe the value of experiential education; and apply independently models of experiential learning inside and outside the classroom Revised 9-05-06 29

GRADUATE OUTCOME STATEMENT FOR ORAL COMMUNICATION Keuka College graduates are expected to demonstrate a variety of individual and group communication skills. In the graduate outcome statement below, the standards for effective oral communication are grouped into three broad categories, with skill subsets in two of them. Keuka College graduates will demonstrate the ability to Individual Oral Presentation Skills Message Design design a message appropriate to its intended audience identify the purpose of the speech select an appropriate, effective pattern for persuasive and informative discourse balance rational and emotional appeals for an ethical and persuasive presentation Message Content develop ideas smoothly through an introduction, body, and conclusion organize points effectively support them with facts express them in clear language Message Delivery use appropriate enunciation and rate of speech use appropriate posture and eye contact with audience vary pitch, tone, and amplification of voice effectively pronounce words correctly select appropriate language and avoid slang use notes to keep track of main points employ effective visual aids Revised 9-05-06 30

Individual Listening Skills Keuka SWK Student Handbook prepare for presentations by being familiar with the topic listen actively keep an open mind to new ideas on a topic record notes and questions Interpersonal/Group Oral Communication Skills Group Discussion Skills define and analyze a task establish criteria for acceptable solutions recommend and test options to identify the best solution implement and evaluate chosen solution Interpersonal Skills express ideas and feelings to the group in active and appropriate ways receive and consider fairly ideas and feelings expressed by group members recognize, tolerate, and value member differences Leadership Skills develop an agenda for a group keep the group on task motivate others with encouragement share responsibilities with group members Group Presentation Skills Revised 9-05-06 31

prepare for discussion stay on topic actively participate in discussion listen with receptivity to others ideas take responsibility for logistics keep discussions on track and on time coordinate follow-up activities if necessary GRADUATE OUTCOMES STATEMENT FOR QUANTITATIVE LITERACY In today s society, mathematical literacy is as essential for students as verbal and information literacy. Keuka expects all students to understand mathematical concepts as well as their assumptions and implications. The study of mathematics also strengthens general reasoning and problem-solving skills, enhancing its value as part of a liberal education. Keuka College graduates will demonstrate the ability to interpret mathematical models such as formulas, graphs, tables, and schematics and draw inferences from them represent mathematical information symbolically, graphically, numerically, and verbally use arithmetical, algebraic, geometric, and statistical methods to solve problems estimate and check answers to mathematical problems in order to (a) determine reasonableness (b) identify alternatives, and (c) select optimal results recognize that mathematical and statistical methods have limits GRADUATE OUTCOME STATEMENT FOR WRITTEN COMMUNICATION Keuka College graduates are expected to understand and apply with proficiency the following characteristics of effective written communication. The standards for effective writing are Revised 9-05-06 32

grouped into three broad categories: (1) responsiveness to the assignment, (2) matters of content, and (3) matters of expression. In multiple forms of written communication, Keuka College graduates will demonstrate the ability to Responsiveness to task Content Expression address the precise requirements of an assignment (e.g., nature of task, length, amount of detail) articulate its purpose clearly select a style and tone appropriate to the assignment address the audience s needs and expectations through an awareness of what it already knows, needs to know, and wants to know about the subject at hand select appropriate presentation and documentation formats present thoughtful and substantial ideas worthy of readers consideration articulate perceptive, original, and interesting insights and observations reason in a logical, consistent, persuasive manner support ideas with appropriately detailed explanations, illustrations, and description present relevant, accurate, reliable, representative, and up-to-date information use material from outside sources effectively articulate a clear and consistent focus (thesis) organize and develop ideas effectively, including (a) an effective introduction and conclusion (b) organization and development consistent with the thesis (c) logical movement from point to point (d) appropriate proportion among ideas Revised 9-05-06 33

convey ideas clearly, including Keuka SWK Student Handbook (a) clarity of expression (b) coherent paragraphs (c) effective use of transitions (d) well-crafted and varied sentences (e) vivid and well-chosen words * edit their work in conformity with conventions of standard written English, including (a) appropriate use of standard grammatical conventions (b) complete, consistent, and coherent sentence construction (c) appropriate use of punctuation, spelling, and mechanics (d) appropriate usage (e.g., idioms, formal vs. informal language) In addition, a Keuka graduate will be able to produce writing which meets the expectations of an entry-level professional or graduate student in his or her field, as these expectations are articulated in a set of discipline-specific outcomes formulated by the faculty within each major. M. KEUKA COLLEGE STATEMENT FOR NONDISCRIMINATION Keuka College s Statement for nondiscrimination is found in the 2002-2002Keuka College Student Code of Conduct, page 15, and reads as follows: Students have the right to be free from discrimination by any agent or organization of Keuka College for reasons of age, color, ethnic or national origin, gender, physical disability, marital status, political or social affiliation, race, religion, or sexual preference or orientation. Students have the responsibility not to discriminate against others in their individual roles as members of the community and to discourage others from discriminating. N. Disability Statement Disabilities and the Law Section 504 of the 1973 Federal Rehabilitation Act and the 1990 American with Disabilities Act (ADA) require that Keuka College make reasonable modifications of policies and practices and provide certain individualized services to otherwise qualified students with disabilities. In the spirit of these federal mandates, and because of a commitment to education, Keuka assists those who, although disabled in some ways, are potentially capable of successfully completing college. Individuals with disabilities may include those with learning disabilities (including Attention Revised 9-05-06 34

Deficit Disorder), visual or auditory impairments, speech impairments, mobility impairments, emotional illness, head trauma, or medical conditions that substantially limit one or more major life activities as specified in the law. Requests for specific accommodations will be reviewed on a case-by-case basis, in accordance with federal law, depending on the type and extent of disability. The Social Work Program Policy on Disabilities The Social Work Program will accommodate students with disabilities as long as it does not create undue hardship for the Program, and as long as the students is otherwise qualified to perform the function of a Social Worker. Students who have documented learning disabilities will be provided with appropriate accommodations. These must be requested in a timely manner. We encourage any student who has a learning disability to discuss with us how we might best help him/her to learn and what type of special services he/she might need. The Office of Special Services in the Academic Support Program (Hegeman 301) should be notified by the student, and can provide further assistance. Revised 9-05-06 35

II. The Social Work Curriculum A. Social Work Faculty Goals The social work faculty is committed to graduating BSWs of the highest caliber who are knowledgeable, skilled, ethical, compassionate, and an asset to their clients and profession. B. Social Work Program based upon Social Work Mission Statement The Keuka College BSW Conceptual Framework The program goals, stated in general and broad terms are derived from the program mission statement of providing a dual focus of education and community service. While the mission is uniquely reflective of the beliefs and vision held by the KCSWP, it also reflects the basic tenets upheld by the CSWE. The specific program objectives are the measurable manifestations of the mission and goals, and form the framework upon which the curriculum has been developed. The framework consists of 10 conceptual areas that the program believes are the foundation upon which competent, value based social work practice is developed and maintained. The 10 conceptual areas also reflect the CSWE s Professional Foundation Curriculum content and related Foundation Program Objectives. These 10 conceptual areas are further delineated through the identification of key elements, or key words, that from the program s perspective serve to generally describe the objectives embedded within each conceptual area. C. Conceptual Areas and Related Objectives The 10 key conceptual areas include: professional development, values and ethics, diversity, social and economic justice, at-risk populations, human behavior and the social environment, social welfare policy and services, social work practice, research, and field experience. The following is a summary of the conceptual framework and is provided to students, field instructors, and members of the Social Work Advisery Council in the Student Handbook and Field Manual. 1. Professional Development In order to engage successfully in generalist practice, students must be able to analyze, intervene, and evaluate in ways that are highly differentiated and discriminating. Basic to successful generalist social work practice is the ability to think critically, whether thinking critically of self, others, written material, or behaviors. In addition, effective helping requires a conscious sense of separation between the personal self and the professional self. Furthermore, generalist practice is dependent on the ability to communicate, both orally and I writing. Finally, professional development is an on-going process that requires a commitment to life-long learning, Revised 9-05-06 36

including the use of new technology. (Program Objective Key Words: Critical Thinking, Use of Self, Communication, Technology) 2. Values and Ethics Successful generalist practice in social work requires an awareness of personal, client system, societal, and social work values, including the NASW Code of Ethics. It further requires an ability to understand value and ethical implications of theory, practice, and research and to be able to resolve dilemmas that emerge from these values. Social Workers must be able to manage the integration of personal and professional values, especially when they interact with client values with integrity and professional competence. (Program Objective Key Words: Values and Ethics) 3. Diversity The BSW program at Keuka College is built on the belief that diversity is a hallmark of human existence. In light of the differences that exist between individuals and among groups, the curriculum at Keuka College is organized to provide students with an understanding of, and respect for, human diversity as well as the knowledge and skills to be able to work effectively within this diversity. Major areas of diversity what are emphasized in the Keuka College BSW program include age, class, color, culture, disability, ethnicity/race, family structure, gender, marital status, national origin, religion, and sexual orientation. (Program Objective Key Word: Diversity) 4. Social and Economic Justice The Keuka College BSW program believes that social and economic justice are necessary components of human well being. In an effort to prepare students to fully understand the scope of human behavior, the curriculum provides content about the reality and effects of institutional discrimination, oppression, and social and economic injustice. In keeping with the social work profession s commitment to improve environmental context in which client systems operate, empowering knowledge and skills are provided to bring about change including social and economic justice and reconciliation. (Program Objective Key Word: Justice) 5. At-Risk Populations The social work profession has a long rich tradition of responding to the needs of vulnerable populations. The Keuka College BSW program is committed to carrying on this tradition with a special focus on populations-at-risk as well as the needs of other vulnerable groups including the aged, low-income populations, women, people of color, minorities, people with disabilities, and gay and lesbian persons. Other at-risk populations will be given attention to lesser degrees. (Program Objective Key Word: Justice) 6. Human Behavior and the Social Environment The Keuka College BSW program holds that the central social work task is to help people function to the highest level possible within their social environment and to change the environment to make that possible. The program believes that the most useful lens through which to view the world and to understand human growth and change in this task is the system ecological perspective. Specifically, the curriculum utilizes a Systems Ecological perspective as the philosophical framework that permeates the entire curriculum. (Program Objective Key Word: HBSE) Revised 9-05-06 37

7. Social Welfare Policy and Services Critical to generalist social work practice is the need to understand the social welfare system as it has developed, currently exists, and is changing. Concomitant to understanding the social welfare system is the importance of understanding the development of the social work profession and the challenges it faces in the future. The impact of organizations and policy at various levels is also examined along with skills for bringing about positive change in the profession, the welfare system, organizations, and policy. (Program Objective Key Words: Social Work and Welfare, Policy Analysis, Social Action) 8. Social Work Practice The purpose of Keuka College s BSW program is to prepare students for effective, compassionate, agency-based, generalist practice. The unifying practice model for the program is a Strengths-Oriented Life Model of practice. The curriculum promotes a generalist perspective enabling students to assess and intervene with client systems of various sizes including individuals, families, groups, organizations, and communities, supported by an ecological systems perspective. (Program Objective Key Words: Assessment, Intervention) 9. Research - The Keuka College BSW program affirms the importance of grounded knowledge as the basis for social work practice, including those of the scientific method. Both qualitative and quantitative research methodologies are essential. The research emphasis includes being a consumer of others research to inform one s practice, evaluating one s own practice to improve personal and program efficiency and effectiveness, and adding to the knowledge base. (Program Objective Key Words: Evaluation, Research Consumer) 10. Field Instruction An integral part of the social work curriculum is the field practicum. Supervised field experience for the senior year provides students with an opportunity to integrate classroom learning in the field setting. A minimum of 400 hours is required during the senior year. In addition two Social Work Field Periods prior to placement in the senior practicum offers opportunity for the students to apply developing skills and knowledge in a social work related. (Program Objective Key Words: Supervision, Field Experience) D. Field Periods The Keuka College Field Period is the centerpiece of the Keuka College Experiential Education Program. Experiential learning involves the practical application of theoretical material in a realworld learning situation. This integration and synthesis of theoretical and applied learning provides a rich, real-world laboratory for student growth and development. Through Field Periods students can test academic principles, investigate diverse environments or cultures, raise awareness of social responsibilities, explore and develop career possibilities, enhance their cultural understanding of the world, and grow personally and professionally. Field Periods involve a minimum of 140-hour experiences done each year by all students. They involve self- Revised 9-05-06 38

initiated placement, an intensive experience, and multi-faceted evaluation (2002-2003 Keuka Record pp58-59) The social work Field Periods (SWK 390 and SWK 490) build on the two earlier Field Periods (FP 290), to create richer, more complex experiences as the themes of observation, career exploration, service learning, diversity, and personal growth are explored. The faculty adviser helps the student identify progressively complex objectives and to prepare for and reflect on the experience (Enhancing experiential learning: A faculty handbook: A faculty handbook (1998) pp. 86 & 185). The social work Field Periods are uniquely enriching for students because they work with social work professionals in the human service arena experiencing first hand the role of generalist practice. Students are encouraged to work in areas where they are provided supervision by either a BSW or MSW educated social worker. The experience helps the students to become increasingly clear about the choices of social work practice. The Field Period experience can also involve networking with social work professionals and other human service providers in the field, which can lead to future employment opportunities. In the social work program the evaluation of the Field Period experience is accomplished through the student s faculty adviser. Students prepare a paper, which summarizes the experience; the extent to which they were able to meet their goals; their ability to apply social work theory and practice concepts to their experience; other serendipitous learning that may have occurred; and the unique documentation of their experience, i.e. agency portfolio, poster display, photographic essay. (See Social Work Field Period Manual- Appendix B) The evaluation of the Field Period is conducted by the faculty adviser who grades the materials on a pass/fail basis. Each Field Period is 3-credit academic course applied to the social work curriculum. E. Social Work Curriculum 1. Requirements for Major in Social Work Introductory level courses 16 BIO 202 Human Biology* 4 PSY 101 Intro to Psychology 3 Or PSY 123 Introductory Human Development* 3 POL 120 American Government* 3 Or POL130 State and Local Government* 3 SOC 101 Intro to Sociology* 3 SWK 101 Intro to Social Work 3 Intermediate level courses 33 PSY 328 Personality Theory 4 Revised 9-05-06 39

SWK 301 Social Work Research Methods 3 SS 231 Statistics for Social Sciences* 3 SWK 201 Social Welfare Policy and Service I 3 SWK 211 Generalist Social Work Practice I 3 SWK 220 Ethics and Diversity in Social Work 3 SWK 221 Human Behavior and Social Environment I 3 SWK 250 Substance Abuse and the Family 3 SWK 331 Youth Services Delivery Systems 3 SWK 312 Generalist Social Work Practice II 3 SWK 332 Group Process 3 SWK 351 Generalist Social Work Practice III 3 SWK 390 Junior Social Work Field Period 3 Choose two of the following four courses: SWK 209 Perspectives on Early Childhood Disabilities 3 SWK 333 Gerontological Social Work 3 SWK 334 Evaluation Strategies in Human Services 3 Advanced level courses 24 SWK 401 Social Welfare Policies and Services II 3 SWK 421 Human Behavior and Social Environment II 3 SWK 450 Senior Practicum and Seminar 15 SWK 490 Senior Social Work Field Period 3 *meets College core requirements (48 courses, 22 hours non-social work, four Field Periods, two of which are in social work settings. 50 credits are taken to meet liberal arts core curriculum requirements and as electives.) TOTAL CREDIT: 123 2. Discussion of 4-year Sequence with Liberal Arts Curriculum The social work curriculum is built on a strong arts and sciences foundation. Many students at Keuka are first-generation college students, and having to adjust to both the academic and social demands of college life. Therefore, the curriculum begins with a broad knowledge framework. In the freshman year of the Keuka experience, students develop their writing skills (ENG 110,112) while incorporating the basic Social Sciences, SOC 101 - Introduction to Sociology, PSY 123 - Human Development, POL 130 - State and Local Government, and some of the College core opportunities that further develop their liberal arts base. Students are encouraged to take PHL 115 Ethics for their philosophy/religion core requirement since ethical Revised 9-05-06 40

theory and decision-making is foundational for social work. SWK 101 Introduction to Social Work begins the social work sequence. Two integrative studies courses, FLL Foundations of Liberal Learning and INS 301 Integrative Studies II, are placed in the freshman year and in the junior or senior years respectively. The Foundations and the Integrative Studies courses are designed to enrich the learning experience by raising new issues not attached to specific program coursework. The focus in the first course, FLL is to enhance student s study and academic skills and introduce them to a broad spectrum of ideas about which they will continue to learn. Further, the freshman foundations course introduces them to the experiential education process that they will engage in over their time at Keuka. The second course, upon completion of the core curriculum, gives the student the opportunity to integrate learning from previous course work, analyzing, synthesizing, and evaluating ideas. Students are encouraged to express their critical thinking skills through oral, written, and other creative modes of expression. Selected faculty throughout the college develops and teaches the integrative studies curriculum. During the sophomore year, the integral sciences and statistics, BIO 202 Human Biology, and SS 231 Statistics, is mastered to provide a solid foundation for social work courses. Human Biology provides the student with the essential foundation of developmental biology, genetics, and the interaction of human organ systems. Modern health issues such as cancer, alcoholism, heart disease, and aging are also explored. The Statistics course focuses on both descriptive and inferential statistics for the behavioral sciences. The social work practice SWK 211 Social Work Practice I, HBSE SWK 221 Human Behavior in the Social Environment I, policy SWK 201 Social Work Policy I, and ethics and diversity SWK 220 - Ethics and Diversity course sequence is introduced laying the necessary foundation in generalist practice, systems ecological theory, and the foundation of critical thinking and ethical reasoning. The sophomore year is also an opportunity for students to explore specific topic areas through required courses such as SWK 250 Substance Abuse, and elective offerings SWK 209 Perspectives on Early Childhood Disabilities. Students emerge from the sophomore year with a solid grounding in the history of social work, the code of ethics, and a working knowledge of systems theory and practice across the micro, mezzo, and macro continuum. To become proficient in empirically based generalist practice, research, and group process the junior year builds on the earlier foundations of introductory courses and adds greater depth of study. To this end, students take upper division courses in PSY 328 Personality Theories, SWK 302 Social Work Research Methods, and SWK 332 Group Process, SWK 312 Social Work Practice II, and SWK 331- Child Welfare Interventions a look at child welfare services and the juvenile justice system. The rigor of the upper level courses allows for meaningful application of theory and intervention practices. Upper division course study in the social work and complimentary psychology and sociology courses provides students with a depth of study in specific areas. Personality Theories advances the student s understanding of the development of personality and the major theories that lay the foundation for sound generalist practice. PSY 328 is a 4 credit course with an accompanying laboratory section that provides students with clear application of a variety of psychological tests that are utilized in the clinical arena both enhancing the student s depth of knowledge and their understanding of self. SWK 302 Social Revised 9-05-06 41

Work Research provides a broad based study of quantitative and qualitative methods of social research, techniques for design, hypothesis testing, collection, analysis, and interpretation of data. This course is taken concurrently or prior to the SWK 351 Practice III macro level practice skills course and SWK 401 Policy II adding to the students understanding and ability to perform policy analysis and community macro level needs assessment. Students also complete the SWK 390 Social Work Field Period (a 140 hour direct experience in a human service delivery area); this experiential education opportunity gives students clear first hand experience functioning in human service delivery areas with the support and supervision of professional social workers and human service personnel. The extension of the classroom to actual human service delivery is an integral part of the curriculum. The junior year also provides students with opportunity for indepth specific topic areas in social work elective courses such as SWK 334 Evaluation Strategies, a focus on enhanced skill development in the area of mental health assessment. When students reach the senior year of the curriculum they are well immersed in the theory, philosophy, values and principles of generalist practice. Students enter their senior year with well-developed practice skills in the areas of micro and mezzo systems, and a foundation for assessment in HBSE, group process, and research methods. The fall semester of the senior year focuses on advanced understanding of policy analysis and application through SWK 401 Policy II and is further developed in application through SWK 351 Social Work Practice III, the macro systems practice course. The second level HBSE course SWK 421 HBSE II hones the practice skills of intervention and assessment. Students become competent in conducting generalist level Bio-psycho-social-spiritual assessments across the life span. The senior level Field Period SWK 490 occurs just prior to the beginning of the senior practicum. Students typically take the Field Period in the January term break just before the beginning of the spring semester. Often students will fulfill their Field Period study in the same agency as their senior practicum field placement. The 140 hours Field Period offers a prime opportunity for the student to be well oriented in the agency for their field study and provides a cohesive bridge to the increased responsibilities and educational requirements of the practicum. The 4 weeks spent in the acquisition of the educational goals of the Field Period grounds the student in the mission, service delivery procedures of the agency, and the close relationship with the supervisor provides the student with a solid grounding in their role as student intern so that the practicum to follow can begin with firm footing. The senior curriculum in the fall is the final step before the capstone experience of the senior practicum and seminar. The spring semester of the senior year is the Senior Practicum and Seminar SWK 450. 3. 4-year Sequence for Social Work Majors FOUR YEAR SEQUENCE Social Work Class of FRESHMAN YEAR Fall January Spring Revised 9-05-06 42

ENG 110 College English (3) FP 290 Field Period (3) ENG 112 College English II (3) EXP 101 Experiential Learning (1) PE 140 Design for Active Living (3) SWK101 Intro to Social Work (3) SOC 101 Intro to Sociology (3) PSY 101 Intro to Psychology (3) POL 130 State/Local Government (3) Or Or PSY 123 Human Development (3) POL 120 American Government (3) Core: History (3) Core: Literature (3) SOPHOMORE YEAR Fall January Spring SWK 211 SWK Practice I (3) FP 290 Field Period (3) BIO 202 Human Biology (4) SWK 221 Hum Behav & Soc Env (3) SWK 201 Policy I (3) SS 231 Statistics (3) SWK 220 Ethics & Diversity (3) SWK 250 Substance Abuse/Fam (3) Core: Philosophy/Religion (3) Core: Fine Arts (3) JUNIOR YEAR Fall January Spring PSY 328 Personality (4) SWK 390 Jr Social Work SWK 302 Social Work Research (3) General Elective (3) Field Period (3) SWK 312 Practice II (3) INS 301 Integrative Studies II (3) SWK 332 Group Process (3) SWK 331 youth Delivery Systems (3) SWK Elective (3) SWK Elective (3) SENIOR YEAR Fall January Spring SWK 401 Policy II (3) SWK 490 Sr Social Work SWK 450 SR Practicum/Seminar (15) SWK 421 HBSE II (3) Field Period (3) SWK 351 SW Practice III (3) SWK Elective (3) General Elective (3) This document is provided as an advisement support tool. It may be necessary, at times, to change the sequencing of courses. This proposed sequencing should not be considered as a contract between the student and Keuka College. The College reserves the right to make any changes deemed necessary and desirable. Revised 3/05 4. Discussion of 2-year/Transfer Sequence SOCIAL WORK TWO YEAR SEQUENCE FOR TRANSFER STUDENTS The two-year sequence is designed for transfer students who have met the requirements of the articulation agreements between Keuka College and various community colleges. The students must have met the college s transfer policy for core curriculum and have taken the social work required liberal arts courses that are offered at the community level. Such courses or their Revised 9-05-06 43

equivalents are: Human Biology, Statistics I & II, State and Local Government or American Government, College English II, Introduction to Psychology and Sociology. Further, the college requires that a transfer student have completed 9 credit hours in at least two disciplines in both the Social Sciences and the Humanities. Students having met these admission requirements are eligible for the two-year sequence in social work entering Keuka as a junior. Students will take the required curriculum and two social work electives; however, the Program Director will exercise some discretion giving credit for discipline related courses taken at the community college such as courses in Psychology, Sociology and some appropriate Human Service course offerings. The acceptance of non-swk prefix courses for elective credit will not exceed 6 credit hours. Students will experience a course load that immerses them in the discipline of social work. The first year or junior year they will take concurrently in the fall semester SWK 101- Introduction to Social Work, SWK 211 Social Work Practice I, SWK 221 Human Behavior in the Social Environment, SWK 250 Substance Abuse, and ENG 112 College English II with a focus on advanced argument and research techniques. The spring semester the concurrent courses are: SWK 312 Social Work Practice II, SWK 220 Ethics and Diversity, SWK 322 Group Process, SWK 201 Social work Policy I, and SWK 302 Social Work Research Methods. Students will enroll in either a January or summer Field Period to complete their SWK 390 experience. The fall of the senior year concurrent courses are: SWK 351 Social Work Practice III, SWK 401 Social Work Policy II, SWK 421 Human Behavior in the Social Environment II, SWK 331- Child Welfare Interventions, SWK elective either SWK 333 Gerontological Social Work or SWK 334 Evaluation Strategies in Social Work, and PSY 328 Personality Theories. The spring semester students are enrolled in SWK 450 Senior Practicum and seminar. The Two Year Sequence for transfer students allows for students to earn their BSW degree in two years of study at Keuka College. The college registrar in consultation with the program director conducts a transcript evaluation and makes the determination of the junior level status. For those who have not completely met the criteria for the two-year sequence they will enter Keuka at the appropriate class level as determined by the transcript evaluation completed by the registrar. 5. 2-year Sequence for Transfers SOCIAL WORK TWO YEAR SEQUENCE DESIGNED FOR TRANSFER STUDENTS **The following sequence is designed for transfer students who have met the requirements of the articulation agreements with their community college. Revised 9-05-06 44

FALL SWK 101 Introduction to SW SWK 211 Practice I SWK 221 Human Behavior/Social Environ. SWK 250 Substance Abuse SWK 331 Child Welfare Interventions SWK 390 FALL SPRING SWK 312 Practice II SWK 220 Ethics & Diversity SWK 332 Group Process SWK 201 Policy I SWK 302 Social Work Research Methods SWK Elective SPRING SWK 351 Practice III SWK 450 Senior Practicum & Seminar (15) SWK 401 Policy II SWK 421 Human Behavior/Soc. Environ. PSY 328 Personality Theories (4) SWK Elective SWK 490 ***A transcript evaluation will be conducted and courses that we determine are equivalents will be accepted for Social Work Electives and non-swk prefix requirements. 6. Senior Practicum SWK 450 Senior Practicum and Seminar: This is the final undergraduate experience and class for the Keuka Social Work major. This course ties together all the work the student has done thus far: classroom preparation, theories and projects, field periods, the culmination of which builds a bridge from the student to the professional role. Because of the placement in the curriculum, its content and goals, the student must have first successfully completed all prior coursework and field periods. To be approved for this course and practicum placement means that students have passed all required academic standards for the social work program; both scholastic and professional. As part of their Junior Review which occurs towards the end of the Spring semester of the Junior year, students are asked to complete the Field Practicum Application, (Appendix I), along with a resume, and submit this to the Field Director two weeks prior to the scheduled interview. From this information, and the student s actual interview, the social work faculty will determine the student s level of formal admission into the social work program. (please refer to Section V. Admissions) If this is satisfactorily met, the Field Director begins to develop potential practicum sites based on the student s input, and suggestions from social work colleagues. Philosophically, the Field Director looks for both a practicum placement site and Field Instructor that meet the student s needs for personal and professional interest and growth. As social work faculty, we have made a commitment to mentor our students. This role, in combination with Revised 9-05-06 45

Keuka being a small college, allows us to get know our students very well; their strengths and challenges, and creates a unique opportunity for them to receive a highly tailored field practicum placement. Practicum placements are routinely done in a 100 mile radius from the college campus. We have on occasion, had a placement as far away as Albany in the New York State Assembly. We are fortunate to know our community and region of service fairly well, professionally, and interpersonally, as our alumni sometimes serve as Field Instructors. The Field Director initially contacts agencies to determine their availability and interest to serve as a practicum site. If it is a new site, the requirements of becoming a practicum site for our program are discussed. These include supervision by a BSW or MSW who has held the position for at least two years. The student is to receive a minimum of 1 hour direct supervision per week from this supervisor. We explain to the agency that by midterm in the semester, the student should be taking on one-third to one-half of the workload and caseload of one an agency BSW. The student must have their own space in the agency and access to various forms of communication that the agency may use; phone, fax, email, computer, dictating services, etc. The agency must also provide a professional and ethical environment that serves as a positive role model to the students. Agencies that embrace our program s and Social Work s core values are actively sought out. Agencies serving clients from a strength-based, client collaborative, systems ecological model would mirror the values, theories and philosophies that our students are trained in. Once the agency, and appropriate Field Instructor are identified, the student is notified by the Field Director whom they should contact. The student arranges for an interview with the site and supervisor, and lets the Field Director know when this is. After completing the interview, the agency and student discuss the results of the interview with the Field Director. If both parties agree that this would be a satisfactory practicum, the Field Director sends out a contract between the agency and Keuka College. A Statement of Confidentiality is sent out as well. Both agency representatives, Keuka College representatives, and the student agree to, and sign the various forms. The Field Director develops an orientation and training session for Field Instructors and their practicum students. The Field Director notifies all parties of the date of this required training, which occurs several weeks before the actual practicum begins. During the Field orientation/ training session, participants will learn about the social work program s mission, goals, program objectives, and values. Faculty will discuss how these can be woven through the Practicum placement, and how these areas are evaluated in the Field. A Field Practicum Manual is provided for each agency, along with the training materials for the day. The training will also cover key expectations, aspects, and evaluation formats for the Practicum, as well as the classroom assignments and projects that their students will be working on while in Practicum. These include related workbook assignments, an organizational structure paper and 2 single subject research designs. These assignments are done in cooperation with the practicum site. Practicum supervisors, social work faculty, and social work practicum students attend this training day together. They have opportunity throughout the luncheon portion and training Revised 9-05-06 46

session to discuss practicum, and address questions and concerns openly and candidly with each other. The Field Practicum itself begins during the first week of the Spring semester, and ends the last week of the Spring semester; a duration of approximately 15 weeks. During that time, students will be at their practicum site, on average, 32 hours per week, generally Mondays through Thursdays. The program schedules for 416 hours of practicum work over the semester. This allows students to meet the minimum of 400 hours required by CSWE, but also builds in extra time to cover illness, emergencies, etc. Practicum supervisors and students work out the hours that best serve the needs of the agency and practicum. The Senior Field Seminar is held for a 3 hour block on Fridays. Students must return to campus for this class. They may miss only one of these Friday classes in the semester. It is important that students have both the requisite time and transportation to get back and forth from their practicum site to the college campus. Though the College has a scheduled Spring Break, it is not a given that the student has this same time off. This must be negotiated between the student and their supervisor. Within the first month of the placement, the Field Director makes their first site visit to the practicum site. Together with the student and their Field Instructor, a tour is usually done of the site that may include key areas that the student is involved in. The learning agreement (which is first done with the student and Field Instructor) is also reviewed at this first meeting, and both student and Field Instructor have opportunity to discuss any issues or concerns they may have. Field site visits typically last for one and one-half hours. Over the course of the semester, the Field Director will make an additional site visit whenever possible. The site visits are always scheduled in advance with the agency and student. The Field Director serves as the liaison between the College and the agency, and the student and the agency. If any questions or concerns arise during the Practicum, the Field Director will work with all parties involved to resolve difficulties. Field Instructors are responsible for completing both a midterm and final evaluation for their student. These evaluations should be done in conjunction with the student, and the results also openly discussed between the student and Field Instructor. The midterm evaluation focuses on the student s performance and progress in the practicum placement from a developmental standpoint. The final evaluation of the student s performance will discuss the student s final level of achievement of their educational objectives, and professional skills and performance. Field Instructors will assess areas of both strength and challenge for the student. Field Instructors will also discuss ways for the student to attain certain developmental tasks and levels in the placement, as well as how to meet required program objectives. Passing Practicum is not a foregone conclusion. While Field Instructors do not grade the student in the traditional sense, their professional assessment about the skills and ability of the student weigh heavily in the student s overall evaluation of the SWK 450 course. Students may be suspended or removed from the practicum and agency if the situation is warranted (see Section IX, Special Procedures) Though this is clearly the exception to a practicum outcome, not the rule, it is important to note that expectations, policies and procedures are in place in the event this becomes necessary. Most students do in fact complete their practicum satisfactorily. It is Revised 9-05-06 47

often the case that the student s sponsoring agency would like to hire them as an employee, a bit prior to, or directly upon the student s graduation. This is a possibility, however, if the student gets hired while still in practicum, the Field Instructor and Field Director will need to discuss and outline these roles. The priority for the Social Work Program, and their educational responsibility is that the student complete their practicum requirements, and keep that as the focus. A Thank You Tea is hosted in May for Practicum students and their Field Instructors by the Social Work Program. It is a time to formally thank Field Instructors for their hard work. It is also a time for the social work program to do some evaluation with the Field Instructors about this practicum process. This information is collected and reviewed by the Field Director. It is then offered into the formal program review done by the faculty at the end of the academic year, with commensurate program, and/or curricular adjustments made. At the end of the practicum students will evaluate their Field Instructor and the agency site. This information is also shared with the Field Director, who uses the data for future placement information. A Senior ROPES class is done on the last day of classes in the Spring semester. The Seniors, and their social work faculty attend this event. Field Instructors are also invited. It is a wonderful opportunity for the program to provide healthy closure and termination for its students and faculty. A mini graduation ceremony is also held at ROPES for our graduates with their faculty prior to the formal baccalaureate commencement. 7. Course Descriptions from Keuka Record for Social Work SWK 101 Introduction to Social Work A foundation course that provides an overview of the social work profession examined through the scope of historical development, related theories, and relationships to current social welfare services. The standards of the profession will be introduced to students, and beginning understanding of self and others through issues of diversity, beginning practice skills, and role-plays. This course allows a realistic view of social work through the addition of guest lecturers from, and field trips to, a variety of social work settings. (Offered every fall semester.) (3) SWK 201 Social Welfare Policy and Service I Prerequisite: SWK 101. Enrollment restricted to social work majors. Policy development process including: framework for analysis; examination of history of social welfare in the United States; the ideology, values and policies that have influenced social programs and current programs, organizations, provisions, and issues; participation in lobbying on the National Association of Social Workers Legislative Day is required, as well as a grant-writing lab. (Offered every spring semester). (3) SWK 211 Generalist Social Work Practice I Prerequisites: SWK 101 or concurrent, and approval from the instructor. Enrollment restricted to social work majors. The course provides an introduction to the social work profession; values, ethics, theories, concepts, and generalist practice methods. Foundational skills to include: counselor/client relationships, interviewing and Revised 9-05-06 48

assessment techniques, skills in communication and confidentiality, professional writing, social work documentation, and use of supervision. (Offered every fall semester). (3) SWK 220 Ethics and Diversity in Social Work Prerequisite: SWK 101 or concurrent. This is a fundamental course for all social work students. It addressees the areas of diversity in which the Council for Social Work Education requires all social work students to have a working knowledge. These areas include, but are not limited to, issues of race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin. It assists students in becoming aware of and sensitive to these issues, as well as building some beginning skill level with diverse populations. Important social work qualities, such as non-judgmental attitudes, acceptance, and a client-centered approach, will be explored. The required standard for the profession and student, the National Association of Social Work Code of Ethics, will be introduced and worked with to further the student s ability to understand and use its structure. The class members apply their knowledge by exploring ethical dilemmas and their application with clients, themselves, and the practice of social work. (Offered every spring semester). (3) SWK 221 Human Behavior and Social Environment I Prerequisite: SWK 101. Enrollment restricted to social work majors. Content about human bio-psycho-social development through the life stages, including knowledge about social systems in which individuals live (families, groups, organizations, instructions, and communities). The application of systems to a social work perspective of human development; emphasis on life situations encountered by generalist social workers and the impact of factors such as oppression, discrimination, poverty, and sexism. (Offered every fall semester.) (3) SWK 250 Substance Abuse and Families Substance abuse within family systems and society at large is a prevalent issue in social work practice. This course will provide an overview of the progression of substance abuse and how it has an impact on individuals, families, social institutions, and communities. Identification of substance abuse and dependency, basic counselor-client practice skills, and levels of social work intervention will be incorporated into the curriculum. The format will be interactive and experiential. (Offered every fall semester). (3) SWK 295 Introductory Topics in Social Work Prerequisite: to be determined by the Division of Education and Social Work. The course is an introductory study of a specific topic within social work. Intended for freshmen and sophomores, or for students with little or no background in social work. The student may repeat the course, but not the topic. (Offered as needed) (1-3) SWK 302 Social Work Research Methods Prerequisite: SOC 101, SS 231. Basic qualitative and quantitative methods of empirical social research; techniques of design, hypothesis testing, collection, analysis, and interpretation of data. (Offered every spring semester.) (3) SWK 312 General Social Work Practice II Prerequisite: SWK 211. Enrollment restricted to social work majors. Focus on the professional use of self through client and systems work. Skills emphasis will be in nonverbal behavior, use of various clinical assessment tools, awareness of and sensitivity to cultural and self-awareness. Students will integrate quantitative Revised 9-05-06 49

and qualitative research to generalist social work practice and further develop skills of critical thinking. (Offered every spring semester.) (3) SWK 331 Youth Delivery Systems (Social Work elective.) Child welfare services and the juvenile justice system; the impact of such problems as abuse, juvenile delinquency, and emotional disturbance on children; and the child as a human being. (Offered every fall semester.) (3) SWK 332 Group Process The course covers the formation, definition, and process of a group; group interactions using group exercises and observations, and beginning facilitator experience. Also listed as SOC 332. (Offered every spring semester.) (3) SWK 333 Gerontological Social Work (Social Work elective) Prerequisites: PSY 123, SOC 101. An understanding of basic social work theories, intervention models, and practice skills related to gerontological populations. Additional emphasis on issues of ethics, diversity, and role of caregivers will be addressed. Current macro policies and their impact on this population will be discussed. Related developmental practice issues will cover ages 55 through 85 plus. (not currently offered.) (3) SWK 334 Evaluation Strategies in Human Services (Social Work elective) Prerequisite: junior standing. This is a course with flexible content to address current practical needs in human service fields. The course will develop and expand skills essential for understanding a variety of assessment tools in human service professions. It is designed to supplement competency areas as a bridge from theory to application. (Offered every fall semester.) (3) SWK 351 Generalist Social Work Practice III Prerequisite: junior or senior level standing in the social work program, SOC 301. SWK 351 is the junior/senior level practice course for social work majors. Its focus is on macro-level practice. Topic areas include family systems through general systems theory. Understanding of macro-level government, funding, and human service agency structures is emphasized. Theories and practice of community organizations, needs assessments, and the social worker s role in all of the above is discussed. (Offered every fall semester.) (3) SWK 390 Junior Social Work Field Period Prerequisites: admittance into major and written consent of a social work faculty member. Off-campus experiential education in varied community agency settings with exposure to direct practice, service roles, and diverse populations. (Offered every summer and January) (3) SWK 399 Independent Study (3) Prerequisite: consent of instructor (Offered every semester.) SWK 401 Social Welfare Policies and Services II Prerequisites: SWK 201, SOC 301. An examination of selected laws, programs, benefits, and services that form the basis of social welfare policy in the U.S. and social welfare policy analysis and its application. The course looks at the structure of service delivery systems, organizations and social inequities in service delivery, and organizational change strategies that promote social and economic justice. The Revised 9-05-06 50

course will also provide an introduction to program development. (Offered every fall semester.) (3) SWK 421 Human Behavior and Social Environment II Pre-or corequisite: SWK 351 (must be taken the fall semester prior to SWK 450.) Examination of the human condition from adolescence to old-old age (ages 12-82+). Students will learn to identify the critical issues at each developmental stage of life using biological, sociological, psychological, and spiritual assessment models. Generalist issues that affect the entire span of the life cycle will also be addressed. This course heavily emphasizes the shift for students from theory to practice through extensive use of experiential activities which include doing actual assessments, developing a program for a topic of diversity, team-based activities, etc. (Offered every fall semester.) (3) SWK 450 Senior Practicum and Seminar Prerequisite: only those students who are candidates for the baccalaureate degree in social work may be admitted into the practicum and seminar. Block placement in social service agencies, including generalist work at an approved setting for a minimum of 32 hours a week and a semester research project. Students evaluate their own practice interventions using quantitative and qualitative methodologies. Students develop greater awareness of the professional use of self in practice settings. (Offered every spring semester.) (15) SWK 490 Senior Social Work Field Period Prerequisites: SWK 390 and written consent of a social work faculty member. Off-campus experiential education in varied community agency settings, with exposure to direct practice, service roles, and diverse populations. (Offered every summer and January.) (3) BIO 202 Human Biology Prerequisite: sophomore standing or consent of instructor. Fundamentals of cell biology, developmental biology, and genetics provide a basis for survey of normal structure, function, and interaction of human organ systems. A variety of modern health issues, such as nutrition, cancer, alcoholism, heart disease, and aging, are explored. Course intended for non-science and non-nursing majors. (Offered every spring semester) (4) POL 120 American Government American political systems emphasizing the interrelationship among the various levels and branches of government, formal and informal institutions, processes, and behavior. (Offered every fall semester) (3) POL 130 State and Local Government Governmental organization and operations of the state and local government; local decision-making; governmental functions and such policy issues as welfare, poverty, and housing; participation of the people in city affairs. (Offered every spring semester.) (3) PSY 101 Introductory Psychology Survey of basic areas including physiology, personality, and abnormal behavior; sensation and perception; learning, memory, and cognitive behavior; social and interpersonal interaction and attraction; and psychotherapies. (Offered every semester) (3) Revised 9-05-06 51

PSY 123 Introductory Human Development Human development from conception to old age; physical growth, perception, cognition, emotional growth, social interaction, and personality. (Offered every semester.) (3) PSY 328 Personality Theory and Dynamics Prerequisite: PSY 101 or PSY 123. Major views of personality, including those of Freud, neo-freudians (Adler, Jung, Erikson), and Maslow: Behavioral and humanistics/existential approaches; implications for personal growth and therapy. Course includes a laboratory section. (Offered every fall semester.) (4) SS 231 Statistics for Social Science Prerequisite: CMP 101 Descriptive and inferential statistics for the behavioral sciences; frequency distributions, measures of central tendency, variance, probability, hypothesis testing, and parametric tests (including analysis of variance); and an introduction to correlation and regression. (Offered every semester.) (3) SOC 101 Introduction to Sociology The sociological perspective as applied to the contemporary world, and concepts and principles used to analyze social relationships and institutions. (Offered every semester.) (3) III. Advisement A. The following is the General Advising Information for Keuka College Students. This brochure was prepared for Students by the Professional Standards Committee of Keuka College. It s Your Choice As a student at Keuka College, you have the responsibility for planning and pursuing your own educational program. You are able to make your own choices and take actions. An academic adviser is assigned to help you with this important task. The adviser can assist you in understanding your strengths and weaknesses, setting your gals, and utilizing the resources of Keuka effectively. This information pamphlet will explain the advising system and help you understand how to gain the maximum benefit from working with your adviser. The Advising Assignment & Choices How your adviser is assigned Upon entering Keuka, some students are matched to an academic adviser on the basis of similar academic interests. Exploratory majors, who are exploring diverse areas of study, are assigned to a faculty member who is prepared to advise across the liberal arts curriculum and to help the student select appropriate core course. This process is designed to provide a firm base for beginning the advising relationship. Declaration of major and adviser choice Students are required to declare majors and have advisers in their major department by the beginning of their junior year. This includes students who are exploratory majors. Revised 9-05-06 52

How to change your adviser Most students needs or interests change over time. You aren t required to change advisers each time your interests change. During the spring semester of your freshman year, the registrar s office will send you a major assignment form. You will be asked to indicate the major that you believe you will be pursuing. This form is then submitted to the registrar s office whose staff will review and, if necessary, make a change to your academic adviser assignment. Advisers recognize that each of them has a different style and that effective advising depends upon the student s perception that the adviser provides useful information. If you feel that a change of adviser is necessary, simply complete a form available form the registrar s office. You then obtain the signature of the division chairperson for your major and return the form to the registrar s office for processing. The registrar s office will ask the former adviser to forward your advising material to the new adviser. IF you need help identifying a new adviser, please contact the registrar s office. How to change or declare a major Sometimes students decide to pursue a different major. Exploratory students may need a little more time to decide upon a major. Should a student wish to change or declare a major, he/she should obtain the appropriate form from the registrar s office, obtain the signature of his/her present adviser, and make an appointment with the division chair person (of the new major) to determine if he/she meets the entrance requirements. If accepted, he/she will be assigned a new adviser. The declaration of major form or the change of major form should be filed in the registrar s office. A student considering changing or declaring his/her major should recognize that the completion of all prerequisite and major requirements may delay graduation. The Advising Relationship The contact with your adviser represents a significant relationship which demands thought and care to make it flourish. If you consult the adviser seriously to advance your education and development, you will find your adviser continually helpful and responsive. You must consult your adviser to: plan a schedule and register. change courses (only advisers can provide add/drop slips). develop a Field Period. petition the academic dean for an exception to an academic policy. You should also seek counsel form your adviser to: discuss your academic program broadly. review plans for the future. plan a schedule of courses. discuss strategies when an academic warning has been received. (A student must maintain at least a 2.00 average overall in his/her major to graduate. Several programs Revised 9-05-06 53

have additional entrance requirements and maintenance requirements. See the Keuka College Record for information on these requirements.) consult about and receive a referral to resolve personal problems. reflect on changes and plans. change majors. reflect on your learning styles and learning characteristics to maximize your academic performance. Your adviser will listen when you have questions and also when problems with courses occur. S/he will present approaches to make the best decision. Often the adviser will refer you to the Academic Support Program (which includes tutoring in the Writing and Tutorial Center, as well as academic counseling, career planning, and accommodations for disabilities), counseling services, health promotion/prevention, or other offices to obtain additional insights or more specific information before you make a decision. Once the student has been formally accepted into the program following the Junior Review, advisement responsibilities will be assumed by the Field Director. How to prepare for you appointments with your academic adviser: Make an appointment or use regular office hours. Remember that your adviser has a busy schedule and other obligations. Advisers cannot be effective if students ask to have forms signed in the hall or between classes. Plan ahead for the meeting. Prepare a list of specific ideas or questions you wish to discuss. If you need to cancel an appointment, notify your adviser ahead of time. When preparing to register for courses, go to your advising session with a draft schedule of courses you wish to take. Identify your central concerns in the meeting. Be specific about the kind of advice you want; do not expect the adviser to ferret out the issues. Ask questions and ask your adviser to question you. E-mail is an effective way to communicate with your adviser. The Academic Support Program The Academic Support Program (ASP), which includes the Writing and Tutorial Center, is located in Hegeman 301. The ASP will assist students to become independent, confident, and proficient learners who meet the academic standards of the College. The program offers a personalized, structured, and supportive learning environment where students can seek answers to questions about their academic work and request assistance for developing skills and/or services they need to meet their educational objectives. The Academic Support Program offers the following services to students: diagnostic teaching assessment of academic strengths and weaknesses and suggestions for adjustments in study methods and techniques, peer tutoring in writing (in the Writing and Tutorial Center), peer tutoring in content area subjects (in the Writing and Tutorial Center), accommodations for disabilities, and Revised 9-05-06 54

strategy and skills instruction. The Adviser s Role Students mistakenly think their advisers make all their decisions for academic classes. At Keuka, this is not true. The adviser gives advice and can approve/deny a request for course changes or overloads. In all other cases, advisers provide perspectives to help you make choices; an adviser must sign forms, but the signature means only I have given the student my best advice on this matter. Do not expect or ask your adviser to make decisions for you. You make the final decision. A Word on Requirements Since your education is your responsibility, do not expect your adviser to keep track of your requirements. Advisers may review requirements periodically, as part of course planning, but you are responsible to be sure that you have met all requirements for your degree. Graduation audits and four-year sequences should be kept up-to-date in your personal academic folder. This folder should be used as part of academic discussions with your adviser. Important Numbers to Know Vice President for Academic Affairs 5202 Academic Support 5636 Chaplain 5378 Counseling Services 5368 Experiential Education 5274 Health Promotion/Prevention 5368 Registrar 5204 Student Affairs 5215 Writing and Tutorial Center 5636 My Adviser B. Advising Information for Social Work Majors Students who declare social Work as their major will be assigned a member from the Social Work faculty as their adviser. As many Social Work and related courses are completed sequentially, it is important that the student evaluate their progress through the curriculum to assure they are on track with their projected graduation date. This can be done through use of the Social Work major advisee checklist (See Appendix F). All required field periods, and Revised 9-05-06 55

course work must be completed to required standards prior to the student entering SWK 450 Senior Practicum and Seminar in their senior year. Social Work students need to work closely with their faculty advisers to ensure that their field periods, course work, and other program requirements are meeting program standards and are being done in an appropriate timely manner. Your Social Work faculty adviser will maintain a file of your admission and related curricular information, along with files for field periods, junior review and Senior practicum. An annual review of your file should be done with the Social Work student and their faculty adviser. Further, students must have a signed Agreement Form of Acknowledgement and Compliance in their file (Appendix G). C. Part-time and Full-time Students may pursue the BSW degree on either a part time or full time basis, up until the Spring Semester of their Senior Year. This is a 15 credit semester consisting of a minimum of 32 hours weekly in a field practicum, and returning to campus on Fridays from 9am noon for Senior Seminar, SWK 450. These two activities are integrated and can not be done separately. Therefore, the student will need to attend full time for their last semester. All students will be formally reviewed when they have reached the equivalent of junior year status in courses and credits. A student s progress will be automatically reviewed if they have been in the program either full time or part time for 6 years. D. Transfer Credit, Life/Work Experience In accordance with CSWE accreditation standards, it is the policy of this program that academic credit for life experience and work experience is not given, in whole or in part for the social work major courses, or the Senior Practicum. Academic credit is granted for courses transferred from other accredited institutions in accordance with the following procedures: The Registrar consults with the Program Director prior to granting credit for any social work course or support course required for the major. In addition to reviewing the catalogue description of the course, the Director may request a copy of the course syllabus from the prior institution. Discussions with the students about specific course content may also be held. After all information has been reviewed, the Director in consultation with the Registrar decides if the course may be transferred. The Program Director may accept related Human Service type course work from an accredited college in lieu of Social Work electives (not to exceed 6 credit hours). IV. Social Work Program Standards for Classroom Setting A. Classroom Standards During the academic experience at Keuka College, students are preparing for their professional careers after they graduate. Throughout their time in the Social Work Program, students are Revised 9-05-06 56

given guidelines and opportunities to assist their transition from the student to the professional role. To assist students in their professional development, the Social Work faculty have established the following guidelines, policies, admission criteria, and standards across the program and curriculum to help students achieve this very important transition. 1. Attendance: Students are expected to attend all classes. If you are absent, you will need to notify BOTH the registrar and the professor. (see Keuka College Student Handbook). You will be responsible for all class work. Attending all classes will result positively in your grade. For example: students missing more than 2 classes (or one week) will be ineligible for the grade of A or A-. Students missing more than 4 classes (or two weeks) will automatically fail their Social Work course. Attendance will be taken at each session. 2. Emergencies: Personal or extenuating circumstances should be discussed privately and by appointment with the instructor. This is to be initiated by the student well in advance of tests, grades, etc, and will consider accordingly. 3. Handbook Familiarization: Students are to be familiar with Keuka College Student Handbook, and the Social Work Program Student Handbook. Both are excellent resources and guidelines for students questions, code of conduct, etc. Review and understand the sections on General Standard for Written Work, and Plagiarism in the KC Handbook. Cheating or plagiarism will not be tolerated, and sanctions will be pursued to the fullest possible extent. Please discuss questions about Handbook materials with your faculty members or advisers for clarification. 4. Reading Assignments: Complete all reading assignments prior to the assigned date. Discussions will revolve around these readings, and your preparation for class will be crucial. Similarly, readings, research, and other assignments for your group or class project need to be completed and ready by the time class begins. 5. Class Assignments and work quality: All assignments are due at the beginning of the class period for which they are assigned. Late work will not be accepted, unless there has been a prior discussion with the professor for extenuating circumstances. The student will lose one letter grade for each day it is late. Your work needs to be legible, and preferably, typed. All final work is to be typed using APA style, and 12-14 point font for the body of your work (Appendix C & D). Your work, as a matter of course, should always be spell checked and grammar checked. Then, you should read it yourself, or have others proofread it for errors. We will take off points for grammar and spelling. Please refer next to the handout on Grading for Written Work, (Appendix E). 6. Professional demeanor: Students are expected to demonstrate and maintain professional demeanor at all times. This includes demonstrating a respect for the opinions, beliefs, attitudes and values of other individuals, irrespective of their culture or community. It also means conducting yourself professionally with colleagues, faculty, and others you may come into contact with through your various assignments, interviews, etc. Use the NASW Code of Ethics as your guide. Revised 9-05-06 57

7. Grading: All assignments are to be handed in, on time, and completed. Each student will receive the grade which best reflects their own level of mastery. We do not grade on a curve. Listed below are the grade ranges and assignments for our program. Grade Distribution for Social Work A = 95-100 10 Point Items 20 Point Items A- = 90-94.7 A = 9-10 points A = 19-20 points B+ = 87-89.7 B = 8 B = 18 B = 83-86.7 C = 7 B+ = 17 B- = 80-82.7 D = 6 B = 16 C+ = 77-79.7 F = below 6 B- = 15 C = 73-76.7 C+ = 14 C- = 70-72.7 C = 13 D+ = 67-69.7 C- = 12 D = 63-66.7 D = 11 D- = 60-62.7 F =10 F = 0-59.7 8. Basic Abilities Necessary to Acquire Professional Skills: a. Communications Skills 1. Written: Writes clearly, uses correct grammar and spelling, and applies appropriate style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates sufficient skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by faculty. (see Appendixes C & D) 2. Oral: Communicates effectively and sensitively with other students, faculty, staff, clients, and professionals. Expresses ideas and felling clearly and demonstrates a willingness and an ability to listen to others. Demonstrates sufficient skills in spoken English to understand content presented in the program, to complete adequately all oral assignments, and to meet the objectives to field placements experiences, as specified by faculty. b. Interpersonal Skills Demonstrates the interpersonal skills needed to relate effectively to other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for their own actions and considers the impact of these actions on others. c. Cognitive Skills Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in the classroom and field. Demonstrates understanding of and Revised 9-05-06 58

integration in relevant social, behavioral and biological science knowledge and research; including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional practice. 9. Mental and Emotional Abilities Necessary for Performance in the Program and Professional Practice: a. Stress Management Demonstrates ability to deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and others. b. Emotional and Mental Capacities Uses sound judgment. Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional performance. Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following: *compromise scholastic and other performance. *interfere with professional judgment and behavior, or *jeopardize the best interests of those to whom the social work student has a professional responsibility (as outlined in the current NASW Code of Ethics, Appendix A). V. Admission to the Social Work Program A. Purpose The purpose of the admissions process in social work is to assure that those who are accepted may reasonably be expected to successfully complete the program. The stages of the admissions Revised 9-05-06 59

process are outlined below. The details of the admission standards and criteria are further discussed and cover both scholastic and professional standards. These admission criteria, in conjunction with the aforementioned section on Program Classroom Standards should give the student a fairly thorough understanding of what the social work program is requiring from its students. Further, it should also help the student assess if they are a good fit for the social work profession, and what they need to do to be successful. The criteria and standards for this program have been established to assist the student in performing competently as professionals as they enter the social work field. No student is denied admission based on race, ethnicity, culture, gender, sexual orientation, age, religion, or political orientation. The completion of the Bachelors of Science degree in Social Work at Keuka College requires the student to proceed through three stages of admission. B. Assessing One s Potential and Motivation for a Career in Social Work Students are provided a variety of opportunities for assessing their potential for a career in social work. Because of the rigorous nature of the curriculum, it is important for the students to be clear about their commitment to the profession. Faculty are committed to exploring with students their interests, attitudes and expectations of the field and supporting them in meeting the mission, goals and objectives of the program. Self assessment is an important component of a social worker s continuing professional development. Therefore, students are provided opportunities through classroom discussions, small group work, assignments, volunteer and shadowing experiences, simulations and videotaping to self-assess and receive feedback regarding their potential for effectively engaging client systems in the helping process. Areas of concern are openly discussed with students with the view that students are capable of enhancing skills and making appropriate changes. C. Admissions Procedure Stage 1 - Is the first step The student must obtain admission to Keuka College, and declare Social Work as a major Stage 2 Is the second, and interim step. It occurs between admission to Keuka College, and formal admission to the Social Work Program The student must: 1. Have conferred with a social work faculty member about the expectations and requirements of the social work major, and/or read the Social Work Program Handbook 2. Have a GPA of at least 2.5 by the end of the Fall Semester of the Junior Year 3. Students must maintain a grade of C or above in all courses required by the major. Revised 9-05-06 60

4. Have signed the Agreement Form of Acknowledgement and Compliance (Appendix G) and have given a signed copy to their faculty adviser. The Social Work Handbook, and related forms will be reviewed in the SWK 101, Introduction to Social Work class. 5. Have completed the Entry Level Professional Behavior Checklist (Appendix H), and reviewed this with your faculty adviser, who receives a copy. This application will be reviewed and completed by the student after midterm of the SWK 101 class, and again during the SWK 312 Practice II class. The application process seeks information regarding motivation for a career in Social Work, career goals, and other pertinent data to a student s capability for effective generalist practice. If the application indicates any potential difficulties, a conference is held with the student during which a plan for progress is developed. 6. Have demonstrated a commitment to the profession as reflected in participation in class discussions, conferences with faculty, class assignments, exercises, and application materials. The prior section on Classroom Standards and the following section on Academic Standards will further assist students in these areas. 7. Have demonstrated written and verbal skills that are commensurate with the student s specific academic level. Please refer to the SWK Program Classroom Standards section of this Handbook, and the Graduate Outcome Statements for Keuka College. 8. Have demonstrated their commitment to developing congruency between personal values and those outlined by the NASW Code of Ethics through successful completion of SWK 312, Practice II. Refer to the next section on Academic Standards, and The NASW Code of Ethics, Appendix A of this Handbook for further information. Stage 3 - This is the final step The Junior Review The student will have successfully completed the prior two stages. Students will now prepare for formal admission to the Social Work Program, and approval for admission into the SWK 450, Senior Practicum and Seminar course. Students are to fill out the application for Field Practicum. (Appendix I) They are to give this completed application, and a current resume to the Field Director two weeks before their Junior Review. Students will be scheduled for a face to face interview with their Social Work faculty in the Spring semester of their Junior Year. Students will need to be prepared to candidly discuss their strengths and challenges as they prepare to enter practicum. The Junior Reviews can result in the following 3 outcomes: 1. Full acceptance into the Social Work Program 2. Provisional acceptance into the Social Work program 3. Non acceptance into the Social Work Program Revised 9-05-06 61

Students will be informed in writing of their level of acceptance into the program. A copy of this letter will also be placed in their student file. Students who are provisionally accepted will have clearly stated recommendations from their faculty regarding what course of action or remedies are needed to bring them into full acceptance into the program. Students are expected to follow through with recommendations and confer with faculty for clarity of expectations and progress being made. If the student is not accepted into the program, s/he has a right to an appeal following the grievance procedures identified in this Handbook, Section IX, Special Actions and Procedures. Stage 4 Field Practicum Procedures Spring Term: 1. Social Work faculty explain SWK 450 Senior Seminar. Students complete a resume and the field practicum application (Appendix I, Field Practicum application). 2. Student Readiness Interviews are scheduled. Students meet with Social Work faculty and review the application and student s resume. 3. If the student is formally admitted to the Social Work Program, the student and Field Director discuss the student s experience and interests and look for an agency that best meets those. (Students may have already spoken with someone from the agency about their interest in doing their practicum there.) 4. Field Director contacts agencies to discuss possible practicum placements, and identifies who will act as the Field Instructor. Student is notified of whom to contact for interview. 5. When a match is determined between student and agency, Field Director is notified by agency supervisor. 6. Field Director sends the contract for Practicum between the agency and Keuka College. Student, agency, and related Keuka personnel sign contracts in Field Practicum and Confidentiality agreements. 7. Students and agency supervisor attend Field Practicum Orientation and training. D. ADMISSION CRITERIA to the Social Work Program: 1. Academic Standards: Full acceptance into the social work program in the student s junior year is not a foregone conclusion. Because of the nature of professional social work practice, Keuka College social work students have unique expectations and requirements. The faculty of the KC SWKP are committed to developing and graduating competent generalist social workers who will be Revised 9-05-06 62

successful in their careers, and therefore maintain high standards for acceptance into the program. These standards are clearly delineated below. Since becoming a professional is a gradual process, criteria will be met incrementally. Professionals who teach and supervise our students will be assessing their academic performance and applying their professional judgment to determine if standards are being met during a student s educational career. The tool of social work is the professional use of self. Social workers work with a variety of populations that are frequently vulnerable or traumatized, in crisis, are unable to or find it difficult to speak for themselves, and who find themselves in some of the most difficult times in their lives. More than half of mental health counseling in the United States is currently being done by social workers. Because of this, social work majors are evaluated by their grade point averages, (scholastic standards), and also by their ability to uphold well the NASW Code of Ethics. They are further evaluated by their own ability to be or become healthy individuals who are able to work effectively and professionally with others, (professional behavior). Meeting the criteria for scholastic standards is necessary, but not sufficient to ensure continued enrollment in the social work major. Both professional behavior and scholastic performance comprise the academic standards for this program and are discussed in this chapter of the Handbook. Students are urged to discuss any questions or concerns they have with their faculty member, adviser, or Program Director as they progress in the major. 2. Scholastic Standards: Beginning students must have an overall GPA of 2.0 to meet the minimum college scholastic standard. It is the Program s expectation that a GPA of 2.5 will be met by all students by the end of the Fall semester of their Junior year. Students external to Keuka College transferring into the Social Work program must have a GPA of 2.5 to enter the major. Students must have an overall grade point average (GPA) of 2.5 by the end of their Fall semester in their Senior year to progress to their Senior Practicum and Seminar (SWK 450). Students will not be allowed to graduate with an accredited BSW degree from Keuka College with less than a 2.5 GPA. Further, students must have satisfactorily completed all course work, including field periods prior to beginning the Senior Practicum and Seminar (SWK 450) The passing grade for all social work prefix courses and required courses for the curriculum is a C. Required courses which receive a grade below C ; for example, C-, D+, D, D-,F must be repeated. Required courses can only be taken twice. This is also the Keuka College policy for repeating courses. Revised 9-05-06 63

3. Scholastic Performance: Students are considered to be in academic difficulty if their GPA drops below a 2.5. Students may be advised to withdraw from the program if they can not achieve or maintain this academic standard. A GPA that falls below 2.0 will put the student on academic probation as per college policy. A review will be called by the student s adviser if the student earns a C or below in any required social work courses. An overall GPA of 2.5 is required for graduation. Though C is the passing grade, receiving all C s in courses will not allow the student to meet the overall GPA of 2.5. Students must complete the prerequisites outlined in the curriculum to continue on in the next level of coursework. Students may not have grades of incomplete in any prerequisites if they are to continue on to the next level of coursework. 4. Professional Standards: Professional Commitment: Students need to demonstrate: - a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics - a commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and his/her right to a just society and its resources. Professional Behavior: - Students will show their potential for professional behavior as a social worker through parallel processes and behaviors in the classroom and program setting. These can include, but are not excluded to: - Students exhibiting behaviors that are in compliance with Keuka College policies and Code of Conduct, Social Work Program policies, professional ethical standards, and societal laws in the classroom, field and community. - Student s appearance, dress, and general demeanor is in accordance with professional behavior. Revised 9-05-06 64

- showing potential for responsible and accountable behavior by knowing and practicing within the scope of social work, respecting others, being punctual and dependable, prioritizing responsibilities, attending classes regularly, observing deadlines, completing assignments on time, keeping appointments or making appropriate arrangements, and accepting feedback and supervision in a positive manner. - working effectively with others, regardless of level of authority; being an effective team member - able to advocate for themselves in an appropriate manner. Able to use proper channels for conflict resolution - show a willingness to receive and accept feedback and supervision in a positive manner. Show an ability to integrate feedback into positive, professional development. Ethical Obligations: Ethical behavior in the classroom, in program activities, the field and community serve as a guide for future ethical behavior as a practicing social worker. Ethical behaviors include: - adherence to the NASW Code of Ethics - maintenance of confidentiality in classroom, field, and related program settings - demonstration of honesty and integrity; being truthful about one s background, experiences, and qualifications. Doing one s own work, crediting the ideas of others, providing proper citation of source materials, using valid, scholarly resources - initiating conversations with faculty when situations arise that could impact the student s career - not being involved in behaviors or activities that are contrary to social work practice; for example; illegal drug use, over use or abuse of legal drugs, abusive, violent, or criminal behavior, untreated addictive behaviors, untreated health/mental health issues that could cause potential harm to self or others, sexual harassment, etc Self Awareness: Because social work is the professional use of self ; self awareness is the work and responsibility of the student and social work practitioner. Students exhibit this by: - understanding their own value system, attitudes, beliefs, past experiences, and emotions that influence their own thinking, behavior, relationships, and interactions with others. Revised 9-05-06 65

- seeking to discover their own strengths and challenges, being able to accurately assess these, and how these strengths and challenges apply to their work in the field. - Showing awareness of self, and how they are perceived by others. - Being willing and able to reflect on who they are, their own fit for the social work profession, and how to make changes in their own life to work effectively in the field. Demonstrate an Appreciation for the Value of Diversity: Social Workers are called upon to be non-judgmental, and accepting of others. They are called upon to be a safe person or place for people to do their work. Students will demonstrate their ability to do this in the following ways: - evaluating clients and their situations in an unbiased, objective manner - being able to suspend personal biases; through verbal and non-verbal language during interactions with others - using empathic communication and support with clients; an ability to comprehend another s way of life and value systems - work effectively and in a nonjudgmental manner with people who are different from oneself - provide appropriate service to all persons in need of assistance regardless of age, race, culture, ethnicity, gender, religion, sexual orientation, disability, or value system - does not impose their own personal, religious, sexual and/or cultural values on clients. - Demonstrates respect for the rights of others. Has a commitment to self determination, empowerment and strength based, client collaborative practice - Demonstration of clear, appropriate and culturally sensitive boundaries - Do not make verbal or physical threats, do not sexually harass others, or become involved in sexual relationships with clients, supervisors, or faculty; do not abuse others in physical, emotional, verbal or sexual ways, do not participate in dual relationships where conflicts of interest may exist. VI. Social Work Program Resources A. Social Work Resource Room Revised 9-05-06 66

The Social Work Program has a resource room specifically designated for Social Work majors. It is located on the third floor of Hegeman Hall, Room #321. There are a variety of resource materials that the social work major will find relevant and useful. These materials include: Resource books on various social work topics Social Work journals including the NASW journal Social Work, The New SWKER, Current Newsletters from various agencies, opportunities for field periods, employment and conferences. NASW Correspondence on issues, newsletters and membership applications A file of Human Service related topic information A file of currently accredited MSW programs through out the United States. These are listed alphabetically, by state with a folder for each Handbooks on professional writing, like the Clinician s Thesaurus, APA Manuals, and the Social Work Dictionary Internet sites for Social Workers, etc. The above resource materials are meant to be used by all, and must therefore stay in the resource room. Students however should feel free to make copies of materials as needed. There is a copier machine for students in both the library and on the third floor of Hegeman Hall. There are several announcement boards in the resource room so students and faculty can communicate with each other about upcoming events, program news, field period placement sites, employment opportunities, etc. (These boards are meant to be used by students for professional communication with each other) A separate area exists for AFSW, Social Work Club, news, and events. Students will also find: A desk with study supplies, a computer and printer, a telephone, a work table and chairs for group projects, a microwave, refrigerator, and coffee maker. An electric typewriter is available in the Division secretary s office. The Social Work Resource Room is a place where students can meet, study, work on assignments together, or just relax. It is the responsibility of the students to keep this area (your area) neat, tidy, and professional looking. B. Social Work specific library holdings The Lightner Library of Keuka College has a variety of resources for Social Work majors to access. First and foremost are the library staff members themselves who serve as an invaluable resource and teachers of library services to our students. Social Work majors are first introduced to Social Work specific library resources in SWK 101, the Introduction to Social Work class. Bibliographic instructions sessions are held early in the semester and conducted by library staff in conjunction with Social Work faculty. This gives students a good beginning knowledge base and exposure to available resources in their profession. Revised 9-05-06 67

Social Work faculty ensures through periodic review, that library resources are current and meet established CSWE requirements. Besides hard copy texts, and journals, there are videos, various online software programs, search engines, and numerous web-sites available free of charge to our students. The HV section of the library focuses on Social Work texts. However, students will discover that many other areas of the library have Social Work related information. Students will find that our library has many services, and software programs that will help them quickly identify and locate reference materials. Inter library loan, and access to international resources is also available. Students should build in the additional time needed to utilize these services. VII. Student Development Opportunities A. ROPES for Social Work majors Revised 9-05-06 68

This is an outdoor, experiential team building activity offered through the ROPES course at Keuka College. Each Fall, all students and faculty of the social work program participate in a ROPES event. This is mandatory for declared social work majors. Students learn about the social work major, meet other social work students, hear about the experiences and work of the Seniors and are buddied with an upperclassman. Sometimes Social Work alumni are also able to join in. Students participate in the physical portion at the level they are comfortable with. Each Spring semester, a ROPES session is scheduled for the Social Work Seniors, their field instructors, and the faculty. It is an opportunity for the class to process and terminate with each other prior to formal graduation. B. Student Social Work Club (AFSW) The Association of Future Social Workers (AFSW) is a dynamic, effective and integral component of the KCSWKP that captures the essence of its program s belief in theory to practice. The AFSW engages in several community and campus events, all of which are planned and implemented by the students themselves. All students are required to participate in the initiatives and activities of the AFSW during SWK 201 Policy I and SWK Policy II. The AFSW receives faculty consultation, advisement and support in their endeavors, but are largely an autonomous entity driven by student participation and leadership. Mission Statement of the Association of Future Social Workers (AFSW): The members of the Keuka College AFSW are committed to enhancing the lives of others through our practice as developing professional social workers. Through service, professional action and role modeling we promote unity, equality, cultural awareness and the overall well being of all persons on our campus and in our community. C. Phi Alpha National Social Work Honor Society Alpha Theta Chapter of Keuka College Nationally, there is an Honor Society for all Social Work students called Phi Alpha. The headquarters for this are housed at East Tennessee State University, Social Work Department. Keuka College is a charter member of this organization with our own local chapter known as Alpha Theta. Purpose Through Knowledge- the challenge to serve The purpose of Phi Alpha Honor Society is to provide a closer bond among students of social work and promote humanitarian goals and ideals. Phi Alpha fosters high standards of education for social workers and invites into membership, those who have attained excellence in scholarship and achievement in social work. History of Phi Alpha Honor Society The concept of a national social work honor society came from a group of undergraduate social work students at Michigan State University in 1960. Investigation revealed that local chapters existed at three schools. Those three schools along with a few others schools Revised 9-05-06 69

formed a National Honor Society Committee in November 1960. For more than a year this committee worked on the constitution and other administrative matters. The name Phi Alpha and the key were adopted from local chapter, which existed at Florida State University. The constitution and formal organization were completed in 1962, and six chapters qualified to become chapter chapters. They were: Florida State University, Michigan State University, Ohio Northern University, Central State College, University of Dayton and the University of Tennessee, over 155 chapters now exist, and the addition of new chapters is continuing. Every Spring Semester, Keuka College Social Work students are given the opportunity to apply for this prestigious honor society. Following are the qualifications to apply. A Keuka College Social Work major is eligible for membership after achieving the following national requirements, and meeting local chapter requirements. -Is a declared Social Work major -Has minimally achieved sophomore status -Has completed at least 9 credits of Social Work courses, and at least one Practice course -Achieved an overall college grade point average (GPA) of 3.0 or above -Achieved a GPA on Social Work courses of 3.25 or above -Has demonstrated competence in the social work field -Consistently demonstrates a high standard and adherence to the NASW code of ethics and social work profession -Volunteers in community services, related to the social work field -May hold employment or other positions in the social work field -Has active participation in the Social Work Club (AFSW) -Exemplifies Social Work standards and ethics Applications are made available to students every Spring Semester. D. Leadership and Academic Awards for the Social Work Program In concert with the College s emphasis on service and leadership, the social work faculty encourage students to assume leadership roles, and actively engage in providing a variety of services to our campus and community. Students who demonstrate exceptional efforts have the opportunity to receive the following social work program specific awards: 1. Jane Addams Award this award goes to a Social Work student who has given of their time and talents in providing exceptional hours of community service both on and off campus. This award is given in the spirit of Jane Addams, the founder of the Social Work profession. 2. Leadership Award This award goes to a student who exemplifies leadership with peers and demonstrates advocacy for change; qualities that are important to the Social Work profession. 3. Academic Excellence - This award goes to the student who consistently sets a high academic standard for work in the classroom, as well as in the field. Revised 9-05-06 70

4. Values and Ethics These are the cornerstone of the application of the Social Work profession. This award goes to the student who consistently display a high standard in the areas dealing with peers, faculty, and clients. 5. Volunteerism Award Giving of oneself seems to be a natural for those in Social Work. This award goes to the student whose volunteer efforts exemplified service to others. 6. Caesar Chavez This award is given in the spirit of Caesar Chavez. Through his struggle: he was able to overcome many obstacles, creating, positive social change and empowerment for himself and others. This award goes to the student, who by their example, has accomplished these same goals in the Social Work environment. E. Specialized leaning opportunities Students in the Social Work program can pursue areas of special interest in a variety of ways including, but not limited to: 1.Independent Study- Although independent studies cannot be used to replace courses in the regular curriculum students have the opportunity to pursue areas of special interest through an independent study. The student is responsible for identifying the area to be researched and, in collaboration with the instructor, planning and carrying out the study. 2. Seminars/Workshops/Conferences- Students are urged to participate in workshops, training, and seminars in areas of interest or new topic areas. These could be offered either through the college campus or in the wider community. On occasion, an agency may be able to sponsor its interning student for such events, and students are strongly urged to participate whenever possible. Information on trainings, seminars, etc are frequently found in the Social Work Resource Room and of course, through NASW publications. 3. Field Period and Study Abroad Opportunities- the breadth, depth and scope of Field Period opportunities are limited only by the student s imagination and desire to explore the world around them. We actively encourage students to challenge themselves and take full advantage of the openness of these opportunities for personal and professional exploration. We strongly urge students to consider doing work outside of their comfort zones both personally and geographically. There are numerous opportunities for students to do international Field Periods, and for study abroad experiences. We strongly urge and support our students to participate in these, or develop some of their own. You will find your faculty to be wonderful support systems in this kind of educational planning. F. Social Work Program Advisory Council (SWAC) and Student Representation The Social Work Program Advisory Council is an integral part of the Social Work Program. It is comprised of Social Workers and other professionals from Human Service and related fields who employ our BSW students and/or have interest in the development of our majors. Revised 9-05-06 71

Social Work faculty, students and alumni are also members of this council. This group works together to help fulfill the mission of the Social Work program as resources, a network to the program, and ensure that our students will have the current knowledge and skills to make them capable and competitive in today s job market. The Advisory Council meets as a large group once during the Fall semester, and once during the Spring semester. Smaller groups and sub-committees meet throughout the year as various projects and program needs arise. The Keuka College Social Work Program Advisory Council was first established in March of 1996. Its purpose, goals and various committees are described as follows: PURPOSE: 1. Create an open forum of discussion among social work students, faculty alumni, and professionals in the field. 2. Participate in educational policy planning related to the Social Work Program and to make recommendations for modifications wherever appropriate and necessary. 3. Identify existing strengths of the Social Work Program and areas for growth/gaps, which exist within the Social Work Program. 4. Develop action plans to maintain and enhance Program strengths and to address Program gaps. 5. Conduct business in an atmosphere of teamwork and cooperation in which input is valued from all members. 6. Give social work students exposure to possible mentors, and professionals external to the Keuka College campus, and to encourage the professional community to share their experience, knowledge, etc. with social work students prior to graduation from the Program. 7. Provide feedback and review for ongoing systematic self-study and Program evaluation to ensure Program viability and quality. GOALS: 1. Establish a Social Work Program, which meets the needs of the standards of the Council on Social Work Education, Keuka College, social work students, faculty, future employers, and the profession in general. Revised 9-05-06 72

2. Keep the Program current in needed skills, knowledge, values, models, and utilization of other professional tools. 3. Provide opportunities for students, faculty, and the community to work with each other and to collaboratively invest in the success and quality of the Social Work Program. CURRENT COMMITTEES: Curriculum Program Evaluation Program Development Committees: The Advisory Council has three standing committees. They are: curriculum, program evaluation, and program development. Curriculum committee oversees our program s content for accuracy and being current and up to date for today s job market and changing world of social work. Program Evaluation seeks ways to create and infuse good assessment tools, and analysis of how our program is doing and ways to improve our work. Program Development includes the programmatic aspects of the social work program. This includes holding special conferences or seminars, connection to alumni and related events, public relations for the social work program, and developing those things which generally enhance, support, or make further linkages with the social work program and surrounding communities. Student Involvement. All students who are declared social work majors are invited and urged to attend and participate in the Social Work Program Advisory Council. Meetings are generally held on Friday afternoons to allow maximum participation for students and agency personnel alike. Two students are asked to commit to and serve formally on the advisory council every year. These representatives include officers of the Student Social Work Club (AFSW), and Phi Alpha Honor Society, and have a full and equal voice on the Council. G. National Association of Social Workers (NASW) Social Work students are urged to become members of their professional organization, NASW. Student membership applications are available through their faculty members and are also found in the Social Work Resource Room. Special rates for BSW students make this annual membership less expensive than the cost of most textbooks. NASW membership includes a monthly publication, The Social Work Journal, regional, State and National newsletters and publications, ongoing awareness of social work issues, announcements about job openings, conferences, and graduate school. Students can also purchase additional malpractice insurance through NASW. The student membership rate currently stays in effect for an entire year beyond graduation. Student representation occurs at both the BSW and MSW level, and students are encouraged to become involved as active members in the NASW board, or on various committees, and social actions through NASW. Revised 9-05-06 73

Annually, the Genesee Valley Region of NASW, (which Keuka College is a part of) sponsors a Social Worker of the Year Award in the Spring. Besides honoring a current social worker in the field, there is also a Student Social Worker of the Year Award. Awardees are chosen from the BSW and MSW programs in the Genesee Valley Region by their faculty for this honor. Keuka College social work faculty and students also participate in this prestigious annual event, with our students being honored since these awards began in the year 2000. H. Graduate School and Employment Assistance Information The Social Work Resource Room has a graduate library that has an alphabetical listing by State of accredited MSW programs across the nation. The Resource Room also has listings for employment, AmeriCorps, and other graduate and/or employment opportunities. Social Work students have access to materials in the Resource Room, and should feel free to offer their own information and resources as they become available. The Experiential Education office is another department of the College that has employment and graduate information for students. They have information on various graduate exams like the GRE, MAT, LSAT, MCAT, etc. The College also offers workshops during the academic year on resume writing and job interviewing. The Experiential Education office is located on the first floor of Hegeman Hall, Room 107. I. Student Evaluation of Courses, Instructors, and Practicum Students evaluate courses and instructors using the College s standard evaluation forms. In addition faculty periodically seek additional feedback in order to make adjustments in courses to better meet student needs. Students also evaluate the field experience, including the seminar, and in a separate evaluation, the Field Instructor. That form is found in the Field Manual. Students should share with faculty any questions or concerns they have during advisement sessions or in scheduled individual conferences. Feedback and evaluations are take seriously and modifications are consistently made based upon student feedback. VIII. Sexual Harassment Policy KEUKA COLLEGE SEXUAL HARASSMENT Revised 9-05-06 74

Statement of Policy Keuka College views sexual harassment as seriously offensive behavior that will not be tolerated in the college community. An individual who thinks she/he is a victim of sexual harassment should follow the procedures outlined herein. As part of its sexual harassment policy, Keuka College commits itself to informing all members of the college community of its sexual harassment policy and procedure. This will be accomplished through annual meetings of personnel, including faculty, administrators and support staff, and through meetings at new students orientations. In addition, posters and brochures explaining the policy and procedure, with examples, will be regularly distributed by the President s office. All members of the college community will be informed that disciplinary consequences, up to and including dismissal, may result from substantiated complaints of sexual harassment. A. Definition Sexual advances, requests for sexual favors and other conduct of a sexual nature, either physical or verbal, constitute sexual harassment when: 1. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual s employment or academic advancement, or 2. Submission to or rejection of such conduct by an individual is used as the basis for employment or academic advancement decisions affecting such individuals. 3. Such conduct has the purpose or effect of unreasonably interfering with an individual s work or academic performance or creating an intimidating, hostile or offensive working, learning, or living environment. B. Keuka College Sexual Harassment Panel Initial responsibility for determining the merit of unresolved sexual harassment allegations or complaints at Keuka College shall be vested in a panel of three members: The Personnel Coordinator, the Dean of Students, and a tenured faculty member appointed by the Professional Standards Committee. The faculty member shall serve a term of three years. The panel will elect its presiding officer annually. Primary responsibility for insuring that educational programming is offered shall reside with the Sexual Harassment Panel. IX. Special Actions and Procedures As an accredited undergraduate program in social work, there exists an ethical responsibility to protect the rights of clients to competent practice as well as the responsibility to protect the integrity of the profession. Thus, graduates from our program must be adequately prepared to Revised 9-05-06 75

deliver social work services in a professional manner. A student s participation in the social work major may be terminated when there is reason to believe the student s performance is indicative of non-compatibility with the profession of social work. Performance that may result in review and/or Possible Dismissal from the Social Work Program can occur under any of the following circumstances: 1. Failure to meet any of the Academic Standards for Social Work Education. 2. Failure to meet or maintain academic requirements as stated under Scholastic Standards: which may include Scholastic dishonesty, including cheating, lying, plagiarism, collusion, falsifying academic records, or any act designed to give unfair academic advantage to the student (refer to Keuka College Student Handbook) Failure to meet or maintain requirements stated under Professional Standards Behavior judged to be in violation of the current NASW Code of Ethics. Any threat or attempt to harm oneself or someone else. Commission of a criminal act that is contrary to professional practice, or that calls into question the student s moral character (as per NASW Standards), occurring during the course of study or occurring prior to admission to the Social Work program and becoming known after admission. Consistent pattern of unprofessional behavior. A. Academic Dismissal A student may be dismissed from the social work program for inadequate academic performance. In order to remain a social work major the student must: 1. maintain good academic standing : an overall GPA of 2.0 criteria established by the College. 2. have a grade of C or better for each course required for the major. 3. maintain a 2.5 GPA in the major by the end of the fall semester of the Junior year 4. successfully complete all required field periods 5. successfully complete the field practicum course (receipt of a failing grade in the field practicum can result in dismissal from the program. Whether or not to allow the student to repeat the practicum will be the decision of the social work faculty.) A student wishing to appeal a grade should follow the procedures outlined in the Keuka College Student Handbook. B. Dismissal for Personal Reasons A student s participation in the social work major may be terminated when there is reason to believe the student s performance is indicative of non-compatibility with the profession of social Revised 9-05-06 76

work. The decision to terminate a student s participation in the major is a serious one and is made collectively by the social work faculty. A social work major can be dismissed from the program when it is determined that one or more of the following exist: 1. Lack of adaptation to the goals and principles of the social work profession or program. If a student demonstrates, through behavior and/or attitudes expressed in the classroom or field, little or no commitment to the social work professional s/he can be removed from the program. While prejudicial attitudes are present in all of us, students are expected to be willing to develop self-awareness and to grow toward professionalism, demonstrating a nonjudgmental attitude. 2. Inadequate interpersonal relationship skills. Social work requires the ability to relate to others in an accepting, respectful way. Although the primary assessment will be based upon the relationship demonstrated with clients (including those in role plays and simulations), the student s interpersonal skills with faculty, staff, peers, and social work practitioners will also be considered. 3. Personal problems. If a student demonstrates personal problems (e.g. addiction) that prevent the development of self-awareness and the skills necessary for effective and ethical practice, s/he may be dismissed from the program. Students will be encouraged to seek appropriate counseling and, upon successful completion, to re-apply to the program as evidenced by the Professional Behavior Checklist and/or issues brought to or identified by the Keuka College faculty and staff. 4. Violation of Ethical Standards. A student may be terminated from the social work program if a violation of ethical codes has occurred. Such violations included, but are not limited to: Behavior judged to be in violation of the NASW Code of Ethics such as violation of confidentiality, lack of respect for clients and/or colleagues, sexual or romantic involvement with clients. Academic cheating, lying or plagiarizing Misrepresentation on the admission application, and/or as evidenced by Professional Behavior List, and/or issue brought to or by Keuka College faculty and staff Any student charged with a violation of ethical standards, will be suspended from the program pending the outcome of the charges, including any violations of the Keuka College Student Code of Conduct. 5. Criminal Behavior. Any student charged with a criminal offense may be suspended from the program pending the outcome of the charges. At the conclusion of the case the program will assess whether to readmit or terminate the student from the major. C. Letter of Warning Depending upon the circumstances of the difficulty being experienced, a student may receive from the Director a Letter of Warning which identifies the concerns of the program and the steps that must be taken by the student to maintain his/her status as a social work major. The Revised 9-05-06 77

student will be included in the discussion and development of the behavioral contract that is the core of the Letter of Warning. If there is no positive resolution within the stated time frame from this warning process, steps for dismissal may ensure. D. Dismissal from the Program As indicated, all social work education programs have a professional responsibility to assess students appropriateness for the field. When questions or concerns about the student s academic standards occur, the following steps may be taken: 1. At any point in the program, a faculty member can express a concern about a student s attitude or behavior. This will be reported to the student s academic adviser and documented in the student s record with a statement about the specific concern. 2. The student and his/her adviser will discuss the concerns and an effort will be made to address the concern. The corrective action plan will also be documented in the student s record. 3. If these efforts fail, an attempt will be made to reach an informal agreement that withdrawal from the program is appropriate. The faculty adviser will assist and support the student in his/her effort to identify an appropriate alternative major. On rare occasions, if the offense is considered grave, steps may be taken to dismiss the student immediately. In any case, all actions will be documented in the student s record. 4. If the student does not wish to withdraw from the program voluntarily, the Director of the Program will officially notify the student in writing of the reasons for his/her dismissal from the program. The student will also be informed of his/her rights to grieve the dismissal in accordance with grievance procedures outlined below. E. Grievance Procedure In order to appeal denial of formal admission to the program or dismissal for academic or personal reasons, the student should follow these procedures: 1. The student should respond in writing to the Director of the Program within 14 calendar days of receiving the notice of dismissal or denial of admissions, listing his/her reasons for appealing the decision. 2. A Departmental Review Committee will be formed which includes: the Director of the Social Work Program, Field Director, other social work faculty, and Division Chair or his/her designee. A determination of the appeal will be made by this committee. 3. Should the student disagree with the decision of the Department Review Committee, s/he may appeal to the Vice President for Academic Affairs. (see the Grievance Procedure in the Keuka College Student Handbook Code of Conduct) Depending upon the committee s findings, three various levels of outcome can be determined. They are: Revised 9-05-06 78

1. Continuance in the program. 2. Provisional continuance in the program. Continuance is permitted provided specific criteria are met within a specified time frame. The criteria will be delineated in writing and a follow-up hearing will be scheduled to consider whether the criteria have been met. 3. Termination from the social work major. Should this occur, the student s adviser will work closely with him/her to seek counseling from other appropriate resources in considering other possible academic majors and career options? X. Social Work Faculty and Related Information Gail Roberts, LCSW-R, Associate Professor Office: Third Floor Hegeman Hall, Room #304 Social Work Program Director Revised 9-05-06 79

Office Phone: (315) 279-5610 Email: groberts@mail.keuka.edu Education: MSW Adelphi University 1982 Individual and Group Casework BS - SUNY Oneonta 1977 Psychology Major Areas of Specialization: mental health, psychiatry, developmental disabilities, sexual abuse treatment for survivors, sexual perpetrator assessment, group therapy, individual, family and conjoint marital therapy, crisis intervention Social Work Program Field Director Warren Skye, Jr., LMSW, Associate Professor Office: Third Floor Hegeman Hall, Room #305 Office Phone: (315) 279-5298 Email: wskye@mail.keuka.edu Education: MSW University of Buffalo 1993 BSW Rochester Institute of Technology 1992 All course work except statistics completed for Ph.D. at SUNY Buffalo, School of Social Work Ph.D. will be in social welfare. Areas of Specialization: diversity and equality, substance abuse and social policy Stephanie Craig, LCSW-R, Assistant Professor Office: Third Floor, Hegeman Hall, Room #303 Office Phone: (315) 279-5298 Email: scraig@mail.keuka.edu Education: MSW University of Buffalo 1992 BA, Social Science & Education- Nazareth College of Rochester 1982 Areas of Specialization: forensic social work, children s mental health, advocacy for the disabled. Social Work Program Faculty, Advisor; Social Work Club, and Phi Alpha Honors Society Related Faculty and Staff Information: The Social Work Program is one of 4 professional degree programs currently offered at Keuka College. The other 3 programs are Education, Nursing, and Occupational Therapy. The individual departments of Education and Social Work are housed together in a joint Division, Revised 9-05-06 80

known as the Division of Education and Social Work. Our two programs share both a Division Chairperson and a Division Secretary. Dr. Dianne Burke Education Faculty Office: Strong Hall, Room #107 Office Phone: (315) 279-5688 Email: dburke@mail.keuka.edu Brandi Walruth Office: Strong Hall, Room #114 Office Phone: (315) 279-5257 Email: vwebster@mail.keuka.edu Division Chairperson Division Secretary Office hours for the Division Secretary are Monday through Friday, 8:00 am 3:30 pm The Division of Education and Social Work also employs work study students whom you will get to know. Due to CSWE regulations, and to maintain proper boundaries, Social Work majors are not eligible to be employed as work study students for the Social Work faculty. How to contact Faculty and Staff All faculty and staff have computer capability, email addresses, and office phones. All faculty have individual mail boxes located in the Division Office at Strong Hall. All Social Work Faculty have office hours and appointment times posted on their office door. Faculty at Keuka make their own appointments, it is not done by other staff. It is the student s responsibility to schedule appointments with their faculty member. If a faculty member s available time does not fit XI. Student Questions and Answers Section XI Frequently asked questions about social work Revised 9-05-06 81

What is the profession of Social Work? Social Work is about putting the theories of psychology, sociology and social work into practice. The goal of the social work profession is to enhance the quality of life for individuals, families, groups, communities and society as a whole, both nationally and internationally Where do you find social workers? Almost everywhere; in medical and criminal justice fields, mental health, and hospitals settings, working with children, adolescents, adults and the elderly, in substance abuse, developmental disabilities, pre-natal care, in the halls of schools, and the halls of Congress, in the military and in international efforts across the globe. Social workers currently do 50% of all mental health counseling in the United States today. What do you have to do to be social worker? There are different levels. First, a social worker is someone who has graduated from a professional degree program at either a Bachelors level (BSW), or Master s level (MSW), or a doctoral level with a Ph.D. in Social work. What s the job market like? Currently, there is a shortage of social workers around the country; about 10,000 more are needed every year. According to National Statistics from the Bureau of Labor, social work is one of the fastest growing professions in the nation; rated as high as the 4 th fastest growing occupation in the US today. What s about Keuka College s program? At Keuka, we have a fully accredited social work program for BSWs. Social Workers who graduate at this level are required to be generalist practitioners, and must have a basic understanding and ability to work with a variety of people, problems, populations and topics. This program has existed formally at Keuka since 1974. Since we started keeping data in 1996, Keuka Social Work students have had 100% placement upon graduation in either social work jobs, or getting accepted to an MSW or other graduate programs. Often time s students are hired by an employer before they even complete their senior practicum. What will I do in the program? If you began your college career as a freshmen social work major at Keuka, you have the ability to spend 1000+ hours in the field before you graduate. This is done through hours accumulated in community service projects, field projects, field periods, Social Work Club activities, and the senior practicum. The social work program has a variety of hands-on assignments that are part of their coursework. This allows students to get exposed to the field right away in their initial courses. The Social Work Program will often make available professional conferences for students to attend or will sponsor conferences and seminars of their own for the students and community. The Social Work Club (AFSW) is very active both on campus and in the community. Students are urged to participate and become involved in the work of the Club. Some activities that the Club has done include work at an Open Door mission, assisting needy families in Yates County Revised 9-05-06 82

at Christmas, working at a Habit for Humanity housing project, raising awareness about a variety of social issues like domestic violence, substance abuse, stress and wellness, teen suicide and cancer. They have hosted a number of events and speakers on campus, and have contributed articles to the college and local newspapers. BSW Students are also encouraged to join and participate in NASW; the National Association of Social Workers, our professional organization. Membership includes receiving a monthly journal, newsletters, information about conferences, employment, and more. There is never a shortage of activities, projects or social issues to get involved with in our social Work program! How much do social workers make? Beginning BSW students who graduate from our program have been starting, on average between $24, 000 28,000, with ranges higher and a bit lower than this. (Please refer to Appendix J, NASW Salary Survey ) for more general salary information in this region. How do I know if Social Work is a possible career for me? Three things are a must: 1. You must be a people person ; someone who genuinely likes and cares about people and the human condition 2. You must want to make a difference in this world 3. You must be a do-er rather than a spectator; someone who likes to get involved in things rather than talk about them. What qualities and skills make a good social worker? Good social and interpersonal skills Good communication skills Good written, oral and presentation skills Critical and creative thinking Ability to be flexible Non-judgmental Maintain confidentiality Multi tasking ability (able to juggle several things at once) Empathy, and sincerity Able to give and receive feedback Willingness and ability to learn about self and others Appendix A Revised 9-05-06 83

Preamble Code of Ethics of the National Association of Social Workers Approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate Assembly The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession's focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. "Clients" is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation, administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals' needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession's history, are the foundation of social work's unique purpose and perspective: service social justice dignity and worth of the person importance of human relationships integrity competence. This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. Purpose of the NASW Code of Ethics Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers' conduct. The Code is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve. The NASW Code of Ethics serves six purposes: 1. The Code identifies core values on which social work's mission is based. 2. The Code summarizes broad ethical principles that reflect the profession's core values and establishes a set of specific ethical standards that should be used to guide social work practice. 3. The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise. 4. The Code provides ethical standards to which the general public can hold the social work profession accountable. Revised 9-05-06 84

5. The Code socializes practitioners new to the field to social work's mission, values, ethical principles, and ethical standards. 6. The Code articulates standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members.* In subscribing to this Code, social workers are required to cooperate in its implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings or sanctions based on it. *For information on NASW adjudication procedures, see NASW Procedures for the Adjudication of Grievances. The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code's values, principles, and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict. Ethical decision making in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer review process where the ethical standards of the profession would be applied. Ethical decision making is a process. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Social workers should take into consideration all the values, principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted. Social workers' decisions and actions should be consistent with the spirit as well as the letter of this Code. In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social workers should consider ethical theory and principles generally, social work theory and research, laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among codes of ethics social workers should consider the NASW Code of Ethics as their primary source. Social workers also should be aware of the impact on ethical decision making of their clients' and their own personal values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics and ethical decision making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agency-based or social work organization's ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel. Instances may arise when social workers' ethical obligations conflict with agency policies or relevant laws or regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers should seek proper consultation before making a decision. The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards of directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. Violation of standards in this Code does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the Code would be subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members. A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which professionals aspire and by which their actions can be judged. Social workers' ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to Revised 9-05-06 85

uphold the profession's values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments. Ethical Principles The following broad ethical principles are based on social work's core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire. Value: Service Ethical Principle: Social workers' primary goal is to help people in need and to address social problems. Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service). Value: Social Justice Ethical Principle: Social workers challenge social injustice. Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers' social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people. Value: Dignity and Worth of the Person Ethical Principle: Social workers respect the inherent dignity and worth of the person. Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients' socially responsible self-determination. Social workers seek to enhance clients' capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients' interests and the broader society's interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession. Value: Importance of Human Relationships Ethical Principle: Social workers recognize the central importance of human relationships. Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals, families, social groups, organizations, and communities. Value: Integrity Ethical Principle: Social workers behave in a trustworthy manner. Social workers are continually aware of the profession's mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated. Value: Competence Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise. Revised 9-05-06 86

Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession. Ethical Standards The following ethical standards are relevant to the professional activities of all social workers. These standards concern (1) social workers' ethical responsibilities to clients, (2) social workers' ethical responsibilities to colleagues, (3) social workers' ethical responsibilities in practice settings, (4) social workers' ethical responsibilities as professionals, (5) social workers' ethical responsibilities to the social work profession, and (6) social workers' ethical responsibilities to the broader society. Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards. 1. Social Workers' Ethical Responsibilities to Clients 1.01 Commitment to Clients Social workers' primary responsibility is to promote the well-being of clients. In general, clients' interests are primary. However, social workers' responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.) 1.02 Self-Determination Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients' right to self-determination when, in the social workers' professional judgment, clients' actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others. 1.03 Informed Consent (a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a third-party payer, relevant costs, reasonable alternatives, clients' right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions. (b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients' comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible. (c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients' interests by seeking permission from an appropriate third party, informing clients consistent with the clients' level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients' wishes and interests. Social workers should take reasonable steps to enhance such clients' ability to give informed consent. (d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent of clients' right to refuse service. (e) Social workers who provide services via electronic media (such as computer, telephone, radio, and television) should inform recipients of the limitations and risks associated with such services. (f) Social workers should obtain clients' informed consent before audiotaping or videotaping clients or permitting observation of services to clients by a third party. 1.04 Competence (a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. Revised 9-05-06 87

(b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques. (c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm. 1.05 Cultural Competence and Social Diversity (a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures. (b) Social workers should have a knowledge base of their clients' cultures and be able to demonstrate competence in the provision of services that are sensitive to clients' cultures and to differences among people and cultural groups. (c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical disability. 1.06 Conflicts of Interest (a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients' interests primary and protects clients' interests to the greatest extent possible. In some cases, protecting clients' interests may require termination of the professional relationship with proper referral of the client. (b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests. (c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.) (d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers' professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest. 1.07 Privacy and Confidentiality (a) Social workers should respect clients' right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or conducting social work evaluation or research. Once private information is shared, standards of confidentiality apply. (b) Social workers may disclose confidential information when appropriate with valid consent from a client or a person legally authorized to consent on behalf of a client. (c) Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed. Revised 9-05-06 88

(d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences, when feasible before the disclosure is made. This applies whether social workers disclose confidential information on the basis of a legal requirement or client consent. (e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients' right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social worker-client relationship and as needed throughout the course of the relationship. (f) When social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual's right to confidentiality and obligation to preserve the confidentiality of information shared by others. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements. (g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social worker's, employer's, and agency's policy concerning the social worker's disclosure of confidential information among the parties involved in the counseling. (h) Social workers should not disclose confidential information to third-party payers unless clients have authorized such disclosure. (i) Social workers should not discuss confidential information in any setting unless privacy can be ensured. Social workers should not discuss confidential information in public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants. (j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client's consent and such disclosure could cause harm to the client, social workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain the records under seal, unavailable for public inspection. (k) Social workers should protect the confidentiality of clients when responding to requests from members of the media. (l) Social workers should protect the confidentiality of clients' written and electronic records and other sensitive information. Social workers should take reasonable steps to ensure that clients' records are stored in a secure location and that clients' records are not available to others who are not authorized to have access. (m) Social workers should take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible. (n) Social workers should transfer or dispose of clients' records in a manner that protects clients' confidentiality and is consistent with state statutes governing records and social work licensure. (o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker's termination of practice, incapacitation, or death. (p) Social workers should not disclose identifying information when discussing clients for teaching or training purposes unless the client has consented to disclosure of confidential information. (q) Social workers should not disclose identifying information when discussing clients with consultants unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure. (r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards. Revised 9-05-06 89

1.08 Access to Records (a) Social workers should provide clients with reasonable access to records concerning the clients. Social workers who are concerned that clients' access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit clients' access to their records, or portions of their records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both clients' requests and the rationale for withholding some or all of the record should be documented in clients' files. (b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records. 1.09 Sexual Relationships (a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced. (b) Social workers should not engage in sexual activities or sexual contact with clients' relatives or other individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients' relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers--not their clients, their clients' relatives, or other individuals with whom the client maintains a personal relationship--assume the full burden for setting clear, appropriate, and culturally sensitive boundaries. (c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers--not their clients--who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally. (d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries. 1.10 Physical Contact Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact. 1.11 Sexual Harassment Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature. 1.12 Derogatory Language Social workers should not use derogatory language in their written or verbal communications to or about clients. Social workers should use accurate and respectful language in all communications to and about clients. 1.13 Payment for Services (a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the services performed. Consideration should be given to clients' ability to pay. (b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers' relationships with clients. Social workers should explore and may participate in bartering only in very limited circumstances when it can be demonstrated that such arrangements are an accepted practice among professionals in the local community, considered to be essential for the provision of Revised 9-05-06 90

services, negotiated without coercion, and entered into at the client's initiative and with the client's informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that this arrangement will not be detrimental to the client or the professional relationship. (c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are entitled to such available services through the social workers' employer or agency. 1.14 Clients Who Lack Decision-Making Capacity When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients. 1.15 Interruption of Services Social workers should make reasonable efforts to ensure continuity of services in the event that services are interrupted by factors such as unavailability, relocation, illness, disability, or death. 1.16 Termination of Services (a) Social workers should terminate services to clients and professional relationships with them when such services and relationships are no longer required or no longer serve the clients' needs or interests. (b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary. (c) Social workers in fee-for-service settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have been addressed and discussed with the client. (d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client. (e) Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients' needs and preferences. (f) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of services and of the benefits and risks of the options. 2. Social Workers' Ethical Responsibilities to Colleagues 2.01 Respect (a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues. (b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues' level of competence or to individuals' attributes such as race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical disability. (c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the well-being of clients. 2.02 Confidentiality Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such colleagues understand social workers' obligation to respect confidentiality and any exceptions related to it. Revised 9-05-06 91

2.03 Interdisciplinary Collaboration (a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its individual members should be clearly established. (b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other avenues to address their concerns consistent with client well-being. 2.04 Disputes Involving Colleagues (a) Social workers should not take advantage of a dispute between a colleague and an employer to obtain a position or otherwise advance the social workers' own interests. (b) Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate discussion of conflicts between social workers and their colleagues. 2.05 Consultation (a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best interests of clients. (b) Social workers should keep themselves informed about colleagues' areas of expertise and competencies. Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise, and competence related to the subject of the consultation. (c) When consulting with colleagues about clients, social workers should disclose the least amount of information necessary to achieve the purposes of the consultation. 2.06 Referral for Services (a) Social workers should refer clients to other professionals when the other professionals' specialized knowledge or expertise is needed to serve clients fully or when social workers believe that they are not being effective or making reasonable progress with clients and that additional service is required. (b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients' consent, all pertinent information to the new service providers. (c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is provided by the referring social worker. 2.07 Sexual Relationships (a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority. (b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest. 2.08 Sexual Harassment Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature. 2.09 Impairment of Colleagues (a) Social workers who have direct knowledge of a social work colleague's impairment that is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking remedial action. Revised 9-05-06 92

(b) Social workers who believe that a social work colleague's impairment interferes with practice effectiveness and that the colleague has not taken adequate steps to address the impairment should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations. 2.10 Incompetence of Colleagues (a) Social workers who have direct knowledge of a social work colleague's incompetence should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to address the incompetence should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations. 2.11 Unethical Conduct of Colleagues (a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. (b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues' unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations. (c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive. (d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW committee on inquiry, or other professional ethics committees). (e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct. 3. Social Workers' Ethical Responsibilities in Practice Settings 3.01 Supervision and Consultation (a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence. (b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive boundaries. (c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee. (d) Social workers who provide supervision should evaluate supervisees' performance in a manner that is fair and respectful. 3.02 Education and Training (a) Social workers who function as educators, field instructors for students, or trainers should provide instruction only within their areas of knowledge and competence and should provide instruction based on the most current information and knowledge available in the profession. (b) Social workers who function as educators or field instructors for students should evaluate students' performance in a manner that is fair and respectful. (c) Social workers who function as educators or field instructors for students should take reasonable steps to ensure that clients are routinely informed when services are being provided by students. Revised 9-05-06 93

(d) Social workers who function as educators or field instructors for students should not engage in any dual or multiple relationships with students in which there is a risk of exploitation or potential harm to the student. Social work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries. 3.03 Performance Evaluation Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner and on the basis of clearly stated criteria. 3.04 Client Records (a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects the services provided. (b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services and to ensure continuity of services provided to clients in the future. (c) Social workers' documentation should protect clients' privacy to the extent that is possible and appropriate and should include only information that is directly relevant to the delivery of services. (d) Social workers should store records following the termination of services to ensure reasonable future access. Records should be maintained for the number of years required by state statutes or relevant contracts. 3.05 Billing Social workers should establish and maintain billing practices that accurately reflect the nature and extent of services provided and that identify who provided the service in the practice setting. 3.06 Client Transfer (a) When an individual who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client's needs before agreeing to provide services. To minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the clients' current relationship with other service providers and the implications, including possible benefits or risks, of entering into a relationship with a new service provider. (b) If a new client has been served by another agency or colleague, social workers should discuss with the client whether consultation with the previous service provider is in the client's best interest. 3.07 Administration (a) Social work administrators should advocate within and outside their agencies for adequate resources to meet clients' needs. (b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients' needs can be met, an allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently applied principles. (c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or organizational resources are available to provide appropriate staff supervision. (d) Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the Code. 3.08 Continuing Education and Staff Development Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for whom they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics. Revised 9-05-06 94

3.09 Commitments to Employers (a) Social workers generally should adhere to commitments made to employers and employing organizations. (b) Social workers should work to improve employing agencies' policies and procedures and the efficiency and effectiveness of their services. (c) Social workers should take reasonable steps to ensure that employers are aware of social workers' ethical obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social work practice. (d) Social workers should not allow an employing organization's policies, procedures, regulations, or administrative orders to interfere with their ethical practice of social work. Social workers should take reasonable steps to ensure that their employing organizations' practices are consistent with the NASW Code of Ethics. (e) Social workers should act to prevent and eliminate discrimination in the employing organization's work assignments and in its employment policies and practices. (f) Social workers should accept employment or arrange student field placements only in organizations that exercise fair personnel practices. (g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving funds where appropriate and never misappropriating funds or using them for unintended purposes. 3.10 Labor-Management Disputes (a) Social workers may engage in organized action, including the formation of and participation in labor unions, to improve services to clients and working conditions. (b) The actions of social workers who are involved in labor-management disputes, job actions, or labor strikes should be guided by the profession's values, ethical principles, and ethical standards. Reasonable differences of opinion exist among social workers concerning their primary obligation as professionals during an actual or threatened labor strike or job action. Social workers should carefully examine relevant issues and their possible impact on clients before deciding on a course of action. 4. Social Workers' Ethical Responsibilities as Professionals 4.01 Competence (a) Social workers should accept responsibility or employment only on the basis of existing competence or the intention to acquire the necessary competence. (b) Social workers should strive to become and remain proficient in professional practice and the performance of professional functions. Social workers should critically examine and keep current with emerging knowledge relevant to social work. Social workers should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics. (c) Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics. 4.02 Discrimination Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, or mental or physical disability. 4.03 Private Conduct Social workers should not permit their private conduct to interfere with their ability to fulfill their professional responsibilities. Revised 9-05-06 95

4.04 Dishonesty, Fraud, and Deception Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception. 4.05 Impairment (a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility. (b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties interfere with their professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others. 4.06 Misrepresentation (a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker's employing agency. (b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations. (c) Social workers should ensure that their representations to clients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved are accurate. Social workers should claim only those relevant professional credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others. 4.07 Solicitations (a) Social workers should not engage in uninvited solicitation of potential clients who, because of their circumstances, are vulnerable to undue influence, manipulation, or coercion. (b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of consent to use a client's prior statement as a testimonial endorsement) from current clients or from other people who, because of their particular circumstances, are vulnerable to undue influence. 4.08 Acknowledging Credit (a) Social workers should take responsibility and credit, including authorship credit, only for work they have actually performed and to which they have contributed. (b) Social workers should honestly acknowledge the work of and the contributions made by others. 5. Social Workers' Ethical Responsibilities to the Social Work Profession 5.01 Integrity of the Profession (a) Social workers should work toward the maintenance and promotion of high standards of practice. (b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession. (c) Social workers should contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, legislative testimony, presentations in the community, and participation in their professional organizations. (d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should seek to con-tribute to the profession's literature and to share their knowledge at professional meetings and conferences. Revised 9-05-06 96

(e) Social workers should act to prevent the unauthorized and unqualified practice of social work. 5.02 Evaluation and Research (a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions. (b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge. (c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice. (d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted. (e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants' well-being, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research. (f) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants' assent to the extent they are able, and obtain written consent from an appropriate proxy. (g) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible. (h) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty. (i) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services. (j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation. (k) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information. (l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and of the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed. (m) Social workers who report evaluation and research results should protect participants' confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure. (n) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods. (o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants' interests primary. (p) Social workers should educate themselves, their students, and their colleagues about responsible research practices. Revised 9-05-06 97

6. Social Workers' Ethical Responsibilities to the Broader Society 6.01 Social Welfare Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environments. Social workers should advocate for living conditions conducive to the fulfillment of basic human needs and should promote social, economic, political, and cultural values and institutions that are compatible with the realization of social justice. 6.02 Public Participation Social workers should facilitate informed participation by the public in shaping social policies and institutions. 6.03 Public Emergencies Social workers should provide appropriate professional services in public emergencies to the greatest extent possible. 6.04 Social and Political Action (a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice. (b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups. (c) Social workers should promote conditions that encourage respect for cultural and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people. (d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, or mental or physical disability. APPENDIX B SOCIAL WORK MAJORS Revised 9-05-06 98

FIELD PERIOD WHO: All students at KC must complete ONE (1) Field Period for every 30 hours of academic credit. This ends up being (1) Field Period per year. Social Work Majors must complete a Field Period that is specific to Social Work during their Junior and Senior Years. WHAT: A Field Period is an experiential learning (learning through experience) project that is worth three hours of academic credit and is paid for through your tuition. As such, each Field Period must be educationally worth three credits; therefore a strong educational focus is essential. By the end of your stay at KC you will have received 12 academic credits from Field Period, six in your chosen major. WHEN: Field Periods are done either in January or over the summer. Each field period is a minimum of 140 hours or four weeks. In some cases your time will exceed this minimum to meet the obligations of your placement. We strongly emphasize that you consider the impact of your work on the agency you become involved with. Some experiences cannot simply be held to strict minimum time requirements. WHERE: FRESHMAN AND SOPHOMORES - During this phase of your education let your imagination go and consider all the areas of interest that you may have. Think about geographic locality, careers of interest, skill development, environmental concerns, age groups, service to others, environmental concerns, and the like. Use this time to broaden and challenge yourself and have some fun. HOW: NEW STUDENTS: FIRST ~ATTEND Field Period Orientation required of all new students. THEN SCHEDULE A MEETING WITH YOUR ADVISOR TO DISCUSS FIELD PERIOD POSSIBILITIES. You will then work with your advisor to review the procedure and discuss possible Field Period experiences. SECOND: ~Contact possible placement sites and discuss field period possibilities with the site supervisor. Communicate the educational and experiential goals you have in mind and discuss the possibility of attaining them through the specific placement. Set up a tentative learning contact that describes your overall goals and specific learning objectives and activities. It is also a good idea to visit potential sties to get a thorough idea of what the placement can offer. A BSW or MSW if at all possible should supervise JUNIORS and SENIORS. THIRD: Revised 9-05-06 99

~Complete the Worksheet for Field Period, which includes a history of prior Field Period placements. ~Review this tentative learning contract with your advisor. It is necessary for your advisor to sign it. ~Write a confirmation letter to your field period supervisor. Once completed you will submit to the Experiential Education Office the following: three (3) copies of the confirmation letter one copy of the learning contract the original worksheet/history You should also write a letter of thank you to any other sites you visited or site supervisors you spoke to. The profession of social work is a community linked by a highly tuned network. Always leave a fellow professional or agency with a positive impression of you and the Keuka College Social Work Program. JUNIORS AND SENIORS - Your Field Period must be specific to the practice of social work. This is a great time to challenge yourself to explore areas of the profession that you are not immediately inclined toward but will enhance your foundation of skills. If you haven't considered another age group, population, group versus individual, community organization versus individual, or administration versus clinical this is a good time to explore. Versatility is a corner stone to generalist practice. A BSW or MSW if at all possible should supervise JUNIORS and SENIORS. RETURNING STUDENTS: COMPLETE THE FIELD PERIOD HISTORY WORKSHEET BEFORE YOU SEE YOUR ADVISOR. THIS HISTORY MUST BE COMPLETE BEFORE YOU SEE YOUR ADVISOR. You and your advisor will work together to develop and crystallize your Field Period proposal. ALL STUDENTS: FIRST: ATTEND FIELD PERIOD WORKSHOP AND SCHEDULE APPOINTMENT WITH YOUR ADVISOR (NEW STUDENTS), RETURNING STUDENTS: COMPLETE HISTORY OF FIELD PERIOD PLACEMENTS. FOLLOW THE FIELD PERIOD TIMETABLE!!!!!!!!! PART OF DEMONSTRATING YOUR PROFESSIONALISM AND READINESS TO WORK IN THE FIELD IS TO COMPLETE THESE TASKS IN A TIMELY MANNER!!!!!!! Writing the Learning Contract: Goal: This is a broad statement of what you wish to achieve through this experience. It is the eventual outcome. There may be more than one goal. Why have you chosen a specific Field Period placement and what do you want to gain? Remember this is an integral part of your college education and worth three credit hours. Revised 9-05-06 100

Objectives: These are steps toward the goal. You can think of them as specific skills you will learn or employ things you will learn what you will come to understand. If you accomplish these objectives then you will have obtained your goal. Activities: This is how you will reach your objectives. Each objective will have one or more steps to take to accomplish it. These are the daily activities or responsibilities that you are expected to carry out in your placement. By carrying out these tasks you will reach your objectives and by obtaining your objectives you will have accomplished your goal. THE FIELD PERIOD: Journal/Log THE JOURNAL/LOG This is a time to both reflect on what your day was like but also to share your insights with others. The journal is a testament to the time and energy that you have invested in the Field Placement. Try to stay away from a simple list of the tasks you performed and the schedule you kept. Rather reflect and share what went well and what didn't. A bad day or real bad day is often an experience we can learn a lot from. Share these. Write about what happened; give your perspective. Some questions to ask yourself as you prepare to write are: Reflect on what happened. How did this day bring you closer to your goal? What have you learned? What Objectives did you meet? What do you need to do next? How is it going? Is it what you expected it would be? What challenges are you facing? What are you surprised about? These are some questions that may help structure or guide your journal. Remember that your advisor upon your return to KC will review this. Does this placement meet my expectations? How was it different from what I expected? How am I changing from my experience here? It what I m doing comfortable or does it require me to stretch my comfort zone? How am I different from having had this experience? What have I learned or gained? What new understanding about my work and myself have I gained? The journal/log is something you will want to keep for a long time and hopefully share with others who are interested in a similar placement and those who are interested in knowing what happened to their fellow classmates and students. "Let each one teach one." proverb, is a good sentiment to keep in mind. Revised 9-05-06 101

FIELD PERIOD PAPER: Each student is expected to write a paper, approximately 5 pages in length and not to exceed 7 pages, on their field period experience. Freshman and Sophomores: The paper should have 4 parts. Section I: What were my expectations going into the experience? What had I hoped to learn and gain from this experience? Section II: Describe in a critical fashion the actual experience. What did you do? What educational goals and objectives did you accomplish? What was your role? What went well? What did not go well? What was successful? Unsuccessful? Section III: How was the experience different from my expectations? How were they different? What have I learned from the experience about myself as well as from the educational goals I initially designed? Section IV: How am I different from having had this experience? Is this something I would like to do more of? Never do again? Why? Juniors and Seniors: You must add two additional sections to the paper: Section V: How does my social work education apply to the experience? What connections can I make regarding application of social work theory to the actual experiences I had? This is a time for you to build the bridge from theory to practice and given that your field period was in a social work area you need to demonstrate you ability to apply what you are learning. The junior and senior level Field Periods require that you demonstrate your developing mastery of information learned through your education. Reference the classes you have taken and the information from them that you have applied to your actual experience during your Field Period. Section VI: What is my evaluation of this area of social work practice? What have I leaned about myself as a social work professional? What are my skills and strength? How were they demonstrated? What areas do I need to improve? What areas do I wish to learn more about and develop more as a professional? Revised 9-05-06 102

ADDITIONAL FIELD PERIOD PAPER GUIDELINES FIELD PERIOD SUMMARY PAPER: FP290 The Field Period Journals need to be summarized into a paper that discusses the following areas: What were your initial expectations of the Field Period? How did you expectations meet or differ from your actual experience? Did the experience meet your learning goals and objectives? How? What goals or objectives were not met? How are you different from having had this experience? What was the impact of the experience on you? UNIQUE DOCUMENTATION: Just what is unique documentation? Each Field Period experience is different and unique and there needs to be a way to document the experience. Excellent EXAMPLES OF UNIQUE DOCUMENTATION ARE: projects you completed while at the Field Period, a portfolio that includes descriptions of the agency services, pamphlets, information packages they distribute, photos. A portfolio is generally a complete example of the agency and what it provides. A Pictorial essay is another option, documenting your experience through pictures or a poster display of the experience. *Please note that you should ask permission before taking any pictures and be sure to inform people of the use of the pictures. Juniors and Seniors: This is a time to relate theory to practice. It is the time to process what is happening in your placement. We expect to see you clearly articulate how this experience is affecting you as a social work practitioner. What are some areas you would like to learn more about? What skill areas do you think would be of help? What concepts do you see in practice? What are the advantages and disadvantages of practice in this specific area? What ethical issues have you become aware of? You will all have a supervisor who has agreed to offer you supervision during your Field Period. Consider each day whether you are using this resource to guide you and enhance your educational experience. Revised 9-05-06 103

SCHEDULE SUMMER FIELD PERIOD PAPERS AND JOURNALS DUE TO SOCIAL WORK FACULTY IN OCTOBER, CONSULT WITH YOUR ADVISOR REGARDING THE DATE THEY NEED TO HAVE YOUR MATERIALS. SUMMER FIELD PERIOD GRADES ARE DUE IN MID OCTOBER, ASK YOUR ADVISOR FOR THE DATE THEY NEED TO HAVE YOUR MATERIALS. JANUARY FIELD PERIODS - MEET WITH ADVISORS TO COMPLETE LEARNING CONTRACTS, WORKSHEETS, AND CONFIRMATION LETTERS THE FIRST WEEK OF OCTOBER. ALL FORMS ARE DUE TO EXPERIENTIAL EDUCATION OFFICE IN NOVEMBER. Revised 9-05-06 104

Appendix C A Model and Guidelines for Writing in APA Format begin on the following page. Resources and web-site links for further support can be found at the end of this section. Revised 9-05-06 105

Running Head: INDIVIDUAL DIFFERENCES IN BIMODAL PROCESSES Individual Differences in Bimodal Processing and Text Recall Bruce R. Dunn and Kate I. Rush University of West Florida Revised 9-05-06 106

When using American Psychological Association, (APA), to format your assignments, the Title Page includes the Running Head for publication, the Manuscript Page Header, Title, Authors name/s, (Byline), and Institutional Affiliation. The manuscript page header and title page numbers need to be programmed for each assignment. Text will be inserted automatically on successive pages. Following are the directions for this process when using computers with Microsoft Word: To construct the Manuscript Page Header ; click View on the tool bar, then Header and Footer from the drop box menu. The Manuscript page header is used to identify the article to which the page belongs in the event that pages become separated. It is usually the first two words of the title and should not contain personal manes since many articles submitted for review are intended to be peer reviewed anonymously. In this example, the Manuscript page header is Individual Differences. The last letter of the Manuscript Page Header is approximately 5 spaces left of the page number. Page Numbers, click Insert on the tool bar then Page Numbers from the drop box menu. Page Numbers, when using APA format, are to be inserted at the top right corner of the page. The Running Head is an abbreviated version of the title that the author/s determines should be used upon journal publication of the submitted piece. The Running Head should not exceed fifty, (50), characters including letters, punctuation, and spaces. This is placed 2-4 spaces below the manuscript header. The Title follows and is centered between the right and left margins and should be less than ten, (10), words in length; double spacing as necessary. The Byline follows and identifies the Author/s responsible for the creation of the piece; again, double spacing as necessary. Last, identify the Institutional Affiliation. In this example, the University of West Florida is specified. Note that it is double spaced from the Byline. All components of the title page are to be contained within the upper half of the title page. All elements and directions contained in this writing compiled by Warren Skye, Jr., LMSW, Keuka College Social Work Program, and taken exclusively from: American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th ed.). Washington, DC: Author. Revised 9-05-06 107

Appendix D Assistance and additional examples can be found at the following sites: http://owl.english.purdue.edu/handouts/research/r_apa.html http://www.lib.duke.edu/libguide/cite/works_cited.htm Revised 9-05-06 108

STUDENT CHECKSHEET Appendix E NEW STUDENTS: ATTEND ALL FIELD PERIOD WORKSHOPS DATES: 1. 2. 3. SET MEETING WITH MY ADVISOR FALL SEMESTER BY EARLY OCTOBER APPOINTMENT DATE SPRING SEMESTER BY EARLY MARCH APPOINTMENT DATE CONTACT POTENTIAL FIELD PERIOD SITES AND SUPERFISORS FALL SEMESTER REFER TO COLLEGE CALANDER CONTACT DATE SPRING SEMESTER REFER TO COLLEGE CANANDER CONTACT DATE COMPLETE FIELD PERIOD WORKSHEET/HISTORY PRIOR TO MEETING WITH ADVISOR. DATE COMPLETED Revised 9-05-06 109

APPENDIX F GRADING OF WRITTEN WORK: (the body of this is attributed to Dr. John Ennis and other Faculty at King's College). A/A- The paper gives a creative treatment to a significant and striking central idea. The plan of the paper evidences expert use of qualitative research, use of resources, and a blending of "data" into interesting, readable and useable material. Generalizations are carefully supported. Details show originality, freshness, and concreteness. Sentences show variety of patterns and are rhetorically effective. All components have been thoroughly developed within the body of the paper. The writer's style is authentic and demonstrates that ideas have been interiorized. Presentation of the paper, both in form, format, and eye appeal are of excellent quality. B+/B- The paper's central idea is interesting and significant. The organization of the paper demonstrates careful planning. Details are specific and sharp~ there is a concern for showing rather than just telling. Sentences show a variety of purposes and pattern. Diction is chosen with clear awareness of audience and purpose. Format, form, and presentation of paper is of very good quality. C+/C- The paper has a clear central idea. The plan of the paper is clear with an identifiable introduction and conclusion. Generalizations are supported by details. Paragraphs are unified and coherent. Transitions are clear. Sentences make sense and conform to conventional patterns and standards. Subjects and verbs agree. Pronouns agree with antecedents. Verb tenses are consistent. Punctuation is conventional. Words are spelled correctly. Form, format, and presentation of paper is of good quality. D+/F Central idea is weak or confused. Organization is poor. Paragraphs lack unity and coherence. Generalizations are unsupported by evidence. Sentence structure is confused. Errors in usage, grammar, spelling, or punctuation are frequent or serious. Components or outlines have not been handed in or are late. The final draft is missing outline components, or component pieces are not well developed. Form, format and presentation of paper are of fair to poor quality. Revised 9-05-06 110

APPENDIX G Keuka College Social Work Program Agreement Form of Acknowledgement and Compliance to the Student Standards for the Social Work Program and NASW Code of Ethics This is to certify that I have received and read the Keuka College Social Work Program Student Handbook, and the NASW Code of Ethics. As a social work major, I agree to abide by the guidelines, principles, and procedures noted in both professional documents. I understand and agree to the following: 1. To abide by the NASW Code of Ethics. I understand that failure to do so can result in disciplinary action by the Social Work Program, up to and including dismissal from the program. 2. To attain and maintain a minimum overall GPA of 2.5 by the conclusion of the Fall semester of my Senior year of this program. 3. To allow information relevant to my academic and professional success to be shared by my social work faculty. 4. A signed copy of this document will be given to the student Faculty Advisor, and placed in my student file. I will retain a copy for my own records and reference. Student s Signature: Please print your name clearly: Date: Revised 9-05-06 111

APPENDIX H Entry Level: Social Work Professional Behavior Checklist Form 7.1 Adapted from: Cochrane, Susan F. and Hanley, Marla, Martin. Learning Through Field A Developmental Approach, Boston, London, Toronto, Sydney, Tokyo, Singapore: Allyn and Bacon 1999 ISBEN 0-205-26809-9 Note to students: Please rate your abilities in the following areas on a scale of 1 to 4. A rating of 1 indicates you feel you have a major problem with this issue. A rating of 4 would indicate that you feel you never have difficulty with this issue. During SWK 101 you will rate yourself initially before the end of the semester. Your instructor will review your assessment. During SWK 312 you will rate yourself two times during the semester; once at the midterm and again at the end of the semester. Your instructor will rate you as well, and during an interview, the ratings will be shared and discussed. Your self-evaluation will serve as part of your course competencies and for discussion regarding your developing self-awareness. Your instructor s final evaluation will be part of your grade. The final evaluation must demonstrate competency in all areas. Competency is a rating of no less than 3 in all areas. A. Self Awareness of Personal Issues: 1. I share personal issues with my Social Work faculty when they are relevant to work with a client or to my functioning and skill development. Student: Midterm Final Instructor: Midterm Final 2. I am aware of and deal with anger and other emotions appropriately. Student: Midterm Final Instructor: Midterm Final 3. I deal with stress and frustration in productive ways. Student: Midterm Final Instructor: Midterm Final 4. I seek support and/or counseling when personal issues are creating discomfort or affecting my work with client and my professional skill development. Student: Midterm Final Instructor: Midterm Final 5. I demonstrate awareness and sensitivity regarding cultural, ethnic, and lifestyle differences. Student: Midterm Final Instructor: Midterm Final 6. I am assertive without being aggressive. Student: Midterm Final 7. I am aware of and evaluate my personal biases. Student: Midterm Final Instructor: Midterm Final Instructor: Midterm Final 8. I established and complete a plan of action to address personal biases that impact my professional development. Revised 9-05-06 112

Student: Midterm Final Instructor: Midterm Final B. Self-Awareness of Professional Issues: 1. I practice the highest level of confidentiality as evidence by upholding the confidentiality of classroom material. Student: Midterm Final Instructor: Midterm Final 2. I am willing to develop new skills as evidence by my participation in all classroom and related activities. Student: Midterm Final Instructor: Midterm Final 3. I demonstrate professional preparedness by: Completing all assignments to the best of my ability. Striving for excellence. Meeting deadlines. Attending classes. Student: Midterm Final Instructor: Midterm Final 4. I am responsible for my own learning and seek feedback from my instructor. I am open to such feedback and integrate it into my behavior. Student: Midterm Final Instructor: Midterm Final 5. I address my classmates and instructor with respect and dignity. Student: Midterm Final Instructor: Midterm Final 6. My professional behavior extends out of the classroom to my interactions with students, faculty and staff. I understand that my behavior in and out of the classroom will be held to professional standards. Student: Midterm Final Instructor: Midterm Final To correct any areas of concern and any areas that the student has received less than a level 3 a plan is developed collaboratively by student and instructor. Please note that your signature denotes that you are in agreement with the final assessment and the plan of action to be taken to correct any areas of concern. Student Signature. Date:. Faculty Signature. Date:. Plan of Correction: Midterm Final Revised 9-05-06 113

APPENDIX I Field Practicum Application Keuka College Social Work Program The purpose of this application is for the student and field director to assess potential practicum areas of interest for the student, and to assist the field director in making the best possible choices for a field agency and supervisor. Both basic, demographic information will be requested as well as personal/professional information. This completed form is to be submitted to the Field Director two weeks prior to your scheduled Junior Review. Please attach a current copy of your resume as well. This information will be used with the student and other social work faculty to identify a placement site. Although every effort will be made to match the student with his/her area of interest, the final decision will be made for those sites which best meet the criteria and expectations of the social work program, and give the student the best possible practicum experience. Students should feel free to use separate paper, and attach to this application if more space for responses is required. Section A. STUDENT S NAME: SCHOOL ADDRESS: SCHOOL PHONE: SCHOOL E-MAIL: OFF CAMPUS ADDRESS: OFF CAMPUS PHONE: OFF CAMPUS EMAIL: WHERE/HOW DO YOU PREFER TO BE CONTACTED? Revised 9-05-06 114

Section B. What is your current, overall GPA? (If below a 2.5, please explain): Section C. Identify two areas of interest or client populations you wish to work with. If you are open to anything, or undecided, please write, open. 1. 2. Section D. What geographic area will you be living in during your practicum placement? (If you are deciding between home, on campus, or somewhere else, please list where geographically those places are) Will you have a valid driver s license? Yes No (If no, explain your plans for this): Will you have dependable transportation? Yes (If no, explain your plans for this): No Do you have any special need or particular circumstances which need to be taken into consideration, or accommodated for? Yes No (If yes, please explain, and be as detailed as possible about your specific need or accommodation) Revised 9-05-06 115

Section E. Identify (3) Personal/Professional goals that would like to achieve from your practicum experience? What strengths do you bring to your practicum and the social work profession? What challenges do you bring to your practicum and the social work profession? Revised 9-05-06 116

Appendix J NASW Salary Information and other content within New York State, see: http://www.naswnys.org/faqs.html Revised 9-05-06 117

Appendix K Educational Policy Statement for Baccalaureate Degree Programs in Social Work Education CSWE CURRICULUM POLICY STATEMENT The Council on Social Work Education, which accredits social work degree programs in the United States, periodically issues a Curriculum Policy Statement and Evaluative Standards for BS programs. These documents outline the curriculum content in all accredited programs - including ours at Keuka College. We urge all undergraduate social work students to read these statements, as one basis for assessing the professional education you are receiving at the School. Bl.0 Scope and Intent of the Curriculum Policy Statement B1.1 This document sets forth the official curriculum policy for the accreditation of baccalaureate (BSW) programs of social work education by the Council on Social Work Education. It supersedes all prior statements of curriculum policy for the baccalaureate program level. B1.2 The Curriculum Policy Statement establishes mandates for minimum requirements for the curricula of baccalaureate programs to be accredited by the Council. The policy statement specifies certain content areas and requires that they be logically related to each other, to the purposes and values of social work set forth in this document, and to the purposes, mission, resources, and educational context of each professional program. The statement does not prescribe any particular curriculum design. B1.3 Each program is responsible for making every faculty member, student, field instructor, and administrator associated with the program aware of the content of the Curriculum Policy Statement. B2.0 Relationship to Accreditation Standards B2.1 The Commission on Accreditation of the Council develops standards by which social work education programs are evaluated for accreditation. These standards pertain to the organization, administration, and curriculum implementation of programs of social work education. Curriculum standards are derived from and must conform with this Curriculum Policy Statement. B3.0 Premises Underlying Social Work Education B3.1 The purpose of social work education is to prepare competent, effective social work professionals who are committed to practice that includes services to the poor and oppressed, and who work to alleviate poverty, oppression, and discrimination. B3.2 Social work education is based upon a specific body of knowledge, values, and professional skills. It is grounded in the profession's history and philosophy. Education for the profession promotes the development and advancement of knowledge, practice skills, and services that further the well-being of people and promote social and economic justice. Social work education Revised 9-05-06 118

is responsible for the production and application of research and scholarship aimed at advancing social work practice. B3.3 Programs of social work education are offered at the baccalaureate, master's, and doctoral levels. Doctoral programs are not accredited by the Council. B3.4 Programs of social work education maintain close, reciprocal, and ongoing relationships with social work practitioners and with groups and organizations that promote, provide, or seek to influence social policies and social work services. Responsibility for initiating these relationships rests with social work education programs. Effective programs develop and maintain systematic communication with these individuals and groups. B3.5 The effectiveness of any profession depends on the active engagement of its members in continuous learning. Programs of social work education strive to promote continuing professional development of students and faculty. Programs seek to teach students how to become lifelong learners who are motivated to continue developing new knowledge and skills throughout their careers. B3.6 Effective social work education programs recognize the interdependence of nations and the need for worldwide professional cooperation. B3.7 Social work education programs assume a leadership role within the profession by offering curricula that are at the forefront of the new and changing knowledge base of social work and its supporting disciplines. B4.0 Purpose of Social Work B4.1 The profession of social work is committed to the enhancement of human well-being and to the alleviation of poverty and oppression. The social work profession receives its sanction from public and private auspices and is the primary profession in the provision of social services. Within its general scope of concern, professional social work is practiced in a wide variety of settings. It has four related purposes: B4.1.1 The promotion, restoration, maintenance, and enhancement of the functioning of individuals, families, groups, organizations, and communities by helping them to accomplish tasks, prevent and alleviate distress, and use resources. B4.1.2 The planning, formulation, and implementation of social policies, services, resources, and programs needed to meet basic human needs and support the development of human capacities. B4.1.3 The pursuit of policies, services, resources, and programs through organizational or administrative advocacy and social or political action, to empower groups at risk and to promote social and economic justice. B4.1.4 The development and testing of professional knowledge and skills related to these purposes. B5.0 Purpose and Structure of Baccalaureate Social Work Education B5.1 The purpose of professional social work education is to enable students to integrate the knowledge, values, and skills of the social work profession into competent practice. The Revised 9-05-06 119

achievement of this purpose requires clarity about learning objectives and expected student outcomes, flexibility in programming and teaching to accommodate a diverse student population, and commitment of sufficient time and resources to their education. B5.2 Two levels of social work education are accredited by the Council on Social Work Education: the baccalaureate and the master's. The baccalaureate level prepares students for generalist social work practice, and the master's level prepares students for advanced social work practice in an area of concentration. These levels of education differ from each other in the depth, breadth, and specificity of knowledge and skill that students are expected to synthesize and apply in practice. Both levels of social work education must provide a professional foundation curriculum that contains the common body of the profession's knowledge, values, and skills. This common base is transferable among settings, population groups, and problem areas. The baccalaureate level of social work education must include a liberal arts perspective and the professional foundation content, which prepares students for direct services with client systems of various sizes and types. B5.3 Professional social work education at the baccalaureate level takes place in accredited baccalaureate degree-granting colleges and universities. B5.4 All baccalaureate social work programs must: B5.4.1 Provide content about social work practice with client systems of various sizes and types. B5.4.2 Prepare graduates to practice with diverse populations. B5.4.3 Provide content about the social contexts of social work practice, the changing nature of those contexts, the behavior of organizations, and the dynamics of change. B5.4.4 Infuse throughout the curriculum the values and ethics that guide professional social workers in their practice. B5.4.5 Prepare graduates who are aware of their responsibility to continue their professional growth and development. B5.5 The baccalaureate curriculum must be based upon a liberal arts perspective and must include the professional foundation. B5.6 The baccalaureate curriculum must be developed and organized as a coherent and integrated whole. B5.7 Graduates of a baccalaureate social work program will be able to: B5.7.1 Apply critical thinking skills within the context of professional social work practice. B5.7.2 Practice within the values and ethics of the social work profession and with an understanding of and respect for the positive value of diversity. B5.7.3 Demonstrate the professional use of self. Revised 9-05-06 120

B5.7.4 Understand the forms and mechanisms of oppression and discrimination and the strategies of change that advance social and economic justice. B5.7.5 Understand the history of the social work profession and its current structures and issues. B5.7.6 Apply the knowledge and skills of generalist social work to practice with systems of all sizes. B5.7.7 Apply knowledge of bio-psycho-social variables that affect individual development and, behavior, and use theoretical frameworks to understand the interactions among individuals and between individuals and social systems (i.e., families, groups, organizations, and communities). B5.7.8 Analyze the impact of social policies on client systems, workers, and agencies. B5.7.9 Evaluate research studies and apply findings to practice, and, under supervision, to evaluate their own practice interventions and those of other relevant systems. B5.7.10 Use communication skills differentially with a variety of client populations, colleagues, and members of the community. B5.7.11 Use supervision appropriate to generalist practice. B5.7.12 Function within the structure of organizations and service delivery systems, and under supervision, seek necessary organizational change. Liberal Arts Perspective B5.8 A liberal arts perspective enriches understanding of the person-environment context of professional social work practice and is integrally related to the mastery of social work content. The baccalaureate professional program in social work is built upon a liberal arts perspective. B5.9 A liberal arts perspective provides an understanding of one's cultural heritage in the context of other cultures; the methods and limitations of various systems of inquiry; and the knowledge, attitudes, ways of thinking, and means of communication that are characteristic of a broadly educated person. Students must be capable of thinking critically about society, about people and their problems, and about such expressions of culture as art, literature, science, history, and philosophy. Students must have direct knowledge of social, psychological, and biological determinants of human behavior and of diverse cultures, social conditions, and social problems. B5.10 Determination of whether students have acquired a liberal arts perspective is left to the judgment of each social work program's faculty. Each program must clearly explicate the requirements for training in a liberal arts perspective and the rationale for those requirements. B6.0 Baccalaureate Curriculum Content B6.1 The baccalaureate curriculum must include a liberal arts perspective and the professional foundation. The professional foundation includes content on social work values and ethics, diversity, social and economic justice, populations-at-risk, human behavior and the social environment, social welfare policy and services, social work practice, research, and field practicum. Baccalaureate programs must achieve integration among these professional content areas. Curriculum areas do not need to be taught in discrete courses, but mastery of the Revised 9-05-06 121

professional curriculum must occur through classroom experiences and field practice. The baccalaureate social work curriculum must cover, but is not necessarily limited to, the professional foundation. B6.2 The curriculum design of each program must identify a coherent approach for the selection of research and theories offered. Every part of the baccalaureate curriculum must strengthen the student's understanding and appreciation of a scientific, analytic approach to building knowledge for the delivery and evaluation of practice. Content provided in each curricular area must be relevant to the objectives, philosophy, and mission of the individual program and must facilitate the student's understanding of how the knowledge relates to social work practice. Social Work Values and Ethics B6.3 Programs of social work education must provide specific knowledge about social work values and their ethical implications and must provide opportunities for students to demonstrate their application in professional practice. Students must be assisted to develop an awareness of their personal values and to clarify conflicting values and ethical dilemmas. Among the values and principles that must be infused throughout every social work curriculum are the following: B6.3.1 Social workers' professional relationships are built on regard for individual worth and dignity, and advance by mutual participation, acceptance, confidentiality, honesty, and responsible handling of conflict. B6.3.2 Social workers respect individuals' right to make independent decisions and to participate actively in the helping process. B6.3.3 Social workers are committed to assisting client systems to obtain needed resources. B6.3.4 Social workers strive to make social institutions more humane and responsive to human needs. B6.3.5 Social workers demonstrate respect for and acceptance of the unique characteristics of diverse populations. B6.3.6 Social workers are responsible for their own ethical conduct, the quality of their practice, and for seeking continuous growth in the knowledge and skills of their profession. Diversity B6.4 Professional social work education is committed to preparing students to understand and appreciate human diversity. Programs must provide curriculum content about differences and similarities in the experiences, needs, and beliefs of people. The curriculum must include content about differential assessment and intervention skills that will enable practitioners to serve diverse populations. Each program is required to include content about population groups that are particularly relevant to the program's mission. These include, but are not limited to, groups distinguished by race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental disability, age, and national origin. Promotion of Social and Economic Justice Revised 9-05-06 122

B6.5 Programs of social work education must provide an understanding of the dynamics and consequences of social and economic injustice, including all forms of human oppression and discrimination. They must provide students with the skills to promote social change and to implement a wide range of interventions that advance the achievement of individual and collective social and economic justice. Theoretical and practice content must be provided about strategies of intervention for achieving social and economic justice and for combating the causes and effects of institutionalized forms of oppression. Populations-at-Risk B6.6 Programs of social work education must present theoretical and practice content about patterns, dynamics, and consequences of discrimination, economic deprivation, and oppression. The curriculum must provide content about people of color, women, and gay and lesbian persons. Such content must emphasize the impact of discrimination, economic deprivation, and oppression upon these groups. Each program must include content about populations-at-risk that are particularly relevant to its mission. In addition to those mandated above, such groups include, but are not limited to, those distinguished by age, ethnicity, culture, class, religion, and physical or mental disability. Human Behavior and the Social Environment B6.7 Programs of social work education must provide content about theories and knowledge of human bio-psycho-social development, including theories and knowledge about the range of social systems in which individuals live (families, groups, organizations, institutions, and communities). The human behavior and the social environment curriculum must provide an understanding of the interactions between and among human biological, social, psychological, and cultural systems as they affect and are affected by human behavior. The impact of social and economic forces on individuals and social systems must be presented. Content must be provided about the ways in which systems promote or deter people in maintaining or achieving optimal health and wellbeing. Content about values and ethical issues related to bio-psycho-social theories must be included. Students must be taught to evaluate theory and apply theory to client situations. Social Welfare Policy and Services B6.8 Social welfare policy and services content must include the history, mission, and philosophy of the social work profession. Content must be presented about the history and current patterns of provision of social welfare services, the role of social policy in helping or deterring people in maintaining or achieving optimal health and well-being, and the effect of policy on social work practice. Students must be taught to analyze current social policy within the context of historical and contemporary factors that shape policy. Content must be presented about the political and organizational processes used to influence policy, the process of policy formulation, and the frameworks for analyzing social policies in light of the principles of social and economic justice. Revised 9-05-06 123

Social Work Practice B6.9 At the baccalaureate level, professional social work education prepares students for generalist practice with systems of all sizes. Practice content emphasizes professional relationships that are characterized by mutuality, collaboration, and respect for the client. Content on practice assessment focuses on the examination of client strengths and problems in the interactions among individuals and between people and their environments. Social work practice content must include knowledge, values, and skills to enhance the wellbeing of people and to help ameliorate the environmental conditions that affect people adversely. Practice content must include the following skills: defining issues; collecting and assessing data; planning and contracting; identifying alternative interventions; selecting and implementing appropriate courses of action; using appropriate research to monitor and evaluate outcomes; applying appropriate research-based knowledge and technological advances; and termination. Practice content also includes approaches to and skills for practice with clients from differing social, cultural, racial, religious, spiritual, and class backgrounds, and with systems of all sizes. B6.10 Each program must explicate the ways in which students are prepared for generalist practice. Research B6.11 The research curriculum must provide an understanding and appreciation of a scientific, analytic approach to building knowledge for practice and to evaluating service delivery in all areas of practice. Ethical standards of scientific inquiry must be included in the research content. The research content must include quantitative and qualitative research methodologies; analysis of data, including statistical procedures; systematic evaluation of practice; analysis and evaluation of theoretical bases, research questions, methodologies, statistical procedures, and conclusions of research reports; and relevant technological advances. B6.12 Each program must identify how the research curriculum contributes to the student's use of scientific knowledge for practice. Field Practicum B6.13 The field practicum is an integral component of the curriculum in social work education. It engages the student in supervised social work practice and provides opportunities to apply classroom learning in the field setting. B6.14 Field education at the baccalaureate level requires a minimum of 400 hours in field practicum. B6.15 Each educational program must establish standards for field practicum settings that define their social work services and practices, field instructor assignments and activities, and student learning expectations and responsibilities. Individual programs may organize their practice in different ways but must ensure educationally directed, coordinated, and monitored practicum experiences for all students. All programs must provide: Revised 9-05-06 124

a. A placement that is based upon the objectives of the educational program and the learning needs of each student. b. Structured learning opportunities that enable students to compare their practice experiences, integrate knowledge acquired in the classroom, and expand knowledge beyond the scope of the practicum setting. c. Support for field practicum instructors by: 1. Sharing pertinent information about practicum students. 2. Providing information about the organization and content of the educational curriculum, emphasizing the interrelationships among human behavior, social policy, research, and practice content. 3. Providing information about the sequencing of course content. 4. Articulating clear practice and evaluation goals for the field practicum and for each student. 5. Offering orientation and training programs. B6.16 The baccalaureate practicum must provide the student with opportunities for: a. The development of an awareness of self in the process of intervention. b. Supervised practice experience in the application of knowledge, values and ethics, and practice skills to enhance the well-being of people and to work toward the amelioration of environmental conditions that affect people adversely. c. Use of oral and written professional communications that are consistent with the language of the practicum setting and of the profession. d. Use of professional supervision to enhance learning. e. Critical assessment, implementation, and evaluation of agency policy within ethical guidelines. B7.0 Avenues of Renewal B7.1 Programs of social work education must remain vital and progressive by actively pursuing ongoing exchanges with the practice community and other essential groups, and by developing and assessing new knowledge and technology. B7.1.1 Programs must establish and maintain close, reciprocal, and ongoing relationships with social work practitioners, and use those relationships continuously to evaluate the total curriculum. B7.1.2 Programs must establish and maintain relationships with groups that develop, implement, and benefit from social policies and services. B7.1.3 Programs must establish and maintain involvement with professional associations and with academic disciplines and departments. Revised 9-05-06 125

B7.1.4 Programs must assume responsibility for systematic, high-quality scholarship that assesses social work practice and develops new knowledge. Adopted 6/24/94 This page may be freely reproduced and distributed Revised 9-05-06 126