Self-Study for BSW-Reffrimation

August 1, 2012 Social Work Program Department of Human Services

Submitted to the Council onSocial Work Education

Volume III http://www.scsu.edu

SOU

TH CARO

LINA STATE U

NIVERSITY

REPORT TO THE COUNCIL ON SOCIAL WORK EDUCATION

A SELF STUDY PREPARED FOR REAFFIRMATION OF

A BACCALAUREATE

SOCIAL WORK PROGRAM

VOLUME III: ACCREDITATION STANDARDS

Prepared by the

South Carolina State University

Social Work Program

Marie H. Artis, LMSWBSW Program Coordinator

Assistant Professor(803) 536-8802 Office(803) 533-3636 Fax

300 College Street NEP O Box 7595

Orangeburg, SC 29117-0001

Reaffirmation Self Study: Volume IIITable of Contents

Appendix A – Student Handbook

Appendix B – Field Instructor Manual

Appendix C Faculty Handbook

Appendix D Assignments

Appendix E Brochure

Department of Human Services

Social Work Program

Accredited by the Council on Social Work Education

South Carolina State University

300 College Street, NE

Orangeburg, South Carolina 29117-0001

Table of ContentsThe University Mission....................................................................................................................................1

Mission of the Social Work Program...............................................................................................................1

Social Work Program Goals.............................................................................................................................2

Social Work: A Professional Discipline...........................................................................................................3

The History of Social Work at SCSU...............................................................................................................4

Admission and Retention..................................................................................................................................5

Transfer Students..............................................................................................................................................6

Progression through the Social Degree Program..............................................................................................6

Policy on Incompletes.......................................................................................................................................6

Exceptions.........................................................................................................................................................7

Advising............................................................................................................................................................7

Student Rights...................................................................................................................................................8

Evaluation of Student Performance..................................................................................................................9

Counseling Out...............................................................................................................................................10

Inadequate Performance.................................................................................................................................11

Inadequate Relationship Skills.......................................................................................................................11

Lack of Adoptions Goals................................................................................................................................12

Termination Procedures..................................................................................................................................12

Grade Appeal Process.....................................................................................................................................14

Field Application Process...............................................................................................................................14

Requirements for Field Instruction.................................................................................................................14

Approved Courses and Electives....................................................................................................................15

General Education/Liberal Arts Requirements...............................................................................................15

Social Work Electives.....................................................................................................................................16

Importance of Prerequisites............................................................................................................................16

Classroom Policies and Requirements............................................................................................................17

Field Application Process...............................................................................................................................18

Social Work Curriculum.................................................................................................................................21

Social Work Course Descriptions...................................................................................................................25

Class Attendance Policies...............................................................................................................................25

Grading...........................................................................................................................................................25

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Computer Assisted Writing Center.................................................................................................................25

Social Work Club...........................................................................................................................................26

Social Work Honor Society-Phi Alpha...........................................................................................................26

Professional Organizations and Affiliations...................................................................................................26

Licensure/Certification...................................................................................................................................27

Social Work Program Committees.................................................................................................................27

University Services that Support Student.......................................................................................................28

NASW Code of Ethics....................................................................................................................................35

NABSW Code of Ethics.................................................................................................................................37

By-Laws of the Social Work Club..................................................................................................................38

Faculty............................................................................................................................................................45

Appendix A - Special Issues...........................................................................................................................47

Appendix B - EPAS........................................................................................................................................48

Appendix – C Field Application……………………………………………………………………………..57

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The University Mission Statement

South Carolina State University (SC State) is a historically Black public 1890 land-grant senior comprehensive institution of approximately 4,500-6,000 students. Located in Orangeburg, South Carolina, SC State University is committed to providing affordable and accessible quality baccalaureate programs in the areas of business, applied professional sciences, mathematics, natural sciences, engineering, engineering technology, education, arts, and humanities. A number of programs are offered at the master’s level in teaching, human services and agribusiness, and the educational specialist and doctorate programs are offered in educational administration.

SC State University prepares highly skilled, competent and socially aware graduates to enable them to work and live productively in a dynamic, global society. Through technology and traditional methods of teaching and learning, research and service, the University enhances the quality of life of citizens and contributes to the economic development of the state and nation. (This mission statement was approved by the S.C. State University Board of Trustees on March 30, 2010 and by the South Carolina Commission on Higher Education May 6, 2010.) (2010-2012) SCSU Undergraduate Catalog, page 12).

Mission of the Social Work Program

The mission of the undergraduate social work program at South Carolina State University is designed to prepare competent ethical and effective generalist professional practitioners for entry level practice with individuals, families, small groups, organizations and communities. The mission adopted by the Faculty in 2010, is consistent with the purpose of the social work profession which is to prepare graduates with the specific social work knowledge, skills and appropriate values for working effective with vulnerable populations. The mission is in keeping with the Educational and Policy Standards (EPAS) adopted by the Council on Social Work Education in April, 2008 for baccalaureate-level social work programs.

This mission is consistent with the purposes of social work which 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 achieve goals, developing resources, and prevent and alleviate 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.

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Social Work Program Goals

The preparation of generalist social work practitioners require that they be able to move into direct service positions in a variety of social service agencies, including community and organizational settings. As a professional discipline, meeting the goals and objectives of the social work program require that students be exposed to a breath of knowledge and experiences that go beyond the typical classroom curriculum. Therefore, there are considerable community service and experiential exercises in all classes and an educationally directed field instruction component that enhances students’ understanding of the profession of social work, the variety of people it serves, and the variety of agencies and organizations in which social work activity takes place. Program mission and goals flow directly from its mission to prepare competent beginning level, generalist practitioners to intervene with client systems of all sizes. The social work program at South Carolina State has identified the following broad goals:

To prepare graduates for beginning generalist professional social work practice with client systems of various sizes and types;

To provide graduates with the skills necessary to work competently with diverse populations and intervene with people who are at risk because of their race, color, ethnic group identity, age, gender, handicapping condition, sexual orientation or any other characteristic that make them vulnerable to social and economic injustice;

To prepare graduates who can demonstrate integration of professional values and ethics into their practice;

To prepare graduates who will be lifelong learners and who will take responsibility for their personal and professional growth and development and contribute research based knowledge to the profession;

To prepare graduates who understand and accept responsibility for working through individual intervention and advocacy to make social systems more responsive to the needs of vulnerable groups and communities;

To prepare graduates for graduate study;

To provide continuing professional development opportunities to the professional community.

The goals of the social work program in its preparation of generalist professionals are guided by standards set forth in the 2008 Educational Policy and Accreditation Standards (EPAS) established by the Council on Social Work Education. Hence, the social work program is a rigorous one and requires that students master a specific body of liberal arts content (humanities, social and behavioral sciences and biological science) and professional foundation knowledge (human behavior and the social environment, social work research, social welfare policy, social work practice, content on values and ethics, diversity and social and economic justice and field instruction. It is through the actual field experience that the student is able to demonstrate an ability to integrate knowledge in planned change efforts.

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Two necessary requirements for students to become effective practitioners are (1) that they be committed and (2) that they possess a level of maturity and readiness to understand and use themselves in an effective ethical way that facilitates change and empowers client systems.

Social Work: A Professional Discipline- The Generalist Perspective

Social work is one of many “helping” professions. The aim of social work is to help people, whether individually, in groups, families or communities, to solve or alleviate problems, to reach their goals and confront oppression and injustice. Social workers do this by working directly with individuals and families, groups of people and communities or organizations to solve or prevent problems and to confront oppression and injustice. The BSW (Bachelor of Social Work) degree awarded by South Carolina State University prepares graduates for jobs as generalists, entry- level social workers. Graduates will be prepared to work in a variety of human service agencies and organizations.

The social work program at South Carolina State University defines generalist social work practice as entry level professional practice that is characterized by a multi-centered approach. This approach utilizes a strength perspective that requires practitioners to intervene differentially and skillfully with client systems of all sizes. In the generalist approach, client system needs and resources are assessed from an ecological-systems perspective which emphasizes the interrelationship between clients and their environment. Furthermore, generalist practice is one in which the social worker, under supervision, uses critical thinking skills to engage in a problem solving process that incorporates professional knowledge, values and skills, and is flexible enough to target intervention at systems of various sizes. Specifically, the BSW graduate is prepared to:

Work with many diverse persons including; (children and their families, the elderly, teens, persons living with disabilities, persons who have problems with drugs and/or alcohol, and people from many various backgrounds and ethnic groups).

Work in many different settings (county departments of social services, family service agencies, employee assistance programs, housing, juvenile and adult courts, nursing homes, hospitals, schools, correctional facilities, health departments, legal offices, self-help organizations, residential treatment facilities, hospice, mental health clinics, day care centers, governmental offices, and community action agencies).

Work with many different problem situations (abuse and neglect of children and/or the elderly, delinquency, family violence, spousal abuse, mental illness, chronic and acute health problems, community problems, refugee issues and concerns, employment, school problems, death, poverty, substance abuse).

Apply for advanced standing in a graduate program and earn the MSW (Masters in Social Work). Only graduates from accredited undergraduate programs in social work are eligible to apply for advanced standing which allows one to complete the MSW in less than two years.

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The History of Social Work at South Carolina State University

The undergraduate social work program began at South Carolina State University in 1970. At that time a sociology professor received funds from the Kellogg Foundation to expand the then Department of Social Sciences. This funding also allowed her to attend Institutes in undergraduate social work education sponsored by the Southern Regional Education Board (SREB). Armed with this information and the data from a survey showing that eighty percent of the students then majoring in psychology and sociology were interested in the field of social work, the administration approved the development of an eighteen hour course of study in social work.

This course of study was placed in the sociology component of the Department of Social Sciences, located in the School of Arts and Sciences. An MSW faculty person was hired to coordinate the sequence. This faculty person subsequently received a grant to expand and develop a full degree program in social work in keeping with the guidelines from SREB. In 1972, a second MSW was hired to develop and implement the Field Instruction component of the program.

A new academic structure in 1975 placed the social work program in the Department of Behavioral Sciences along with undergraduate programs in Psychology, Sociology and Counselor Education, and graduate programs in Rehabilitation Counseling and Counselor Education. The intent was to bring all of the behavioral sciences disciplines together as a way to facilitate faculty and student exchange and collaboration.

In 1977, the program began granting the Bachelor of Science in Social Work (BSSW). At that time, the program required thirty hours in social work courses in addition to the regular liberal arts courses. The program was composed of four full-time, experienced social workers at this time.

In 1978, another change in the administrative structure of the university placed the social work program in the Department of Human Services under the School of Applied Professional Sciences.

The Social Work Program received its initial accreditation from the Council on Social Work Education (CSWE) in 1991. Reaffirmation of the Social Work Program’s accreditation was received in February 1997. This accreditation was for the full eight year cycle (1997-2005).

In January 1998, the Social Work Program was elevated to Department status. The Greenville University Center program became operational in the fall of 1998, when a full-time faculty person was hired to coordinate the program. Currently, the social work faculty consists of five African American females and one African male. All faculty possess the MSW degree; two have doctorates.

Effective July 1, 2004 as a result of the university’s reorganization of the academic affairs division, the social work became one of four professional programs housed in the Department of Human Services. The Program is housed in the College of Education, Humanities and Social Sciences.

In February 2005, the social work program’s program was reaffirmed for the full 8 year cycle (2005-2013).

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Admission and Retention

Applicants interested in pursuing a BSW degree are subject to the same admission policies and procedures as other university applicants. The program is organized and implemented without discrimination on the basis of race, color, gender, age, creed, ethnic or national origin, disability, political affiliation, religion, sexual orientation or status that would be viewed as a barrier to admission. Students declaring social work as a major are not automatically admitted to the major. A student must meet the following admission requirements to be considered a BSW major:

A student must:1. Be enrolled in the Introduction to Social Work course (SW300) at the time application to the

program is made or apply during the first meeting of the Admission Committee for those students who are interested in transferring into the program or for those wishing to change their major to social work.

2. Have a cumulative grade point average of 2.30 or better.3. Complete a paper: “Why I want to be a Social Work”.4. Complete the Application for Admission to the Social Work Program.5. Interview with the Admission Committee.6. Complete these prerequisites: Biological Science 150 and Biological Science Lab 151,

Psychology 250-General Psychology and SOC 250- Introduction to Sociology.7. Complete the 30 hour volunteer experience in a social agency.8. Successfully complete SW300-Introduction to Social Work with a grade of C or better.

Once all paper work is completed, an interview is scheduled with the program Admission Committee composed of full-time faculty. Using the information mentioned above and any additional comments and/or documents presented by the student, there is a discussion of student’s strengths, attitudes, values, and needs as pertain to suitability for professional entry level social work practice. The applicant and materials presented during the interview are evaluated on the following criteria:

1. Demonstrates a beginning understanding of social work values and the NASW Code of Ethics.

2. Displays self-awareness and an openness to constructive feedback from others.3. Communicates a beginning understanding of suitability for the social work

profession.4. Awareness of current social problems that impact client systems.5. Discusses plans for personal growth.6. Shows an awareness of and sensitivity to population groups that are vulnerable and

diverse.7. Demonstrates appropriate verbal and written skills.

After the student and faculty have evaluated the student’s readiness to enter the social work program, a student is accepted, accepted conditionally or advised that he/she does not meet the admission criteria at this time. Students in the last two groups are helped to work out a plan and time schedule to meet admission requirements or to select another major.

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Transfer Students

Transfer students are accepted at South Carolina State University if they meet the requirements detailed in the most recent catalog. Admission to the university does not automatically guarantee admission to the social work program. A student transferring into the social work program from another college or university must have his/her transcript evaluated by the Admissions Office. Courses meeting the university’ general education requirements are approved at this level. The transcript is then sent to the program coordinator for review. The student’s transcript is evaluated and courses meeting the requirements for the social work degree are approved. Upon approval, the transcript is returned to the Registrar’s Office and becomes a part of the student’ permanent record.

Students transferring from an accredited social work program must meet with the program coordinator to determine if content from the transferred courses match the content in the curriculum. No credit is given for field instruction courses. Catalogs are also referenced, when necessary.

Students transferring from non-accredited social work programs (including two-year Human Services degree programs) must present catalogs and course syllabi to the program coordinator who will interview the student. On occasion, the faculty at the former institution is contacted. No core social work courses beyond the Introductory and first Human Behavior and the Social Environment courses are accepted from these programs. Elective courses are accepted when they are comparable to South Carolina State University social work elective courses. No credit is given for practice or field instruction courses.

A student accepted at South Carolina State University for transfer from a non-accredited institution is temporarily assigned an unclassified standing.

South Carolina State University students who wish to change their major to social work program must meet with the program coordinator to discuss their interest in and suitability for the profession. Transcripts are evaluated based on courses that meet the social work curriculum. A cumulative grade point average of 2.30 is required.

Progression Through the Social Work Degree Program

In order to proceed uninterruptedly through the social work program, students must maintain a grade of C or better in all social work courses and maintain a cumulative grade point average of 2.30 or better. Students who fall below these minimum requirements cannot take additional core social work courses until these requirements have been attained.

Social Work Program Policy on Incompletes

Due to the professional nature of the social work degree, the sequential nature of the course content, and the need to be able to transfer knowledge from one situation to another, any social work courses for which the student has received a grade of “incomplete” must be removed within the first six weeks of the ensuing semester. If a course is not passed with a minimum grade of C, the student must immediately withdraw from all currently required social work courses for which he/she is enrolled.

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EXCEPTIONS: Students enrolled in the practice/field instruction sequences must pass each class before entering the final practice/field instruction component. For example, student must earn a minimum grade of C in Social Work Practice II, Field Instruction I and Seminar I before enrolling in Social Work Practice III, Field Instruction II and Seminar II.

AdvisingThe social work program places a high priority on academic advisement. All full-time social

work faculty provide both academic and professional advisement for all students accepted in the BSW program and those students who indicate an interest in pursuing social work as a major. All fulltime social work faculty possesses a master’s of social work degree and are licensed/certified. Two hold doctorates. Students receive academic and career advisement throughout their matriculation in the program. Students experiencing personal concerns that might be interfering with their academic performance meet with their advisor. Based upon the nature of the personal concern, students may be referred to Student Services (Counseling and Self Development Center) or to appropriate community agencies.

The advisement process is a partnership between the student and the faculty advisor. Faculty advisors meet with students regarding matters related to the program, the profession and individual concerns. During advisement, the faculty discuss with the student his/her academic performance and selection of courses. When a student is assigned an advisor, an academic folder containing a copy of the transcript evaluation, a curriculum guide, current grades and an academic advisement form is setup which is reviewed during formal advisement at the beginning of each semester and during the registration process.

The curriculum sheet is updated with the student using the Banner System’s Curriculum, Advising, and Program Planning/Degree Audit Program (CAPP) is also reviewed.

This information allows the faculty and student to monitor the student’s progress for appropriate advising of classes. A faculty advisor’s signature is required if someone other than the assigned advisor is entering courses into the Banner System. The process occurs throughout the student’s matriculation in the program. Students who disagree with the advisement process may use the appeal process as outlined under Students’ Rights.

Additionally, faculty advise students through written comments on assignments and, as needed, conferences to help students remain goal oriented and achieve course competencies. The following guidelines explain the specific advising partnership which exists while students are enrolled in the social work program:

1. The advisement relationship is normally started as students enter as new students to the university when students are enrolled in the introductory courses and continues until graduation. The student is assigned an advisor and participates in the Student Success and Retention Program’s Freshman Year Curriculum which included UNIV 101 and the general education curriculum.

2. The advisee meets with the advisor several times throughout the academic year.However, they must meet a minimum of two times. This occurs during registration periods for each semester. Academic advising is the sole responsibility of social work faculty. Under no circumstances are students to seek academic advisement outside of the program.

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3. Faculty advisors are required to use the Curriculum, Advising, and Program Planning/Degree audit Program to ensure that students are progressing satisfactorily. Faculty also maintains an updated curriculum sheet, reflecting program progression, on each advisee. Final grade reports are to be posted onto the curriculum sheet as soon as possible in order that current records are maintained.

4. The advisee should contact the advisor whenever changes arise: Possible examples are:

a. when you plan to add or drop a course;b. when you are having difficulty with a course;c. when you need advice about career possibilities;d. when you need to talk to an experienced listener; ande. when you have good news you would like to share.

5. All course request forms, as well as add and drop forms must be maintained in the student’s record. Any refusal by the student to follow the advisor’s suggestions as related to courses is to be documented by having the student sign a written statement indicating refusal to follow advice.

6. Faculty post their office hours. Students are encouraged to use these hours, when possible. However, advisors do make additional time available to students as needed. Remember, the student is ultimately responsible for meeting all degree requirements and for seeking regular academic advice.

Student Rights

The University Catalog and the University Student Handbook clearly depict the rights of all students, as do Social Work Program documents. For example, the catalog has information pertaining to grade reports, incompletes, withdrawals, unethical behavior and dismissals. All students at South Carolina State University have the right to receive instruction by qualified professionals in their respective disciplines, appropriate resources, academic support services, and to be treated with dignity and respect in their educational endeavors.

The Student Government Association (SGA) is the official organization representing the student body. As the official representative of students, the Association investigates concerns of student life and activity and makes reports and recommendations to the proper officials of the university. All students are encouraged to become involved in the Association (2010-2012 SCSU Undergraduate Catalog, page 35).

The Social Work Program makes every effort possible to assure that the rights of students are respected and that there are appropriate avenues for students to influence appropriate aspects of the program. More specifically, the Program has delineated the following as student rights:

The right to instruction by qualified social work professional; The right to appropriate academic supports and resources; The right to receive course syllabi, books and course assignments in a timely manner; The right to an explanation of academic expectations and grading criteria; The right to have faculty present in class on a timely basis;

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The right to meet with faculty for individual consultation during scheduled times; The right to advisement for academic and school related concerns from an assigned

advisor; The right to have papers and assignments returned in a timely manner with appropriate

comments and grades; The right to field instruction assignment with qualified supervision; The right to fair and consistent grading; The right to review their academic records; The right to privacy in relation to academic records; The right to be treated with dignity and respect in educational endeavors; The right to participate in the governance of the Social Work Program.

These rights shall not be abridged by any person affiliated with the University. In such instances that one or more of these rights are abridged, grievance is appropriate.

The faculty strives to make all decisions regarding students in the interest of the student and the profession. A student recommended for counseling out because of non- academic reasons may appeal the decision. This appeal procedure for non-academic reasons can be initiated at the point of application to the Social Work Program and anytime thereafter.

Evaluation of Student Performance

The criteria for evaluation of student academic performance are made explicit in comprehensive course syllabi distributed to students in each course at the beginning of each semester. Faculty members are required to model course syllabi after a format which includes course description, course rationale, course objectives, course competencies, expected measurable outcomes, course outline, specific course requirements, method of evaluation, grading scale and references. In addition, a course schedule should be included.

The grading system is based upon the extent to which the student meets the course objectives as demonstrated by specific practice behaviors through course measurement methods (specific tasks, such as student papers, experiential exercises, class discussions, and examinations and special projects). The academic expectations contained in the syllabi are discussed in detail at the beginning of each course. Faculty is encouraged to use the APA format and utilize rubrics for all major assignments. The University grading system is based on the 4 point system: A (90-100), B (80-89), C (70-79), and D60-69). Final letter grades are assigned as A, B, C, D, or F. All grades of D or F must be repeated in the major area of study. Students must maintain a cumulative 2.30 grade point average and at least a C in all major courses. The University also has policies and procedures for handling students who consistently fall below minimum academic requirements. In these cases students are placed on probation and are required to carry reduced course loads. If the academic performance does not improve within the time period specified, the student can be suspended from the University. The student can appeal to the Review Board for reconsideration.

Students functioning below the cumulative 2.30 grade point average are made aware of the faculty’s concern and are required to meet with their advisor and to work out a program that would be of assistance to them. These students cannot enroll in additional core social work courses until the minimum cumulative 2.30 grade point average is attained.

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The university and the program are aware of the need to “counsel out” students who, in spite of advising and persistent efforts of faculty, continue to attain an unacceptable grade point average.

Students involved in field instruction participate in a joint evaluation process, with guidelines distributed to field instructors and students at the beginning of the field experience. Mid-semester reports are used as part of an accountability system to identify strengths and problem areas in student performance.

End of the semester evaluative reports are a joint evaluative process using the Field Evaluation I and II “Evaluation Form”. The criteria for assessment include a five point scale ranging from the lowest, a “1” indicating that “ the student has not yet developed the skill” to a “5”, (the highest) which indicates that the skill is consistently integrated as a part of the student’s performance. Also included is a category which reflects “unable to evaluate”. The extent to which students are demonstrating mandated practice behaviors are assessed through their functioning within agency placement, participation in the learning/teaching process, development of professional self, use of professional values and ethics, developing professional relationships, communication skills, the problem solving process and macro issues. (Note: This form is being revised – Spring 2012).

Students and agency field instructors jointly discuss the evaluation form after which they meet with the field liaison for further discussion. Recommendations are made for further skill-building. Seminars for field students are held weekly and provide yet another opportunity to develop the student’s capabilities as well as serve as a critical and ethical analysis of their field experience.Counseling Out for Academic and Non-academic Reasons

A major function of social work education is to ensure that competent persons enter the social work profession. Protection of the integrity of the profession and the rights of clients to quality service require that graduates from the program be prepared to deliver social services in a professional manner. At times it becomes necessary to reassess a student’s motivation and suitability for a career in social work.

The counseling out process begins with a needs assessment. An attempt is made to determine the goals and objectives of the student. The next step is to match the goals and objectives of the student with the social work program objectives and those of the social work profession. When an imbalance exists, the process is designed to work with the student to clarify concerns, reassess the student’s potential, and redefine the student’s goals and objectives.

This is always done within an empowering framework. That is, the need of the student is the driving force that leads to decision making. If counseling out is necessary, other degree options are pursued. Students are apprised of the various programs available throughout the University system and assisted with the transition process when a student chooses this option.

Students are encouraged to explore their reasons for pursuing a career in social work. They are assisted with operationally defining their career goals, looking at what they want, determining whether the profession meets their needs or whether they need to consider another way of fulfilling their professional needs. The program’s policies and procedures are included in the Field Manual. The criteria established for this decision includes one or more of the following.

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Inadequate Academic Performance

Any student who consistently performs at below average levels in coursework is subject to critical review by the social work faculty. Such a review is mandatory for students who do not meet the grade point requirements. The program requires that students maintain a 2.30 cumulative grade point average and that they earn a “C” or better in all social work courses. At the end of each semester, students’ records are reviewed. Any student who does not meet academic standards is sent a letter by the program coordinator. This letter reminds them that they cannot proceed in the social work curriculum. Students are reminded of their right to appeal this decision and are referred to the Student Handbook and asked to see their advisor. If a student chooses to appeal, he/she will follow the appeal process outlined. This information is included in the Field Manual as well.

Attempts are made to help all students successfully complete this practicum. If students are experiencing difficulties, they are encouraged to reach out to agency field instructors, field liaison, and other social work faculty for help in resolving practice and/or professional issues or concerns.

When a field instructor ascertains that a student’s performance is deficient to the point that passing the course is doubtful, the student and field liaison should be advised orally of the deficiencies and of the possible resolutions. This should immediately be put in writing and signed by the field instructor and the student. A copy is sent to the field liaison and to the field coordinator. The field liaison may convene a conference in which all three participate. The field liaison may assist by clarifying issues and suggesting strategies to resolve these issues. The faculty will be available for support, advice, and assistance. If at this point, all involved believe the problems can be resolved successfully before the semester ends no further intervention may be necessary. The field instructor and student submit written progress reports to the field liaison at intervals determined during the conference.

If the difficulties persist, the field liaison may ask the field coordinator to consult on the situation. Conferences may be held with those involved to examine the student’s performance, the field instruction teaching methods, and/or the appropriateness of the agency setting. The purpose is to offer educational alternatives which could include changes in the student’s use of opportunities, changes in teaching methods and/or agency assignments and/ or provisions for extended time. For example, assigning a grade of “incomplete” allows students the time necessary to master competencies. Written reports of these conferences with faculty liaisons are made a part of the student’s folder.

The goal, of course, is for students to be able to successfully complete the practicum. If the student is unable to complete the practicum, an option for repeating the course is available. Another option is to initiate the counseling out process. On occasion when the student is the first one to identify the deficiencies, he or she should immediately initiate this process by discussing concerns with the appropriate person.

Inadequate Interpersonal Relationship Skills

Social work requires the ability to relate to others non-judgmentally and with warmth and genuineness. Although the ultimate test of the student’s interpersonal skills is in relationship to clients (especially seen in SW402 and SW405-Field Instruction courses) faulty relationships with faculty and peers raise serious questions about the students’ suitability for the profession of social work.

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The National Association of Social Workers Code of Ethics, which spells out ethical behaviors, is used as a basis for evaluating a student’s potential for professional social work. Students experiencing difficulty in the social work program are assisted by their advisors to identify the difficulties and develop a plan for addressing the area(s) of concern. It is during this time that the advisor and student must carefully assess the student’s motivation and potential for professional practice. Students are helped to clarify what they want and the most appropriate method to reach their goals.

Other behaviors that might bring into question a student’s suitability for social work includes: (a) attitudes and behaviors inconsistent with the NASW Code of Ethics (b) mental/emotional difficulties that impair performance, interactions, and/or relationships with peers, faculty, agency staff and/or clients and (c) unresolved personal issues which impair performance and interactions with peers, faculty, agency staff and/or clients.

Lack of Adaptation to the Goals of the Program

A social work student may demonstrate, through behavior and attitudes expressed in the classroom, little or no commitment to the social work profession. Prejudices and other judgmental attitudes may present themselves, and may not pose a problem as long as the student is willing to develop self-awareness and grow toward professionalism. However, a student who continues to be un-accepting of social work values, and the goals and objectives of the social work program, will be encouraged to select another major.

Although students may decide to withdraw at any time from the social work program, some students wish to remain in the program in spite of the difficulty they have maintaining standards. Again, through the advisement process, faculty has been successful in helping some students work toward meeting academic standards. This is accomplished by analyzing with the student, what the difficulty might be and recommending remedial assistance.

Procedures for Termination from the Social Work Program

Students who may be identified by faculty as being deficient in meeting suitability requirements in either academic or behavioral areas must meet with their advisor. A plan for remediation is developed, if appropriate. However, if termination is recommended, the advisor discusses the situation with the full faculty and also will advise the student of the appeal process. If the student is interested in appealing, he/she is referred to the Student Handbook for the process. The program’s Review Committee is responsible for hearing all student appeals. The purpose of this committee is to review what has occurred and to evaluate, assess and make recommendations. The committee is made up of two full-time faculty members and a student representative. The committee assists in resolving problems and developing solutions within university policies. In the event the difficulties are field related, the field coordinator and faculty liaison are members of the committee. Any student wishing to appeal a decision will appear before this committee (along with an advocate should they choose) to present the situation.

After thorough review the Review Committee may make any one of the following recommendations:1. Permit the student to continue in the program conditionally. These conditions must be agreed to

by the student.2. Allow the student to withdraw from the program.3. Terminate the student from the program. In such a case, the committee would recommend that

the student receive appropriate counseling to make a different career choice.

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In the event that an appeal is sought, a Review Committee meeting is convened by the program coordinator. Because of the seriousness of a recommendation to counsel a student out of the Social Work Program, additional steps have been identified in the process in order to assure that student rights are protected. When a student wishes to appeal a decision, the following specific Appeal Steps should be followed:

1. First Step: Discussion with the concerned individual

a. The student with a grievance should initially discuss it with the appropriate person (i.e. Admission Committee if denial of entry into the program; Coordinator of Field Instruction if related to field issues).

b. If the dispute is not resolved at that level and the student is not satisfied with this decision, he/she may request a hearing to appeal the decision.

c. The student is informed that a request to the program coordinator, in writing, is necessary. The student is advised to prepare a plan to present to the committee. This should be initiated within seven (7) days of the original decision.

2. Second Step: Hearing Procedurea. The student will notify the program coordinator, in writing, that a hearing is

requested. This letter should clearly state the reason for the hearing request and the reason for the disagreement with the decision and the requested solution.

b. The program coordinator will convene the Review Committee within five (5) days of receipt of the request for appeal, and will notify, in writing, all concerned persons regarding the time and place of the hearing.

c. The Review Committee will consist of the following persons:1. The student with the grievance2. Two full-time social work faculty 3. One student representative4. Program director (if deemed appropriate based on the nature of the appeal)5. If field related, the Field Coordinator and Field Liaison

d. The student with the grievance will present his/her case. All data and evidence should be presented in writing and may be supported with witnesses.

e. Following the presentation and discussions, the Review Committee will reach agreement to either:1. Uphold the previous decision;2. Reverse the decision; or3. Suggest alternative solutions

3. Third Step: Further appeal.

If either party wishes to contest the decision made by the Review Committee, he/she should follow the University Appeals Procedure.

Minutes of all appeal proceedings will be available and kept by the program coordinator for review by the student and/or persons concerned with the proceedings. Copies of final letters of notification of the decisions rendered by the Review committee will be kept by the program coordinator with the original going to the student who initiated the appeal.

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Grade Appeal Process

A student may appeal a course grade if the student has evidence that the grade was assigned in a malicious, capricious, erroneous or arbitrary manner. Any change in grades must be made within six weeks of the fall, spring or summer terms following the date the final grades were submitted to the Office of Registrar. The process for appealing a grade is outlined in the University catalog on page 56. The University Student Handbook and is available in the office of Student Services and other strategic points on campus. Students in the social work program follow the same guidelines as other university students.

Field Application Process

Field instruction is an integral part of the social work curriculum. It is through the field experience that students are able to apply knowledge and skill gained in the classroom to actual practice. Students are assigned to social services agencies, institutions and programs to be trained by qualified professionals. It is here that students begin to utilize, in an integrated manner, the knowledge, values, and skills of the profession as they intervene with client systems of various sizes and types.

Students enter field instruction during their senior year in the program. Field instruction consists of two consecutive semesters. Students enter field instruction the fall semester where the primary focus of learning is on working with individuals, families and small groups. They continue in the same agency in the spring semester where the focus is primarily as macro level intervention while continuing with the micro and mezzo practice begun during the fall.

Students spend 16 hours a week in the agency (normally Tuesdays and Thursdays) for a minimum of 220 clock hours each semester. Time sheets are maintained to assure that this requirement is met prior to the end of each semester.

During the junior year, students attend an Internship Fair where they interact with various agencies and meet potential field instructors. They complete an “Application for Field Placement” form and submit it to the Coordinator of Field Instruction. An interview is scheduled with two full-time faculty members during which students’ strengths, learning needs, placement requests, and field requirements are discussed. There is additional discussion about interviews with appropriate agency personnel, required reports and the remaining requirements for placement. Students may shadow a worker in the agency after tentative placement is decided.

Requirements for Field Instruction

1. Cumulative grade point average of 2.30;2. At least a grade of C in all social work courses;3. Complete the Application Process

a. complete application form and attach “Readiness for Field” assignment from the Professional Development class;

b. interview with facultyc. attend Internship Faird. interview potential field instructor/agency representativee. complete and submit SC Law Enforcement Department SLED check

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f. successfully pass the English proficiency exam or complete E152 class with a grade of “C”

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g. complete all other paper work1. Assessment of agency interview2. Student data form for the agency3. Agency specific forms

4. Be able to provide own transportation and costs related to field instruction

After all information is assessed, the student receives a potential placement assignment with the name of the agency person to contact to set up an appointment for an interview. Students return the form with the comments from the field instructor/agency representative and their assessment of the interview to the Field Coordinator. After all data is received and evaluated and the final grades are checked, students receive a placement. Shadowing may occur first.

Approved Courses and Electives for Social Work Majors

1. SW300-Introduction to Social Work is open to all students and is required of social work majors;

2. All SW prefixed courses, except SW300 and electives, are limited to social work majors;3. SW305-Professional Development, SW306-Research I and SW307- Social Work Practice I

must be taken and passed with a least a “C” prior to field instruction

General Education/Liberal Arts Requirements

Orientation (2 hours)UNIV 101- Introduction to the University Community

Communication (9 hours)*English 150-English Composition and Communication IEnglish 151- English Composition and Communication IISpeech 150-Fundamentals of Speech or Speech 250- Public Speaking* Must be passed with a minimum grade of C

Humanities (9 hours)Art 250- Art Appreciation or Music 250- Music Appreciation or Drama 254- Introduction to TheatreHistory 250 or History 251- World CivilizationEnglish 250 or 251- World Literature

Math and Computer Science (9 hours)Computer Science 150- Computer technologyMath 150- Quantitative Reasoning-Mathematics or Math 152- Quantitative reasoning-AlgebraMath 155- Introduction to Mathematical Modeling

Science (8 hours)Biological Science 150 and 151- Biological Science I and Lab IBiological Science 152 and 153- Biological Science II and Lab II

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Social and Behavioral Sciences (9 hours)Political Science 252- American GovernmentPsychology 250- General PsychologySociology 250- Introduction to Sociology

Personal Wellness (2 hours)Physical Education 150 Series or HED 151-Personal and Community Health or Military Science 150-Introduction to ROTC

African American Experience (3 hours)SW250- African American Social Work Pioneers

Free Electives (9 hours). These may come from any discipline

Approved Electives (6 hours). These may be any course approved by the social work faculty advisor.

Social Work Electives (6 hours)(any of the following courses can also be used to fulfill the 9 hours of free electives and 6 hours of approved electives).

SW 415- Gerontology ISW 416- Gerontology IISW 417- Substance AbuseSW 418- Child WelfareSW 419- Disability Issues in a Multicultural SocietySW 420- Special Topics in Social WorkSW 421- Health Care Issues in Social WorkSW 422- Grief, Death and DyingSW 423- International Social Welfare PolicySW 424- Women’s Issues

Importance of PrerequisitesThe social work program is based on a combination of liberal arts and professional

foundation curricula. Content from prerequisite courses is to be built on in the subsequent courses. For example, in order for a social work major to enroll in SW302- Human Behavior and the Social Environment II, he/she must have completed SW301- Human Behavior and the Social Environment I, Sociology 250, Psychology 250 and Biological Science I and Lab I. Content in SW301 focuses on the life cycle from conception to adolescence. Significant discussion occurs around the role of culture, race, health and wellness, and psychosocial influences on the behavior and well-being of people. The content from these course prerequisites provides students with the basic knowledge needed for understanding and appreciating these phenomena and their effect on people and the environment. Therefore, it is essential that students have the prerequisite knowledge. Monitoring fulfillment of the prerequisite content is the responsibility of the faculty advisor and students. Students who have not completed prerequisite courses are not to register for a class for which a prerequisite is required. Any exception to this policy must be granted by the program coordinator.

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Classroom Policies and Requirements

1. Attendance

Classroom attendance is an integral aspect of a student’s learning in social work. Lectures and discussion inform and extend student’s understanding of social work theory and methods. The complexity of social work practice cannot be learned through textbooks alone. Students are expected to attend all classes. Unexpected emergencies do come up that may prevent the student from attending class.

Absences should be discussed directly with the instructor as soon as possible. Unexcused absences will have an adverse effect on the student’s grade and academic

progression in the social work program. Each professor has his/her own procedure for handling these absences.

Punctuality is extremely important. Attendance will normally be taken at the beginning of class. Any student not present within five minutes of the starting time of class will be marked absent unless there are extenuating circumstances.

2. Classroom Participation

Two important skills of social work are the ability to express one’s views and opinions and to take the initiative and act independently. Therefore, students are expected to be involved and active participants in the learning process.

Students are expected to prepare for each day by reading required material and completing any required work.

Students are expected to voice their opinions and questions and respond to questions posed by the instructor or peers.

3. Classroom Decorum

Social work is a professional discipline. Along with knowledge and skill, it is important for students to be prepared for responsibilities and requirements associated with professional behavior.

Respect other student’s ideas and wait for them to finish their thoughts before you make your point.

Give your full attention to what is going on in class. Do not engage in activities that distract others. Examples are: Side conversations with friends, eating and drinking in the classroom, doing other assignments, or leaving in the middle of class.

Cell phones must be turned off. No hats are to be worn in class.

4. Children in the classroom

Children will not be allowed in the classroom. Emergencies do occur, and an exception may be made with permission of the instructor. Plan ahead! Have a back-up alternative should your regular child-care plan fall through.

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CURRICULUM LEADING TO THE BACHELOR DEGREE IN SOCIAL WORK(121 Credits)

Student’s Name Advisor

Banner ID: Year Entered SCSU

Date Passed English Proficiency Examination Minor

REQUIRED COURSESFRESHMAN YEARFIRST SEMESTER GRADE CREDITSUNIV101-Introduction to University Community 2English 150-English Composition & Communication 3Biological Science 150-Biological Science 3Biological Science 151-Biological Science Lab 1Mathematics 150-Quantitative Reasoning 3Sociology 250-Introduction to Sociology 3

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SECOND SEMESTER GRADE CREDITSPE 150-Physical Education OR MS 101-Introduction to ROTC OR HED 151-Personal & Community Health 2English 151-English Composition & Communication 3Biological Science 152-Biological Science 3Biological Science 153-Biological Science Lab 1Mathematics 155-Introduction to Math Modeling 3Psychology 250-General Psychology 3

15SOPHOMORE YEAR

FIRST SEMESTER GRADE CREDITSArt 250-Art Appreciation OR Music 250-Music Appreciation OR Drama 254-Introduction to Theater 3Political Science 252-American Government 3Computer Science 150-Computer Technology 3Speech 150-Fundamentals of Speech Communication OR Speech 250-Public Speaking 3Social Work 300-Introduction to Social Work 3

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SECOND SEMESTER GRADE CREDITSHistory 250 OR 251-History World Civilization 3English 250 OR 251-World Literature 3Social Work 301-Human Behavior and the Social Environment I 3Social Work 250-African American Experience 3Approved Elective 3

15

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JUNIOR YEAR

FIRST SEMESTER GRADE CREDITSSocial Work 302-Human Behavior and the Social Environment II 3Social Work 303-Human Diversity 3Social Work 304-Social Policy and Services 3Social Work 305-Orientation to Professional Development 3Free Elective 3

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SECOND SEMESTER GRADE CREDITSSocial Work 306-Research and Statistics I 3Social Work 307-Practice I 3Social Work Elective 3Approved Elective 3Free Elective 3

15SENIOR YEAR

FIRST SEMESTER GRADE CREDITSSocial Work 400-Research and Statistics II 3Social Work 401-Practice II 3Social Work 402-Field Instruction I 6Social Work 403-Seminar I 2Free Elective 3

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SECOND SEMESTER GRADE CREDITSSocial Work 404-Practice III 3Social Work 405-Field Instruction II 6Social Work 406-Seminar II 2Social Work Elective 3

14SOCIAL WORK ELECTIVES*Six hours of Social Work Electives

GRADE CREDITSSocial Work 415-Gerontology I 3Social Work 416-Gerontology II 3Social Work 417-Substance Abuse 3Social Work 418-Child Welfare 3Social Work 419-Disability Issues in a Multi-Cultural Society 3Social Work 420-Special Topics 3Social Work 421-Health Care Issues 3Social Work 422-Grief, Death and Dying 3Social Work 423-International Social Welfare Policy 3Social Work 424-Women’s Issues 3

6

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APPROVED ELECTIVES

Six Hours of Approved Electives

(Approved by the Advisor) GRADE CREDITS

336

FREE ELECTIVESNine hours of free electives

GRADE CREDITS3339

*Any or all of the social work electives can be used to fulfill the nine hours of free electives.

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SOCIAL WORK COURSE DESCRIPTIONS

SW250. African American Experience 3(3, 0). This course is designed to provide students with a sense of history and pride regarding the contributions of African Americans to social welfare and social work practice. The course focuses on the contributions of African Americans in initiating, planning and developing social welfare programs and services during the harsh period in US history when segregation, social and economic injustices toward people of color was acceptable. Prerequisites: Junior status. (S)

SW300. Introduction to Social Work. 3(3, 0). This course is a survey course examining the concepts, attitudes, resources, functions and activities in the field of social work. It stresses values, ethics, definition and function of the social welfare system. It also presents the history of social welfare policy and services in the United States, contemporary issues in social welfare, the impact of racism, oppression, poverty discrimination and gender on such programs. Thirty (30) hours of volunteer agency service is required. Students apply for admission to the program during this class. Prerequisites: None. (F, S)

SW301. Human Behavior and the Social Environment I. 3(3, 0). This is the first of two courses in the human behavior in the social environment sequence. Students apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development from conception to adolescence stressing the fundamental concepts of person-in-environment, human ecology, social system and strengths. Students utilize conceptual frameworks to guide their understanding of problem identification, assessment, intervention, and evaluation. Prerequisites: SW300. May be taken with SW 300 with approval for Program Coordinator. (S).

SW302. . Human Behavior and the Social Environment II. 3(3,0). This course expands upon the theories and knowledge taught in SW301 and incorporates theories specific to understanding biological, social cultural, psychological, and spiritual development from adolescence through old age of the life cycle and the adjustment tasks common to each stage. .The concepts of person-in-environment, human ecology, social systems, and strengths continue to be a focus. Students utilize conceptual frameworks to guide their understanding of problem identification, assessment, intervention and evaluation. Prerequisites: SW301. Taken concurrently with SW303, SW304, and SW305 (F)

SW303. Human Diversity and Social Work. 3 (3,0). Students will examine and understand the dimensions of diversity as the intersection of multiple factors including age, class, color, culture, disability, ethnicity, gender and gender identity and expression, immigration status, political ideology, race, religion, sex and sexual orientation. The cognitive and sensitivity focus of the course will help students address concepts of individuality, oppression, equality privilege and power as ways of helping them clarify attitudes and values as they deal with clients and other systems in their efforts to enhance social and economic justice. Prerequisites: SW301. Taken concurrently with SW302, SW304 and SW305. (F)

SW304. Social Policy and Services. 3(3, 0). Social welfare policies and issues that affect social work practice and the problems which social workers confront is the focus of this course. Students examine the historical development and structure of social welfare policies and services through which society and organizations attempt to manage, control, minimize, and/or eliminate social problems, their consequences, and effects. Social workers are charged with the responsibility to become change agents. This course helps students explore their roles as practitioners in the development and implementation of social policies and programs that further social and economic justice. Prerequisite: SW 301. Taken concurrently with SW302, SW303 and SW305. (F)

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SW305. Orientation to Professional Development. 3(1, 2). The course is a laboratory course. Course content will include issues related to student readiness to enter field instruction and professional practice. This course reinforces the communication process in social work and the skills needed in conducting professional interviews. Professional decorum, professional practice behaviors, stress and time management skills are some of the topic to be covered. The ethical principles embedded in the NASW Code of Ethics are reinforced. Role plays, case scenarios, mocked interviews provide students with opportunities to demonstrate the professional use of self. Prerequisite: SW 301. Taken concurrently with SW302, SW303 and SW304. (F)

SW306. Social Work Research and Statistics I. 3(3, 0). This is the first of two courses in research and statistics. This course introduces students to the social work research process. Topics include basic principles in social work research, problem formulation, designing research ethics. Quantitative and qualitative research is emphasized. The intention of both courses is to prepare students to use research as a means of informing and improving their professional practice and to conduct research to add to the profession. Prerequisites: SW302, SW303, SW304, and SW305. Taken concurrently with SW 307. (S)

SW307. Social Work Practice I. 3(3, 0). This, the first course in the practice sequence, reinforces students’ knowledge of generalist social work practice with individuals and small groups. The focus of theory is on problem solving with individuals and small groups and examines a number of theories including ecological systems, empowerment theory and strengths theory. Using the General Intervention Model (GIM), role plays and video-taped interviews to analyze case situations, students demonstrate beginning skills in the planned change process-engagement, data collection, assessment, intervention, evaluation and termination. Prerequisites: SW302, SW303, SW304 and SW305. Taken concurrently with SW306. (S)

SW 400.Social Work Research and Statistics II. 3(3, 0). This course provides students with advanced skills in (a) conceptualizing research problems in practice, (b) completing research in such areas as needs assessments, program evaluation and single subject research; and (c) using inferential skills of data collection and analysis students understand and apply quantitative and qualitative research measures to a proposal initiated in SW 306 and completed during the field and seminar courses. The techniques of single subject research and ethical standards in research are reinforced. Prerequisites: SW 306 and SW307.Taken concurrently with SW 401, SW402 and SW403. (F)

SW401. Social Work Practice II. 3(3, 0). This course focuses on a generalist approach to social work practice with families and individuals -at- risk because of substance abuse, domestic violence, poverty, handicapping conditions, poor housing, and unsafe communities. Special attention is given to intervention with individuals and families with special needs including gays and lesbians, people of diverse racial and ethnic backgrounds, and women. Practice focus on identifying, analyzing, and implementing ethically sound, evidence-based interventions and evaluating outcomes of interventions. Prerequisites: SW306 and SW307. Taken concurrently with SW400, SW 402 and SW403. (F)

SW402. Field Instruction I. 6(0, 6). Under the supervision of a professional social worker, students spend 16 hours per week in an agency or an approved setting to acquire experience in direct generalist social work practice, thereby giving them an opportunity to apply theory to practice with individuals and small groups. Prerequisites: SW306 and SW307. Taken concurrently with SW400.SW401 and SW403. (F)

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SW403. Social Work Seminar I. 2(2, 0).A seminar to accompany SW402. Pulling from their field experience, students demonstrate entry knowledge, values and skills of generalist social work practice with individuals and small groups. Here, students integrate and apply theoretical frameworks learned in classroom and field instruction. Prerequisites: SW 306 and SW 307. Taken concurrently with SW 400, SW 401, and SW 402. (S).

SW 404. Social Work Practice III. 3(3, 0). This third course in the practice sequence builds upon the conceptual base of the material presented in SW307 Social Work Practice I and SW 401 Social Work Practice II. The emphasis is on organizations and communities which provides a bridge between micro and macro levels of intervention. The course parallels and enhances the field practicum by providing a range of macro theories and methods. Students use knowledge and skill to respond proactively to macro-level problem appropriate for beginning generalist practice. Prerequisites: SW401, SW402 and SW403. Taken concurrently with SW405 and SW406. (S).

SW405. Field Instruction II. 3(3, 0). This is the second part of the Field Instruction sequence. Students build upon field learning experiences from the preceding semester and demonstrate more advance knowledge, values and skills as generalist social work practitioners who understand and employ strategies to advance social justice. While continuing with their intervention with individuals and groups, students focus on macro experiences. Students spend 16 hours per week in an approved setting. A total of 220 clock hours are required for the completion of the two semester field instruction experience. Prerequisites: SW 402 and SW 403. Taken concurrently with SW 404 and SW 406. (S)

SW406. Social Work Seminar II. 2(2, 0).A seminar to accompany SW 405. This seminar is interconnected with Field Instruction II and pulling from their Field I experiences, students demonstrate greater understanding of macro level intervention and an ability to synthesize classroom theoretical knowledge with real practice situations. Students also discuss pertinent issues and concerns and share new insights. Prerequisites: SW 400, SW 401, SW 402 and SW 403. Taken concurrently with SW 404 and SW 405. (S).

Social Work Electives

SW415/SOC416. Gerontology I. 3(3, 0). A survey of the field of social gerontology with particular focus on cross-cultural values affecting the position and status of the aged; the biological, psychological, and social aspects of aging; the impact of the aging population on American society, and social problems relating to aging. Prerequisites: None. (Alternate F, S)

SW416/SOC416.Gerontology II. 3(3, 0). The principles and techniques essential in social work practice with the elderly, as well as concentration on death, dying and working with the dying individuals and their families. Prerequisites: None. (Alternate F, S)

SW417. Substance Abuse. 3(3, 0). This course is a survey course which examines, primarily from a family systems perspective and approach, the use, abuse of and addiction to substances, (alcohol and drugs) both legal and illicit. A balanced perspective on treatment, spanning disease and maladaptive behavior is presented. Prerequisites: None. (Alternate F, S)

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SW418. Child Welfare. 3(3, 0). This course focuses on the history of child welfare in the United States and social changes, issues and problems facing children, youth and their families. Students will examine the role of child welfare policies, programs and practices that attempt to address these issues, including services to the child in his/her home, foster care, adoption, protective services and school social work. Prerequisites: None. (Alternate F, S) SW 419.Disability Issues in a Multi-Cultural Society. 3(3, 0). Important issues/topics related to disabilities in a contemporary multi-cultural society will be explored. There will be discussion of historical and contemporary thinking and assumptions of people and policy. Exercises, field, classroom discussions and guest lecturers will be used to help sensitize students to living with a disability. Prerequisite: Junior or seniors standing (Alternate F, S)

SW420. Special Topics. 3(3, 0). This course offers selected students an opportunity to have intensive focus on a selected topic in social work. Students will research topics of interest and present their findings orally and in writing. Open to social work majors with a 3.00 average, or by recommendation of faculty advisor. Prerequisite: Junior or senior standing (Alternate F, S)

SW421. Health Care Issues in Social Work. 3(3, 0). This course examines gender, social class, race and ethnicity as predisposing factors of health status, health behavior and health care delivery. Students are expected to consider undeserved population groups and their health status from a perspective of social change. Prerequisite: Junior or senior status. (Alternate F, S)

SW422. Grief, Dying and Death. 3(3, 0). This course is designed to introduce students to a wide array of issues and strategies of intervention and grief counseling. Students will be prepared to work from an informed perspective that demonstrates an understanding of the special needs and communications of the dying and those who work with them. Prerequisites: None. (Alternate F, S)

SW423. International Social Welfare Policy. 3(3, 0). Students will study the structure of the international system and its influence on international institutions, agency structures, geopolitical and psychosocial dimensions and global social welfare issues and services...Prerequisites: None. (Alternate F, S)

SW424. Women’s Issues. 3(3, 0). This course examines, from a multicultural perspective, the bio psychosocial issues impacting women in our society. The course will specifically address such issues as health, poverty, employment, career choices, violence, substance abuse and how these affect women. In addition, the course will address gender specific treatment programs. Prerequisites: None. (Alternate F, S)

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Class Attendance PoliciesGeneral policies relating to class attendance can be found in the University catalog. As it

relates to social work courses, each faculty member will explain any additional policies. For example, the practice sequence prepares the student for the professional activity (Field Instruction and eventual employment as generalist social workers) relies heavily on class participation as a way of integrating and reinforcing learning. In these courses, attendance is mandatory. Excused absences are accepted, however, this does not absolve the student of securing missed work and meeting the course requirements.

Courses making up the professional sequence are SW305- Professional Development, SW307-Social Work Practice I, SW401- Social Work Practice II, SW 404- Social Work Practice III, SW402- Field Instruction I and SW405-Field Instruction II and the accompanying seminar classes (SW403 and SW406). There are additional attendance policies that relate to Field Instruction, as well. These are spelled out in the Field Instruction Manual.

Grading

The criteria for evaluation of student academic performance are made explicit in comprehensive course syllabi distributed to each student in each course at the beginning of each semester. Faculty members model course syllabi after a university format which includes course description, course rationale, required text, course objectives, Course competencies, Expected measurable outcomes, course outline, specific course requirements, methods of instruction, course schedule and references are included on each syllabus. The grading system is based on the extent to which students meet the course objectives as demonstrated by specific tasks, such as student papers, experiential exercises, class discussions, case analysis and examinations. The expectations in the syllabi are discussed in detail at the onset of each course. As indicated, the grading system is on the four point scale: A=4.00, B=3.00, C=2.00 and D=1.00. All D's and F's must be repeated.

Computer Assisted Writing Center and the Modern Language Lab

Computer Assisted Writing Center

The Computer Assisted Writing Center, housed in the Department of English and Modern Languages, offers students the opportunity to improve their communication skills through computer assisted writing instruction. While students enrolled in English Composition 150 and 151 comprise the primary target group, the center is open to all students at the institution, regardless of their major or classification. Students and faculty may engage in composing, editing, and other activities using the computers that are available. One-to-one tutorial assistance is also provided to the extent possible.

The Computer Assisted Writing Center is located in room 373 Turner Hall, A Wing.

The Writing Center was established in 1989 as a means of assisting students in any discipline at any stage in the writing process. It employs both graduate and undergraduate tutors who have been thoroughly trained in both the writing process and effective tutoring techniques. English faculty also tutors in the center. The goal of the Writing Center is to help students become more effective communicators.

The Writing Center is generally open from 9 am—5 pm, Monday through Friday.

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The Modern Language Laboratory

The Modern Language Laboratory, housed in the Department of English and Modern Languages, offers students in Spanish and French classes an opportunity to improve their learned communication skills. There is a foreign film collection located in the lab for student viewing. Tutorial assistance is provided by instructors three hours a week; days and times will posted in the Lab.

Social Work Club

The Social Work Club is a viable component in the Social Work Program. The Club serves as an advocate and forum for students to express their needs and interests. It also facilitates communication among faculty, students, and administration and enhances the visibility of the Social Work Program at the University and in the community through its various activities and community projects. The Club also supplements the educational experience gained in class through the provision of guest speakers, lectures and workshops on subjects of student interest. It further provides opportunities for social activities.

The Club meets monthly and is regulated by a constitution and a set of By Laws. The Club elects officers annually. Faculty members serve as advisors. Students are encouraged to participate in the Club. There is a nominal membership few that reflects the proposed anticipated projects. The club is registered organization with the Office of Student Affairs on campus.

Phi Alpha Honor Society

Phi Alpha Honor Society is a national honor society for students in social work. Its members have demonstrated commitment to working in the social work field. Its objective is to stimulate leadership in social work. Applicants for membership must have achieved at least a sophomore standing. A “B” average in social work courses is required (3.2 minimum grade point average). Application deadlines are announced during the spring semester.

Professional Organizations and Affiliations

As a means of fostering identification with the profession of social work, all students are encouraged to join social work professional organizations, as student members. Applications for membership are available in the Program office.

National Association of Social Workers (NASW)

The National Association of Social Workers is a professional organization whose primary purpose is to help social workers improve t heir professional practice. The four primary functions of NASW include: development of its members, creation and maintenance of professional standards for social work practice; professional action to advance social policies and programs that respond to the needs of vulnerable people; and provision of specific membership services, such as professional liability insurance, and political action activities.

All students in the BSW program may join NASW at a reduced rate. This entitles the student to voting rights, to receive the monthly NASW News, the bimonthly Social Work Journal and membership services. The national membership entitles you to automatic membership in the local program units in South Carolina. Only credentialed social workers may join NASW (i.e. must have the BSW or MSW or be enrolled in those programs).

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National Association of Black Social Workers (NABSW)

The National Association of Black Social Workers is an organization on the national level created by black social workers and workers in related fields of social services to exchange ideas, offer services and develop programs in the interest of the black community. Over 110 chapters have been established throughout the nation. Once a year there is a national conference that focuses on fostering better ways to communicate, clarify issues and develop programs to meet the needs of African American families and communities. Individual membership in an affiliate local chapter constitutes membership in the National Association.

Members receive the Newsletter and the Black Caucus journal when these are printed. Student members are also eligible to apply for several scholarships that are awarded annually. The scholarships may be applied to BSW or MSW level of study.

Licensure/Certification

Many states have in place licensure of certification governing the identification of social work professionals who have met minimum requirements of professional practice. This determination is by results of standardized testing. Licensure is not required for all social work jobs in South Carolina and in fact, currently covers only a small specified area of practice, such as some medical and mental health services agencies. However, in South Carolina, only graduates from accredited programs in social work may call themselves “social worker”.

South Carolina has a licensure law that identifies various levels of credentialing. Students graduating from accredited BSW social work programs may sit for the licensed Baccalaureate Social Work Exam (LBSW). An applicant for licensure at the LBSW must have a degree from a social work program and pass the examination administered by the SC Board of Social Work Examiners.

Licensure is discussed in social work classes and through programs sponsored by the Program and the Social Work Club. The Social Work Program also sponsors s workshop on test-taking skills for graduating seniors.

Social Work Program Committees

The following committees are ongoing committees within the Social Work Program. Students serve on program committees. Student representatives are either elected to serve by the Social Work Club, selected by faculty or they may volunteer. The program posts committee assignments at strategic points in Turner Hall A & B Wings, Third Floor where the program is housed.

1. Curriculum Committee: This committee has the responsibility for curriculum reviews and revisions as well as monitoring program goals and objectives. This is an ongoing process and vital to our program. This committee is also charged with monitoring program efficacy through an annual survey of graduating seniors, annual surveys of agency field instructors and surveys of graduates. The committee is composed of student representatives and all faculty members.

2. Student Organizations: Faculty on this committee is responsible for advising the students in their respective clubs/organizations.

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3. Recruitment Committee: This committee’s function is that of developing and implementing innovative techniques which aid in the recruitment and retention of quality social work students. This committee is composed of faculty and student representatives.

4. Library Committee: This essentially is a committee of one. The library liaison coordinates and compiles the requests for library acquisitions from the faculty.

5. Field Advisory Committee: This committee serves as a mechanism by which practitioners contribute to the development of the social work program. This committee currently has expanded responsibilities. One of the primary responsibilities is to advise the program on issues related to field instruction. A broader responsibility is to advise on issues that impact the profession based on best practices. The committee identifies ways the program can maintain current information on contemporary issues/concerns/strategies in the profession. A senior and junior student serves on this committee along with field faculty and agency practitioners.

6. Program Admission Committee: This committee comprises the faculty teaching the Introduction to Social Work course and at least one other faculty member. Its primary task is that of interviewing and screening students applying for admission to the Social Work Program. Through this process, the committee makes recommendations for admission of students who meet all entry criteria. For students who do not meet entry criteria at the time of the meeting of the admission committee, appropriate recommendations are made.

7. Field Admissions Committee: This committee is composed of the Field Coordinator and one social work faculty member. The primary task is interviewing prospective candidates for field internships. Upon completion of the application process, recommendations for students’ placements are made, and these are finalized by the field coordinator.

8. Review Committee: This committee is composed of appropriate faculty and a student representative. The purpose of this committee is to hear appeals. The committee reviews, evaluates, and makes recommendations about resolutions of the area(s) of concern.

University Services That Support Students

Career Development Center

The Center focuses on the total development of the student with the goal being to provide services that help in the transition from student to professional. Specific services offered include career counseling, Graduate and Professional School Day, Job Fairs on getting interview schedule, and special events such as motivational speakers.

Financial Aid Office

This office assists needy students in meeting the costs of attending South Carolina State University. The purpose of financial aid is to facilitate and assist in locating resources that supplement the financial requirements his/her family. Information and /or applications may be obtained from the Office or from the University’s Webpage.

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Health Services- Brooks Health Center

The University operates a health center which provides outpatient services to students. The mission of the Center is to improve the overall health status of students which will enable them to participate as productive individuals. The program combines a number of approaches including health education, health promotion and preventive health and treatment. The Center also coordinates services for students with chronic and handicapping conditions and any other special need. .

Counseling and Self Development Center

The Counseling and Self Development Center addresses the emotional/developmental needs of South Carolina State University students. Counselors provide services that enable students to define and accomplish personal goals as well cope with stressors and, at times, severe mental disorders, Students are encouraged to:

1. Engage in self-appraisal; 2. Generate alternate modes of responding to events; 3. Choose a feasible course of action; 4. Accept responsibility for their choice.

Group Counseling

New Beginnings

The “New Beginnings” group was designed to provide support for first year SC State students as they matriculate and adjust to college life. Those who accept the challenge to embark upon this journey engage in regularly scheduled sessions to discuss issues such as time management, self-esteem, academic milestones, relationship concerns, and various other dilemmas which they mutually face during the course of their first year as SC State bulldogs. In the fall session, students engage in guided discussions as they get to know one another over the course of six to ten weeks. As trust is established, they share their hearts and hurts to form a union that helps to ease their educational process at SC State and model success for those to whom they will pass the torch the following year.

During the spring session, the group begins to transfer those skills and relationships to help others through planned activities, community service, and campus program involvement. At the close of each academic year, a graduation ceremony is held at the Counseling & Self-Development Center to celebrate young ladies who complete the program to wish them all the best as they continue on their journey at SC State! Students who are interested in the “New Beginnings” group may contact Dr. Cherilyn Taylor, Director of Counseling & Self-Development, at 536-7245 to schedule an initial appointment.

Anger Management Group

The Anger Management Group provides psycho-educational programming for students who have expressed interpersonal relationship conflicts due to difficulty handling anger or emotional expression. Candidates qualifying for this group experience typically consist primarily of individuals who received judicial referrals from Student Affairs, but are also often self-referred. The group meets weekly for 6-10 sessions until mandated referrals or designated sessions are completed.

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The group provides a safe environment for students to process, work through, and attempt to resolve their anger management issues among peers who have similar concerns. The aim is to help students to identify their problematic thinking and/or behaviors regarding expression of these valid emotions and to begin making healthier decisions in the practices they employ within their relationships and in general. The group also fosters responsibility through group exercises, discussion and homework assignments. Students who are interested in the Anger Management group may contact the Counseling & Self-Development Center at 536-7245 to schedule an initial appointment.

Substance Education Group

Education groups are designed to educate students about substance abuse, and related behaviors and consequences. This type of group presents structured group-specific content, often using videotapes, DVD’s and lectures. The major purpose of educational groups is expansion of awareness about the behavioral, medical and psychological consequences of substance abuse. These groups are provided to help students incorporate information that will help them establish and maintain abstinence and guide them to more productive choices in their lives.

Services

The Counseling & Self-Development Center at South Carolina State University has been in existence and maintained accreditation with the International Association of Counseling Services (IACS) for over 10 years. The aim of the center is to address the developmental and mental health needs of South Carolina State University students. Staff counselors provide services that enable students to define and accomplish personal goals and to adjust to college life, major life events, and other concerns as they arise during students’ matriculation. Services are provided through the following mechanisms: Individual CounselingIndividual counseling is the primary service offered to students. Concerns that are frequently addressed include: personal goal attainment, interpersonal relationship building, social adjustment, and time management. Psychiatric and referral services are available for students with acute or chronic concerns. Group CounselingGroups are designed to provide opportunities for students to develop their decision-making, assertiveness, communication, and interpersonal skills processes. Specific concerns Psychiatric ServicesThe Center has retained, on a part-time basis, a psychiatrist who provides psychiatric services for students. The psychiatrist works primarily with persons who present with more severe forms of psychopathology and may require medication management. ReferralsWhen students present with problems that are beyond the scope of what the Center is able to provide, students are referred to other agencies or facilities which offer a greater scope of resources to meet their mental health needs.

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Counseling OutreachCounseling Outreach Services provide psycho-educational information and training to students, faculty, and staff of the university. Programs are made available to address topics of interest and concern within the residence halls, in classroom settings, and to student organizations.

Consultation, Education, and TrainingThe Counseling and Self-Development Center serves as a consultant to the university community and other local agencies/institutions. A major focus of this service is the provision of interventions designed to improve the quality of campus life. The staff provides workshops/training sessions to meet specific needs of campus departments, classes and student groups. Several training modules have been developed to assist in meeting our campus community needs. Topics include: values clarification, self-esteem, communication skills, conflict resolution, suicide prevention, and managing critical incidents in the residence halls.

Student Success and Retention Program

OverviewThe Student Success and Retention Program (SSRP) is a university-wide initiative designed to curb student attrition while increasing the percentage of students who graduate from the University. The focus is on charting a course of success for students from "orientation to graduation." This is realized through the implementation of a comprehensive network of retention and other support services. The network of services is compartmentalized through six (6) program components: 1) New Student Orientation, 2) University 101, 3) Academic Support Services, 4) Quality Assurance, 5) Student Support Services, and 6) The Black Males Project. GoalThe overall goal is to chart a course of success for each student from "orientation to graduation." The program is undergirded by the philosophy that all students can succeed, especially with the appropriate academic and social support. ObjectivesTo increase the percentage of students who are retained from freshman year to sophomore year. To improve the overall retention rate of students (over a four year period).To increase the percentage of students who persist through graduation. To improve customer service to students and other constituents.To analyze retention trends and make recommendations for institutional response and change. For more information on the Student Success and Retention Program, contact

Student Success and Retention Program South Carolina State University Post Office Box 7013 Orangeburg, SC 29117 (803) 536-7142

Student Support Services Student Support Services provide comprehensive services that are designed to increase student academic performance in a caring and nurturing environment and graduate eligible students who are capable of participating actively in a global society.

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Eligible student participants are generally freshman and sophomore students who meet federal economic guidelines, first generation college students (neither parent has a college degree), and meet federal guidelines for physical and learning disabled individuals.

Student Support Services Program Services Student Support Services offers a variety of services tailored to meet student individual needs.

Counseling Academic Advising Personal and Career Counseling

Tutorial Services/Computer Lab Free "one-one" and group tutorial services in English, Mathematics, and the Sciences In-house Computer Lab

Development Workshops Various workshops that address goal-setting, time management, test-taking, financial literacy,

and other personal management skills

Financial Aid Assistance Assist and provides information in applying for federal financial-aid and scholarships

Cultural Experiences Travel to and exposure of the fine arts, cultures, and other academic presentations.

assist your academic and career endeavors.

Academic Resources

Academic Success Steps

TEN STEPS TO ACADEMIC SUCCESS

1. Set individual academic and personal goals.

2. Choose courses carefully, especially during your first year.

3. Know and use resources.

4. Meet and get to know faculty.

5. Learn actively.

6. Manage your time well.

7. Know and actively use reading skills.

8. Develop strong listening and note-taking skills.

9. Develop and improve your writing and speaking skills.

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10. Get involved in co-curricular activities; learn skills and gain experience.

Want to know more?Pauk, Walter. How to Study in College.5th edition.

Princeton: Houghton Mifflin Company, 1993 Test Tips

Start early .Preparation for finals begins even BEFORE the actual week of final exams. You cannot cram an entire quarter or semester’s worth of information into one or two nights of studying.

Predict exam questions using as possible questions the textbook headings, class notes, and previous quizzes and exams.

Review the main points, especially those you find most difficult to recall. As a rule of thumb, go through the main headings of the text or your notes and see if you can remember the content.

For the week before and during exams, life should be as normal as possible and normal habits of sleeping, eating, exercising, etc. should be maintained. You need at least four hours of sleep a night to function. College finals are designed to make you think. If you are sleep deprived, you won’t be able to comprehend (or answer) the challenging questions you will face.

Arrive early and choose a seat where latecomers will not disturb you. Stop cramming five minutes before the test. Use this time before the test to relax, catch your breath, and take a minute to get focused. By cramming until the last 30 seconds before you sit down to take the exam, you will more than likely just confuse yourself or walk into a wall trying to read and get to your desk.

Look over the entire exam to see how long it is, which parts count more in scoring, or which parts may be easier to answer or require more time.

Answer the easy questions first! Attack only one question at a time without worrying about the ones to come.

Remain calm after the exam. Even if you think you did horribly, worrying about it afterwards will not change a thing; it may however, affect how you do on you other finals. Keep your head up and move on to the next exam.

Study your favorite subject last and the one you dread first

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Career Services

Professional Development and Training

The Office of Professional Development and Training (OPDT) are pleased to offer intensive training institutes for the professional and personal development of University faculty staff and students. Additionally, the Office seeks to address through its programs the University’s immediate and long term needs for specific skills and knowledge within the workforce. The staff is also available to assist departments, employees and students with their individual professional development needs.

Anti-Discrimination & Anti-Harassment-

The University does not condone sexual harassment. If students have any concerns they are to contact their faculty advisor. The University has a protocol. The social work program educates students on sexual harassment and ways to resolve it. Copies of the University’s policy appear in this Handbook and the Field Instruction Manual and a summary handout is provided to seniors during orientation to field placement. You may contact Professional Development and Training for more information (Staley Hall 1st Floor).

Reasonable Accommodations

Students who have a diagnosed (documented) disability (physical, learning, or psychological which make it difficult for them to carry out the course work as outlined, or who require accommodations such as note takers, readers, or extended time on exams and /or assignments, are asked to advise the instructor during the first two weeks of the course so we may review possible arrangements for reasonable accommodations to assist in the learning process (as per the University’s Office of Disability Services). A copy of the status of the student is included in the student’s official file in the social work program office.

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NASW Code of EthicsSummary of Major Principles

I. Social Workers’ ethical responsibilities to clients

A. Primacy of client’s interest- The social worker’s primary responsibility is to clients.B. Rights and Prerogatives of Clients- The social worker should make every effort to

foster maximum self-determination on the part of clients.C. Confidentiality- The social worker should respect the privacy of clients and hold in

confidence all information obtained in the course of professional service.D. Fees- When setting fees, the social worker should ensure that they are fair,

reasonable, considerate, and commensurate with the service performed and with due regard for the client’s ability to pay.

II. Social Workers’ Ethical Responsibilities to Colleagues

A. Respect, Fairness, and Courtesy- The social worker should treat colleagues with respect, courtesy, fairness, and good faith.

B. Dealing with Colleagues’ Clients- The social worker has the responsibility to relate to the clients of colleagues with full professional consideration.

III. Social Workers’ Ethical Responsibilities in Practice Settings

A. Commitments to Employing Organizations- The social worker should adhere to commitments made to employing organizations.

1V. Social Workers’ Ethical Responsibilities as Professionals

A. Propriety- The social worker should maintain high standards of personal conduct in the capacity or identity as social worker.

B. Competence and Professional Development- the social worker should strive to become and remain proficient in professional practice and the performance of professional functions.

C. Service- The social worker should regard as primary the service obligations of the social work profession.

D. Integrity- The social worker should act in accordance with the highest standards of professional integrity and impartiality.

E. Scholarship and Research- The social worker engages in study and research should be guided by the convictions of scholarly inquiry.

V. Social Workers’ Ethical Responsibilities to the Social Work Profession

A. Maintaining the Integrity of the Profession- The social worker should uphold and advance the values, ethics, knowledge, and mission of the profession.

B. Community Service- The social worker should assist the profession in making social services available to the general public.

C. Development of Knowledge- The social worker should take responsibility for identifying, developing, and fully utilizing knowledge for professional practice.

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VI. Social Workers’ Ethical Responsibilities to the Broader Society

A. Promoting the General Welfare- The social worker should promote the general welfare of society.

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NABSW Code of Ethics

In American today, no Black person except the selfish or irrational, can claim neutrality in the quest for Black liberation nor fail to consider the implications or events taking place in our society. Given the necessity for committing ourselves to the struggle for freedom, we as Black Americans practicing in the field of social welfare, set forth this statement of ideals and guiding principles.

If a sense of community awareness is a precondition to humanitarian acts, then we as Black social workers must use our knowledge of the Black community, ort commitment to its self-determination and our helping skills for the benefit of Black people as we marshal our expertise to improve the quality of life of Black people. Our activities will be guided by our Black consciousness, or determination to protect the security of the Black community and to serve as advocates to relieve suffering of Black people by any means necessary.

Therefore, as Black social workers, we commit ourselves, collectively to the interests of our Black brethren and as individuals subscribe to the following statements:

1. I regard as my primary obligation the welfare of the Black individual, Black family and Black community and will engage in actions for improving social conditions.

2. I give preference to this mission over my personal interest.3. I adopt the concept of a Black extended family and embrace all Black people as my

brothers and sisters, making no distinction between their destiny and my own.4. I hold myself responsible for the quality and extent of service performed by the

agency or organization in which I am employed, as it relates to the Black community.5. I accept the responsibility to protect the Black community against unethical and

hypocritical practice by individuals or organizations engaged in social welfare activities.

6. I stand ready to supplement my paid professional advocacy with voluntary service in the Black public interest.

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BY-LAWSOF THE SOCIAL WORK CLUB

SOUTH CAROLINA STATE UNIVERSITY

ARTICLE I:The name of this organization shall be Social Work Club.

ARTICLE II:The purpose of this organization is to promote knowledge in Social Work and Social Welfare. To be committed to the fair and equal treatment of individuals and groups. To welcome all new members with open arms and support.

ARTICLE III:Membership.

SECTION 1. Eligibility Requirement:Any person majoring in Social Work or Criminal Justice may become a member of this club.

SECTION 2. Qualification:Qualifications for this organization shall consist of undergraduates and members of the faculty. The initiation/annual fee is $10.00; payable not later than the end of September of every year.

ARTICLE IV: Officers:

SECTION 1. The officers shall be the President, Vice-President, Secretary, Treasurer and Public Affairs/Reporter. The officers shall be elected by club members.

SECTION 2. Term of Office: Officers/Chairpersons/Committees Members shall be elected to hold office two full terms (1 school year). An officer may not succeed himself/herself for that same or another officer position in the club. However, an officer may seek a chairperson or committee member position upon completion of his or her previous position. Chairperson/Committee member position on a DIFFERENT committee within the club. A chairperson or committee member will not succeed himself/herself for that same position they previous held in the club.

SECTION 3. Quorum: A quorum shall consist of paid members present. However, when a meeting lacks a quorum, then the next meeting of the organization shall be valid even if it does not have a quorum.

ARTICLE V: Meetings

SECTION 1. The regular meeting shall be held on the SECOND TUESDAY of each new month at 6:00 p.m. In the event of a lack of officers or members, the regular meeting will be postponed until the THIRD TUESDAY of the month. Same time as listed above.SECTION 2. The annual meeting shall be held at the same time of the regular meeting for the month of September. The newly elected officers will start their term of office at the September meeting.

SECTION 3. Special meetings may be called by the President or Vice-President at the request of any member for the transaction of only such business as is stated in the call for the meeting.

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SECTION 4. In the case of an emergency, action may be taken by the Executive Board by telephone concurrence or by a majority or 2/3 of the members present to solve an issue. Such action shall be noted in a special memo placed in the minute book and signed by the person obtaining such concurrence and shall be reported in the minutes of the next meeting.

SECTION 5. Conducting A MeetingAn Agenda is a plan or program for a meeting. The agenda will be distributed by the President of the Club prior to the meeting (In most cases five days prior to the schedule club meetings). The Secretary of the Club will pass out copies of the agenda to guests and visitors at the door. Furthermore, the President will have members submit agenda items well in advance of the schedule meeting. The Secretary will prepare agenda items on a computer flash drive to allow for last minute changes of the agenda.

SECTION 6. A sample agenda for the monthly Social Work Club is provided below:

EXAMPLE:

SOCIAL WORK CLUBSOUTH CAROINA STATE UNIVERSITY

SEPTEMBER 17, 2011

I. President – Call club to Order.

II. The Secretary will read the last meeting minutes. The President will accept motions for approval or disapproval of the minutes.

III. Reports.A. Treasurer’s ReportB. Officer’s ReportC. Executive’s Committee Report.

(1). Finance and Budget Committee – Chairperson(2). Fund Raising Committee – Chairperson(3). Entertainment Committee – Chairperson(4). Public Affairs Committee – Chairperson

D. Special Committee Reports.(1). By-Laws Committee – Chairperson(2). President opens floor for motions to approve or disapprove changes to

“By Laws”.

IV. Unfinished Business.A. Appointment of committees:

Finance and Budget CommitteeFund Raising CommitteeEntertainment CommitteePublic Affairs committee

Updating procedures and rules for electing personnel to attend NASW Conference.

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V. New Business:A. Establish club meeting Date and Time.B. Recruitment of new club members.

VI. Adjournment: The President accepts motions to adjourn the meeting.

ARTICLE VI.The Executive Board.

SECTION 1. The officers of the organization shall make up the executive board.

SECTION 2. The executive board is the legal entity charged with the management and responsibility for the organization. The board shall establish the objectives of the committees in writing and determine the policy for the development of such objectives.

ARTICLE VII.Committees.

SECTION 1. The following committees will be established annually:

Finance and Budget Committee -----Chief Officer of the committee shall be the club treasurer.

SECTION 2.A. The Treasurer will handle the club’s financial matter. The Treasurer will keep track

of all dues and fund raising funds. The Treasurer will pay bills, mail checks, and tallies receipts.

B. The Finance and Budget Committee will: Submit a monthly financial report to the Executive Board in writing. Keep a written file copy of all financial reports. Submit an Annual report that summarizes the financial transactions for the year to the Executive Board. Discuss financial preplanning responsibilities among committee members. Establish written documentation outlining the method for tracking all incoming and outgoing funds to include invoices and payments (In addition, prepare a written Event/Speaker’s Contract that will be utilized by the Entertainment committee for payment of events).

SECTION 3. Fund raising Committee responsibilities are:

A. Establish written procedures for conducting fund raising activities. Submit procedures to the Executive Board for approval. Keep a file copy of all written procedures the committee submits to the Executive Board. In addition, keep a file copy of all suggesting the committee receives from the club members/staff. Submit a listing of all fund raising activities to the Executive Board for the school year, prior to the club’s monthly October meeting. Discuss preplanning responsibilities for conducting fund raising events with committee members.

B. The chairperson of the committee will conduct at least one monthly meeting prior to the club’s meeting to discuss administrative matters and upcoming events. Minutes of the meeting will be in writing and forwarded to the Executive Board. The committee will abide by the Club’s By Laws, and report only to the Executive Board.

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SECTION 4. Entertainment Committee responsibilities are:

A. Establish written procedures for conducting entertainment events. Submit these procedures to the Executive Board for approval. Keep a file copy of all written procedures the committee submits to the Executive Board. Arrange entertainment sites and generate paperwork, four weeks prior to any schedule event.

B. Establish a speaker’s checklist and a speaker’s packet as indicated:

SPEAKER’S CHECKLIST:

What are the speaker’s qualifications for this speech? What is the speaker’s reputation for being well prepared and professional? Who recommended the speaker? Is the speaker acceptable to the majority of the club’s members? How will this speaker enhance the program? What is the speaker fee? Contracts for speaker’s or event (See chairperson of finance committee to

obtain a copy of the contractual agreement….NOTE: Contract will only be used if a fee is required to pay for an event or a guest speaker).

Biographical data for introduction and program notes.

SPEAKER’S PACKET:

Title and purpose of the meeting or event. Meeting/Event date, time, and location of the meeting/event, to include a

clear direction map. Description of the audience size and composition. Fee Contract (NOTE: Before placing a contract in speaker’s packet, the

chairperson of the committee will ensure that the speaker requires a payment for his or her appearance to a club event).

Telephone or fax contact numbers in case the speaker’s have an unforeseen emergency or cancellation.

C. The Chairperson of the Entertainment Committee will request a written copy of the club’s reimbursement procedures for the Chairperson of the Finance & Budget Committee as soon as possible. The chairperson of the committee will also send a Formal letter of Invitation to all potential speakers, along with the title and the purpose of the meeting or event. This letter should provide as much information as possible on the background of the Social Work Club, a copy of the Social Work Department’s standard brochure. Make sure the letter clearly describes what the meeting/event is about and what role the speaker is expected to play. In addition, a Confirmation letter will be forwarded after the speaker accepts the position, reconfirming all the important details such as: Date of Event; Topic of Discussion and additional information/duties of the speaker. Enclose with the letter a copy of the Contract (if a fee is required), and any other forms the speaker must complete (Bio sheet). As a courtesy, enclose a stamped, self-addressed envelope.

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If the speaker declines the offer, keep a copy of the refusal letter on hand to help prevent any misunderstandings later on. Forwarded Welcome letter with speaker’s packet about four weeks prior to the event. The committee will send each guest speaker a Thank-You Acknowledgement after the meeting/event. The letter will compliment speakers on their contributions, and thank them for helping to make the meeting/event a success.

D. The Chairperson of the committee will conduct at least one monthly meeting prior to the club meeting to discuss administrative matters and upcoming events. Minutes of the meeting will be in writing and forwarded to the Executive Board. The committee will abide by the club’s By Laws, and report only to the Executive Board.

SECTION 5. Public Affairs Committee-----Chief Officer of the committee shall be the club reporter.

A. Procedures: The committee will establish written procedures outlining publicity methods that will be used for meeting/events. The committee will submit these procedures to the Executive Board for approval. The committee will conduct a monthly meeting prior to the Social Work Club’s monthly meeting. The committee will focus on anticipated budget, past publicity methods and preplanning strategies. Listed below are some factors the committee should consider when planning for events/meetings:

What are our printing needs? Do we need mailing lists? If so how do we get access to this material? How much will mailing cost? What electronic means can we use for publicity? E-mail? Faxing? What outside promotional options are available appropriate to our needs?

Television? Magazine? Trade Journals? Radio? Newspapers? Posters? Handouts?

B. What type of equipment will be needed at meetings or events?Such as:

Audiovisual Aids:(1). Boards

Chalkboards, Easels, or Pad Markers.(2). Projectors

PowerPoint Presentation(3). Sound Systems:

Microphones, Tape Recorders, and Music(4). Cameras, Video Recorder(5). Lighting/Electrical Needs:

Spotlights, Special Lights.

C. The chairperson of the committee will conduct at least one monthly meeting prior to the Social Work Club’s meeting to discuss administrative matters and upcoming events. Minutes of the meeting will be in writing and forwarded to the Executive Board. The committee will abide by the Club’s By-Laws, and report only to the Executive Board.

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SECTION 6. These committees will consist of a chief officer or chairperson and club members (1-chief officer and 3 club members), elected at the regular club meeting held in October. The newly elected committee members will start their term of office at the October meeting.

SECTION 7. The President is ex-officio member of all committees.

SECTION 8. All committees are to make reports to the executive board and act only on the board’s recommendations.

ARTICLE VIII: Parliamentary Authority.The rules contained in the current edition of 21st century Robert’s Rules of Order shall govern this

organization in all instances when they are applicable and not inconsistent with these by laws and any other special rules the organization shall adopt. These by laws may be amended by a majority or 2/3 of the members present at any regular or called meeting.

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RECOMMEND THE FOLLOWING CHANGES TOTHE SOCIAL WORK CLUB’S BY-LAWS

Section 10: ADDED:RECRUITING COMMITTEE: THIS IS A STANDING COMMITTEE THAT WILL REMAIN IN EXISTENCE PERMANEENTLY. MEMBERS WILL SERVE EXTENDED TERMS ON A STAGGED BASIS. IN MOST CASES, THESE TERMS WILL BE THE SAME AS THOSE SERVED BY OFFICERS IN THE CLUB. THE CHAIRPERSON OF THE COMMITTEE WILL BE APPOINTED WHEN NEW OFFICERS ARE ELECTED.

A. The committee will serve as the recruiting BASE to bring new members into the club.

B. The committee will be actively involved in all club events. The chairperson will Co-sponsor, the annual Orientation Program for new students.

C. Committee members will constantly explore strategies for recruiting new members. Encourage new members to become actively involved on projects by joining a committee.

D. Committee members accept membership dues/fees. However, all monies will be given the Chairperson. The Chairperson will ensure that names and monies are given to the Chairperson of the Budget and Finance Committee (club treasurer). The Chairperson of the Budget and Finance Committee will ensure that receipts are given to the Chairperson of the Recruiting Committee for immediate distribution to payee.

E. There will be at least a combination of the Advisor and/or the Program Coordinator signatures to expend any and all funds.

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SOCIAL WORK PROGRAM FACULTY

Marie H. Artis, Assistant Professor, Interim Program CoordinatorB.S., South Carolina State University; M.S.W., University of Maryland; Post Mater’s Certificate,Human Services; Howard UniversityInterests: Field instruction, Social Work Practice, Social Welfare Policy, Child Welfare

Christine R. Boone, ProfessorB.A., North Carolina College; M.S.W., Rutgers University; D.S.W., Howard UniversityInterests: Curriculum Development, International Social Work, Social Work Practice, Diversity Issues

Julian Green, InstructorBSW, South Carolina State University; M.S.WInterests: Social Work Practice, Diversity Issues

Juanita Mansell, Assistant Professor B.A. Saint Joseph College; M.S.W., University of South CarolinaInterests: Child Welfare, Social Welfare Policy, Social Work Practice, Field Instruction

Eva Mary Luchie-Njoku, Assistant ProfessorB.S., Fisk University; M.S.W., Ed.D. University of South CarolinaInterests: Children and Families, Substance Abuse, Women’s Issues, Social Group Work

Jamie Rogers, Adjunct InstructorBSW, South Carolina State University; M.S.W., University of South CarolinaInterests: Child Welfare, Social Work Practice, Substance Abuse

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Appendix - A

Specific Issues: Sexual Harassment; The Americans with Disabilities Act; and Safety

A. Sexual Harassment

The Social Work Program nor the University tolerates sexual harassment. The University has a policy that is used as a basis for providing information to students before they enter the field. The presentation is conducted by the Professional Development and Training (OPDT) Coordinator who reviews the sexual harassment policy with the students. The presentation includes a series of scenarios which depicts the agency personnel, clients, and student roles as interns. Additionally, the students are advised to notify their field liaison of any questions, concerns. The students have been assured of assistance and guidance in this area. A copy of the University’s policy is on file in the Social Work Office. The policy is also in the University Student Handbook given to all students when they enter the University.

In addition, field instructors are requested to submit their agency’s sexual harassment policy to the students during the students’ orientation to the agency setting. They are asked to have a copy available in their orientation packet and to discuss it with the students.

B. The Americans with Disabilities Act

The University and the Program admits all qualified students regardless of any handicapping condition. There is a University designee to provide assistance to the students, if needed. The Social Work Program makes every effort to accommodate any student needing assistance. A statement regarding providing “reasonable accommodations” is included in each course syllabus and students are referred as deemed appropriate by faculty.

C. Safety

Social Work Program faculty discusses safety issues in many classes. In the professional development class, handouts and the booklet Social Work Practicum by Carthwait, Cynthia L, 5th Edition, published by Pearson. Officers from the local

Department of Public Safety offers some self-defense tactics for the students when requested.

Safety issues are also discussed with agency field instructors and students are advised to take their handbooks to the agency for additional discussion with field instructors.

It must be noted that while efforts are made to help students be safe, social work is a profession that offers services to people with diverse concerns. Therefore, sometimes a person’s behavior may be such that we cannot guarantee total safety of students or faculty. The protocol proposed for students in field instruction is included in the Field Manual.

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Appendix - B

Educational Policy and Accreditation Standards

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

The purpose of the social work profession is to promote human and community well-being. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work’s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons.

Social work educators serve the profession through their teaching scholarship, and service. Social work education—at the baccalaureate, master’s, and doctoral levels—shapes the profession’s future through the education of competent professionals, the generation of knowledge, and the exercise of leadership within the professional community.

The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit baccalaureate- and master’s-level social work programs. EPAS supports academic excellence by establishing thresholds for professional competence. It permits programs to use traditional and emerging models of curriculum design by balancing requirements that promote comparability across programs with a level of flexibility that encourages programs to differentiate.

EPAS describe four features of an integrated curriculum design: (1) program mission and goals; (2) explicit curriculum; (3) implicit curriculum; and (4) assessment. The Educational Policy and Accreditation Standards are conceptually linked. Educational Policy describes each curriculum

feature. Accreditation Standards (in italics) are derived from the Educational Policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B) or master’s (M) level.

Copyright © 2008, Council on Social Work Education, Inc. All rights reserved. Revised March 27, 2010

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1. Program Mission and Goals

Educational Policy 1.0—Program Mission and Goals The mission and goals of each social work program address the profession’s purpose, are grounded in core professional values (EP 1.1), and are informed by context (EP 1.2).

Educational Policy 1.1—Values Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, 1 human rights, and scientific inquiry are among the core values of social work. These values underpin the explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for social and economic justice.

Educational Policy 1.2—Program Context Context encompasses the mission of the institution in which the program is located and the needs and opportunities associated with the setting. Programs are further influenced by their historical, political, economic, social, cultural, demographic, and global contexts and by the ways they elect to engage these factors. Additional factors include new knowledge, technology, and ideas that may have a bearing on contemporary and future social work education and practice.

Accreditation Standard 1.0—Mission and Goals The social work program’s mission and goals reflect the profession’s purpose and values and the program’s context. 1.0.1 The program submits its mission statement and describes how it is consistent with the profession’s purpose and values and the program’s context. 1.0.2 The program identifies its goals and demonstrates how they are derived from the program’s mission.

1 These six value elements reflect the National Association of Social Workers Code of Ethics. National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, D.C.: NASW.

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Explicit Curriculum

Educational Policy 2.0—The Social Work Curriculum and Professional Practice The explicit curriculum constitutes the program’s formal educational structure and includes the courses and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the program’s competencies through an intentional design that includes the foundation offered at the baccalaureate and master’s levels and the advanced curriculum offered at the master’s level. The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The MSW curriculum prepares its graduates for advanced practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a concentration.

Educational Policy 2.1—Core Competencies Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. The ten core competencies are listed below [EP 2.1.1–EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Programs may add competencies consistent with their missions and goals.

Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly.

Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers

• advocate for client access to the services of social work; • practice personal reflection and self-correction to assure continual professional development; • attend to professional roles and boundaries; • demonstrate professional demeanor in behavior, appearance, and communication; • engage in career-long learning; and • use supervision and consultation.

Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers

• recognize and manage personal values in a way that allows professional values to guide practice; • make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; 3• tolerate ambiguity in resolving ethical conflicts; and • apply strategies of ethical reasoning to arrive at principled decisions.

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Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments.

Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers

• distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; • analyze models of assessment, prevention, intervention, and evaluation; and • demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Educational Policy 2.1.4—Engage diversity and difference in practice.

Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersection of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers

• recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; • gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; • recognize and communicate their understanding of the importance of difference in shaping life experiences; and • view themselves as learners and engage those with whom they work as informants.

2 National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, DC: NASW. 3 International Federation of Social Workers and International Association of Schools of Social Work. (2004). Ethics in Social Work, Statement of Principles. Retrieved January 2, 2008 from http://www.ifsw.org

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Educational Policy 2.1.5—Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers

• understand the forms and mechanisms of oppression and discrimination; • advocate for human rights and social and economic justice; and • engage in practices that advance social and economic justice.

Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research.

Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers

• use practice experience to inform scientific inquiry and • use research evidence to inform practice.

Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers

• utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and • critique and apply knowledge to understand person and environment.

Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers

• analyze, formulate, and advocate for policies that advance social well-being; and • collaborate with colleagues and clients for effective policy action.

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Educational Policy 2.1.9—Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers

• continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and • provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

Educational Policy 2.1.10(a)—Engagement Social workers

• substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; • use empathy and other interpersonal skills; and • develop a mutually agreed-on focus of work and desired outcomes.

Educational Policy 2.1.10(b)—Assessment Social workers

• collect, organize, and interpret client data; • assess client strengths and limitations; • develop mutually agreed-on intervention goals and objectives; and • select appropriate intervention strategies.

Educational Policy 2.1.10(c)—Intervention Social workers

• initiate actions to achieve organizational goals; • implement prevention interventions that enhance client capacities; • help clients resolve problems; • negotiate, mediate, and advocate for clients; and • facilitate transitions and endings.

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Educational Policy 2.1.10(d)—Evaluation

Social workers critically analyze, monitor, and evaluate interventions.

Educational Policy B2.2—Generalist Practice

Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. BSW practice incorporates all of the core competencies.

Educational Policy M2.2—Advanced Practice Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration.

Educational Policy 2.3—Signature Pedagogy: Field Education

Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies.

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Accreditation Standard B2.0—Curriculum The 10 core competencies are used to design the professional curriculum. The program B2.0.1 Discusses how its mission and goals are consistent with generalist practice as defined in EP B2.2. B2.0.2 Identifies its competencies consistent with EP 2.1 through 2.1.10(d). B2.0.3 Provides an operational definition for each of its competencies used in its curriculum design and its assessment [EP 2.1 through 2.1.10(d)].

4 Shulman, L. S. (2005, Summer). Signature pedagogies in the professions. Daedelus, 52-59.

B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0).

B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies.

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Accreditation Standard M2.0—Curriculum The 10 core competencies are used to design the foundation and advanced curriculum. The advanced curriculum builds on and applies the core competencies in an area(s) of concentration. The program

M2.0.1 Identifies its concentration(s) (EP M2.2). M2.0.2 Discusses how its mission and goals are consistent with advanced practice (EP M2.2). M2.0.3 Identifies its program competencies consistent with EP 2.1 through 2.1.10(d) and EP M2.2. M2.0.4 Provides an operational definition for each of the competencies used in its curriculum design

and its assessment [EP 2.1 through 2.1.10(d); EP M2.2]. M2.0.5 Provides a rationale for its formal curriculum design (foundation and advanced),

demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0).

M2.0.6 Describes and explains how its curriculum content (relevant theories and conceptual frameworks, values, and skills) implements the operational definition of each of its competencies.

Accreditation Standard 2.1—Field Education The program discusses how its field education program 2.1.1 Connects the theoretical and conceptual contribution of the classroom with the practice

setting, fostering the implementation of evidence-informed practice. B2.1.2 Provides generalist practice opportunities for students to demonstrate the core competencies. M2.1.2 Provides advanced practice opportunities for students to demonstrate the program’s

competencies. 2.1.3 Provides a minimum of 400 hours of field education for baccalaureate programs and 900

hours for master's programs. 2.1.4 Admits only those students who have met the program's specified criteria for field education. 2.1.5 Specifies policies, criteria, and procedures for selecting field settings; placing and

monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program’s competencies.

2.1.6 Specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program competencies. Field instructors for baccalaureate students hold a baccalaureate or master's degree in social work from a CSWE-accredited program. Field instructors for master's students hold a master's degree in social work from a CSWE-accredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished.

2.1.7 Provides orientation, field instruction training, and continuing dialog with field education settings and field instructors.

2.1.8 Develops policies regarding field placements in an organization in which the student is also employed. To ensure the role of student as learner, student assignments and field education supervision are not the same as those of the student’s employment.

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Appendix - CSocial Work Program

SOUTH CAROLINA STATE UNIVERSITY

APPLICATION FOR FIELD INSTRUCTION (BSW)(To be typed or written legibly in black ink)

1. Name: Student ID#:

2. Local Address:

City: State: Zip Code:

3. Permanent Telephone #: Cell #:

4. Permanent Address:

City: State: Zip Code:

5. Email Address:

6. Birthdate: 7. Sex: M F 8. Race:

9. Marital Status: Single Married Widowed Divorced

10. Cumulative GPA: 11. Advisor’s Name:

12. Total number of semester hours completed to date:

13. Expected Date of Graduation:

14. Are you a transfer student? Yes No

15. Will you be employed next year? Yes No

16. Are you receiving Federal Work/Study? Yes No

17. Have you ever been convicted of a felony? Yes No

18. Do you have limitations (physical or emotional) of which we should be aware in planning your field placement? Yes No

19. Do you have a valid SC driver’s license? Yes No

20. Will transportation be problem for you next year: Yes No

If yes, please explain

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21. Briefly describe your ideal field placement.

22. Indicate any social service agency experience you have had both paid and volunteer.

23. Describe any other employment you have had during the past four years. Include dates and

brief job descriptions.

Part II PERSONAL/PROFESSIONAL NARRATIVE

In 1-2 pages prepare a statement including the following: the narrative should be

typed, double-space in accordance with APA style including cover sheet and reference

page.

These are some practicum situations which, given specific vulnerabilities of an individual

student or circumstances of work with a given client population or in a particular agency,

might place the student at either physical or emotional risk.

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A. Explain if there are issues which may impact your choice of possible practicum sites; i.e.,

substance abuse, no car or s suspended driver’s license, caretaking responsibilities for a

family member, etc. Such issues need to be presented to the Directors of Field

Instruction in advance to assist with planning for your field placement. (It is the

student’s responsibility to apprise the field directors of this information). Field

Directors will consider the special needs and circumstances of the student and will

try to make accommodations when and where necessary. However, the student,

recognizing the importance of the field placement, should try and make

arrangements for child care, caretaking duties for parents, etc. The field placement

is a graded, professional practice experience that must meet the objections of the

field instruction program objectives and the professional development needs

identified for the student.

NOTE:Failure to disclose pertinent information involving previous, existing, or continuing

health/medical conditions or other issues, such as those identified above, may result

in denial of admission to field or termination of field placement.

B. Discuss the factors, reasons, motivations which led you to consider social work as your

career.

1. Discuss your particular interest in social work.

2. Description of a situation in which you have asked for help.

3. Description of a situation in which you have given help.

BEFORE TURING IN THIS APPLICATION PACKAGE BE SURE IT INCLUDES:

1. Completed Application for Field instruction form.

2. Personal/Professional Narrative.

3. Copy of a valid driver’s license and proof of a car (liability) insurance coverage.

4. Completed résumé.

5. Transcript.

INCOMPLETE APPLICATION PACKAGES WILL NOT BE PROCESSED!!!

Résumé

Below is a format for a résumé. Please include all the information listed below.

NAME:

PREMENANT ADDRESS & PHONE:

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E-MAIL ADDRESS:

CAMPUS ADDRESS & PHONE:

EDUCATIONAL OBJECTIVE:

This is a brief statement identifying skill development areas in which you are interested.

EDUCATIONAL EXPERENCE:

University (ies), colleges attended and degree obtained, beginning with the most recent

school. Expected date of graduation. (No High School)

EMPLOYMENT/VOLUNTEER EXPERENCE:

List factual information: when, where, for whom you worked/volunteered, and

responsibilities. Begin with the most recent position. Distinguish, using subheadings,

between paid and volunteer experience. Use action verbs, no supervisor’s name.

Identify skill areas obtained as a result of work/volunteer responsibilities.

SPECIAL SKILLS:

Speak a foreign language; knows sign language, computer literacy. Etc.

REFERENCE:

Available upon request.

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SOCIAL WORK PROGRAMFIELD INSTRUCTION MANUAL

A Supplementary Guide

For

Field InstructorsStudents and Faculty

Department of Human ServicesCollege of Education, Humanities and Social Sciences

South Carolina State University300 Colleges Street, NE

Orangeburg, SC 29117-0001Turner Hall B-Wing Room 308

Coordinator of Field Instruction Phone: (803) 536-8802 Fax: (803) 533-3636

Accredited by the Council on Social Work Education

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Table of ContentsPreface....................................................................................................................................................1

Introduction.......................................................................................................................................2

Mission and Goals of The Social Work Program.......................................................................4

Program Objectives...............................................................................................................................6

Social Work Curriculum......................................................................................................................8

Approved Courses and Electives......................................................................................................5General Education/Liberal Arts Requirements....................................................................................8Social Work Course Descriptions......................................................................................................10

Faculty..................................................................................................................................................14Director/Coordinator..........................................................................................................................14The Responsibilities of the Director...................................................................................................14Coordinator of Field Instruction.........................................................................................................14

Field Instruction..................................................................................................................................15Objectives of Field Instruction...........................................................................................................16Field Component................................................................................................................................17

Educational Direction of Field Instruction.......................................................................................17

Students Individualized Learning Plan.............................................................................................19Field I.................................................................................................................................................19Field II................................................................................................................................................19

Selection of Students Activities and Assignments.............................................................................20

Field Application Process and Requirements...................................................................................23Liability Insurance..............................................................................................................................23Safety Issues.......................................................................................................................................23Criminal Record Checks....................................................................................................................23Access to a Vehicle............................................................................................................................23Nondiscrimination and Sexual Harassment.......................................................................................23Students with Disabilities...................................................................................................................24Requirement for Field........................................................................................................................24

Selection of Field Instruction Placement Agencies...........................................................................25

Selection of Field Instructors..............................................................................................................26

Responsibilities of Field Instructors..................................................................................................27Responsibilities of the Field Coordinator...........................................................................................29

Responsibilities of the Social Work Liaisons....................................................................................30

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Responsibilities of Students................................................................................................................31

Student Rights......................................................................................................................................31

Evaluation of Student Performance, Counseling out Review and Appeals Process.....................32Evaluation.........................................................................................................................................32Counseling out for Academic and Non-academic Reasons..............................................................34Inadequate Academic Performance..................................................................................................34Inadequate Interpersonal Relationship Skills...................................................................................35Lack of Adaptation to the Goals of the Program..............................................................................35Procedures to Termination from the Social Work Program.............................................................36Appeal Process.................................................................................................................................36Grade Appeals Process.....................................................................................................................37

Special Requirements for Field Instruction......................................................................................39Changing Agency Placement............................................................................................................39Early and Late Completion of Field.................................................................................................39

Social Work Faculty............................................................................................................................40

Appendix..............................................................................................................................................41Appendix A ..........................................................................................................................................43

Educational Policy and Accreditation Standards..............................................................................45Appendix B............................................................................................................................................53

Learning ContactsField I...........................................................................................................................................55Field II.........................................................................................................................................57

Appendix C............................................................................................................................................59Application for Field Placement.......................................................................................................61

Appendix D...........................................................................................................................................69Personal Data Guideline...................................................................................................................71

Appendix E............................................................................................................................................75University-Agency Institution Agreement Guideline.......................................................................77

Appendix F............................................................................................................................................79Field Instructor’s Agreement............................................................................................................81

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Accredited by the Council on Social Work Education (CSWE)

PREFACE

This Field Instruction Manual is intended to familiarize the student and the agency field instructor with the requirements, standards, format and content of field instruction. The manual is designed to provide an initial orientation to the field experience and to serve as an ongoing reference and guide throughout the senior field experience.

Inquiries and comments concerning information in this manual or regarding the Social Work Program should be directed to Mrs. Marie Hamberg Artis, Director or Dr. Shebby Neely-Goodwin, Coordinator of the Field Experience, South Carolina State University, Post Office Box 7595, 300 College Street Northeast, Orangeburg, SC 29117, (803) 536-8802 , (803) 533-3989 or Fax: (803) 533-3636.

The Social Work Program has received reaffirmation of accreditation through 2021 by the Council on Social Work Education.

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INTRODUCTION

The National Association of Social Workers recognizes the baccalaureate degree (BSW) qualifies students as beginning professional practitioners. The Council on Social Work Education (CSWE) has developed guidelines for undergraduate programs and standards for colleges/universities membership in the Council. The Council is the accrediting body for social work education programs.

The major purpose of undergraduate programs is to prepare students for the beginning level of professional social work practiced. Therefore, there is an emphasis on the use of educationally directed field learning. Originally, the word “field” brought to mind traditional social service agencies, staffed with social workers. Thus, students were trained for traditional social work practice. Now, the “field” can be the street, the neighborhood, the community, or any place where the needs of people should be met. No longer does “field” refer strictly to traditional agencies but encompasses non-traditional placements such as governors’ offices, mayors offices, legislators’ offices, sheriffs’ office, police departments and community action agencies.

“Field Instruction” is the phrase commonly used to denote educationally directed student learning in the field. Under the supervision of a qualified instructor, students learn by participating in the delivery of social services to individuals, small groups, families, organizations and communities. Students are generally assigned for a designated period of time to a specific agency, program, or service.

While the emphasis in field learning is on social work practice, the content of field instruction should be related to the total social work curriculum and not just to the social work practice courses.

Although some content may best be taught in the field and other content in the classroom, field instruction is a learning experience set within the framework of higher education and a basic component in a social work program. Therefore, it requires careful planning in terms of purpose, continuity, and sequence. The overall goals of field instruction should be to help the student integrate the various knowledge, values and skill components to which they have been exposed in the social work curriculum; to deepen the understanding of what has been learned, and to demonstrate the utilization of acquired knowledge. The educational focus of field instruction is paramount.

A high level of commitment by both the university and the field agency is indispensable to a sound and effective field instruction program. The availability of university resources, including faculty time for directing the program and relating field learning to classroom content, is essential.

The quality of the field instruction program depends on the level of competency and involvement of field and classroom faculty. Just as the student should be awarded appropriate academic credit for successfully completing field instruction, so field instructors and related university faculty should receive appropriate recognition for the time they need to spend on this program.

As the key purpose of field instruction is to assist students learn about and experience social work roles, the setting used for field learning should provide practice opportunities connected with social work practice. Field instruction placements are not limited to social work agencies, and the agency field instructor need not necessarily be a professional social worker. When either of these conditions is missing, the college faculty must assume extra responsibilities for insuring that the social work focus is maintained.

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The educational use of field instruction has expanded in time and purpose. Since field instruction provides the student with the real life experience to apply and integrated all classroom knowledge and theory, efforts are made to get students into the field as quickly as possible. Field placements give students face-to-face contact with people in need of social services. Field placements also help the students increase their problem-solving ability. Finding solutions to clients’ problems requires students to integrate classroom theory and knowledge and field experience. Field provides opportunities for students to understand the needs for social and economic justice for vulnerable and oppressed populations. Field placements also help students decide whether social work is actually the right career choices.

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MISSION AND GOALS OF THE SOCIAL WORK PROGRAM

The mission of the undergraduate social work program at South Carolina State University is designed to prepare competent ethical and effective generalist professional practitioners for entry level practice with individuals, families, small groups, organizations and communities. The mission adopted by the Faculty in 2010, is consistent with the purpose of the social work profession which is to prepare graduates with the specific social work knowledge, skills and appropriate values for working effective with vulnerable populations. The mission is in keeping with the Educational and Policy Standards (EPAS) adopted by the Council on Social Work Education in April, 2008 for baccalaureate-level social work programs.

This mission is consistent with the purposes of social work which 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 achieve goals, developing resources, and prevent and alleviate 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.

The preparation of generalist social work practitioners require that they be able to move into direct service positions in a variety of social service agencies, including community and organizational settings. As a professional discipline, meeting the goals and objectives of the social work program require that students be exposed to a breath of knowledge and experiences that go beyond the typical classroom curriculum. Therefore, there are considerable community service and experiential exercises in all classes and an educationally directed field instruction component that enhances students’ understanding of the profession of social work, the variety of people it serves, and the variety of agencies and organizations in which social work activity takes place. Program mission and goals flow directly from its mission to prepare competent beginning level, generalist practitioners to intervene with client systems of all sizes. The social work program at South Carolina State has identified the following broad goals:

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To prepare graduates for beginning generalist professional social work practice with client systems of various sizes and types;

To provide graduates with the skills necessary to work competently with diverse populations and intervene with people who are at risk because of their race, color, ethnic group identity, age, gender, handicapping condition, sexual orientation or any other characteristic that make them vulnerable to social and economic injustice;

To prepare graduates who can demonstrate integration of professional values and ethics into their practice;

To prepare graduates who will be lifelong learners and who will take responsibility for their personal and professional growth and development and contribute research based knowledge to the profession;

To prepare graduates who understand and accept responsibility for working through individual intervention and advocacy to make social systems more responsive to the needs of vulnerable groups and communities;

To prepare graduates for graduate study;

To provide continuing professional development opportunities to the professional community.

The goals of the social work program in its preparation of generalist professionals are guided by standards set forth in the 2008 Educational Policy and Accreditation Standards (EPAS) established by the Council on Social Work Education. Hence, the social work program is a rigorous one and requires that students master a specific body of liberal arts content (humanities, social and behavioral sciences and biological science) and professional foundation knowledge (human behavior and the social environment, social work research, social welfare policy, social work practice, content on values and ethics, diversity and social and economic justice and field instruction. It is through the actual field experience that the student is able to demonstrate an ability to integrate knowledge in planned change efforts. Two necessary requirements for students to become effective practitioners are (1) that they be committed and (2) that they possess a level of maturity and readiness to understand and use themselves in an effective ethical way that facilitates change and empowers client systems.

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 specific body of knowledge, values, and skills of the social work profession for competent practice.

In preparing graduates our program is guided by the Educational Policy and Accreditation (EPAS) established by the Council on Social Work Education. (Appendix A)

Social work education at South Carolina State University achieves these purposes by: Providing curricula that are 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 that promotes breath of

knowledge, critical thinking and communication skills;

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Promoting scholarly attitudes of curiosity, open-mindedness, and critical thinking, Offering programs that have flexibility in their design, structure, and outcomes, Preparing practitioners to work with individuals, families, groups, organizations, and

communities without discrimination on the basis of age, culture, class, ethnicity, disability, gender, national origin, race, religion, or sexual orientation,

Promoting culturally competent practice, Promoting the alleviation of poverty, oppression, and other forms of social injustice, Preparing social workers for practice in diverse political and cultural contexts and

recognizing the global context of social work practice, Maintaining reciprocal relationships with social work practitioners, groups,

organizations and communities, Formulating and influencing social policies and social work services, Engaging in the development of new knowledge, Promoting continual professional development of students, faculty, and practitioners, Promoting inter-professional and interdisciplinary collaboration, Making use of instructional and practice-relevant technology using the professional

Code of Ethics to guide practice

PROGRAM OBJECTIVES

Program’s objectives are implemented, including continuous assessment (Standard 8), ensures that the program outcomes are consistent with Educational Policy, Section 3 that call for social workers at the baccalaureate level to be able to:

1. Apply critical thinking skill within the context of professional social work

2. Understand the value base of the profession and its ethical standards and principles

3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, sexual orientation and any other characteristics that put people at risk.

4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice

5. Understand and interpret the history of the social work profession and its contemporary structures and issues

6. Apply knowledge and skills of generalist social work practice with systems of all sizes

7. Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities

8. Analyze, formulate, and influence policies

9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.

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10. Use communicating skills differentially across client populations, colleagues, and communities.

11. Use supervision and consultation appropriate to social work practice

12. Function within the structure of organizations and service delivery systems and seek necessary organizational change

Additional Program goals are the students will:

13. Identify with the social work profession

14. Demonstrate, through class and field, professional use of self

15. Identify and use resources for assisting client systems and for prevention

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SOCIAL WORK CURRICULUM

The Social Work Program curriculum provides the students with a holistic learning experience. The students receive instruction in liberal arts as an essential part of a well-rounded educational process. Required liberal arts courses include English, Speech, Mathematics, Computer Science, biological Science, Humanities, Sociology, Psychology, Political Science, and Military Science or Physical Education. During the sophomore year students begin taking courses in their major.

The courses and their sequence in the Social Work Program curriculum at South Carolina State University were designed to implement the purpose, objectives, and educational outcomes of the BSW program. The basic purpose is to prepare students for generalist, professional social work practice. The program follows the guidelines as established by the Educational Policy and Accreditation Standards (EPAS) of the accrediting body which is the Council on Social Work Education. Social Work Values and Ethics undergird the curriculum. Please refer to Appendix A.

In providing such preparation a generalist approach is used. This consists essentially of a problem focused systems theory approach which is applicable to social work with individuals, families, small groups, organization and communities. The program seeks to prepare students to meet comprehensiveness of clients, while intervening on the most appropriate level(s) to bring about desired changes. This approach seems best for the students in our social work program. Many are of rural, low-income backgrounds; however, upon graduation most obtain employment in the less rural areas of the state. Many of the social welfare agencies in South Carolina are structured on a regional basis in the agencies are physically located in an urban-oriented community, but serve both that community and the more sparsely populated, rural areas. Placements for field instruction are with these agencies so that students gain experience in serving both populations.

As stated earlier, the social work courses and their sequences are designed to meet the program’s purpose, objectives, and desired educational outcomes. Since content from earlier courses is used in subsequent course, much emphasis is place on students taking courses in the prescribed sequential.

Approved Courses and Electives1. SW 300 is open to all university students and is required for majors.2. All SW prefix courses, except SW 300 and electives, are limited to majors.3. SW 306 and SW 307 must be taken prior to field instruction.

General Education/Liberal Arts Requirements1. Orientation (two hours)

UNIV 101 – Introduction to University Community2. Communication (nine hours)

English 150 – English Composition and communicationEnglish 151 –English Composition and CommunicationSpeech 150 or 250 – Fundamentals of Speech Communication or Public Speaking*A grade of C must be earned for satisfactory completion of these courses.

3. Humanities (nine hours)Art 250 or Music 250 or Drama 254 – Art Appreciation, Music Appreciation or Introduction to TheatreHistory 250 or 251 – World Civilization

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English 250 or 251 – World Literature

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4. Quantitative Reasoning and Technological Understanding (nine hours)Mathematics 150 – Quantitative Reasoning or Mathematics 151 – AlgebraMathematics 155 – Introduction to Mathematical ModelingComputer Science 150 – Computer Technology

5. Science (eight hours)Biological Science 150 – Biological ScienceBiological Science 151 – Biological Science LaboratoryBiological Science 152 – Biological Science Biological Science 153 - Biological Science Laboratory

6. Social and Behavioral Sciences (nine hours)Psychology 250 – General PsychologySociology 250 – Introduction to SociologyPolitical Science 252 – American Government

NOTE: Social work majors can take additional Social and behavioral Sciences courses Approval Electives – six hoursFree Electives – nine hours

7. Personal wellness (two hours)Physical Education 150 or Health Education 151 or Military Science 150 – Physical Education or Personal and Community Health or Introduction to Military Science

8. Cultural Awareness: (three hours)Social Work 250 – The African-American Experience: Pioneers in Social Welfare and Social Work is required for social work majors.

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SOCIAL WORK COURSE DESCRIPTIONS

SW250. African American Experience 3(3,0). This course is designed to provide students with a sense of history and pride regarding the contributions of African Americans to social welfare and social work practice. The course focuses on the contributions of African Americans in initiating, planning and developing social welfare programs and services during the harsh period in US history when segregation, social and economic injustices toward people of color was acceptable. Prerequisites: Junior status. (S)

SW300. Introduction to Social Work. 3(3,0). This course is a survey course examining the concepts, attitudes, resources, functions and activities in the field of social work. It stresses values, ethics, definition and function of the social welfare system. It also presents the history of social welfare policy and services in the United States, contemporary issues in social welfare, the impact of racism, oppression, poverty discrimination and gender on such programs. Thirty (30) hours of volunteer agency service is required. Students apply for admission to the program during this class. Prerequisites: None. (F, S)

SW301. Human Behavior and the Social Environment I. 3(3,0). This is the first of two courses in the human behavior in the social environment sequence. Students apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development from conception to adolescence stressing the fundamental concepts of person-in-environment, human ecology, social system and strengths. Students utilize conceptual frameworks to guide their understanding of problem identification, assessment, intervention, and evaluation. Prerequisites: SW300. May be taken with SW 300 with approval for Program Coordinator. (S).

SW302. . Human Behavior and the Social Environment II. 3(3,0). This course expands upon the theories and knowledge taught in SW301 and incorporates theories specific to understanding biological, social cultural, psychological, and spiritual development from adolescence through old age of the life cycle and the adjustment tasks common to each stage. .The concepts of person-in-environment, human ecology, social systems, and strengths continue to be a focus. Students utilize conceptual frameworks to guide their understanding of problem identification, assessment, intervention and evaluation. Prerequisites: SW301. Taken concurrently with SW303, SW304, and SW305 (F)

SW303. Human Diversity and Social Work. 3 (3,0). Students will examine and understand the dimensions of diversity as the intersection of multiple factors including age, class, color, culture, disability, ethnicity, gender and gender identity and expression, immigration status, political ideology, race, religion, sex and sexual orientation. The cognitive and sensitivity focus of the course will help students address concepts of individuality, oppression, equality privilege and power as ways of helping them clarify attitudes and values as they deal with clients and other systems in their efforts to enhance social and economic justice. Prerequisites: SW301. Taken concurrently with SW302, SW304 and SW305. (F)

SW304. Social Policy and Services. 3(3,0). Social welfare policies and issues that affect social work practice and the problems which social workers confront is the focus of this course. Students examine the historical development and structure of social welfare policies and services through which society and organizations attempt to manage, control, minimize, and/or eliminate social problems, their consequences, and effects. Social workers are charged with the responsibility to

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become change agents. This course helps students explore their roles as practitioners in the development and implementation of social policies and programs that further social and economic justice. Prerequisite: SW 301. Taken concurrently with SW302, SW303 and SW305. (F)

SW305. Orientation to Professional Development. 3(1,2). The course is a laboratory course. Course content will include issues related to student readiness to enter field instruction and professional practice. This course reinforces the communication process in social work and the skills needed in conducting professional interviews. Professional decorum, professional practice behaviors, stress and time management skills are some of the topic to be covered. The ethical principles embedded in the NASW Code of Ethics are reinforced. Role plays, case scenarios, mocked interviews provide students with opportunities to demonstrate the professional use of self. Prerequisite: SW 301. Taken concurrently with SW302, SW303 and SW304. (F)

SW306. Social Work Research and Statistics I. 3(3,0). This is the first of two courses in research and statistics. This course introduces students to the social work research process. Topics include basic principles in social work research, problem formulation, designing research ethics. Quantitative and qualitative research is emphasized. The intention of both courses is to prepare students to use research as a means of informing and improving their professional practice and to conduct research to add to the profession. Prerequisites: SW302, SW303, SW304, and SW305. Taken concurrently with SW 307. (S)

SW307. Social Work Practice I. 3(3,0). This, the first course in the practice sequence, reinforces students’ knowledge of generalist social work practice with individuals and small groups. The focus of theory is on problem solving with individuals and small groups and examines a number of theories including ecological systems, empowerment theory and strengths theory. Using the General Intervention Model (GIM), role plays and video-taped interviews to analyze case situations, students demonstrate beginning skills in the planned change process-engagement, data collection, assessment, intervention, evaluation and termination. Prerequisites: SW302, SW303, SW304 and SW305. Taken concurrently with SW306. (S)

SW 400.Social Work Research and Statistics II. 3(3,0). This course provides students with advanced skills in (a) conceptualizing research problems in practice, (b) completing research in such areas as needs assessments, program evaluation and single subject research; and (c) using inferential skills of data collection and analysis students understand and apply quantitative and qualitative research measures to a proposal initiated in SW 306 and completed during the field and seminar courses. The techniques of single subject research and ethical standards in research are reinforced. Prerequisites: SW 306 and SW307.Taken concurrently with SW 401, SW402 and SW403. (F)

SW401. Social Work Practice II. 3(3,0). This course focuses on a generalist approach to social work practice with families and individuals -at- risk because of substance abuse, domestic violence, poverty, handicapping conditions, poor housing, and unsafe communities. Special attention is given to intervention with individuals and families with special needs including gays and lesbians, people of diverse racial and ethnic backgrounds, and women. Practice focus on identifying, analyzing, and implementing ethically sound, evidence-based interventions and evaluating outcomes of interventions. Prerequisites: SW306 and SW307. Taken concurrently with SW400, SW 402 and SW403. (F)

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SW402. Field Instruction I. 6(0,6). Under the supervision of a professional social worker or a related human services personnel, students spend 16 hours per week in an agency or an approved setting to acquire experience in direct generalist social work practice, thereby giving them an opportunity to apply theory to practice with individuals and small groups. Prerequisites: SW306 and SW307. Taken concurrently with SW400, SW401 and SW403. (F)

SW403. Social Work Seminar I. 2(2,0). A seminar to accompany SW402. Intergrating their field experience, students demonstrate entry knowledge, values and skills of generalist social work practice with individuals and small groups. Here, students integrate and apply theoretical frameworks learned in classroom and field instruction. Prerequisites: SW 306 and SW 307. Taken concurrently with SW 400, SW 401, and SW 402. (S).

SW 404. Social Work Practice III. 3(3,0). This third course in the practice sequence builds upon the conceptual base of the material presented in SW307 Social Work Practice I and SW 401 Social Work Practice II. The emphasis is on organizations and communities which provides a bridge between micro and macro levels of intervention. The course parallels and enhances the field practicum by providing a range of macro theories and methods. Students use knowledge and skill to respond proactively to macro-level problem appropriate for beginning generalist practice. Prerequisites: SW401, SW402 and SW403. Taken concurrently with SW405 and SW406. (S).

SW405. Field Instruction II. 3(3,0). This is the second part of the Field Instruction sequence. Students build upon field learning experiences from the preceding semester and demonstrate more advance knowledge, values and skills as generalist social work practitioners who understand and employ strategies to advance social justice. While continuing with their intervention with individuals and groups, students focus on macro experiences. Students spend 16 hours per week in an approved setting. A total of 220 clock hours are required for the completion of the two semester field instruction experience. Prerequisites: SW 402 and SW 403. Taken concurrently with SW 404 and SW 406. (S)

SW406. Social Work Seminar II. 2(2,0).A seminar to accompany SW 405. This seminar is interconnected with Field Instruction II and pulling from their Field I experiences, students demonstrate greater understanding of macro level intervention and an ability to synthesize classroom theoretical knowledge with real practice situations. Students also discuss pertinent issues and concerns and share new insights. Prerequisites: SW 400, SW 401, SW 402 and SW 403. Taken concurrently with SW 404 and SW 405. (S).

Social Work Electives

SW415/SOC416. Gerontology I. 3(3,0). A survey of the field of social gerontology with particular focus on cross-cultural values affecting the position and status of the aged; the biological, psychological, and social aspects of aging; the impact of the aging population on American society, and social problems relating to aging. Prerequisites: None. (Alternate F, S)

SW416/SOC416.Gerontology II. 3(3, 0). The principles and techniques essential in social work practice with the elderly, as well as concentration on death, dying and working with the dying individuals and their families. Prerequisites: None. (Alternate F, S)

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SW417. Substance Abuse. 3(3, 0). This course is a survey course which examines, primarily from a family systems perspective and approach, the use, abuse of and addiction to substances, (alcohol and drugs) both legal and illicit. A balanced perspective on treatment, spanning disease and maladaptive behavior is presented. Prerequisites: None. (Alternate F, S)

SW418. Child Welfare. 3(3, 0). This course focuses on the history of child welfare in the United States and social changes, issues and problems facing children, youth and their families. Students will examine the role of child welfare policies, programs and practices that attempt to address these issues, including services to the child in his/her home, foster care, adoption, protective services and school social work. Prerequisites: None. (Alternate F, S)

SW 419.Disability Issues in a Multi-Cultural Society. 3(3, 0). Important issues/topics related to disabilities in a contemporary multi-cultural society will be explored. There will be discussion of historical and contemporary thinking and assumptions of people and policy. Exercises, field, classroom discussions and guest lecturers will be used to help sensitize students to living with a disability. Prerequisite: Junior or senior standing (Alternate F, S)

SW420. Special Topics. 3(3, 0). This course offers selected students an opportunity to have intensive focus on a selected topic in social work. Students will research topics of interest and present their findings orally and in writing. Open to social work majors with a 3.00 average, or by recommendation of faculty advisor. Prerequisite: Junior or senior standing (Alternate F, S)

SW421. Health Care Issues in Social Work. 3(3,0). This course examines gender, social class, race and ethnicity as predisposing factors of health status, health behavior and health care delivery. Students are expected to consider undeserved population groups and their health status from a perspective of social change. Prerequisite: Junior or senior status. (Alternate F, S)

SW422. Grief, Dying and Death. 3(3, 0). This course is designed to introduce students to a wide array of issues and strategies of intervention and grief counseling. Students will be prepared to work from an informed perspective that demonstrates an understanding of the special needs and communications of the dying and those who work with them. Prerequisites: None. (Alternate F, S)

SW423. International Social Welfare Policy. 3(3, 0). Students will study the structure of the international system and its influence on international institutions, agency structures, geopolitical and psychosocial dimensions and global social welfare issues and services. Prerequisites: None. (Alternate F, S)

SW424. Women’s Issues. 3(3, 0). This course examines, from a multicultural perspective, the bio psychosocial issues impacting women in our society. The course will specifically address such issues as health, poverty, employment, career choices, violence, substance abuse and how these affect women. In addition, the course will address gender specific treatment programs. Prerequisites: None. (Alternate F, S)

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FACULTYThe Director/Coordinator of Social Work Program must have an MSW from an

accredited school of social work. In addition to the MSW, a doctoral degree and two to five years of full-time employment in delivery of human services after earning the MSW degree is preferred. If the doctoral degree is offered, it must be accompanied by a minimum of two years employment in an administrative capacity.

The responsibilities of the director are to: Provide educational leadership to the program and assume administrative functions as

required by the university Teach courses in social work Act as faculty liaison to agencies; and Provide academic, career, and personal counseling to social work students Supervise faculty and serve on University College Committees.

The Coordinator of Field Instruction must have an MSW form an accredited school of social work and two to five years of full-time employment in delivery of human services after earning the MSW degree.

In addition to teaching social work courses as designated by the program director, responsibilities of the Field coordinator are:

Recruitment and ongoing evaluation of agencies and agency supervisors; Author and periodically revise the Field Instruction Manual; Assignment of students to agencies; Coordinate field seminars Coordinate assignments of field instructors and of faculty liaisons to agencies and Provide academic, career, and personal counseling to social work students.

Social work field faculty must have an MSW from an accredited school of social work, with a minimum of two years full employment in the delivery of human services after earning the MSW degree

Responsibilities divided among other faculty are to: Assist the field instruction coordinator; Teach social work courses as designated by the program director; Act as faculty liaison to field agencies and ; Provide academic, career, and personal counseling to social work students.

All faculty must participate in curriculum development revision and are encouraged to engage in research.

In keeping with the community outreach aspect of the university program, all social work faculty are expected to give their professional expertise to the growth and expansion of the community. Each is expected to be actively involved in professional organizations which enhance personal and professional growth and in organizations designed to promote better economic and social conditions for all.

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FIELD INSTRUCTION: PURPOSES, OBJECTIVES AND GOALS

No other profession places more emphasis on real life experiences than does social work. Field instruction with supervision and time limitations comes as close to an actual work experience as possible. In field instruction the students have the responsibility for the delivery of service. This experience requires the students to use their knowledge and experience to develop and enhance problem-solving skills. It is in field instruction that students learn to integrate the theory and knowledge learned in class with experience for responsible problem solving of social welfare needs. This must be accomplished using the NASW Code of Ethics as a behavioral guide.

Field Instruction is intended to provide students with opportunities to engage in professional tasks which enable then to acquire and demonstrate those educational and skill competencies necessary to enter generalist practice with individuals, families, small groups, communities, organizations and agencies. Thus, field instruction is an integral part of the social work curriculum. It is critical to the educational objectives in that it provides an educationally focused learning experience whereby students integrate knowledge from other parts of the curriculum with their field practice experiences. To facilitate integration, field learning experiences are provided within the framework of specific objectives, and students are evaluated on the extent to which they achieve these objectives. Students are assisted in the process by their field instructors and field liaisons.

Preparation for field instruction is planned in a sequential process. Students first become acquainted with agency practice in the Introduction to Social Work course. They complete a thirty (30) hour volunteer experience which exposes them to the social service arena – both the diversity of clients who seek services and the professionals who help them. In subsequent social work course, Orientation to Professional Development (SW305), Social Policy and Services (SW304); the Human Behavior and the Social Environment sequence (SW 301 & SW 302); and Social Work Practice I (SW 307), students get further agency experiences through several avenues. For example, in these courses they serve as agency volunteers, where they begin to analyze social service programs. The also make visits to social service agencies. There are planned observational visits. Subsequent class discussions, guest lecturer’s form the social service practice community adds to the knowledge base of our students. With these experiences as a foundation, the culmination of the process of learning about, and participating in, agency practice occurs in the two courses in field instruction, Field Instruction I (SW 402) and Field Instruction II (SW 405) and the two seminars, (SW 403 & SW 406).

Formal field instruction begins with SW 402, Field Instruction I and is taken the first semester of the senior year. The students are in an agency for two field days a week which equals a minimum of 220 clock hours. The primary intervention focus in this field is with individuals, families, and small groups. Students are concurrently enrolled in SW 400, Research & Statistics I; SW 401, Social Work Practice II; and SW 403, Field Seminar I where are classroom activities, assignments and discussion that also help students relate theory to practice.

Using content from previous courses and incorporating content from concurrent social work courses (Social Work Practice II and Research & Statistics II), students enrolled in Field Instruction I focus on working with individuals, families and small groups. For example, they select a case they have been assigned and conduct single subject research to be evaluated for research methodology. Practice application is submitted to and discussed in the Individuals and Families at Risk class and in seminars thereby helping students internalize learning. Intervention building skills and self-growth become a part of the field log for individual conference discussion and seminar discussions. These

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type assignments and discussions help students as they make progress in applying their knowledge, values, and attitudes and demonstrate a commitment to social work with diverse populations.

In the second semester of the senior year, students continue their placements as they enroll in SW 405, Field Instruction II and SW 406, Field Seminar II. They are in the same agency for an additional 220 clock hours with a focus on macro practice while continuing micro/mezzo practice. As they take Seminar II, SW 406 and Practice III, SW 404, this semester provides more opportunities for integration of knowledge. In addition, students keep field logs which are submitted to the faculty and are discussed during weekly individual conferences. These conferences occur on non-field days.

Building on experiences form Field I (SW 402); students continue to refine micro and mezzo skills in Field II, SW 405. They are concurrently taking a macro practice course, SW 404. A requirement is to implement agency approved community or agency projects. Building on previous knowledge and using content form the macro class, the projects help students learn another level of making service delivery more than just and humane. A community agency paper for SW 404 utilizing their placement agency and community assists students in synthesizing content form policy, research, practice, human behavior, diversity, etc. At the conclusion of this field instruction course, students will have mastered the knowledge, skills and attitudes consistent with being a BSW and will be ready for beginning professional practice.

At the conclusion of the field practicum students have a minimum of 440 clock hours of field. Time is monitored by field logs, faculty liaison and student conferences as well as agency conferences. Students received a total of 16 credit hours for field and seminar.

In most instances, students in field instruction are placed in the agency on Tuesdays and Thursdays. They are under supervision of an experienced social work supervisor. Although this is a limited experience, it does provide students with a direct introduction to the career field. During placement, students attend a regularly scheduled seminar on campus with faculty instructors so the students can learn to interpret their experiences and can learn to apply sound principles and methods of social work to these experiences. The students are required to keep daily records of the field learning experiences and these records will be used for individual discussion and/or in group seminars.

Since the students are in an agency in the community, it is imperative that they understand the agency, the community and the relationships between the two. Therefore, the students are required to complete an agency approved community or agency project and present their findings in writing to the instructors.

Since field instruction complements classroom experience, it must be viewed in relationship to it. Therefore, based on programmatic objectives, the general purposes of field instruction are to help students to develop and apply skills for generalist social work practice with multilevel systems. The skills impact on individuals and social problems and help meet the following goals.

A. Objectives of Field InstructionThe objectives of field instruction are consistent with the program’s objective of preparation for entry level practice and the EPAS. The objectives are to teach students to:

1. Apply social work practice skills with client systems of all sizes;2. Use professional values and attitudes for the ethical practice of social work;3. Effectively use self in professional and interpersonal relationships;4. Use the problem solving process with individual,

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5. Teach students how to use knowledge of communities and organizations in intervention and social work with communities and organizations;

6. Use appropriate communication (verbal and written) for professional recording, and with clients from diverse cultures;

7. Apply social research to improve social work practice;8. Understand and be sensitive to human diversity for effective service delivery and

prevention activities;9. Apply critical thinking skills in professional practice;10. Evaluate agency policies and procedures and suggest ways these can be improved to

better assist clients;11. Use supervision to facilitate their learning and experiences

B. Field ComponentTo meet the purposes for the field component, specific goals for Field Instruction have been developed. At the conclusion of their field, students will be able to:

1. Apply social work practice theory to practice situations.1.1. Identify problems and determine solutions.1.2. Use knowledge and ability to intervene at the appropriate level with clients and

related systems.1.3. Identify social work professional activities by observing professionals in their

relationships with other professionals and with clients.

2. Identify with the profession of social work and demonstrate professional ethics.3. Demonstrate affective and interpersonal skills and professional competencies.4. Identify problems and determine solutions.5. Locate community resources and help clients use the structures appropriately.6. Record and discuss case material in a professional manner.7. Use research to improve service delivery.8. Deliver effective service and change systems for all people regardless of ethnic and life

style difference.9. Affirm their commitment to become a professional social worker.

EDUCATIONAL DIRECTION OF FIELD INSTRUCTION

Educational direction of field instruction at South Carolina State University is assured through the following activities.

1. Field Coordinator visits a prospective agency and field instructor to discuss:a. Agency programs, objectives, and expectations;b. Proposed field instructor’s qualifications and expectations; andc. The social work program’s objectives, requirements and expectations. A field manual

and university/agency agreement are left when verbal agreement is reached. Then, the information which has been gathered is evaluated to determine if the proposed placement and the field instructor can meet the educational objectives of the program.

2. Agency persons are encouraged to attend social work classes and syllabi are available upon request.

3. All agency person supervising students are encouraged to attend student field instruction seminars.

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4. Agencies complete and submit an agency profile which outlines the types of learning exposure available to the student’s agency programs and services, specific requirement, etc. which is kept on file in the social work office. (Handout Provided)

5. Agency persons supervising students are also expected to attend an orientation and training seminar prior to a student being placed with them. This training is designed to give the field instructor an overview of social work education in general and at SCSU specifically. Also included are differences in agency supervision and field instruction, expectations of agencies, field instructors, students, and faculty liaisons; case assignments; student evaluation and termination. Additional topics are the field instructors as educators and students as adult learners. Annual program evaluations also are conducted with agency personnel.

6. Faculty liaisons make three agency visits the first semester and two or more arranged visits to each agency the second semester to evaluate the learning experiences provided for the student and to evaluate students’ performance. This is done after the field instructor and student have completed the appropriate evaluation forms.

7. Field instruction seminars and weekly individual conferences with student help monitor the educational direction of experiences students are receiving, so changes can be initiated where needed.

8. Field faculty are readily available for assistance to agency persons and students.

9. Students are required to write a daily log of activities while at the agency and these are utilized by program faculty to further assure that field instruction is fulfilling program objectives.

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STUDENTS INDIVIDUALIZED LEARNING PLAN

In view of the educational objectives of Field Instruction, field experiences are individual in terms of the students and the agency. Hence, students’ practicums are designed to meet their learning needs. These assignments are spelled out in an individual students learning contact. Continuity and progression of learning are keys in the planning of appropriate learning experiences. The Field Instruction Manual delineates these objectives. The contact should be completed within the forst month after field begins.

Field instructors, classroom teachers and students are viewed as partners in this teaching/learning process. Since our program is planned for concurrent field instruction and class, and in field. Therefore, it is possible to initiate discussion of social work content in either location and reinforce the learning in the other. Interaction between classroom and field instructors makes reinforcement of learning more possible.

Class and field content is built on a conceptual basis and the Field Instruction Manual spells out the levels of competency students in field should master by the end of each semester in the field. Progression in learning is demonstrated by the increasing demands made upon the students functioning at the level expected for beginning generalist social work practice.

For Field I

Individual educational plans are developed to fit the unique needs of each student. It is very important that each student be aware of and verbalizes goals for field instruction. This should be done in conjunction with the agency field instructor using classroom learning and individualized assessments to develop their and individualized learning agreement. (Appendix B)

For Field II

Students will expand the individualized learning plan developed in Field I and will include macro practice application. This should be done in conjunction with the agency field instructor and should utilize the student’s individualized learning contract distributed and discussed in class. (Appendix C)

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SELECTION OF STUDENTS’ ACTIVITES AND ASSIGNMENTS

The agency field instructor has the responsibility of involving the students in planning the learning experiences and for assigning specific tasks. It is suggested that the first day or two in the agency be spent in orientation. This should include orientation to the agency’s programs and policies as well as to the staff. The orientation period should prepare the students for any observations by helping them fully understand the situation and by knowing the significant things for which to look. The students should be given the opportunity immediately following the observation; the student should be assigned specific concrete client-agency-related tasks. Tasks/case selection will be discussed in more detail subsequently.

The learning experiences available in an agency are evaluated on the basis of meeting the educational objectives of the program. Students are involved in an educational assessment of their learning needs. To produce generalist social worker capable of intervening with multi-level systems, the field instructor is asked to assign some of the following tasks:

1. Activities involving direct and indirect practice with individuals, small groups, families, communities, organizations, and institutionsa. Interviewing with client/group/familyb. Collaborating with other agenciesc. Consulting with other workers inside and outside the agency

2. Activities which enhance students’ knowledge of agency and communitya. Being oriented to assigned field agencyb. Completing an agency-community study as a requirements for field instructionc. Participating in agency’s in-service training, staff meetings, and conferences whenever

feasibled. Attending at inter-agency meetings and professional workshopse. Making and receiving appropriate referralsf. Assigning of community projects as a part of caseload

3. Activities which require collection, organization and evaluation of informationa. Conducting intake interviews with clientsb. Keeping case notes and records and sharing these with other professionalsc. Writing case summaries and making recommendation regarding client/group d. Completing required agency-community studiese. Gathering information for agency purposes as assigned, i.e., self-study and grant writingf. Keeping log of experiences at the agencyg. Evaluating agency effectivenessh. Evaluating one’s own practice

Field instructors are asked to make assignments that enhance students’ intervention with minorities of color, women, gays, lesbians, and other diverse populations.

Students should participate in planning their assignments. The assignments for students must be clearly understood by the field instructors and the students. They need to be assignments that can be accomplished and can involve the student in the delivery of worthwhile and necessary services and not just “busy work”. They should be of assistance to the agency and student as well as of educational value for student. If assignments are carefully chosen, the

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student can make a real contribution in helping people and thus help the agency, also while learning.

Since the students have so much to learn and retain, it is a good idea to have some material written down for them. They can refer to this material rather than having to ask or “re-ask” countless questions. Once prepared the folder containing the written materials about the agency can be used for successive students-if it is kept up-to-date.

As mentioned previously, students need an orientation period and should spend time observing professionals in the agency as they interact with clients. There should also be time allowed for a follow up question and answer period immediately following orientation and observation.

The first assigned cases should probably be cases already known to the agency in which the next step in intervention in clearly indicated. This given the students an opportunity to evaluate a social study and a plan of intervention from recorded material and offers the assurance of some previous understanding of the client with whom they are expected to establish a social work relationship.

A case new to the agency should be assigned to the student as soon as they are capable of handling it. If it is possible for them to have the opportunity to carry a case through from intake to some accomplishments, this is the case that will probably give them the most satisfaction.

Additionally, it is important that the student be given cases which provide for achievement. A student’s firs case should be one in which the client is friendly to the agency and accepting of its services.

There are two major approaches in making assignments of tasks for students:

1. Assignments to student by case, groups, organizations, and/or community. At first, attempt to choose a recipient(s) who is non-explosive and who is least vulnerable. Be sure to make arrangements for situations with the client which occur when the student is not in the agency.

2. Assignment of students to certain jobs within the agency supervisor’s unit. (In small agencies, the entire agency may be this unit)

The difference between number one and number two is that in number two all student tasks are chosen by the field instructor of the unit as related to the work of the unit as a whole and not by individual workers from their own caseload as is the case in number one. The second is definitely an advantage over the first because in the second the field instructor has complete control in the choice of assignments and can make assignments in relation to the student’s needs as well as the demand of the workload. Another advantage is that the field instructor can make assignments for which she/he sees a need but which may not presently be in the caseload of any worker. For example, there may be value for the institution if the student initiates a recreation program for teenagers. This may be needed activity not presently assigned anyone in the agency.

In regard to activities which enlarge students’ knowledge of agency and community, it is well to remember that as students look at their placement agency, they should have the opportunity to see the relationship between the agency and the community. To fully understand the significance of the effects agencies have on each other, the students must have repeated opportunities to learn about

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community resources those needed as well as those available. Assignments to the students should be ones in which the clients may use various resources. Attending case conferences in which several agencies are represented is valuable to students. One suggestion to determine the student’s understanding of these activities is to have the student write down all concepts or words not understood. The follow-up discussion can then clarify these points.

To summarize, field instruction tasks must be chosen in terms of educational value for the student. In deciding whether to assign a task to a student, the task must first be approached from an educational view. Does it give the student a chance to fulfill some of the outlined educational objectives? The second approach must be in terms of whether the task needs to be completed in accordance with the delivery of services of the agency. It should be clear that the educational needs of the student come first. However, it should be equally clear that the student, the agency, and the university must view field instruction as an opportunity to have needed tasks accomplished and may even provide for expansion of service.

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FIELD APPLICATION PROCESS AND REQUIREMENTS

Field instruction is an integral part of the social work curriculum. It is here that students truly begin to use, in an integrated manner, the knowledge, values, and skills of the profession as they intervene with client systems of various sizes and types.

Liability Insurance All students whose field placement is necessary in order to meet degree requirements are covered

by liability insurance carried by the university as long as the student is performing within the course and scope of his/her responsibilities as authorized. Additional coverage is available to students through the NASW Student Professional Liability Insurance Program for a fee ($48.00). Students are encouraged to purchase this coverage and may do so by contacting the NASW-Virginia Chapter office in Richmond to inquire about membership.

Safety IssuesStudents need to be aware that the practice of social work involves an element of personal risk.

When students are concerned for their safety or the safety of others, they should discuss this concern with their field instructor to determine the best course of action. This discussion also must be shared with their faculty field liaison. Students are not to take unnecessary risks in the course of their field work. Agencies have agreed (see Memorandum of Agreement) to prepare students in whatever way necessary to maximize their safety in the learning environment. If a student’s is threatened or injured while in the field practicum, or is involved in an incident when her/his safety could have been compromised, the student should report the event immediately to the following people; field instructor, and faculty field liaison or Field Department Office. At a minimum, someone form the agency and someone from the Program of Social Work should know of the event.

Criminal Record ChecksMany of our field agencies now require a criminal record check prior to accepting a student for

placement. As a result of this reality of current social work practice, it is imperative that students inform the director or assistant director of field instruction if there is personal background information that should be known and taken into consideration during the placement process. All students MUST submit the results of their SLED background check prior to entering the field site.

Access to a Vehicle In conjunction with the movement of service delivery in health, mental health and family services

toward community based models (which include outreach, home visits and community care); most placements require that students have a vehicle to perform their field assignments. Not having a vehicle limits field placement options.

Nondiscrimination and Sexual HarassmentSCSU does not discriminate on the basis of age, race, color, national origin, gender, religion,

sexual orientation, veteran’s status, political affiliation or disability. The university also has a sexual harassment policy to ensure nondiscrimination against any member of the university community because of gender (see http://www.scsu.edu/wconnect/ace/XPage.awp?&Page=antiharassment.htm). Any incidents of discrimination and sexual harassment, as with all forms of abuse, should be brought promptly to the attention of the person responsible for the event during which the incident(s) occur. Those who choose not to mention the incidents to the persons having that responsibility (in the case of field placement, it would be the field instructor and/or the faculty field liaison) should discuss the

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incidents with the director or assistant director of field instruction, or the associate dean. The university has formal procedures to deal with problems that involve such violations of university policy. Students are provided a formal presentation during orientation prior to entering the agencies, agency field instructors are requested to submit their agency’s sexual harassment policy to the students’ during orientation. They are asked to have a copy available in their orientation packet and to discuss it with students.

Students with DisabilitiesThe university has a policy regarding students with disabilities, which can be found in the

University Bulletins. This policy is followed in all field instruction courses. The Field liaison usually contacts students who have been identified with a disability before field assignments are made to discuss appropriate accommodations. The Field Liaison works in collaboration with the Office of Student Services to assist students with disabilities in field related matters.

During the fall semester of their junior year, students attend an internship fair where they learn about various social agencies and meet potential field instructors. They complete an “Application for Field Placement packet” form (Appendix C) and submit it to the Coordinator of Field Instruction. An interview is scheduled with two faculty members during which students’ strengths, learning needs, placement requests, and field requirements are discussed. There is additional discussion about the agency interviews and reports and the remaining requirements for placement.

Requirement for Field1. Cumulative GPA 2.1;2. At least a C in all social work courses;3. Complete the application process;

a. Complete application formb. Interview with facultyc. Attend internship faird. Interview potential field instructor/agency representativee. Complete SLED checkf. Complete all other paper work

1. Assessment of agency interview2. Student data form for agency (Appendix D)

4. Able to provide own transportation and costs associated with field

After all information is assessed, the student receives a potential placement assignment with the name of the agency person to contact to set up an appointment for an interview. After the interview in the agency, students return the confirmation of placement form with the comments from the field instructor/representative and the student assessment of the interview to the Field Coordinator. After all data is received and evaluated and the final grades are checked, students receive a placement. Once a placement assignment is made, the Student Date Form completed by the student is mailed to the field instructor. The form contains all information about the student, which along with the information gathered during the placement interview, gives the field instructor sufficient data to begin planning for a specific student.

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SELECTION OF FIELD INSTRUCTION PLACEMENT AGENCIES

Selection criteria for sites for Field Instruction are molded by the purpose of the Social Work Program. This purpose is to prepare students to enter social work practice as professionals on the baccalaureate level. Recognizing the contribution that Field Instruction can make in providing learning experiences for social work students, the field setting is selected on the basis of its ability to provide opportunities for observation and practice of social work.

It is of utmost importance that the agency dedicate and commit itself to follow through with the student for the agreed upon time. Therefore, an agreement between the University and agency is provided by the University for the Agency to complete and is signed by all parties. (Appendix E)

Specific criteria required of the agency for students learning are as follows:1.Provide professional social work field instruction that lasts throughout placement;2.Provide a field instructor who will commit to a yearlong obligation;3.Only make changes in the field instructor agreement with the involvement of the Field

Coordinator;4.Orient the student to agency policies and operations;5.Assure opportunities for students to observe and practice a variety of social work functions;6.Provide opportunities for students to participate in consultation, conferences, seminars and staff

members within the agency and the community;7.Provide the appropriate working space including private interviewing space; 8.Provide access to telephone, dictating facilities, and clerical help; and9.Make every effort to reimburse for travel incurred as a result of an agency assignment or make

provision of transportation.

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SELECTION OF FIELD INSTRUCTORS

When selecting an agency field instructor, the program looks for persons who can teach, interpret, and represent the professional image for which the student is preparing. They must be creative, resourceful, and intelligent, and they must be competent and comfortable in their role. Of utmost importance are a belief in and an interest in the student's ability to make a meaningful contribution to the profession of social work. The field instructors must be committed to remain in the program in the capacity of instructors for as long as the time required by the placement.

South Carolina State University's Social Work Program requires that a field instructor have a professional social work education degree. An exception to this requirement is evident when no such person is available in the agency, and the agency otherwise demonstrates unusual potential for meeting field instruction objectives. However, the person chosen to supervise student must have a social work focus and experience.

When a field instructor is not a professionally educated social worker, the field liaison has the responsibility for insuring that the basic planning for the actual teaching and evaluation of field instruction has a social work focus and is professionally sound and educationally directed. The faculty liaison uses the field instruction seminar and individual weekly conferences with the student to insure a professional learning experience for the student. Each student is required to keep a log, which is used as a starting point to help the student understand and evaluate his performance from a social work perspective.

All field instructors must attend Field Instruction Orientation Training, a seminar with students at the beginning of placement, as well as the annual end of the year field instructors meeting. The field instructor’s agreement is Appendix F.

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RESPONSIBILITIES OF FIELD INSTRUCTORS

Field placement settings serve as laboratories for the program in that they provide opportunities for students to demonstrate (under close supervision) their ability to integrate academic content with practice skills. The nature and functioning of the relationships between the program and field instruction settings is further spelled out by delineating responsibilities of all persons involved. The agency field instructor is responsible to the social work program for the following:

1.Be familiar with the objectives for Field Instruction, the social work curriculum and the syllabi for the practice courses as supplied by the social work program.

2.Be familiar with the data on the student which will be provided by the social work program in advance of the student’s arrival at the agency.

3.Participate in seminars at the university with other agency field instructors and faculty.

4.Attend conferences with the program faculty at appropriate intervals in relation to the student’s development.

5.Prepare staff members in advance of student’s placement so staff can understand and appreciate the social work program and students.

6.Provide personally, or in conjunction with resources persons and orientation to the setting and to community resources.

7.Provide students with opportunities to practice a variety of social work skills and roles.

8.Teach students the recording purposes and procedures used by the agency.

9.Be available to students for ongoing instruction. Weekly supervisory conferences are necessary.

10. Evaluate, at mid-semester and at the end of the semester, the students’ progress and have completed the evaluation forms for the social work faculty liaison.

11. Complete the form supplied by the university and entitled, “Field Instructors Agreement.” Completed forms are to be returned to the Field Coordinator at the University. (Appendix F)

12. Participate, with faculty and students, in evaluating the field curriculum.

Many students feel that field placement is the most meaningful part of the undergraduate program. They are usually enthusiastic about the opportunity to become involved, to act rather than just sit, and to learn to risk themselves in different types of relationships. It is imperative for the agency field instructor to learn about the student's knowledge, attitudes, skills, past experiences, and motivation. This knowledge is necessary before an individualized program can be developed for the student. South Carolina State University will supply selected background data on each student. However, most of the necessary information will be gained through the interaction between the

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agency field instructor and the student, at which time specific individualized goals for the student should be developed.The University's expects the following from the field instructor in regard to student responsibility:

1. Introduce the student to other persons on the staff as soon as possible after the student arrives at the agency;

2. Supervise and instruct the student individually, in groups, or a combination of both methods in keeping with needs of the students.

3. Arrange for the students to attend staff and board meetings;4. Learn first-hand from the student what the student’s interests, goals and learning style are so that

help can be given to the student in developing more self-awareness;5. Provide personally, or in conjunction with resources persons, an orientation to the setting. From

this orientation, the student should learn about;a. Purposes, policies, functions, and goals of the agencyb. Sources of moniesc. Clientele servedd. Geographic area servede. Specific activities of the agencyf. Relationship between the identified agency and other agencies and between the agency and the

communityg. Expectations of the student as a student, as an agency representative, and as a social workerh. Personnel regulationsi. What the student can expect from field instructor in terms of guidance and support

A good method is to prepare a folder with the information. After discussions, the student has a folder for references.

6. Select the workload for the student so that it is attuned to the setting, taking into consideration the student's capacity, interests, past experiences, life patterns, and objectives of the program. The students must feel they are making a meaningful contribution to the agency as well as having a learning experience. Therefore, busy work is never appropriate.

7. Assign the student a problem-solving task as soon as possible. This task should involve a single client, group or contact with another agency. This task should be selected so that students can gain some immediate satisfaction from their work. Thus students will be encouraged in their ability and not frustrated. However, be careful not to let students think they are doing well if they are not. Generally, it is advisable to have three "cases" ready for assignment to the student. Additional assignments are based on student's performance and complexity of situations

8. Increase the nature and complexity of the student's client/task assignments as the student develops and grows.

9. Assign tasks with a clarity that allows students to know the purpose of the task and to appreciate the need for the task.

10. Help students realistically and effectively organize their work.11. Set aside the time necessary for preparation for student conferences and teach the student how to

prepare for and participate, individually and in groups, in such conferences. It is imperative that the field instructor be available to the student on the days the student is in the agency.

12. Hold regularly scheduled conferences with students each week.13. Give the student a chance to practice a variety of social work functions.14. Give the student the chance to observe other staff members work in specific situation when they

afford learning experiences. The students should know the purpose and objectives of their observations and should have the chance for immediate follow-up conferences.

15. Reinforce the student's effective communication, verbal, written, and listening, and see that the student:

a. collects facts

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b. organizes factsc. evaluates factsd. Acts on facts.

16. Evaluate each task performed by the student by discussion of the task and by relating the task to theory. This helps the student learn and grow from each experience. Positive and negative aspects should be discussed.

17. Help the students understand the steps in the process they took in performing each task and also to understand the feeling and attitude the students possessed during the performance of their role. Discuss with the student the transferability of such knowledge and roles to other social work settings.

18. Help the student integrate knowledge, theory, and understanding of social work into practice skills.19. Reinforce basic social work values and concepts in the field instruction experience. These values

and concepts are taught in class, but the students can begin to understand their importance and their effect for the client when the agency supervisor helps the students to recognize the concepts and values.

20. Have material about the agency available for the students to read and to have a copy for their use. Be sure the student understands how and why the procedures must be carried out.

21. Help the student see agency problems such as gaps in service, unmet needs, etc. and encourage possible steps for remediation.

22. Teach the student the recording purposes and procedures used by the agency.23. Formulate the weekly conferences into a formal evaluation conference twice a semester (mid-term

and final). The student should participate in the conference prior to the writing of the evaluation report and this process should be completed prior to the conference with the faculty liaison; sign the evaluation.

24. Encourage questions.25. Provide opportunities for students to be exposed to diversities in cultures and life styles.26. If at any time, the student is found to be performing at a substandard level, the agency field

instructor has the responsibility for preparing and discussing with the student a guideline of the steps for the student to follow in order to bring his/her work up to standard level. A copy of the guidelines must be sent to the field liaison and the Coordinator of Field Instruction. Faculty will be available to help in this situation.

27. Abide by university guidelines for agency hours.

Responsibilities of the Field Coordinator

The field practicum at South Carolina State University is administered by a Coordinator of Field Instruction. This person is a full time faculty member who has the prerequisite educational and professional background. The Coordinator of Field Instruction has the responsibility for field administration. Liaison faculty works closely with the Coordinator to ensure a quality field program.

Some of the responsibilities of the field coordinator are:1. Interview, with selected faculty, student applicants for field instruction to determine their

readiness.2. Locate agencies which are motivated and have appropriate available staff to instruct

students.3. Assist agency field instructor in developing appropriate plans for students.4. Collect and provide appropriate background information on students for program and field

use.5. Revise, as needed, the Field Instruction Manual, which serves as a guide for field

instructors, students, and faculty.

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6. Plan and organize the Internship Fair which serves as an opportunity for students to learn about various agencies as potential placements.

7. Conduct orientation and other seminars for field instructors as well as the end of year evaluation of field.

8. Finalize placements for students and coordinate faculty liaisons.9. Serve as member of the departmental Review Committee when the concern is field related.10. Revise, as needed, all field forms and materials.11. Hold scheduled meetings with field faculty regarding field program.12. Provide overall mentoring of field program.13. Conduct the end of placement evaluative survey.14. Maintain and provide documentation regarding field program policies requirements, course syllabi,

and other information regarding field activities.

RESPONSIBILITIES OF THE SOCIAL WORK FIELD LIAISONS

A. To the AgencyThe program faculty is full-time persons with master's degrees in social work. They meet with agency personnel to help plan and coordinate student assignments. In addition, they coordinate the seminars connected with field instruction. It is these seminars which form a basis for helping students to integrate knowledge of social work practice with field instruction.

There are four broad responsibilities that the field liaison has to the agency:1. Help the agency determine the needs of the individual student in order that the student's

field instruction can be congruent with college objectives for the student and with agency goals;

2. Establish, with the field instructor, what classroom experiences need to be included to assist the student in the agency;

3. Establish the student's grade for field instruction. This is done only after consultation with the field instructor and with the student; and

4. Assist with periodic seminars for all field instructors. The seminars will be related to the program objectives.

B. To the student, the field faculty has the following responsibilities:1. Teach the regularly scheduled Field Instruction seminars held for all students in Field

Instruction. Purposes of the seminars are: to help student integrate knowledge with field practice; to help the student learn to lead seminars as students must take turns being the seminar leader; to help the students learn common goals, objectives, gaps, and voids in service of each agency; and to help students evaluate services offered and to learn to be social change agents. Students also enhance their self-awareness and internalize the use of the NASW Code of Ethics as their guide to ethical practice.

2. Hold regularly scheduled individual conferences with the students in relation to the log of daily activities kept by the student. The student has the responsibility for keeping conferences as scheduled.

3. Help the student achieve the objectives set for Field Instruction. Some of them have been outlined previously in this guideline. Others will be determined by specific needs of students.

4. Determine the student's grades. Basis for grades will be clearly outlined in the syllabus of each field instruction course. Syllabi are given to students and field instructors.

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RESPONSIBILITIES OF STUDENTS

The student, on field instruction days, must:1. Be open-minded about the experiences. Be prepared by being rested, relaxed, and ready to

go to work.2. Remember that on field instruction days, the role is of professional and not that of a campus

student.3. Follow the agency guidelines for time. Be on time for work and do not leave before the

agreed upon time.4. Follow instructions as given by field instructor; question any detail not fully understood.5. Be uncritical of agency policy and personnel until the meaning of the policy is understood.

Be sure any criticism is constructive.6. Participate fully in activities planned for students including conferences and seminars.7. Participate fully in the evaluation of student performance. At the time of signing the

evaluation form, if there is substantial disagreement between the student and field instructor, the faculty liaison will try to mediate the disagreements. If this does not resolve the issue, the student should prepare a written addendum to the evaluation which is signed by the student and shared with the field instructor. This addendum will be attached to the evaluation form and become a part of the student’s social work record.

8. Be creative and use initiative in performance while in agency.9. Show respect for clients and for agency personnel by being considerate and helpful.10. Cooperate with other students in placement.11. Report to agencies every placement day. However, if for some reason a student is unable to

report, be certain to call the agency and the university. If more than one day is missed, the student is expected to compensate during holidays, weekends, or semester breaks for time missed. Make-up time must be in cooperation with the agency.

12. Be responsible for own transportation, insurance or costs associated with field work.

On non-placement days, the student is responsible for:1. Taking turns planning and facilitating seminar.2. Keeping individual conferences with the field liaison.3. Keeping a daily log of all activities. This is to be used as the basis for the conferences as

listed in number two. Log should include an agenda for the conference and must be submitted prior to conference.

4. Submitting written course assignment in a timely manner.5. Contacting field liaison if problems arise that need clarification and cannot wait until next

scheduled conference.6. Evaluating placement, field instructor and program at the conclusion of the placement

STUDENT RIGHTS

The University catalog and Student Handbook clearly depict the rights of all students, as does the Social Work Program Student Handbook. For example, the catalog has information pertaining to grade reports, incompletes, withdrawals, unethical behavior and dismissals. All students at South Carolina State University have the right to receive instructions by qualified professionals in their respective disciplines, appropriate resources, academic support services, and to be treated with dignity and respect in their educational endeavors.

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The Student Government Association (SGA) is the official organization representing the student body. As the official representative of students, the Association investigates problems of student life and activities and makes reports and recommendations to the proper officials of the university. Any student may appear before the SGA to present questions or ideas for consideration.

The Social Work Program makes every effort possible to assume that the rights of students are respected and that there are appropriate avenues for students to influence aspects of the program. More specifically, the Program has delineated the following as student rights:

1. The right to instruction by qualified professionals;2. The right to appropriate academic supports and resources;3. The right to receive course syllabi, books and course assignments in a timely manner;4. The right to an explanation of academic expectations and grading criteria;5. The right to have faculty present in class on a timely basis;6. The right to meet with faculty for individual consultation during scheduled times;7. The right to advisement for academic and school related concerns from an assigned advisor;8. The right to have papers and assignments returned in a timely manner with appropriate

comments and grades;9. The right to field practice with qualified supervision;10. The right to fair and consistent grading;11. The right to review their academic records;12. The right to privacy in relation to academic records;13. The right to be treated with dignity and respect in educational endeavors;14. The right to participate in the governance of the Social Work Department.

These rights shall not be abridged by any person affiliated with the University. In such instances that one or more of these rights are abridge, grievance is appropriate.

EVALUATION OF STUDENT PERFORMANCE, COUNSELING OUT REVIEW AND APPEALS PROCESS

1. Evaluation

The criteria of evaluation of student academic performance are made explicit in comprehensive course syllabi distributed to students in each course at the beginning of each semester. Faculty members are required to model course syllabi after a format which includes course description, significance of the liberal arts and/or prerequisites, educational objectives, course outline, measurable outcomes, requirements, grading and course calendar. The grading system is based upon the extent to which the student meets the course objectives as demonstrated by the specific tasks, such as student papers, class discussions, and examinations. The academic expectations contained in the syllabi are discussed in detail at the onset of each course. The University grading system is based on the four-point system. A=4.00, B=3.00, C=2.00, D=1.00. Final letter grades are assigned as A, B, C, D or F. All D’s and F’s must be repeated in the major area of study. Students are expected to maintain a 2.00 grade point average in their social work classes.

Students involved in field instruction participate in a joint evaluation process, of which guidelines are distributed to field instructors and students at the beginning of the field experience. Mid-semester reports are used as part of an accountability system to identify strengths and problem areas in student performance.

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End of semester evaluative reports are a joint evaluative process using the Field Instruction I & II “Evaluation Form”. The criteria for assessment include performance as “outstanding, above average, satisfactory, marginal and unsatisfactory level of professional development. Also included is a category which reflects “limited or no opportunity to evaluate.” Competencies are assessed in “Assessment of Problems, Intervention, Client Evaluation, Development of Professional Self-Awareness, Students Major Strengths, Behavioral Attitudes, Use of Supervision, and Plan for Improvement, Potential for Social Work as well as additional comments.

Student and agency field instructor jointly complete and discuss the evaluation form, after which they meet with the faculty liaison for further discussion. Recommendations are made for further skill-building. Seminars for field students are held weekly and provide yet another opportunity to develop the student’s capabilities as well as a critical and ethical analysis of their field experience.

For students experiencing difficulty in their field internship, attempts are made to help all students successfully complete this practicum. If students are experiencing difficulties, they are encouraged to reach out to faculty liaison, other social work faculty and agency instructors for help to resolve practice and/or professional issues or concerns.

When a field instructor ascertains that a student’s performance is deficient to the point that passing the course is doubtful, the student and faculty liaison should be advised orally of the deficiencies and of the possible resolution. This should immediately be put in writing and signed by the field instructor and the student. A copy is sent to the field liaison and to the field coordinator. The field liaison may help by clarifying issues and suggesting ways of working to resolve these issues. The faculty will be available for support, advice, and assistance. If at this point, all involved feel the problems can be resolved successfully before the semester ends no further intervention may be necessary. The field instructor and student submit written progress reports to the faculty at intervals determined during the conference.

If the difficulties persist, the faculty member may ask the field coordinator to consult on the situation. Conferences may be held with those involved to examine the student’s performance, the field instruction teaching methods, and the appropriateness of the agency setting. The purpose is to offer educational alternatives which could include changes in the student’s use of opportunities, changes in teaching methods or agency assignments and/or provisions for extended time. For example: assigning a grade of “incomplete” to allow students the time necessary to master competencies. The goal, of course, is for students to be able to successfully complete the practicum. Written reports of those conferences with faculty liaisons are made a part of the student’s folder.

If the student is unable to complete the practicum, an option for repeating the course is available. Another option is to initiate the counseling out process. On occasion where the student is the first one to identify the deficiencies, he or she should immediately initiate this process by discussing concerns with the appropriate persons.

Those students functioning below the minimum 2.00 grade point average are made aware of the faculty’s concern and are required to meet with their advisor and to work out a program that would be of assistance to them. These students cannot enroll in additional core social work courses until the minimum 2.0 grade point average is attained. The University and the program are aware of the need to “counsel out” students, who in spite of advising and persistent efforts of faculty, continue to attain an unacceptable academic average.

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Although students may decide to withdraw at any time from the Social Work Program some students wish to remain in the department in spite of the difficulty they have maintaining standards. Again through the advisement process, faculty has been successful in helping some students work toward meeting academic standards. This is accomplished by analyzing with the student what the difficulty might be and recommending remedial assistance.

2. Counseling Out for Academic and Non-academic Reasons

A major function of social work education is to ensure that competent person enter the social work profession. Protection of the integrity of the profession and the rights of clients to quality service require that graduates from the program be prepared to deliver social services in a professional manner. At times it becomes necessary to reassess a student’s motivation and suitability for a career in social work.

The counseling out process begins with a needs assessment. An attempt is made to determine the goals and objectives of the student. The next step is to match the goals and objectives of the student with the social work program objectives and those of the social work profession. When an imbalance exists, the process is designed to work with the student to clarify concerns, reassess the student’s potential, and redefine the student’s goals and objectives.

This is always done within an empowering framework. That is, the need of the student is the driving force that leads to decision making. If counseling out is necessary, other degree options are pursued. Students are apprised of the various programs available throughout the University system and assisted with the transition process when a student chooses this option.

Students are encouraged to explore their reasons for pursuing a career in social work. They are assisted with operationally defining their career goals, looking at what they want, determining whether the profession meets their needs or whether they need to consider another way of fulfilling their professional needs. The program’s policies and procedures are included in the Field Manual. The criteria established for this decision includes one or more of the following.

Inadequate Academic Performance

Any student who consistently performs at below average levels in coursework is subject to critical review by the social work faculty. Such a review is mandatory for students who do not meet the grade point requirements. The program requires that students maintain a 2.0 grade point average and that they earn a “C” or better in all social work courses. At the end of each semester, students’ records are reviewed. Any student who does not meet academic standards is sent a letter by the program director. This letter reminds them that they cannot proceed in the social work curriculum. Students are reminded of their right to appeal this decision and are referred to the Student Handbook and asked to see their advisor. If a student chooses to appeal, he/she will follow the appeal process outlined. This information is included in the Field Manual as well.

For students experiencing difficulties in their field internship, attempts are made to help all students successfully complete this practicum. If students are experiencing difficulties, they are encouraged to reach out to field liaison, other social work faculty and agency field instructors for help in resolving practice and/or professional issues or concerns.

When a field instructor ascertains that a student’s performance is deficient to the point that passing the course is doubtful, the student and field liaison should be advised orally of the deficiencies and of the possible resolutions. This should immediately be put in writing and signed by

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the field instructor and the student. A copy is sent to the field liaison and to the field coordinator. The field liaison may convene a conference in which all three participate. The field liaison may help by clarifying issues and suggesting ways of working to resolve these issues. The faculty will be available for support, advice, and assistance. If at this point, all involved feel the problems can be resolved successfully before the semester ends no further intervention may be necessary. The field instructor and student submit written progress reports to the field liaison at intervals determined during the conference.

If the difficulties persist, the field liaison may ask the field coordinator to consult on the situation. Conferences may be held with those involved to examine the student’s performance, the field instruction teaching methods, and the appropriateness of the agency setting. The purpose is to offer educational alternatives which could include changes in the student’s use of opportunities, changes in teaching methods or agency assignments and/or provisions for extended time. For example, assigning a grade of “incomplete” allows students the time necessary to master competencies. The goal, of course, is for students to be able to successfully complete the practicum.

If the student is unable to complete the practicum, an option for repeating the course is available. Another option is to initiate the counseling out process. On occasion when the student is the first one to identify the deficiencies, he or she should immediately initiate this process by discussing concerns with the appropriate person.

The University also has policies and procedures for handling students who consistently fall below minimum academic requirements. In these cases students are placed on probation and are required to carry reduced course loads. If the academic performance does not improve within the time period specified, the student can be suspended from the University. The student can appeal to the Review Board for reconsideration.

Inadequate Interpersonal Relationship Skills

Social work requires the ability to relate to others non-judgmentally and with warmth and genuineness. Although the ultimate test of the student’s interpersonal skills is in relationship to clients (especially seen in SW402 and SW405-Field Instruction courses) faulty relationships with faculty and peers raise serious questions about the students’ suitability for the profession of social work. The National Association of Social Workers Code of Ethics, which spells out ethical behaviors, is used as a basis for evaluating a student’s potential for professional social work. Students experiencing difficulty in the social work program are assisted by their advisors to identify the difficulties and develop a plan for addressing the area(s) of concern. It is during this time that the advisor and student must carefully assess the student’s motivation and potential for professional practice. Students are helped to clarify what they want and the most appropriate method to reach their goals.

Other behaviors that might bring into question a student’s suitability for social work includes: (a) attitudes and behaviors inconsistent with the NASW Code of Ethics (b) mental/emotional difficulties that impair performance, interactions, and/or relationships with peers, faculty, agency staff and/or clients and (c) unresolved personal issues which impair performance and interactions with peers, faculty, agency staff and/or clients.

Lack of Adaptation to the Goals of the Program

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A social work student may demonstrate, through behavior and attitudes expressed in the classroom, little or no commitment to the social work profession. Prejudices and other judgmental attitudes may present themselves, and may not pose a problem as long as the student is willing to develop self-awareness and grow toward professionalism. However, a student who continues to be un-accepting of social work values, and the goals and objectives of the social work program, will be encouraged to select another major.

Although students may decide to withdraw at any time from the social work program, some students wish to remain in the program in spite of the difficulty they have maintaining standards. Again, through the advisement process, faculty has been successful in helping some students work toward meeting academic standards. This is accomplished by analyzing with the student, what the difficulty might be and recommending remedial assistance.

Procedures for Termination from the Social Work Program

Students who may be identified by faculty as being deficient in meeting suitability requirements in either academic or behavioral areas must meet with their advisor. A plan for remediation is developed, if appropriate. However, if termination is recommended, the advisor discusses the situation with the full faculty and also will advise the student of the appeal process. If the student is interested in appealing, he/she is referred to the Student Handbook for the process. The program’s Review Committee is responsible for hearing all student appeals. The purpose of this committee is to review what has occurred and to evaluate, assess and make recommendations. The committee is made up of two faculty members and a student representative. The committee assists in resolving problems and developing solutions within university policies. In the event the difficulties are field related, the field coordinator and faculty liaison are members of the committee. Any student wishing to appeal a decision will appear before this committee (along with an advocate should they choose) to present the situation.

After thorough review the Review Committee may make any one of the following recommendations:

1. Permit the student to continue in the program conditionally. These conditions must be agreed to by the students.

2. Allow the student to withdraw from the program.3. Terminate the student from the program. In such a case, the committee would

recommend that the student receive appropriate counseling to make a different career choice.

3. Appeal Process

Because of the seriousness of a recommendation to counsel a student out of the Social Work Program, additional steps have been identified in the process in order to assure that student rights are protected. When a student wants to appeal a decision the following specific appeal steps should be followed.

1.First step: Discussion with the concerned individual.a. The students with a grievance should initially discuss with the appropriate person (i.e.

Admission Committee if denial of entry into the Program: Coordinator of Field Instruction if related to field issues.

b. If the dispute is not resolved at that level and the student is not satisfied with this decision, he/she may request a hearing to appeal the decision.

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c. The student is informed that an appeal to the program director in writing is necessary. The student is advised to prepare a plan to present to the committee. This should be initiated within seven (7) days.

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2.Second step: Hearing procedure.a. The student will notify the director, in writing, that a hearing is requested. This letter

should clearly state the reason for the hearing request and the reason for the disagreement with the decision and the requested solution.

b. The Director will convene the Review Committee within five (5) days of receipt of the request for appeal, and will notify, in writing, all concerned persons regarding the time and place of the hearing.

c. The Review Committee will consist of the following persons:a. The student with the grievanceb. Two social work facultyc. One student representatived. Director (non-member)e. If field related, the Field Coordinator and Field Liaison

d. The student with the grievance will present his/her case. All data and evidence should be presented in writing and may be supported with witnesses.

e. Following the presentation and discussion, the Review Committee will reach agreement to either:

a. Uphold the previous decision;b. Reverse the decision; orc. Suggest alternative solutions

3.Third step: Further appeala. If either party wishes to contest the decision made by the Review Committee, he/she should

follow the University Appeal Procedure.

Minutes of all appeal procedures will be available and kept by the Director for review by the student and/or persons concerned with the proceedings. Copies of final letters of notification of the decisions by the Review Committee will be kept by the Director. Final recommendations from the committee are given to the Program Director.

4. Grade Appeals Process

A student may appeal a course grade if the student has evidence that the grade was assigned in a malicious, capricious, erroneous, or arbitrary manner. Any changes in grades must be done within six weeks of the fall, spring, or summer terms following the date the final grade were submitted to the Office of Admissions and Records. Students in the Social Work Program should use the following steps.

1. Within three weeks of the ensuing term, the student should discuss the assigned grade with the faculty member. If it is found that the assigned grade is incorrect in the judgment of the faculty member, he/she will initiate the appropriate change. If a change is made, the matter is concluded.

2. If the faculty member is no longer with the University, the student should confer with the Program Director who will make every effort to obtain written input concerning the matter from the former faculty member. If it is not possible to obtain information from the former faculty member, the student may appeal the grade as described below.

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3. If the question of the grade cannot be resolved by the student and faculty, the student may appeal in writing to the Program Director. If at all possible, the written appeal to the Program Director should be made at the end of the fourth week of the term.

4. If the student continues to be dissatisfied and believes that he/she has sufficient documentation and wants to pursue the issue, he/she can appeal (in writing) to the Program Director. The Director shall review with the faculty member the substance of the student’s appeal and seek to determine its validity. If it is determined that the assigned grade is inappropriate based on the facts presented, The Program Director should recommend to the faculty that the grade be changed.

5. The Program Director will notify the student in writing, usually within ten (10) days of the appeal, whether or not the assigned grade will be changed. If the grade is changed to the student's satisfaction, the matter is concluded. If the grade is not to be changed, the Director will also advise the student of the right to appeal to the Dean of the College of Education, Humanities and Social Sciences.

6. If the grade is not to be changed, and the student wishes to appeal, copies of all written communication mentioned above should be sent by the Program Director to the Dean of the College of Education, Humanities and Social Sciences.

7. The student must appeal (in writing) to the Dean of the College of Education, Humanities and Social Sciences. With the written appeal, the student should provide all information possible that relates to the appeal. This appeal should be made within one week of the receipt of the departmental level decision.

8. The Dean will meet with the student to discuss the facts and contentions pertinent to the grade appeal. The Dean will also meet with the faculty member, and the Program Director to gather all relevant information concerning the course, its structure, and the assignment of the grade assigned to the student. Following these meetings, the Dean shall make a recommendation concerning the student's appeal to the Program Director, and the faculty member. If this result in the change of grade is to the student's satisfaction, the matter is concluded.

9. If the appeal is not resolved at the Dean’s level, the Dean shall request a review of the students appeal by a committee comprised of three faculty members and three undergraduate students all of whom have voting privileges. This committee will be appointed by the Dean.

10. The committee shall conduct a hearing and shall review all pertinent information presented by the student, the faculty member, the Program Director and the Dean and any others who may be called to assist the committee. If the problem exists with academic areas other than social work, the student should follow the appeals process as outlined in the University Student Handbook.

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SPECIAL REQUIREMENTS FOR FIELD INSTRUCTION

1. There are no exemptions from Field Instruction. Field instruction is an educationally directed learning experience to prepare social work students for generalist social work practice and/or graduate study. Therefore, field instruction is not a paid employment experiences.

2. Life experience in social work will be useful in assisting students in career choices and select placement but prior life experiences and employment cannot be substituted for field placement.

3. Students employed by an agency and desiring placement in that agency are evaluated on a case-by-case basis. If the placement meets the same criteria as other agencies, the students must present documentation from the agency stating that supervision and tasks are different from their regular job. Also, the agency must assure that the specific time is allocated for field instruction is separate from regular work hours. The student must complete the form requesting permission to complete field experience. The student meets the same requirements and objectives as other students and their learning contract is closely monitored to assure that learning activities are educationally focused and meet student learning needs. No credit is given for life or work experiences. Students are encouraged to explore all other options first.

4. Students with medical conditions including pregnancy must obtain a statement from their attending physician confirming their physical health to go on the field. Each case will be evaluated on an individual basis. Appendix E

CHANGING AGENCY PLACEMENT

Students, who feel that their agency is not working out for whatever reasons, must submit their request for a change in writing to their field liaison. A meeting should be arranged with the field instructor, the student and the field liaison. If the problems cannot be resolved, the student’s request, supported by a statement from the faculty liaison will be submitted to the field coordinator who will assist the student in finding an appropriate placement.

EARLY AND LATE COMPLETION OF FIELD

Students are required to remain on the field until the end of the semester. Early and late completion of field is not an option. Students are required to consult with their field liaison should they have any problems that will affect their field days.

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Department of Human Services

SOCIAL WORK PROGRAM

Mrs. Marie Hamberg Artis, LMSWDirector/Assistant ProfessorPost Office Box 7595300 College Street NortheastOrangeburg, SC 29117Phone: (803) 536-8802Email: martis@scsu.edu

Dr. Shebby Neely-Goodwin, Ph.D.Professor/Coordinator of Field InstructionPost Office Box 7595300 College Street NortheastOrangeburg, SC 29117Phone: (803) 533-3989Email: sneelygo@scsu.edu

Julian S. Green, MSWInstructor/AdvisorSouth Carolina State UniversityPost Office Box 7595300 College Street NortheastOrangeburg, S.C. 29117803-536-8584Email: jgreen55@scsu.edu

Ms. Juanita S. Mansell, LMSWAssistant Professor/Coordinator of the Greenville University Center ProgramSocial Work Program226 S. Pleasantburg DriveGreenville, SC 29606Phone: (864) 250-8909Email: jmansell@scsu.edu

Dr. Eva Mary Luchie-Njoku, MSW, Ed.D.Associate ProfessorPost Office Box 7595300 College Street NortheastOrangeburg, SC 29117Phone: (803) 533-3966Email: njokue@scsu.edu

Jamie Lynn Rogers, MSWAdjunct ProfessorSouth Carolina State UniversityPost Office Box 7595Orangeburg, SC 29117Phone: (803)516-4821E-mail: jrogers9@scsu.edu

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Date: Total Cumulative Field Hours:

Student: First Semester of Placement: Second Semester of Placement: (Check one)

Agency:

Field Instructor:

Instructions for Rating Interns on the 10 Competencies for Field Evaluation as required by the accrediting organization (Council on Social Work Education):

Students will be evaluated on this form at the end of each of the two (2) semesters of field education. Focus will be on the level of performance achieved and on progress demonstrated during the year as reflected in the evaluation.

The following definitions are devised so that the field instructor may have a clearer understanding of the meaning given to evaluation terms used in this form.5 = EXCELLENT (E): This reflects that the student has exhibited performance skills of the highest quality and has practiced well above the expected level for a beginning level social work student.

4 = ABOVE AVERAGE (AA):This reflects that the student has exhibited performance skills of a high level and has practiced above the expected level for a beginning level social work student.

3 = AVERAGE (A): This reflects that the student is performing at an expected level. There are no deficiencies in his/her performance nor has he/she performed above the expected level.

2 = DEFICIENT (D): This reflects that the student is performing slightly below the expected level and is displaying certain deficiencies in knowledge, skills, or attitudes.

1 = UNSATISFACTORY (U): This reflects that the student is performing clearly below the expected level of performance and his/her practice is unsatisfactory.

0 = NOT ASSESSED (NA):This reflects that the student has not had the opportunity to demonstrate competence in this area.

Under each competency statement there are several items that you are asked to rate according to the criteria above. Please add any comment or clarification of content at the end of each section.

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Competencies and Practice Behaviors Excellent

Above A

verage

Average

Deficient

Unsatisfactory

Not A

ssessed

Competency 1: Identify as a professional social worker and conduct oneself accordingly.

1.1 Advocate for client access to the services of social work

1.2 Practice personal reflection and self-correction to assure continual professional development in social work

1.3 Attend well to professional roles and boundaries

1.4 Demonstrated professional demeanor in behavior as well as present and handle himself/herself appropriately in manner and dress

1.5 Showed commitment to engage in career-long learning to enhance personal and professional development1.6 Utilized supervision and consultation with field instructor throughout the

semester.Competency 2: Apply social work ethical principles to guide professional

practice.2.1 Recognizes and manage personal values in a way that allows professional values

to guide practice.2.2 Is skilled in integrating the NASW Code of Ethics into practice (e.g., preserved

the confidentiality of clients)2.3 Is skilled in tolerating ambiguity to resolve ethical conflicts

2.4 Is skilled in applying strategies of ethical reasoning to arrive at principled decisions.

Competency 3: Apply critical thinking to inform and communicate professional judgments.

3.1 Is skilled in distinguishing, appraising, and integrating multiple sources of knowledge, including research-based and practice wisdom.

3.2 Analyze models of assessment, prevention, intervention, and evaluation

3.3 Demonstrates effective oral and written communication in working with individuals, families, groups, organizations, communities and colleagues.

Competency 4: Engage diversity and difference in practice.

4.1 Recognize the extent to which a culture’s structure and values may oppress, marginalize, alienate, or create or enhance privilege and power.

4.2 Gain sufficient self-awareness to eliminate the influence of personal bias and values in working with diverse groups.

4.3 Recognize and communicate their understanding of the importance of difference in shaping life experiences.

4.4 View themselves as learners and engage those with whom they work as informants.

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Field Instructor’s Assessment of Student’s Achievement of Practice Behaviors

Field Instructor’s Assessment of Student’s Achievement of Practice Behaviors

Competencies and Practice Behaviors

Excellent

Above A

verage

Average

Deficient

Unsatisfactory

Not A

ssessed

Competency 5: Understand the forms and mechanisms of oppression and discrimination.

5.1 Understand the forms and mechanisms of oppression and discrimination.

5.2 Advocate for human rights and social and economic justice

5.3 Engage in practice that advance social and economic justice

Competency 6: Engage in research-informed practice and practice-informed research.

6.1 Use practice experience to inform scientific inquiry

6.2 Use research evidence to inform practice

Competency 7: Apply knowledge of human behavior and the social environment.

7.1 Is knowledgeable of conceptual frameworks to guide the processes of assessment, intervention, and evaluation.

7.2 Critique and apply knowledge to understand person and the environment.

Competency 8: Engage in policy practice to advance social and economic well-being and deliver effective social services

8.1 Analyze, formulate, and advocate for policies that advance social well-being.

8.2 Collaborate with colleagues and clients for effective social policy.

8.3 Understands the methods of social work practice employed with social welfare agencies, especially rural environments.

Competency 9: Respond to contexts that shape practice

9.1 Continuously, discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging social trends to provide relevant services.

9.2 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

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Field Instructor’s Assessment of Student’s Achievement of Practice Behaviors

Competencies and Practice BehaviorsE

xcellent

Above A

verage

Average

Deficient

Unsatisfactory

Not A

ssessed

Competency 10: Engage, assess, intervene, and evaluate with individuals, families, organizations, and communities.

10.1 Is skilled at engaging in substantively and effectively preparing for action with individuals, families, groups, organizations, and communities.

10.2 Is skilled in using empathy and interpersonal skills.

10.3 Is skilled in developing a mutually agreed-on focus of work and desired outcomes.

10.4 Is skilled in collecting, organizing, and evaluating client data.

10.5 Is skilled in assessing client strengths and limitations

10.6 Is skilled in developing mutually agreed on intervention goals and objectives?

10.7 Is skilled in selecting appropriate intervention strategies.

10.8 Is skilled in initiating actions to achieve organizational goals,

10.9 Is skilled in implementing interventions that enhance client capacities.

10.10 Is skilled in helping clients to resolve problems.

10.11 Is skilled in negotiating, mediating, and advocating for clients.

10.12 Is skilled in facilitating transitions and endings.

10.13 Is skilled in critically analyzing, monitoring, and evaluating interventions.

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1. Do you have any other comments about the student's performance?

2. Student's comments concerning this evaluation.

Signatures Required)

________________________ _______________________ Student Date

_______________________ ______________________Field Instructor Date

___________________________ _______________________Field Liaison/Field Coordinator Date

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Appendix AEducational Policy and Accreditation Standards (EPAS)

Appendix BLearning Contracts:

Field IField II

Appendix CApplication for Field Placement

Appendix DPersonal Data Guideline

Appendix EUniversity-Agency Institution Agreement Guideline

Appendix FField Instructor’s Agreement

Appendix GField Placement Instructor Information

Appendix HEmployment Based Field Site Instruction Approval Form

Appendix IField Instruction Agency Profile

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Educational Policy and Accreditation Standards

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

The purpose of the social work profession is to promote human and community well-being. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work’s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons.

Social work educators serve the profession through their teaching scholarship, and service. Social work education—at the baccalaureate, master’s, and doctoral levels—shapes the profession’s future through the education of competent professionals, the generation of knowledge, and the exercise of leadership within the professional community.

The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit baccalaureate- and master’s-level social work programs. EPAS supports academic excellence by establishing thresholds for professional competence. It permits programs to use traditional and emerging models of curriculum design by balancing requirements that promote comparability across programs with a level of flexibility that encourages programs to differentiate.

EPAS describe four features of an integrated curriculum design: (1) program mission and goals; (2) explicit curriculum; (3) implicit curriculum; and (4) assessment. The Educational Policy and Accreditation Standards are conceptually linked. Educational Policy describes each curriculum

feature. Accreditation Standards (in italics) are derived from the Educational Policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B) or master’s (M) level.

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Copyright © 2008, Council on Social Work Education, Inc. All rights reserved. Revised March 27, 2010

2. Program Mission and Goals

Educational Policy 1.0—Program Mission and Goals The mission and goals of each social work program address the profession’s purpose, are grounded in core professional values (EP 1.1), and are informed by context (EP 1.2).

Educational Policy 1.1—Values Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, human rights, and scientific inquiry are among the core values of social work. These values underpin the explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for social and economic justice.

Educational Policy 1.2—Program Context Context encompasses the mission of the institution in which the program is located and the needs and opportunities associated with the setting. Programs are further influenced by their historical, political, economic, social, cultural, demographic, and global contexts and by the ways they elect to engage these factors. Additional factors include new knowledge, technology, and ideas that may have a bearing on contemporary and future social work education and practice.

Accreditation Standard 1.0—Mission and Goals The social work program’s mission and goals reflect the profession’s purpose and values and the program’s context. 1.0.1 The program submits its mission statement and describes how it is consistent with the profession’s purpose and values and the program’s context. 1.0.2 The program identifies its goals and demonstrates how they are derived from the program’s mission.

1 These six value elements reflect the National Association of Social Workers Code of Ethics. National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, D.C.: NASW.

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Explicit Curriculum

Educational Policy 2.0—The Social Work Curriculum and Professional Practice The explicit curriculum constitutes the program’s formal educational structure and includes the courses and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual basis for the professional curriculum and inform its design. The explicit curriculum achieves the program’s competencies through an intentional design that includes the foundation offered at the baccalaureate and master’s levels and the advanced curriculum offered at the master’s level. The BSW curriculum prepares its graduates for generalist practice through mastery of the core competencies. The MSW curriculum prepares its graduates for advanced practice through mastery of the core competencies augmented by knowledge and practice behaviors specific to a concentration.

Educational Policy 2.1—Core Competencies Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities. The ten core competencies are listed below [EP 2.1.1–EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and the resulting practice behaviors that may be used to operationalize the curriculum and assessment methods. Programs may add competencies consistent with their missions and goals.

Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly.

Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers

• advocate for client access to the services of social work; • practice personal reflection and self-correction to assure continual professional development; • attend to professional roles and boundaries; • demonstrate professional demeanor in behavior, appearance, and communication; • engage in career-long learning; and • use supervision and consultation.

Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers

• recognize and manage personal values in a way that allows professional values to guide practice; • make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; 3• tolerate ambiguity in resolving ethical conflicts; and • apply strategies of ethical reasoning to arrive at principled decisions.

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Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments.

Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers

• distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; • analyze models of assessment, prevention, intervention, and evaluation; and • demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Educational Policy 2.1.4—Engage diversity and difference in practice.

Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersection of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers

• recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; • gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; • recognize and communicate their understanding of the importance of difference in shaping life experiences; and • view themselves as learners and engage those with whom they work as informants.

2 National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, DC: NASW.

3 International Federation of Social Workers and International Association of Schools of Social Work. (2004). Ethics in Social Work, Statement of Principles. Retrieved January 2, 2008 from http://www.ifsw.org

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Educational Policy 2.1.5—Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers

• understand the forms and mechanisms of oppression and discrimination; • advocate for human rights and social and economic justice; and • engage in practices that advance social and economic justice.

Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research.

Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers

• use practice experience to inform scientific inquiry and • use research evidence to inform practice.

Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers

• utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and • critique and apply knowledge to understand person and environment.

Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers

• analyze, formulate, and advocate for policies that advance social well-being; and • collaborate with colleagues and clients for effective policy action.

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Educational Policy 2.1.9—Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers

• continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and • provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

Educational Policy 2.1.10(a)—Engagement Social workers

• substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; • use empathy and other interpersonal skills; and • develop a mutually agreed-on focus of work and desired outcomes.

Educational Policy 2.1.10(b)—Assessment Social workers

• collect, organize, and interpret client data; • assess client strengths and limitations; • develop mutually agreed-on intervention goals and objectives; and • select appropriate intervention strategies.

Educational Policy 2.1.10(c)—Intervention Social workers

• initiate actions to achieve organizational goals; • implement prevention interventions that enhance client capacities; • help clients resolve problems; • negotiate, mediate, and advocate for clients; and • facilitate transitions and endings.

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Educational Policy 2.1.10(d)—Evaluation

Social workers critically analyze, monitor, and evaluate interventions.

Educational Policy B2.2—Generalist Practice

Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. BSW practice incorporates all of the core competencies.

Educational Policy M2.2—Advanced Practice Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners assess, intervene, and evaluate to promote human and social well-being. To do so they suit each action to the circumstances at hand, using the discrimination learned through experience and self-improvement. Advanced practice incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration.

Educational Policy 2.3—Signature Pedagogy: Field Education

Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated, and evaluated based on criteria by which students demonstrate the achievement of program competencies.

Accreditation Standard B2.0—Curriculum The 10 core competencies are used to design the professional curriculum. The program B2.0.1 Discusses how its mission and goals are consistent with generalist practice as defined in EP B2.2. B2.0.2 Identifies its competencies consistent with EP 2.1 through 2.1.10(d). B2.0.3 Provides an operational definition for each of its competencies used in its curriculum design and its assessment [EP 2.1 through 2.1.10(d)].

4 Shulman, L. S. (2005, Summer). Signature pedagogies in the professions. Daedelus, 52-59.

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B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0).

B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills) implements the operational definition of each of its competencies.

Accreditation Standard M2.0—Curriculum The 10 core competencies are used to design the foundation and advanced curriculum. The advanced curriculum builds on and applies the core competencies in an area(s) of concentration. The program

M2.0.1 Identifies its concentration(s) (EP M2.2). M2.0.2 Discusses how its mission and goals are consistent with advanced practice (EP M2.2). M2.0.3 Identifies its program competencies consistent with EP 2.1 through 2.1.10(d) and EP M2.2. M2.0.4 Provides an operational definition for each of the competencies used in its curriculum design

and its assessment [EP 2.1 through 2.1.10(d); EP M2.2]. M2.0.5 Provides a rationale for its formal curriculum design (foundation and advanced),

demonstrating how it is used to develop a coherent and integrated curriculum for both classroom and field (EP 2.0).

M2.0.6 Describes and explains how its curriculum content (relevant theories and conceptual frameworks, values, and skills) implements the operational definition of each of its competencies.

Accreditation Standard 2.1—Field Education The program discusses how its field education program 2.1.1 Connects the theoretical and conceptual contribution of the classroom with the practice

setting, fostering the implementation of evidence-informed practice. B2.1.2 Provides generalist practice opportunities for students to demonstrate the core competencies. M2.1.2 Provides advanced practice opportunities for students to demonstrate the programs

competencies. 2.1.3 Provides a minimum of 400 hours of field education for baccalaureate programs and 900

hours for master's programs. 2.1.4 Admits only those students who have met the program's specified criteria for field education. 2.1.5 Specifies policies, criteria, and procedures for selecting field settings; placing and

monitoring students; maintaining field liaison contacts with field education settings; and evaluating student learning and field setting effectiveness congruent with the program’s competencies.

2.1.6 Specifies the credentials and practice experience of its field instructors necessary to design field learning opportunities for students to demonstrate program competencies. Field instructors for baccalaureate students hold a baccalaureate or master's degree in social work from a CSWE-accredited program. Field instructors for master's students hold a master's degree in social work from a CSWE-accredited program. For cases in which a field instructor does not hold a CSWE-accredited social work degree, the program assumes responsibility for reinforcing a social work perspective and describes how this is accomplished.

2.1.7 Provides orientation, field instruction training, and continuing dialog with field education settings and field instructors.

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2.1.8 Develops policies regarding field placements in an organization in which the student is also employed. To ensure the role of student as learner, student assignments and field education supervision are not the same as those of the student’s employment.

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South Carolina State UniversitySocial Work Program

Field ILearning Contract for

Student:

Placement:

Address:

Telephone: E-mail:

Field Instructor:

Placement Hours: Supervision Time:

GOAL 1: TO LEARN AGENCY SERVICES

TASKS DATE MEASUREMENT

GOAL 2: TO LEARN MAJOR REFERRAL RESOURCES USED BY PLACEMENT AGENCY (AT

LEAST 5)

TASKS DATE MEASUREMENT

GOAL 3: TO COMPLETE A SINGLE SUBJECT RESEARCH

TASKS DATE MEASUREMENT

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GOAL 4:TO IDENTIFY SOCIAL AND ECONOMIC INJUSTICE ISSUES

TASKS DATE MEASUREMENT

GOAL 5:TO INTERVENE WITH INDIVIDUALS, FAMILIES AND GROUPS (AT LEAST 5)

TASKS DATE MEASUREMENT

GOAL 6:TO PLAN AND FACILITATE A GROUP

TASKS DATE MEASUREMENT

GOAL 7:TO IDENTIFY AND OBTAIN APPROVALS FOR A MACRO PRACTICE PROJECT

TASKS DATE MEASUREMENT

I agree to abide by the NASW Code of Ethics

Student Date

Field Instructor Date

________________________________________________________________________Faculty Liaison Date

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South Carolina State UniversitySOCIAL WORK PROGRAM

LEARNING CONTRACT FOR FIELD II

Student

Placement

Address

Telephone FAX

Field Instructor

Placement Hours

Supervision Time

Faculty Liaison

For each goal, give the tasks, completion dates and measurements.

Goal I: To work with macro systems.

Goal II: To complete a macro practice project identified from first semester. (Outline for reports provided)

Goal III: To develop/implement planned change effort to change the social and economic injustice issue identified first semester.

Goal IV: To continue Intervention with Individual Families (at least 4-6) and small groups.

Goal V: To enhance Continued Professional Development.

Goal VI: Additional individual goals.

Students, field instructors and faculty liaisons must identify tasks, measurements, and due dates for each tasks and completion of goal.

I agree to abide by the NASW Code of Ethics

Student Date

Field Instructor Date

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Faculty Liaison Date

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Admission to the Social Work Program

Students may declare their major as social work upon admission to the University, but are not eligible for admission to the professional social work program until they have completed the formal application process.

Freshmen who declare social work as their major upon admission to the University learn about the social work program and its admission process in two ways. (1) During Freshmen Orientation a social work faculty meets with groups and discusses the program and (2) all students are enrolled in Univ101-Introduction to University Community where various disciplines, including social work are discussed. At the time of admission to the University all students are assigned a faculty advisor. This offers another opportunity for students to learn about the program. During September of each academic year, all majors and interested students are invited to the Social Work Program Orientation. Here, all facets of the program are presented. During the freshman and sophomore years, students are enrolled in general education courses. The first social work course is normally taken at the end of the sophomore year or the beginning of the junior year.

Application Process

Students must be enrolled in SW300- Introduction to Social Work. Students who have transferred into the University or those wishing to change their major to social work may apply during the first meeting of the Admission Committee.

Students must have a cumulative grade point average of 2.30 or better. Students must review their academic transcript with the instructor teaching SW300 prior to

completing the application. This is to ensure that they have completed prerequisite courses or will are scheduled to enroll in the courses.

Students must have completed Biological Science 150 and Biological Science Lab 151; Psychology 250- General psychology; and Soc 250- Introduction to Sociology

Students must complete the Application for Admission to the Social Work Program Students must complete a personal statement paper “Why I Want to be a Social Worker”.

This personal statement provides applicants an opportunity to share with the Admissions Committee about their goals and aspirations, personal strengths and challenges, and other characteristics that are relevant to the social work profession. The personal statement provides the Admissions Committee with another tool to evaluate the students’ professional and academic goals that are consistent with the values and goals of the social work profession and the Social Work Program. Students are given guidelines for the “Why I want to be a Social Worker” paper.

Students complete a 30 hour volunteer experience in a social service agency Students must complete SW300-Introduction to Social Work with a grade of C (2.30) or

better. Students must interview with the Admissions Committee. Prior to this meeting, students must

have submitted the Admission Package to SW 300 instructor.

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Evaluating the Application for Admission to the Social Work Program

The social work program has a formal process for evaluating applications and for notifying students of the decision and any contingent conditions associated with admission. The Admission Committee is responsible for evaluating applications for admission to the program and for notifying students of the decision. Determination of admission is made by consensus.

Process for Evaluating Applications

Students’ application packages are submitted to the instructor teaching SW300 and transmitted to the chair of the Admissions Committee. The Application committee consists of three full-time faculty members.

The Application Committee reviews each application based on the application criteria (completion of specific liberal arts courses, Cumulative GPA of 2.30, copy of current unofficial transcript, and the Why I want to be a Social Worker paper)

The “Why I want to be a Social Worker” paper is evaluated using a rubric to assess the applicant’s written communication skill and the congruence with the student’s interests, motivations, experiences, goals, strengths and challenges associated with the values and ethics, and goals of the social work profession and the Social Work Program.

The Committee interviews the student to assess the student’s readiness to proceed in the program. The decision is by consensus.

Students are notified of the Committee’s decision, in writing, within two weeks of the interview.

The Application Package includes the following:

Social Work Program Application “Why I want to be a Social Worker” paper Copy of the unofficial transcript One reference letter. This can be from any adult the student chooses who he/she believes is

knowledgeable about their potential for social work practice, such as an instructor, community person, and agency.

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of punctuation, and paragraph formation. Students who receive less than 100 points must rewrite the paper. A score less than 80 indicate that the applicant has challenges in written communication. The Committee evaluates the following variables:Rubric for Evaluating Program Applicants

The Admissions Committee evaluates the applicant’s written skills and the congruence of the applicant’s values, beliefs, goals, ambitions, and experiences to the values and goals of the social work profession and the Social Work Program. Applicants earn 10 points on each of the 10 areas that are evaluated. A score of 80 indicates that the “Why I want to be a Social Worker” paper is approved as confirmation that the applicant is able to articulate ideas and thoughts in writing as demonstrated by the organization of the paper, sentence structure, grammar and spelling, use

Student perception of social work as a career choice (10 points) Student’s interests, motivations and experiences that establish suitability for the Social Work

profession (10 points). Students’ career goals and aspirations are congruent with the goals of the social work

profession and the social work program (10 points). Students strengths and challenges as related to working with diverse populations and/or with

persons who hold different values and beliefs (10 points) Social problem and preferred service population is clear (10 points) Student’s understanding of and adherence to the NASW Code of Ethics (10 points) Student’s knowledge from general education courses and their relevance to social work

courses (10 points). Grammar. Spelling, and sentence structure (10 points)* Student followed the APA format (10 points)* Submission of all materials (10 points)

*Will be evaluated using the Writing Grading Rubric

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Application to the Program DecisionsThere are three possible decisions. (1) Full Acceptance indicates that the student has met all admission criteria without stipulations. (2) Provisional Acceptance indicates that the student has not met all admission criteria. The Committee notifies the student of any outstanding requirements, such as low grade point average, completion of required prerequisite courses. Students have one semester to change from provisional to full status. (3) Denial indicates that the student does not meet the criteria for admission. Students who are denied may appeal the Admission Committee’s decision following the steps outlined in the Handbook for Social Work Students, page 5.

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COLLEGE OF EDUCATION, HUMANITIES AND SOCIAL SCIENCESDepartment of Human Services

SOCIALWORK PROGRAM APPLICATION(To be Typed)

1. Name: Student I.D. #

2. Local Address:

City: State: Zip Code:

3. Local Telephone #: Cell #:

4. Permanent Address: 5. Birth Date: 6. Sex: M F 7. Race:

8. Marital Status: Single Married Widowed Divorced

9. Cumulative GPA:

10. Advisor’s Name:

11. Total number of semester hours completed to date:

12. Are you a transfer student: Yes No

13. Do you have limitations (physical or emotional) that may interfere with your education process? Yes No

14. Interests and Hobbies:

15. Membership in Organizations:

16. Extra-Curricular Activities:

17. Indicate any Volunteer Experience you have had (include the current volunteer required in SW 300).

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18. Describe an experience in which you were helping a person. Include findings/emotions?

19. What areas of Social Work interest you? (i.e. infants and children, youth, families, elderly, corrections).

20. What areas of Social Work do not interest you?

21. SOCIAL WORK NARRATIVEIn a 2-3 page narrative, follow the attached guidelines to respond to the “Why I Want to be a Social Worker” assignment. This narrative must be typed, double-spaced in accordance with APA style including cover page and reference page.

Interview by: Date:

Accepted: Provisional Denied

The Admissions committee will submit reasons for provisional and denied decisions as well as recommendations.

WHY I WANT TO BE A SOCIAL WORKER

Describe your perception of social work. What interests, motivations, and experiences do you have that would establish suitability for

the social work profession. Discuss your career goals and aspirations and their relationship to the social work profession. What do you consider your personal strengths and challenges in relation to working with

people whose race, gender, culture, ethnicity, religion, sexual orientation, or values may be different from your own.

What specific social issues concern you the most? Discuss your understanding of the NASW Code of Ethics and whether these are consistent

with your personal values. Write a brief statement about two of the courses you have taken as prerequisites that you

believe are relevant to your understanding of social work.

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STUDENT PERSONAL DATA GUIDELINE(1 Copy to Agency - 1 Copy to Social Work Office)

Name of Student

Current Address

Phone # Expected graduation date

Courses I have taken or am taking in preparation for field instruction and grades received.

Social Work Courses

Sociology Courses

Psychology Courses

Other

Previous social work experience: (Including camp counselor & volunteer work).

Employment experience: (Include summer and part-time)

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Career plans:

Hobbies, interests, extra-curricular activities

Type of agency preferred:

Expectation from field instruction placement and field instructor

Medical problems that should be noted (Diabetes, Epilepsy, Orthopedic, etc.). If the problem necessitates medication or limits you in anyway, please give details.

A description of myself in one sentence

My strengths:

My needs:

What I can contribute to the field of social work is

Transportation: Do you have a valid driver’s license? Do you have a car?

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University-Agency Institution

Agreement Guideline

Agreement between: SOUTH CAROLINA STATE UNIVERSITY, Department of Social Work and Agency Director

The Social Work Department will:1. Determine, after receiving the confirmation of placement form from the agency, the students

to be placed in the agency2. Provide the agency with a resume of the students who are to be placed in the agency. The

resume will be prepared by the student.3. Provide the agency with a manual of the guidelines for field instruction.4. Designate a faculty member who will serve as faculty liaison and as consultant to field

instructors and agencies.5. Arrange through the agency for special meetings involving field instructors and students

(there may be occasions when agency personnel and faculty liaison will meet and students will not be present or vice versa) relating to any administrative or technical details of the field instruction program and relating to any progress and/or problems involving students in field instruction.

6. Provide an Orientation and Training Seminar for all prospective field instructors.7. Hold regularly scheduled seminars for current field instructors and/or students.8. Conduct a brief evaluative survey for current field instructors and/or students.9. Review reports, records, and evaluations of each student’s progress in field assignments and

submit student grades upon completion of each semester of field.10. Be available to students and agency personnel on as needed basis, in addition to regularly

scheduled conferences.11. Provide travel insurance to and from placement, liability, and worker’s compensation for

interns.

Agency/Institution will:

1. Provide space, equipment, personnel, and other assistance for students for effective implementation of the objectives of the Social Work Department.

2. Designate field instructors by mutual agreement from the regular staff by mutual agreement.3. Assume full responsibility for the student’s orientation to the agency, agency staff, agency

policies and regulations. Also assume the responsibility for the student’s introduction to the agency’s board of governing body.

4. Assume full responsibility, within agency regulations and the individual client’s conditions, for the selection and assignment to students of clients and client groups suitable for accomplishing the purpose of the program. This should be done in conjunction with the student.

5. Develop appropriate liaison for students with other agency personnel, operating units and programs as indicated for individual or group training needs and as consistent with agency policy.

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6. Provide space and time suitable for didactic experiences, workshops, institutes and other experiences in keeping with the needs of the students and the general requirements of the social work profession.

7. In the event that an agreed upon field instructor leaves the agency or job duties change, notify the Social Work Department immediately.

8. Assume responsibility for insuring the required forms (evaluations, agency agreement, and field instructor’s agreement) are completed and returned to the University.

9. Participate in an Internship Fair and interview prospective interns.10. Provide time for agency field instructors to attend orientation and training sessions, annual

seminars and other meetings necessary for effective field instruction.

This agreement is effective for three (3) consecutive years from date signed.

*********************************************************************************

Agency

Address Phone & FAX

Representative (Name) Date

Director (Name) Date Phone & FAX

South Carolina State University Representative

Coordinator/ Social Work Date Phone & FAX

By: Coordinator of Field Instruction/Social Work Program

Phone & FAX

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South Carolina State UniversitySocial Work Program

300 College Street, NEP.O. Box 7595

Orangeburg, SC 29117Field Instructor agreement

Agency Phone

Address City/State/Zip Code

The following person has indicated an interest in instructing South Carolina State University’s Social Work students:

Name Title Phone #

Students are available two days a week (Tuesdays & Thursdays). Any other times are by special arrangements by mutual agreement with school approval.

Academic background of Field Instructor, including supervision and supervision of interns (A current resume or curriculum vitae may be attached):

Possible learning tasks you propose for students:

1.

2.

3.

4.

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5.

Are there any background requirements or experiences you would like the student to have?

In accepting students for Field Instruction, I agree to:

The responsibilities as outlined in the agency agreement, several of which are restated below; Assume responsibility for the student’s introduction to agency staff, policies, regulations and

the agency board or governing body. Assume responsibility, in conjunction with the student, within agency regulations and the

individual client condition, for the selection and assignment for students of clients and client groups suitable for accomplishing the purpose of the program.

Be an appropriate liaison for student with other agency personnel, operating units and programs as indicated for individual or group training needs and as consistent with agency policy.

Notify the Social Work Department (Field Faculty Liaison) immediately if the student is having difficulties, if I am leaving the agency, or if you are experiencing job duty changes.

Continue instruction until student completes field placement. Students are required to remain in field for the entire semester unless other arrangements have been made prior to the end of the semester and approved by both the field liaison and the field coordinator.

Students will not be given time off field without prior arrangements with faculty liaison. Assume responsibility for insuring that the required forms (Evaluations, agency agreement,

field instructor’s agreement) are completed and returned to the University. Assure student maintains agency hours and is not dismissed early. Complete orientation, learning contract, instruction and evaluation with students as outlined

in the field manual.AND

Completely read the Field Manual. Hold regularly scheduled weekly conferences with students and develop a mentoring

relationship. Attend orientation seminar, internship fair, and other seminars held with field instructors. Abide by the NASW Code of Ethics.

Usual working hours Is a car necessary for the student?

Does agency provide car? Reimbursement if use own car

Community meetings: Weekly Monthly

Students follow University calendar but agency timekeeping practices.

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SCSU Field Coordinator Date

Field Instructor Date

Social Work Program Director Date

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Revised 2013

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South Carolina State UniversitySocial Work Program

300 College Street, NEP.O. Box 7595

Orangeburg, SC 29117Field Placement Instructor Information Form

Contact Information

Name: ________________________________________________________________________

Agency: ________________________________ Department/Unit/Program_________________

Title/Position: __________________________________________________________________

Mailing Address: _______________________________________________________________

Phone: _____________________ Fax: _________________ Email: ______________________

Education and Credentials

Bachelor Institution: _____________________________________________________________

Field of Study: ______________ Degree Acquired: ____________ Date Received: __________

Masters Institution: _____________________________________________________________

Field of Study: ______________ Degree Acquired: ____________ Date Received: __________

Other Degrees and/or Certifications: ____________________________________________________________________________________________________________________________________________________________________________________________________________

Professional Credentials (check all that apply)

______ ACSW ______ DSW ______ LBSW ______ LMSW

______ MSW ______ LISW-AP ______ LISW-CP ______Other (specify below)

______________________________________________________________________________

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How many years of (post degree) social service experience do you have? __________________

Have you previously been a field instructor for undergraduate social work students? __________

If yes, approximately how many years have you provided supervision? ____________________

Is this the first time you have supervised students from South Carolina State University? ______

How do you best describe your area of expertise (both skills and field of practice)?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I certify that my answers are true and complete. I understand that, as a field instructor, I will need to provide regular supervision and comply with the University requirements in the Field Instruction manual.

Signature: _________________________________________ Date: _____________________

Please return to the Social Work Program Office via mail, Fax or email:South Carolina State UniversitySocial Work ProgramP.O. Box 7595Orangeburg, SC 29117Fax: 803-533-3636Email: sneelygo@scsu.eduPhone: 803-533-3989

Signed: __________________________ (SW, Field Coordinator) Date: _____________________

Revised 2013

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PROPOSAL FOR FIELD INSTRUCTION ASSIGNMENT IN THE WORKPLACE

EMPLOYMENT AGENCY FIELD SITE (EAFS)

South Carolina State UniversitySocial Work Program

P.O. Box 7595Orangeburg, SC 29117

(803) 536-8802

The Social Work Program considers placing a student in the workplace in exceptional situations.

Following careful review and approval, the program can consider placing a student in his/her place of employment if certain conditions exist. These conditions are:

1.) Must have been employed by the agency for at least 6 months.2.) Your agency must identify a BSW or MSW Social Worker who will serve as your field instructor.3.) The field instruction assignments must be substantively different from the student’s work assignments, and

preferably outside of the student’s work unit.4.) The field instruction assignment must yield new learning.5.) There must be clear differentiation between the student’s work hours and placement hours.6.) The field instructor must have sufficient time to supervise the student.7.) The student must be able to attend all field related activities and attend senior level social work courses (Practice and

Seminar)8.) All workplace placements must be approved by the Coordinator of Field Instruction before placement begins.

Attached are forms that must be completed by the prospective field placement agency to describe the student’s work assignments and the proposed field placement assignment. The forms should be returned to the Coordinator of Field Instruction along with the application packet for field instruction in accordance with established deadlines set by the Social Work program.

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APPLICATION TO USE CURRENT EMPLOYMENT AGENCYAS FIELD INSTRUCTION SITE

EMPLOYMENT AGENCY FIELD SITE (EAFS)

Identifying Information

Name of Student: _______________________________________________________________

Address: ______________________________________________________________________

Home Phone: ________________________ Work:________________ Mobile:______________

Email: ________________________________________________________________________

Current Employment

Agency: ________________________________________________________________________________________

Agency Address: _________________________________________________________________________________

Current Supervisor: _______________________________________________________________________________

Agency Administrator: _____________________________________________________________________________

How long have you been employed in agency? __________________________________________________________

What is your current position? _______________________________________________________________________

In what are of the agency do currently work? ___________________________________________________________________________________________________________________________________________________________

Describe your current job responsibilities: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Proposed Placement:

Date placement period: From: _____________________________________ to _____________________________

Field Instructor Assigned: Name: ____________________________________________________________________ Title/Position: ___________________________________________________________________________________

Explain how proposed plan represents a new learning experience over and above paid work experiences:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain how plan relates to your education and career goals: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Employment in conjunction with Field Placement:

Days Hours Activity Unit/Dept. Supervisor

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________ Total Hours Per Week

Indicate average number of hours per week for each activity. If very different from term to term, attach additional sheets needed.

Proposed Field Placement Schedule:

Days Hours Activities Unit/Dept. Supervisor

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________ Total Hours Per Week

__________________________________ _________________________Student Signature Date

__________________________________ _________________________Field Instructor Date

__________________________________ _________________________Employment Supervisor Date

__________________________________ _________________________Agency Director Date

__________________________________ _________________________Coordinator of Field Instruction Date

Please send these forms to:

Coordinator of Field InstructionSouth Carolina State UniversitySocial Work ProgramP.O. Box 7595Orangeburg, SC 29117

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South Carolina State University300 COLLEGE STREET, NORTHEAST

P. O. BOX 7595ORANGEBURG, SOUTH CAROLINA 29117-0001

(803) 533-3609

DEPARTMENT OF HUMAN SERVICES

SOCIAL WORK PROGRAM

FAX: (803) 533-3636

Field Instruction Agency Profile

Name of Agency _______________________________________

Field Instructor _________________________________________

Mailing Address ________________________________________

______________________________________________________

Telephone # ___________________________________________

Email Address_________________________________________

Fax_________________________________________________

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Agency Supervision

Agency Director: __________________________________ Title: ________________________

Field Instructor assigned: ____________________________Title_________________________

Agency’s Primary Field(s) of Service

(Check all that apply)

_____Employee Assistance Programs _____Adoption

_____Family & Children’s Services _____Abuse & Neglect

_____Delinquency _____Domestic Violence

_____Family Therapy _____Foster Care

_____School Social Work _____Clinic

_____General Health Care _____Family Planning

_____Hospice _____Hospital

_____Public Health _____Geriatrics

_____Substance Abuse _____Developmental Disabilities

_____Mental Illness _____Community Organization

_____Advocacy _____Special Project(s)

_____Youth Services _____Other______________ __________________

Agency Auspice: ________Public ______Private _____Other__________

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Learning Experiences Available

(Check all that apply)

_____Clinical _____Family/Group Intervention

_____Group Work _____Consultation

_____Policy Development _____Social Action

_____Staff Development _____Community Development

_____Client Advocacy _____Educator/Trainer

_____SW/Individuals/Families _____Youth Services

_____Research _____Program Development/Analysis

_____Budget Dev. /Analysis _____Program Coordination

_____Grant Dev. /Monitoring _____Plan/Administrative

_____Fund raising _____Legislative Intervention

_____Other______________

Please indicate any special educational programs available to students. (Seminars, Volunteer Training, etc.)

Agency Facilities and Expectations

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Physical Facilities: ____Private Office for Student(s)

____Individual Desk(s) for Student(s)

____Shared space with Staff

____Wheelchair Accessible

Does the agency offer stipends to students? _____Yes _____ No

(If yes, provide description and requirements)

Does the Agency provide transportation for student use? ______Yes ______No

(If yes, specify regulations and requirements)

Does the Agency reimburse students for mileage driven while providing agency services?

______ Yes ______No

If yes, at what rate ___________

Agency Hours: __________AM to ______ PM

Are students expected to work evenings and or nights on a regular basis?

______Yes ______No

Are students expected to work weekends? ______Yes ______No

(If yes, please comment)

Please describe the expected dress code:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please provide informational brochures, handbooks, key policies or other program materials which you believe would be useful for a student to read prior to being placed in your Agency.

Thank you very much for completing this form. The information will be included in the placement directory and be used by both faculty and students. If you have any questions or need additional information, do not hesitate to contact me at: (803) 533-3989 or email me at sneelygo@scsu.edu or Fax – (803)533-3636.

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Signature/Title of person completing this form: _____________________________________

_____________________________________

Date: _____________________

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SOUTH CAROLINA STATE UNIVERSITY

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FACULTY HANDBOOK

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SOUTH CAROLINA STATE UNIVERSITYSOCIAL WORK PROGRAM

ASSIGNMENTS

VOLUME IIIhttp://www.scsu.edu

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Reaffirmation Self Study: Volume IIITable of Contents

2.1.1 Identify as a social work professional social worker and conduct oneself accordingly.................1

2.1.2 Apply social work ethical principles to guide professional practice.................................................5

2.1.3 Apply critical thinking to inform and communicate professional judgments...............................15

2.1.4 Engage diversity and difference in practice......................................................................................21

2.1.5 Advance human rights and social and economic justice..................................................................26

2.1.6 Engage in research-informed practice and practice-informed research........................................39

2.1.7 Apply knowledge of human behavior and the social environment.................................................41

2.1.8 Engage in policy practice to advance social and economic well-being and to deliver

effective social work services.......................................................................................................................45

2.1.9 Respond to contexts that shape practice............................................................................................47

2.1.10(a) Engagement...................................................................................................................................51

2.1.10(b) Assessment.....................................................................................................................................55

2.1.10(c) Intervention....................................................................................................................................59

2.1.10(d) Evaluation......................................................................................................................................65

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2.1.1 Identify as a social work professional social worker and conduct oneself accordingly

Practice Behavior: Social workers advocate for client access to the services of social work

Follow these guidelines for the Macro Project. Similar guidelines are attached to your Seminar Outlines as well.

1. Describe your macro project. Include the purpose/goal of the project. Also, briefly discuss why you happened to select this project. For instance, what, is anything, is going on in the agency that prompted your interest in this particular issue. Be sure to include the names of other students if you are working as a group.

2. Plan for implementing the Project. Here, simply describe how you plan to go about implementing the project, rather than simply list steps briefly discuss what is involved in each step in the implementation plan. Include some discussion on how you plan to evaluate the outcome of the project such as conduct an informal survey of agency staff or perhaps agency clients.

3. Implementation. For each step listed in #2 above spell out what you actually did in each step.

4. Identify various roles that you played in implementing this project.

5. Based on the method of evaluation discuss how successful (or not) the project was for identifying gaps in the service system and for advocating for client access to services. Include some examples that led to your assessment and type and scope of your intervention.

6. Recommendation. Students who will complete a similar project next year can learn from your experience. What recommendations would you leave them?

1 = 15 points2 = 25 points3 = 25 points4 = 10 points5 = 20 points6 = 5 points

1

2.1.1 Identify as a social work professional social worker and conduct oneself accordingly

Practice Behavior: Social workers attend to professional roles and boundaries

Guidelines for Practitioner Interview

Each student will select and interview a practicing professional social worker (i.e. BSW, MSW, PhD). The social worker must be in active practice.

Discuss the following areas:

1. The relevance of generalist social work knowledge in everyday practice situations.7. The importance of critical thinking skills in professional practice.8. The importance of effective verbal and written communication skills in professional practice.9. The interview should include questions about the social worker’s duties and responsibilities,

and some of the roles played in helping clients. Have the social worker talk about how he/she maintains professional boundaries at all times and why this is so important.

10. Most importantly, ask questions about how the social worker uses his/her knowledge, values and skills with an emphasis on the “person-in-environment” perspective in everyday practice.

11. What did you learn from your interview that will shape how you will attend to professional roles and boundaries? If you have had some experience either paid or volunteer talk about how you handled these.

Scoring rubric

Please make sure your responses are complete. Use examples to expand on your discussion. You will be graded on the extent your presentation is comprehensive.

1 = 15 points2 = 15 points3 = 15 points4 = 15 points5 = 20 points6 = 20 points

Papers must be free of grammatical errors. Points will be deducted for errors. You must use the APA Style.

2

2.1.1 Identify as a social work professional social worker and conduct oneself accordingly

Practice Behavior: Social Workers engage in career – long learning

Benchmark: 80 %

Assignment: Career research Social Work Career/Position

Requirements of the Assignment: Students are to conduct research on a selected social work career/position on accordance with the following guidelines provided:

Position/Job Title ( 5 points) What is the level of practice/(micro, Mezzo or macro) (15 points) What target population(s) are served?(10 points) What are the working conditions?(10 points) What is the current employment trend for this position? (10 points) What are the average earnings? Statewide & Nationally? (10 points ) How is this job classified/described in the occupational outlook? (10 points) What education, training, certificate or other qualifications are required for this position?

(15 points) What are the opportunities for advancement in this position?(15 points)

This response should be typed using the APA format. The number of pages may vary.

Grading Rubric: SW 305 –Orientation to Professional Development Career /Social Work Position Assignment submitted in APA Style Format

5 – Assignment demonstrates evidence of research on selected career/position and documents sources used, excellent composition skills, sentence structure including spelling and punctuation. Information presented in complete APA Style format. Assignment was submitted in accordance with established deadline.

4 – Assignment demonstrates evidence of limited research and documentation, minor errors in sentence structure, few errors in spelling and punctuation. Information presented in APA style format and assignment was submitted in accordance with establish deadline.

3 – Assignment demonstrates evidence of very limited research and documentation, significant errors in sentence structure, spelling and punctuation. APA Style format was not followed completely. Assignment was submitted late.

2 – Assignments demonstrate no evidence of documented research, significant errors in sentence structure, major errors in spelling and punctuation. APA Style format was not followed. Assignment was submitted late. Student minimally accomplishes the goals of the assignment.

1 – Student fails to submit required assignment.

3

4

EP 2.1.2 Apply social work ethical principles to guide professional practice

Practice Behavior: Social Workers recognize and manage personal values in a way that allows professional values to guide practice.

GUIDEL ES FOR VIDEOTAPED MEETINGS SW 307- Social Work Practice I

DIRECTIONS: This is a three- part assignment. Each student is to conduct two 30 minute interviews with your assigned client. During the first interview, the client will present an issue of concern. This identified problem/issue will be the focus of your intervention and evaluation of the intervention (Single Subject Evaluation). Try to pinpoint one problem area so that the worker can stay focused. The videos will be submitted, along with an analysis.

The interview analyses will be guided by the specific formats illustrated in the text. Students are encouraged to add other significant information to their analysis. Part one: will focus on a self-analysis of the worker’s engagement and assessment strategies and skills;Part two: will focus on an analysis of the worker’s planning, intervention and termination strategies and skills. While there are identified due dates for the analyses, students may turn in their analyses any time prior to the due dates.

WRITTEN ANALYSIS OF VIDEO #1 (Video & Analysis is worth 50 points)Engagement, Assessment, & planningDue: March

IntroductionBriefly describe the case situation. What was the reason for the contact? How did you explain your purpose and what was the client’s response? Was your explanation as good as you wanted it to be to help the client understand the role of you (the social worker) and the extent to which your agency can help? If not, how would you change it?

Interview elements/InteractionIt is expected that all of the following skills will be demonstrated during the interview process. It will be important for you to pick out specific portions of the interview where you were able to use in the second interview.

Engagement skillsInclude beginning acceptance and attending skill, ability to show concern, listening skills. How did you greet the client? Do you think it was effective in putting the client at ease? Identify the attending skills (verbal and nonverbal) that you used to engage the client in the helping process? What would you say about your level of skill at engagement?

Communication SkillsIncludes a balance between open-ended and closed questions, appropriate verbal responses, and relevancy of the questions for assessment purposes. Illustrate examples of your use of the following communication skills:

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a. Paraphrasing b Reflectingc. Interpreting d. Clarifyinge. Confronting f. Summarizingg. Probing h. Self-disclosurei. Exploring j. Information givingk. Reassuring

AssessmentBy now, you have obtained sufficient data from the client to assess what is going on and to begin to think about ways of intervening. What do you see as the problem for work? Based on the client’s responses, how would you assess the problem in terms of the potential for change? (Remember, at this point, this is simply your gut reaction that may change as you move through the helping process.) Try to limit it to one problem so that you can stay focused. Evaluate the problem in terms of its impact on the client-in-situation from the micro, mezzo and macro levels. What areas of strength do you see in this client? Di you discuss the strength(s) with the client? After you identify all aspects of diversity, discuss how these might impact the way the problem is identified and the possible solutions.

Use of SelfTo what extent do you think you have established a professional relationship with the client? Did you take conscious steps to enhance the relationship? If so, what exactly did you do? What did you notice about your personal and professional values? Were there any conflicts? How did you resolve conflicts? Were there any ethical dilemmas? What did you do?

WRITTEN ANALYSIS OF VIDEO# 2 (Video & Analysis is worth 50 points)Intervention, Termination, Follow-upDue: April

The final analysis will reflect an assessment of your problem solving skills as demonstrated throughout the two interviews. In this second analysis students are to analyze skills in planning, intervention and termination.

Proves RecordingTen minutes of the final interview is to be selected by the student for the purpose of writing a process recording. You will decide just where in the helping process you wish to focus in this ten-minute segment.

Communication SkillsAs in the first interview analysis, cite examples of your use of these skills:a. Paraphrasing b Reflectingc. Interpreting d. Clarifyinge. Confronting f. Summarizingg. Probing h. Self-disclosurei. Exploring j. Information givingk. Reassuring

Planning & Intervention

6

Discuss how the client was involved in identifying the problem for work and the goals expected. Show how the client was allowed to have input in identifying the goals and objectives and the steps to be taken in intervention. Discuss generally your methods of intervention. Make sure you can identify actual points in your meeting where this occurred. Formalize a written contract with the client. This can be very simple but should relate to what has gone on before, especially steps to be taken and by whom. A copy of this contract should be submitted with your analysis.

Implementation in the Generalist intervention Model Assess your intervention skills. Discuss the nature of each of your interventions at each level (micro, mezzo and macro) and your reasons for your choice of intervention(s). How was the client involved in deciding on the interventions? Discuss how you incorporated the client’s strengths. Discuss any ethical issues that emerged as well as how these were handled.

Evaluation in the Generalist Intervention ModelAssess your evaluation skills. Here you are to review the extent to which your intervention was successful. Simply list each intervention and indicate the level of achievement.

Evaluation of Your Practice InterventionSelect the evaluation designs for direct practice to plot your intervention for at least one of the client’s problems. First, discuss generally your methods of intervention. Second, select one of the evaluation designs and document your intervention for one of the client’s problems (using the roles of the generalist social worker as a guide should be helpful). Here you are asked to make a professional judgment about any changes in the client’s situation that can be attributed to your direct intervention. Identify the problem. List the intervention(s) you used. Chart your intervention using the evaluation design that you selected and evaluate the effect, if any, your intervention had on the outcome of the problem. This chart and analysis is to be included.

Use of selfTo what extent do you think you established an effective helping relationship? Explain. If you perceived problems, identify these and discuss how you plan to resolve them.

TerminationThere should be definite closure to the interviews and the helping process. Discuss briefly how you handled termination.

Assessing your performanceSummarize what you have learned about yourself as a helper during this exercise. What values (personal, professional) did you identify? Were there any conflicting values? How did you handle these conflicts?

7

EP2.1.2 Apply social work ethical principles to guide professional practice

Practice Behavior: Social Workers recognize and manage personal values in a way that allows professional values to guide practice.

Benchmark 80%

WORKBOOK EXERCISE

Assignment: Students will complete responses to the following questions in preparation for developing a learning plan that will be used to guide and enhance practicum.

SOUTH CAROLINA STATE UNIVERSITYSOCIAL WORK PROGRAM

Developing a Learning Plan

Your responses below will help you identify desired outcomes and prepare a plan that can guide and enhance you r practicum. Respond honestly and with as much precision as possible.

What learning objectives or activities will deepen on your understanding of the following key components of social work practice?

1. The core values and mission of the social work profession (10 points)

2. The major social work roles (e.g., broker, case manager, organizer, educator, facilitator, counselor, advocate) (10 points)

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3. The organizational context of your practicum (e.g., history, agency purpose, structure, function, funding) (10 points)

4. The social problems addressed by your agency (10 points)

5. The skills needed for practice with individuals (assessment, planning, intervention, evaluation) (10 points)

6. The skills needed for practice with families (assessment, planning, intervention, evaluation) (10 points)

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7. The skills needed for practice with communities (assessment, planning, intervention, evaluation) (10 points)

8. The impact of human diversity on the clients served by your agency (10 points)

9. How do you plan to learn about yourself (e.g., strengths and gifts, core values, biases)? (10 points)

10. How do you plan to remain open to constructive criticism? (10 points)

10

EP 2.1.2- Apply social work ethical principles to guide professional practice

Practice Behavior: Social workers make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and as applicable the National Association of Black Social Workers Code of Ethic

The Hernandez Family This Hi panic family came to the attention of the Department of Social Services

because a neighbor or called the agency and complained about the Hernandez children running loose' the neighborhood. They were ragged and were constantly going from house to house egging for food. Not only that they were always littering the neighborhood with trash and they were bullies. The neighborhood children are afraid of them. Something must be done.

When the worker visited the home they found Ms. Hernandez slumped in a comer of the room. She appeared very 'depressed. She did not speak English well and the worker had to have the oldest child, a boy of 12, translate. The worker learned that the family had traveled from Mexico with a migrant group about six years ago. While she did not like the raveling about with four children, this was the only work Mr. Hernandez could find. In CT, migrant work was the only work he had done. Three years ago, Mr. Hernandez got in a fight with the boss over his pay. He was fired and the family was forced to flee. They were able to rent this apartment with help from her family. However, Mr. Hernandez was unable to find work. He became verbally abusive and began to drink heavily. The family woke up about two years ago and he was gone. Mr. Hernandez filed for a divorce last year. The family has no idea where he is for sure but has heard rumors that he lives in a town several hundred miles away and has remarried.

Mrs. Hernandez is at her wits end. The children Tony, age 12, Mario, age 10 and Lisa, age 7 and Manuel, age 5 are always hungry and they fight each other. The school has also complained about the children's behavior in school They are inattentive, bully others and see generally disinterested in school The school thinks they may all have mental retardation and wants to place them in special classes. The house had electricity. The entire apartment was bare except for a table and 2 chairs and mattresses that were scattered about the room. Except for several cans of beans there is no food.

The community in which the Hernandez family lives is small and there are no other Hispanic families. The community has not welcomed them and in fact had tried to get them evicted. The community has let the family know that they are not welcomed. Even the Catholic Church that the family attends has not reached out to help this family. Mrs. Hernandez says that she is always depressed and cries a lot. She has no skills and cannot speak English well enough to get a job. She has been trying not to ask for help from social services. What she would like is to get transportation back to Mexico where she has family UT the children do not want to return there. It is not home for them.

11

THE HERNANDEZ FAMILY

The answers are to be written out in well thought-out complete sentences. Pay attention to spelling, grammar, punctuation and sentence structure.

1. What are the family strengths and what strengths do you see in each family member?2. What are the identified needs?3. What are the diversity issues?4. What are the injustice issues?5. How would you engage this family? Who would you involve?6. What do you think the plan should be for this family? Remember all levels of intervention?7. What obstacles would you face in helping this family?8. What resources does this family already have and how would you help them use them?9. What would your contract with this family look like?10. In what life cycle is the family?11. What would an eco-map look like? (draw and eco-map of this family)12. Based on chapter 9 from the primary text what method would you use to help this family

change and why?13. What would be your termination plan with this family, what follow-up is needed?14. How would you evaluate the family and your performance? What criteria would you use?

12

EP 2.1.2 Apply social work ethical principles to guide professional practice

Practice Behavior: Social workers tolerate ambiguity in resolving ethical conflicts

Forum Question- Social Work Values and Ethics

Why do social work values and ethics play such a profound role in establishing and maintaining social worker-client relationships?

Guideline for Forum Discussions

The purpose of the Forum is to have students critically reflect on and respond to a particular issue in social work posed by the instructor. Within the first week that the Forum is due, each student must post an initial position whether he/she agrees or disagrees, with a rationale for their position. Clearly state your position. These cannot be “gut” reactions but must reflect information gleamed from the professional literature. Students must post a minimum of two responses to each question posed. All other responses from other students will be a reaction of a peer’s response. The posts can be to one or more student’s entries.

Scoring Rubric for Forum discussionsCriteria (Based on 100 points)

1. Initial position stated during first week (5)2. Position clearly articulated (10)3. Rationale is clear and reflects critical inquiry (15)4. Cite two resources to support position taken (10)5. Response reflect critical thinking (25)6. Literature resources incorporated into responses using APA (10)7. Responses are clear and use professional language (10)8. Correct grammar and expression (10)9. Responses a minimum of 100 words (5)

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14

EP 2.1.3Apply social work critical thinking to inform and communicate professional judgments.

Practice Behavior: Social Workers distinguish, appraise, and integrate multiple sources of information, including research-based knowledge, and practice wisdom.

Rubric Progress Report

Instructor

Name

Course Semester

Quiz 1 Quiz 3Quiz 2 Quiz 4

(100%)

Exercise (100%)

1. Topics for selection2. Three questions3. Selection of topic4. Instrument questions5. Selection of population (sample)6. Select three articles for topic7. Critique articles (summaries)

(100%)

Finalize topic, Abstract, 2 pages, Introduction (2 pages) begin literature review (2 pages) minimum of 6 typed pages.

(200%)

Midterm exam

(100%)

(500%)

15

EP 2.1.3 Apply critical thinking to inform and communicate professional judgments.

Practice Behavior: Social workers analyze models of assessment, prevention, intervention, and evaluation

Guidelines for single Subject Design

Directions- During the first semester of the senior field practicum each student is to conduct a single-subject research design which allows students to create and implement an intervention at the micro or mezzo level of practice. If effective, the intervention should result in a change to the behavior situation targeted for change. Students must receive the expressed approval of their practicum site field supervisor prior to conducting the assessment and intervention.

Single subject outline

1. Describe client’s social history (background information)2. Describe client's presenting situation

a. Presenting problemb. Consequences

3. Describe client's problem(s)a. Environmental influencesb. challenges

4. Describe client's strengthsa. Positive influencesb. Support systems

5. Subject Designa. Describe appropriate researchb. Strategies used in assessing the intervention

6. Discuss of Interventiona. Describe the action planb. Describe time periods used

Scoring Rubric fo r S i ngle Subject

Five pages minimum 1. Brief history of the family/client(do not use actual name(s) = 5 points2. List problems/issues identified = 5 points3. Identify client strengths and needs = 15 points4. List the goals for each problem/issues = 10 points5. Design and discuss the intervention plan = 25 points

a. What theory/model are you using for interventionb. Why did you select this theory/modelc. What were your findingsd. How will you evaluate the intervention? Be specific regarding your evaluation

measure and explain why it was chosen

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6. Description of the Intervention = 10 points 7. Discuss results/comparison of baseline behavior and post-intervention behavior = 15 points8. Description of evaluation effectiveness (did change occur? if so, describe, why?) = 15 points

Appendix: Chart or graph reflecting intervention Copy of consent form (signed by family/client) Literature review

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EP 2.1.3Apply social work critical thinking to inform and communicate professional judgments.

Practice Behavior: Social Workers demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

GUIDEL ES FOR VIDEOTAPED MEETINGS SW 307- Social Work Practice I

DIRECTIONS: This is a three- part assignment. Each student is to conduct two 30 minute interviews with your assigned client. During the first interview, the client will present an issue of concern. This identified problem/issue will be the focus of your intervention and evaluation of the intervention (Single Subject Evaluation). Try to pinpoint one problem area so that the worker can stay focused. The videos will be submitted, along with an analysis.

The interview analyses will be guided by the specific formats illustrated in the text. Students are encouraged to add other significant information to their analysis. Part one: will focus on a self-analysis of the worker’s engagement and assessment strategies and skills;Part two: will focus on an analysis of the worker’s planning, intervention and termination strategies and skills. While there are identified due dates for the analyses, students may turn in their analyses any time prior to the due dates.

WRITTEN ANALYSIS OF VIDEO #1 (Video & Analysis is worth 50 points)Engagement, Assessment, & planningDue: March

IntroductionBriefly describe the case situation. What was the reason for the contact? How did you explain your purpose and what was the client’s response? Was your explanation as good as you wanted it to be to help the client understand the role of you (the social worker) and the extent to which your agency can help? If not, how would you change it?

Interview elements/InteractionIt is expected that all of the following skills will be demonstrated during the interview process. It will be important for you to pick out specific portions of the interview where you were able to use in the second interview.

Engagement skillsInclude beginning acceptance and attending skill, ability to show concern, listening skills. How did you greet the client? Do you think it was effective in putting the client at ease? Identify the attending skills (verbal and nonverbal) that you used to engage the client in the helping process? What would you say about your level of skill at engagement?

Communication SkillsIncludes a balance between open-ended and closed questions, appropriate verbal responses, and relevancy of the questions for assessment purposes. Illustrate examples of your use of the following communication skills:

18

a. Paraphrasing b Reflectingc. Interpreting d. Clarifyinge. Confronting f. Summarizingg. Probing h. Self-disclosurei. Exploring j. Information givingk. Reassuring

AssessmentBy now, you have obtained sufficient data from the client to assess what is going on and to begin to think about ways of intervening. What do you see as the problem for work? Based on the client’s responses, how would you assess the problem in terms of the potential for change? (Remember, at this point, this is simply your gut reaction that may change as you move through the helping process.) Try to limit it to one problem so that you can stay focused. Evaluate the problem in terms of its impact on the client-in-situation from the micro, mezzo and macro levels. What areas of strength do you see in this client? Di you discuss the strength(s) with the client? After you identify all aspects of diversity, discuss how these might impact the way the problem is identified and the possible solutions.

Use of SelfTo what extent do you think you have established a professional relationship with the client? Did you take conscious steps to enhance the relationship? If so, what exactly did you do? What did you notice about your personal and professional values? Were there any conflicts? How did you resolve conflicts? Were there any ethical dilemmas? What did you do?

WRITTEN ANALYSIS OF VIDEO# 2 (Video & Analysis is worth 50 points)Intervention, Termination, Follow-upDue: April

The final analysis will reflect an assessment of your problem solving skills as demonstrated throughout the two interviews. In this second analysis students are to analyze skills in planning, intervention and termination.

Proves RecordingTen minutes of the final interview is to be selected by the student for the purpose of writing a process recording. You will decide just where in the helping process you wish to focus in this ten-minute segment.

Communication SkillsAs in the first interview analysis, cite examples of your use of these skills:a. Paraphrasing b Reflectingc. Interpreting d. Clarifyinge. Confronting f. Summarizingg. Probing h. Self-disclosurei. Exploring j. Information givingk. Reassuring

19

Planning & InterventionDiscuss how the client was involved in identifying the problem for work and the goals expected. Show how the client was allowed to have input in identifying the goals and objectives and the steps to be taken in intervention. Discuss generally your methods of intervention. Make sure you can identify actual points in your meeting where this occurred. Formalize a written contract with the client. This can be very simple but should relate to what has gone on before, especially steps to be taken and by whom. A copy of this contract should be submitted with your analysis.

Implementation in the Generalist intervention Model Assess your intervention skills. Discuss the nature of each of your interventions at each level (micro, mezzo and macro) and your reasons for your choice of intervention(s). How was the client involved in deciding on the interventions? Discuss how you incorporated the client’s strengths. Discuss any ethical issues that emerged as well as how these were handled.

Evaluation in the Generalist Intervention ModelAssess your evaluation skills. Here you are to review the extent to which your intervention was successful. Simply list each intervention and indicate the level of achievement.

Evaluation of Your Practice InterventionSelect the evaluation designs for direct practice to plot your intervention for at least one of the client’s problems. First, discuss generally your methods of intervention. Second, select one of the evaluation designs and document your intervention for one of the client’s problems (using the roles of the generalist social worker as a guide should be helpful). Here you are asked to make a professional judgment about any changes in the client’s situation that can be attributed to your direct intervention. Identify the problem. List the intervention(s) you used. Chart your intervention using the evaluation design that you selected and evaluate the effect, if any, your intervention had on the outcome of the problem. This chart and analysis is to be included.

Use of selfTo what extent do you think you established an effective helping relationship? Explain. If you perceived problems, identify these and discuss how you plan to resolve them.

TerminationThere should be definite closure to the interviews and the helping process. Discuss briefly how you handled termination.

Assessing your performanceSummarize what you have learned about yourself as a helper during this exercise. What values (personal, professional) did you identify? Were there any conflicting values? How did you handle these conflicts?

20

EP 2.1.4 Engage diversity and difference in practice.

Practice Behavior: Social workers recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power

Guidelines for Media Analysis

Each student is to utilize three different media/news sources for one week. One source must include a local media/news source; the other two sources must be from a different country. (See below for several international media/news sources.) Select the sources from countries that are racially, ethnically, culturally or perhaps spiritually diverse from your own. During your review of these sources, examine the role of the media in the establishment and support of social values and norms. Compare and contrast your findings. Considerations to lead your research should include:

Directions and Scoring Rubric

1. Describe the country’s demographics and socioeconomic structure=10 points2. Do the sources’ overall content reflect the diversity of the country’s population=10 points3. Which news stories/global events are provided the most coverage? In your opinion, why?

(provide examples)=15 points4. Did race, gender, ethnicity, religion/spirituality, culture, or any other form of diversity factor

into the outcome? Which of these groups were routinely omitted from the publication (Provide examples)= 20 points

5. Describe how various groups were characterized (positively, or negatively)=15 points6. Which verbs, nouns, and pronouns are utilized in describing individuals within the articles

(provide examples)= 5 points7. Describe the media sources’ overall tone and voice (Provide examples)= 10 points8. Describe the perspectives from which the stories were generated (Provide examples)

= 15 points

International Media/News Sources:

http://jamaica-gleaner.com/ Jamaica

http://www.japantimes.co.jp/news.html (Japan)

http://timesofindia.indiatimes.com/ (India)

http://www.thelocal.se/ (Sweden)

http://www.news.com.au (Australia)

http://www.news24.com/ (South Africa)

21

EP 2.1.4 Engage diversity and difference in practice.

Practice Behavior: Social workers gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

Diversity Interview Guidelines(Dimensions of human diversity include age, class, color, cultural, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation)Interview an individual based on one of the dimensions of human diversity listed above. Use the following guideline to conduct your interview:Part I.

Identify the dimension of human diversity the interview is based on. Discuss why you selected that dimension of human diversity.

Part II. Develop at least 10 questions in relation to the dimension of diversity the interview is based

on. One question must include whether the person felt discriminated against or treated differently

on the basis of this dimension of human diversity. One question must include their feelings or reactions to the treatment they received. Include a transcript of your interview

Part III- Your personal Reflection What did you learn about the effects of diversity and difference? What strengths or sense of empowerment did you observe? What challenges did you observe? What did you learn about yourself as a result of the interview? Include areas in which you are

strong in your understanding and acceptance of this dimension of human diversity as well as areas where you believe you need strengthening.

Scoring Rubric1. Identify the dimension of human diversity the interview is based on=5 points2. Discuss why you selected that dimension of human diversity= 10 points3. Develop at least 10 questions in relation to the dimension of diversity the interview is based

on= 15 points4. One question must include whether the person felt discriminated against or treated differently

on the basis of the dimension of diversity= 5 points5. One question must include their feelings or reactions to the treatment they received

= 5 points6. What did you learn about the effect of diversity and difference= 15 points7. What strengths or sense of empowerment did you observe= 15 points8. What challenges did you observe= 10 points9. What did you learn about yourself as a result of the interview? Include areas in which you are

strong in your understanding and acceptance of this dimension of human diversity as well as areas where you believe you need strengthening= 15 points

10. Include a transcript of your interview = 5 points

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EP 2.1.4 Engage diversity and difference in practice.

Practice Behavior: Social workers recognize and communicate their understanding of the importance of difference in shaping life experiences

Module Assignment: In a 500 work essay, develop an argument for the inclusion of the dual perspective as an effective approach to understanding diverse groups. In what ways will using this perspective inform your practice with diverse groups of people who may seek the services of social work?

Scoring RubricThis assignment will be graded based on students’ understanding of the dual perspective (50 points), their ability to apply this knowledge to a helping situation with a diverse client system (30 points), and the clarity of the presentation (20 points).

Deductions will be made for grammatical errors.

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EP 2.1.4 Engage diversity and difference in practice.

Practice Behavior: View themselves as learners and engage those with whom they work as informants.

Guidelines for single Subject Design

Directions- During the first semester of the senior field practicum each student is to conduct a single-subject research design which allows students to create and implement an intervention at the micro or mezzo level of practice. If effective, the intervention should result in a change to the behavior/situation targeted for change. Students must receive the expressed approval of their practicum site/field supervisor prior to conducting the assessment and intervention.

Single subject outline

1. Describe client’s social history (background information)2. Describe client's presenting situation

a. Presenting problemb. Consequences

3. Describe client's problem(s)a. Environmental influencesb. challenges

4. Describe client's strengthsa. Positive influencesb. Support systems

5. Subject Designa. Describe appropriate researchb. Strategies used in assessing the intervention

6. Discuss of Interventiona. Describe the action planb. Describe time periods used

Scoring Rubric fo r S i ngle Subject

Five pages minimum 1. Brief history of the family/client(do not use actual name(s) = 5 points2. List problems/issues identified = 5 points3. Identify client strengths and needs = 15 points4. List the goals for each problem/issues = 10 points5. Design and discuss the intervention plan = 25 points

a. What theory/model are you using for interventionb. Why did you select this theory/modelc. What were your findingsd. How will you evaluate the intervention? Be specific regarding your evaluation

measure and explain why it was chosen

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9. Description of the Intervention = 10 points10. Discuss results/comparison of baseline behavior and post-intervention behavior = 15 points11. Description of evaluation effectiveness (did change occur? if so, describe, why?) = 15 points

Appendix: Chart or graph reflecting intervention Copy of consent form (signed by family/client) Literature review

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EP 2.1.5 Advance human rights and social economic justice.

Practice Behavior: Social workers understand the forms and mechanism of oppression and discrimination.Social workers advocate for human rights and social and economic justice

Benchmark: 80%

Assignment: Vulnerable Population/Special Topic Oral Presentations

Requirements for the assignments: Students will select a Vulnerable Population or groups experiencing problems in some aspect of social functioning. They are populations at risk because of factors in the environment, imbedded in the social structures and stereotypes about these groups, which increase the probability they will experience social problems. Guidelines for Group Presentations for Vulnerable Populations

Identify the target population to be discussed Current Demographics Historic I Perspective Personal Characteristics Culture Family Composition and Housing Family Economics-Income and Employment Poverty and Huger Educational status and learning stimulation Health and Chronic Physical conditions Gaps in Service Intervention Strategies Potential role(s) of Human Service Fractioned

Grading RubricGuideline for Oral Presentation

Vulnerable Populations & Special Topics

Date: Presenter’s Name: Target Population/Special Topic:Group Members:

Oral Presentation (100)

1. Eye Contact (10)2. Ability to communicate ideas clearly (10)3. Clear speaking voice (10)4. Audiovisual were titled, clear, concise, and appropriate (10)5. Information a was presented in an interesting and interactive manner (10)6. Facts were accurate and evidence were clearly reference (30) 7. Adherence to the time limit (10)

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8. Evidence of prior research and planning (5)9. Ability to handle questions well/class participation (5)

Overall Evaluation of Presentations/Comments:

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EP 2.1.5 Advance human rights and social economic justice.

Practice Behavior: Social workers advocate for human rights and social and economic justice

InstructionsThis paper should follow the Framework for Policy Analysis outline belowInclude the following sections along with a discussion of implications for social work practice and the collaboration with colleagues and clients for effective policy action.

I. Historical Background of the Policy

What were the historical problems that led to the creation of the policy? How important have the problems been historically? How the problem was previously handled? What is the historical background to the policy? When did the policy originate? Has the original policy changed over time? What is the legislative history of the policy

II. Description of the problem that necessitated the policy

What is the nature of the problem? How widespread is it? How many people are affected by it? Who is affected and how? What are the causes of the problem?

III. Policy Description

How is the policy expected to work? What resources of opportunities are the policies expected to provide? Who will be covered by the policy and how? How will the policy be implemented? What are the short and long-term goals and outcomes of the policy? What are the administrative auspices under which the policy can be lodged? What is the funding mechanism for the policy? Who will be the agencies or organizations charged with overseeing, evaluating, and

coordinating the policy? What is the formal or informal criteria that will be used to determine the effectiveness of the

policy? For what length of time is the policy expected to be in existence? What is the knowledge base or scientific grounding on which the policy rests?

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IV. Policy Analysis

Are the goals of the policy legal? Are the goals of the policy just and democratic? Do the goals of the policy contribute to greater social equality? Do the goals of the policy positively affect the redistribution of income, resources, tights,

entitlements, rewards, opportunities, and status? Do the goals of the policy contribute to a better quality of life for the target population? Will the goals adversely affect the quality of life of the target population? Does the policy contribute to positive social relations between the target population and the

overall society? Are the goals of the policy consistent with the values of professional social work?

V. Implications for Social Work Practice

Discuss the implications for the social work profession. How would you design/change the policy? Collaborate with colleagues and clients for effective policy action

Scoring Rubric1. Historical Background of the policy =20 points2. Description of the problem that necessitated the policy = 15 points3. Policy Description = 20 points4. Policy analysis = 25 points5. Implications for social work practice = 20 points

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EP 2.1.5 Advance human rights and social economic justice.

Practice Behavior: Social workers advocate for human rights and social and economic justice

InstructionsThis paper should follow the Framework for Policy Analysis outline belowInclude the following sections along with a discussion of implications for social work practice and the collaboration with colleagues and clients for effective policy action.

VI. Historical Background of the Policy

What were the historical problems that led to the creation of the policy? How important have the problems been historically? How the problem was previously handled? What is the historical background to the policy? When did the policy originate? Has the original policy changed over time? What is the legislative history of the policy

VII. Description of the problem that necessitated the policy

What is the nature of the problem? How widespread is it? How many people are affected by it? Who is affected and how? What are the causes of the problem?

VIII. Policy Description

How is the policy expected to work? What resources of opportunities are the policies expected to provide? Who will be covered by the policy and how? How will the policy be implemented? What are the short and long-term goals and outcomes of the policy? What are the administrative auspices under which the policy can be lodged? What is the funding mechanism for the policy? Who will be the agencies or organizations charged with overseeing, evaluating, and

coordinating the policy? What is the formal or informal criteria that will be used to determine the effectiveness of the

policy? For what length of time is the policy expected to be in existence? What is the knowledge base or scientific grounding on which the policy rests?

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IX. Policy Analysis

Are the goals of the policy legal? Are the goals of the policy just and democratic? Do the goals of the policy contribute to greater social equality? Do the goals of the policy positively affect the redistribution of income, resources, tights,

entitlements, rewards, opportunities, and status? Do the goals of the policy contribute to a better quality of life for the target population? Will the goals adversely affect the quality of life of the target population? Does the policy contribute to positive social relations between the target population and the

overall society? Are the goals of the policy consistent with the values of professional social work?

X. Implications for Social Work Practice

Discuss the implications for the social work profession. How would you design/change the policy? Collaborate with colleagues and clients for effective policy action

Scoring Rubric1. Historical Background of the policy =20 points2. Description of the problem that necessitated the policy = 15 points3. Policy Description = 20 points4. Policy analysis = 25 points5. Implications for social work practice = 20 points

Guidelines for Analysis of Board/Committee Meeting

As an alternative assignment for the Advocacy Project, you may complete this assignment.

Attend a board or committee meeting and write an analysis of the meeting. The analysis must be submitted at the same time you submit the Policy Analysis Paper which is December 9 th no later than 1:00 PM.

The analysis should include the following: Identify the official members present and absent and give their titles; Identify two human service issues that were on the agenda (attach a copy of the agenda, if

possible); Describe the effectiveness of parliamentary procedures used. Where did the actual power

appear to be? Were there citizens present? How much did they participate? What is your reaction and assessment of their participation? What process was used by the Board/Committee to resolve differences?

What roles did you observe people playing? How effective were they in these roles? Discuss the group process observed (such as you was/were leaders? Who talked? Who

directed things? Etc.; What was the mode of communication in the meeting among members? Did you agree with the solutions? Why? Why not?

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How would the resolution affect social and economic justice for vulnerable people? Did you notice any values and ethics displayed which were consistent with social work

values? Reflecting on the decisions made, how would you have changed things and why?

Scoring Rubric1. Responds to all questions =40 points2. Assessment is a clear and factual description of what occurred = 20 points3. Actions taken are clearly described = 20 points4. Analysis is well organized and well written = 10 points5. Adherence to proper spelling, grammar, sentence structure and paragraph

organization is obvious = 10 points

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Format for Attending Board/Committee Meeting

Name:Meeting attended:Place:Major agenda items (Attach a copy of the agenda)

Signature:Date:

Please attach this form to your Analysis of Board/Committee Meeting

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EP 2.1.5 Advance human rights and social and economic justicePractice Behaviors:

Social Workers understand the forms and mechanism of oppression and discrimination. Advocate for human rights and social and economic justice

Benchmark: 80%

Introduction to Social Work—Social Work 300—J. Rogers, MSW Fall 2010/Spring 2011

Assignment: Vulnerable Population/Special Topic Oral PresentationsRequirements for the assignments: Students will select a Vulnerable Population or groups experiencing problems in some aspect of social functioning. They are populations at risk because of factors in the environment, imbedded in the social structures and stereotypes about these groups, which increase the probability they will experience social problems. Guidelines for Group Presentations for Vulnerable Populations

Identify the target population to be discussed Current Demographics Historical Perspective Personal Characteristics Culture Family Composition and Housing Family Economics-Income and Employment Poverty and Huger Educational status and learning stimulation Health and Chronic Physical Conditions Gaps in Service Intervention Strategies Potential role(s) of Human Service Practitioner

Grading Rubric:

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Introduction to Social Work 300Guidelines for Oral Presentations

Vulnerable Populations & Special Topics

Date: _________________ Presenter’s Name: __________________________Target Population/Special Topic: _________________________________________________Group Members: ____________________________________________________________

Oral Presentation (100)

1. Eye Contact (10)_________________

2. Ability to communicate ideas clearly (10)____________

3. Clear speaking voice(10)_______________

4. Audiovisuals were titled, clear, concise, and appropriate (10)_________

5. Information was presented in an interesting and interactive manner(10)________

6. Facts were accurate and evidence were clearly referenced(30)_____________________________

7. Adherence to the time limit (10)_________

8. Evidence of prior research and planning (5)________________________________

9. Ability to handle questions well/Class participation (5) ______________________

Overall Evaluation of Presentations/Comments:

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EP 2.1.5 Advance human rights and social economic justice.

Practice Behavior: Social workers engage in practices that advance social and economic justice

1. Describe your project in detail. Be specific about what you actually did, for whom, with whom, etc.

2. Identify and discuss in detail the policy that addressed each situation that you were engage in.3. Were there any challenges? Discuss these-such as what you perceive to be lack of

understanding about the situation4. Do you believe the policy is fair or unfair? Why?5. What did you learn about policies and the impact they have on vulnerable people?

Rubric1. Project is described in detail. =25 points2. Student Identifies and discusses in detail the policy that addresses each situation engage

in.=15 points3. Challenges were identified and discussed=15 points4. Policy assessed as fair or unfair and justification presented=20 points5. Detail discussion about what you learn about policies and the impact that polices have on

vulnerable people=25 points

Guidelines and Rubric for Advocacy Project with Benefit Bank. Due No later than Friday, December 9, 2010 by noon

1. You are to process at least one client. Your will receive additional points if you process more than one.

2. Discuss the situation that each client presented: what was the problem? Had client applied for other services from agencies? If so, which ones?

3. Process your interview from the beginning as much as you can recall, especially how you went about introducing yourself and your discussion of the various services.

4. Identify and discuss in detail the policy that addressed each client’s situation.5. Were there any challenges? Discuss these-such as whether the person was ineligible for

services. How did you resolve these challenges?6. Do you believe the policy is fair or unfair? Why?7. What did you learn about policies and the impact they have on vulnerable people?

Rubric1. Student complete the Benefit Bank Training = 25 points2. At least one individual was processes for services = 10 points (any

additional person will add 5 points.3. Student was able to identify the problem, using standards = 10 points4. Student completed the process recording log of the intervention =10 points5. Appropriate policy is identified and tenets of the policy is highlighted = 15 points6. Challenges faced by worker and client identified = 10 points7. Student identified and discussed ways their knowledge has been enhanced as a result of this

experience =20 points

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EP 2.1.5 Advance human rights and social economic justice.

Practice Behavior: Social workers engage in practices that advance social and economic justice

1. Describe your project in detail. Be specific about what you actually did, for whom, with whom, etc.

2. Identify and discuss in detail the policy that addressed each situation that you were engage in.3. Where there any challenges? Discuss these such as what you perceive to be lack of

understanding about the situation.4. Do you believe the policy is fair or unfair?5. What did you learn about policies and the impact they have on vulnerable people?

Rubric1. Project is described in detail. = 25 points2. Student identifies and discusses in detail the policy that address each situation engage in.

= 25 points3. Challenges were identified and discussed. = 15 points4. Policy assessed as fair or unfair and justification presented = 20 points5. Detail discussion about what you learn about policies and the impact that polices have on

vulnerable people. = 25 points

Guidelines for Analysis of Board/Committee Meeting

As an alternative assignment for the Advocacy Project, you may complete this assignment.

Attend a board or committee meeting and write an analysis of the meeting. The analysis must be submitted at the same time you submit the Policy Analysis Paper which is December 9 th no later than 1:00 PM.

The analysis should include the following: Identify the official members present and absent and give their titles; Identify two human service issues that were on the agenda (attach a copy of the agenda, if

possible); Describe the effectiveness of parliamentary procedures used. Where did the actual power

appear to be? Were there citizens present? How much did they participate? What is your reaction and assessment of their participation? What process was used by the Board/Committee to resolve differences?

What roles did you observe people playing? How effective were they in these roles? Discuss the group process observed (such as you was/were leaders? Who talked? Who

directed things? Etc.; What was the mode of communication in the meeting among members? Did you agree with the solutions? Why? Why not? How would the resolution affect social and economic justice for vulnerable people? Did you notice any values and ethics displayed which were consistent with social work

values? Reflecting on the decisions made, how would you have changed things and why?

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Scoring Rubric1. Responds to all questions =40 points2. Assessment is a clear and factual description of what occurred = 20 points3. Actions taken are clearly described = 20 points4. Analysis is well organized and well written = 10 points5. Adherence to proper spelling, grammar, sentence structure and paragraph

organization is obvious = 10 points

Guidelines and Rubric for Advocacy Project with Benefit Bank. Due No later than Friday, December 9, 2010 by noon

1. You are to process at least one client. Your will receive additional points if you process more than one.

2. Discuss the situation that each client presented: what was the problem? Had client applied for other services from agencies? If so, which ones?

3. Process your interview from the beginning as much as you can recall, especially how you went about introducing yourself and your discussion of the various services.

4. Identify and discuss in detail the policy that addressed each client’s situation.5. Were there any challenges? Discuss these-such as whether the person was ineligible for

services. How did you resolve these challenges?6. Do you believe the policy is fair or unfair? Why?7. What did you learn about policies and the impact they have on vulnerable people?

Rubric1. Student complete the Benefit Bank Training = 25 points2. At least one individual was processes for services = 10 points (any

additional person will add 5 points.3. Student was able to identify the problem, using standards = 10 points4. Student completed the process recording log of the intervention =10 points5. Appropriate policy is identified and tenets of the policy is highlighted = 15 points6. Challenges faced by worker and client identified = 10 points7. Student identified and discussed ways their knowledge has been enhanced as a result of this

experience =20 points

Format for Attending Board/Committee Meeting

Name:Meeting attended:Place:Major agenda items (Attach a copy of the agenda)

Signature:Date:

Please attach this form to your Analysis of Board/Committee Meeting

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EP 2.1.6 Engage in research-informed practice and practice-informed research.

Practice Behavior: Social workers use research evidence to inform practice

Guidelines for Single Subject Design

Directions- During the first semester of the senior field practicum each student is to conduct a single-subject research design which allows students to create and implement an intervention at the micro or mezzo level of practice. If effective, the intervention should result in a change to the behavior situation targeted for change. Students must receive the expressed approval of their practicum site/field supervisor prior to conducting the assessment and intervention.

Single subject Outline1. Describe client’s social history (background information)2. Describe client’s presenting situation

a. Presenting problemb. Consequences

3. Describe client’s problem(s)a. Environmental influencesb. Challenges

4. Describe client’s strengthsa. Positive influencesb. Support systems

5. Subject Designa. Describe appropriate researchb. Strategies used in assessing the intervention

6. Discuss of interventiona. Describe the action planb. Describe time periods used

Scoring Rubric for Single Subject Five pages minimum

1. Brief history of the family/client(do not use actual name(s) = 5 points2. List problems/issues identified = 5 points3. Identify client strengths and needs = 15 points4. List the goals for each problem/issues = 10 points5. Design and discuss the intervention plan = 25 points

a. What theory/model are you using for interventionb. Why did you select this theory/modelc. What were your findingsd. How will you evaluate the intervention? Be specific regarding your evaluation

measure and explain why it was chosen6. Description of the Intervention = 10 points7. Discuss results/comparison of baseline behavior and post-intervention behavior = 15 points8. Description of evaluation effectiveness (did change occur? if so, describe, why?)= 15 points

Appendix: Chart or graph reflecting interventionCopy of consent form (signed by family/client)

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Literature review

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EP 2.1.7 Apply knowledge of human behavior and the social environment.

Practice Behavior: Social workers utilize conceptual frameworks to guide the process of assessment intervention, and evaluation.

Life Cycle Development Term Paper: This written assignment will draw upon the various theories, concepts, and skills associated with each developmental phase covered during this course. This assignment may be biographical.

The goal of the assignment is to have the student identify each developmental stage covered (from early childhood to adolescence) and respond to the following:

1. Identify significant issues, conflicts, and tasks experienced at each stage;2. Identify and discuss the patterns of normative and dysfunctional development;3. What were some of the unique characteristics of human development and social

interactions that were impacted by gender, race/ethnicity, social class, religion, education, ability or disability or any other diverse characteristic;

4. Select a theory and discuss and relate its assumptions to a stage of development;5. Write an assessment statement6. What was (or should be) the role of social workers in assisting you (or clients) at each

stage to resolve or respond to dysfunctional social, environmental or psychological determinants?

The paper should be 7-12 pages in length. It is worth 100 points and is worth 30% of the final grade. This assignment serves as the final exam.

Scoring RubricGrading will reflect the quality and comprehensiveness of your discussion. The paper must be free of grammatical errors. You must use the APA Style.

1=15 points2=20 points3=15 points4=25 points5=10 points6=15 points

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EP 2.1.7 Apply knowledge of human behavior and the social environment.

Practice Behavior: Social worker critique and apply knowledge to understand person and environment.

Human Behavior Theoretical Paper

A. Brief DescriptionsYou will select and interview an elderly person who is 65 or older in order to trace the significant events in his/her life, and analyze these experiences suing a human behavior theory. The idea is to reflect on the important aspects of the individual’s development across the various life cycles.

B. ObjectivesThis assignment will enable you to:1. Identify those aspects of human development that are important in shaping an

individual’s life situation and issues2. Experience the process of interviewing and recognizing the need to develop

interviewing skills3. Use a human behavior theory to assess human development

Procedure:1. Choose and elderly person (65 or order) to interview. This can be a friend, a family member,

or acquaintance. Describe this assignment to the person and ask the person for permission to interview him/her about their life experiences. Let him/her know that this is a class assignment. Make it clear that his/her name will not be used and that the information will be kept in confidence.

2. Select the theory that you will use to assess the person’s development. Clearly articulate the theory. That means that you need to discuss the significant premises of the theory including stages of development. For example, if you select a developmental theory discuss the following: What are the steps in the theory; articulate what is involved in assessing human development. For example, are there age periods? Time periods? If you select a life span perspective, what is it? How is it examines or analyzed in the context to settings and personal relationships? Does the perspective/theory only work effectively for specific groups?

3. Include a discussion of moral development and have the individual discuss how he/she make moral decisions.

4. Structure your interview in such a way that the individual can speak in general terms about their experiences. Use open ended questions as they will allow the individual to expand on various experiences that you can then link to the various developmental stages you are addressing.

5. Your written paper should clearly show the various stages, incorporating what the individual related about their experiences. This must be supported in your analysis. Feel free to use direct quotes in your presentation.

RubricYour paper will be graded using the following criteria

Introduction = 10 pointsIdentification of a theory/perspective = 10 points

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Documents understanding of the theory and its use = 30 pointsDiscusses moral development = 15 pointsAdequately applies the theory/perspective to the person’s discussion of their experiences = 15 pointsFinal analysis reflects inclusion of individual’s experiences = 15 pointsPaper is free of grammatical errors and uses the APA Style = 10 points

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EP 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Practice Behavior: Social workers analyze, formulate, and advocate for policies that advance social wellbeing.

Agency Analysis Guidelines

Respond to the following questions. This may require that you interview staff persons other than your field instruction supervisor.

Provide some elaboration. For instance, the first question asks if the agency is public or private. Just to say the agency is public is not sufficient. Answer the following questions.

1. Is the agency public/private? = 3 points2. What is the agency’s mission, vision, goals, purpose, funding sources? = 5 points3. Who represent the primary client populations? = 5 points4. How does your field agency relate to other agencies? = 5 points5. What is the personality or Culture of the agency? = 5 points6. Who possesses power, formal and informal in the agency? = 5 points7. How is information communicated among staff, with clients,

with the community? = 10 points8. What are two policies and rules of the agency and are these written or unwritten? = 5 points9. How does staff know the policies and rules? = 5 points10. How does the agency evaluate its staff and itself and its services to clients? = 10 points11. What role do clients have in planning and evaluating services? = 5 points12. Identify and discuss an area of policy that you believe, if changed,

would benefit clients? = 12 points13. What steps would you take to advocate for a policy change. If you have been involved in

such efforts, please describe the process you engaged in and the outcome? = 10 points14. Would you consider working at the agency? Why or why not? = 5 points15. Discuss how you obtained the information for this paper and what difficulties, if any, you

encountered. = 5 points

Note: Extra points if you have actually engaged in a policy change and you evaluate the process.

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EP 2.1.9 Respond to contexts that shape practice.

Practice Behavior: Social workers continuously discover, appraise, and attend to changing societal trends to provide relevant services

These are the questions you need to answer to analyze the Campbell Family:Scoring Rubric

1. What diversity characteristics exist in this family= 5 points2. In what ways do these forms of diversity impact this family= 5 points3. What strengths do you see in this family? What strengths do you see in each family

member= 15 points4. What are the identified needs= 10 points5. What are the injustice issues?( social and economic)= 10 points6. How might you respond to the illegal status=5 points7. How would you engage this family? What other agencies would you involve=10 points8. What resources does the family already have? How would you help them take advantage of

these= 15 points9. How would you advocate for the family in order to provide relevant services =15 points10. Identify challenges/obstacles you might face (personal, cultural, societal, professional)

=10 points

Family Policy Analysis- the Campbell FamilyPlease analyze this family and pay particular attention to issues requiring social work advocacy. Your paper is to be written in narrative form. Answer all questions completely. Pay attention to grammar, spelling, and sentence construction.

Joey, age 8, has just been admitted to the Children’s Home. His parents, Janice, 30 and Bobby 31, are Hispanics who admit that they are not legal residents. You are the only person they have told. They claim to be in constant fear of deportation. They have a very volatile relationship. They have six children in addition to Joey, ranging in age from 14 to 9 months. They live in a very rural part of the state with several other Hispanic families. Their older daughter Marie is pregnant and is threatening to run away. The two oldest boys have been removed from the home by the Department of Social Services and are living in a group home in another county. Both parents have large extended families back in Mexico and are well known to social service and law enforcement personnel.

The Campbell’s are extremely poor. Neither parent finished the eighth grade. Their first baby was born when Janice was 16 and they married the following year when another baby was on the way. Their first two children were born in Mexico. Janice has never worked outside the home. Bobby has only been intermittently employed due to his severe alcoholism, violent temper and inability to speak English. The family has always received financial assistance from the state. The small home where they live with other families is very run down and they frequently lose utilities because they do not pay the bills. They are often late with their share of the rent and are under constant threat of eviction.

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Janice and Bobby are unable to provide for their children physically, emotionally, or educationally. Bobby, over the years, has been in and out of their lives. Janice depends on him for transportation as she never learned to drive. It appears that they do better with the younger children, but once the children are in school they fend for themselves. There is very little structure or routine, although Janice has made attempts to make the home cheerful. Joey is the family scapegoat. Bobby believes that Joey was fathered by another man and constantly taunts him about this. The other children witness this and follow suit. Bobby, when drunk, is particularly abusive to Joey. A broken arm, believed to have been done by his father, was the precipitating event to placement at the Children’s Home. Joey will not say how it happened. While it is clear that Janice loves her children and wants to be a good mother, she and Bobby appear to be unable to cope with responsibilities of parenting such a large family.

The family comes to visit the Children’s Home because Joey is not allowed unsupervised visits due to the severe abuse by his father. When Janice and Bobby come they usually bring the younger children with them. Because the younger children are not supervised well by their parents they are constantly asking for snacks, changing the TV channel and using other children’s toys. The Campbell’s have asked staff for money, have used the phone to make long distance calls, and frequently argue with each other or yell at the children. It is hard to reach them as their phone is often disconnected. There have been a couple of occasions when staff have believed that Bobby Campbell has been drinking, the family does fairly well for a while, then backslides, then repeats the cycle. DSS has not yet removed the younger children, although they are monitoring the family closely.

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EP 2.1.9 Respond to contexts that shape practice.

Practice Behavior: Social workers continuously discover, appraise, and attend to changing societal trends to provide relevant services.

Family Policy Analysis – The Campbell Family

Please analyze this family and pay particular attention to issues requiring social work advocacy. Your paper is to be written in narrative form. Answer all questions completely. Pay attention to grammar, spelling, and sentence construction.

Joey, age 8, has just been admitted to the Children’s Home. His parents, Janice, 30 and Bobby 31, are Hispanics who admit that they are not legal residents. You are the only person they have told. They claim to be in constant fear of deportation. They have a very volatile relationship. They have six children in addition to Joey, ranging in age from 14 to 9 months. They live in a very rural part of the state with several other Hispanic families. Their older daughter Marie is pregnant and is threating to run away. The two oldest boys have been removed from the home by the Department of Social Services and are living in a group home in another county. Both parents have large extended families back in Mexico and are well known to social service and law enforcement personnel.

The Campbell’s are extremely poor. Neither parent finished the eighth grade. Their first baby was born when Janice was 16 and they married the following year when another baby was on the way. Their first two children were born in Mexico. Janice has never worked outside the home. Bobby has only been intermittently employed due to his severe alcoholism, violent temper and inability to speak English. The family has always received financial assistance from the state. The small home where they live with other families is very run down and they frequently lose utilities because they do not pay the bills. They are often late with their share of the rent and are under constant threat of eviction.

Janice and Bobby are unable to provide for their children physically, emotionally, or educationally. Bobby, over the years, has been in and out of their lives. Janice depends on him for transportation as she never learned to drive. It appears that they do better with the younger children, but once the children are in school they fend for themselves. There is very little structure or routine, although Janice has made attempts to make the home cheerful. Joey is the family scapegoat. Bobby believes that Joey was fathered by another man and constantly taunts him about this. The other children witness this and follow suit. Bobby, when drunk, is particularly abusive to Joey. A broken arm, believed to have been done by his father, was the precipitating event to placement at the Children’s Home. Joey will not say how it happened. While it is clear that Janice loves her children and wants to be a good mother, she and Bobby appear to be unable to cope with responsibilities of parenting such a large family.

The family comes to visit the Children’s Home because Joey is not allowed unsupervised visits due to the severe abuse by his father. When Janice and Bobby come they usually bring the younger children with them. Because the younger children are not supervised well by their parents they are constantly asking for snacks, changing the TV channel and using other children’s toys. The Campbell’s have asked staff for money, have used the phone to make long distance calls, and frequently argue with each other or yell at the children. It is hard to reach them as their phone is often disconnected. There have been a couple of occasions when staff has believed that Bobby Campbell has been drinking. The family does fairly well for a while, then backslides, then repeats the cycle. DSS has not yet removed the younger children, although they are monitoring the family closely.

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These are the questions you need to answer to analyze the Campbell Family:

Scoring Rubric1. What diversity characteristic exists in the family? = 5 points2. In what ways do these forms of diversity impact this family? = 5 points3. What strengths do you see in this family? What strengths do you see in each family member?

= 15 points4. What are the identified needs? = 10 points5. What are the in justice issues? (social and economic) = 10 points6. How might you respond to the illegal status? = 5 points7. How would you engage this family? What other agencies would you involve? = 10 points8. What resources does the family already have? How would you help them take advantage of

these? = 15 points9. How would you advocate for the family in order to provide relevant services? = 15 points10. Identify challenges/obstacles you might face (personal, cultural, societal, and professional)?

= 10 points

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EP 2.1.10(a) Engage, assesses, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Engagement)

Practice Behavior: Social workers use empathy and other interpersonal skills

GUIDEL ES FOR VIDEOTAPED MEETINGS SW 307- Social Work Practice I

DIRECTIONS: This is a three- part assignment. Each student is to conduct two 30 minute interviews with your assigned client. During the first interview, the client will present an issue of concern. This identified problem/issue will be the focus of your intervention and evaluation of the intervention (Single Subject Evaluation). Try to pinpoint one problem area so that the worker can stay focused. The videos will be submitted, along with an analysis.

The interview analyses will be guided by the specific formats illustrated in the text. Students are encouraged to add other significant information to their analysis. Part one: will focus on a self-analysis of the worker’s engagement and assessment strategies and skills;Part two: will focus on an analysis of the worker’s planning, intervention and termination strategies and skills. While there are identified due dates for the analyses, students may turn in their analyses any time prior to the due dates.

WRITTEN ANALYSIS OF VIDEO #1 (Video & Analysis is worth 50 points)Engagement, Assessment, & planningDue: March

IntroductionBriefly describe the case situation. What was the reason for the contact? How did you explain your purpose and what was the client’s response? Was your explanation as good as you wanted it to be to help the client understand the role of you (the social worker) and the extent to which your agency can help? If not, how would you change it?

Interview elements/InteractionIt is expected that all of the following skills will be demonstrated during the interview process. It will be important for you to pick out specific portions of the interview where you were able to use in the second interview.

Engagement skillsInclude beginning acceptance and attending skill, ability to show concern, listening skills. How did you greet the client? Do you think it was effective in putting the client at ease? Identify the attending skills (verbal and nonverbal) that you used to engage the client in the helping process? What would you say about your level of skill at engagement?

Communication SkillsIncludes a balance between open-ended and closed questions, appropriate verbal responses, and relevancy of the questions for assessment purposes. Illustrate examples of your use of the following communication skills:

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a. Paraphrasing b Reflectingc. Interpreting d. Clarifyinge. Confronting f. Summarizingg. Probing h. Self-disclosurei. Exploring j. Information givingk. Reassuring

AssessmentBy now, you have obtained sufficient data from the client to assess what is going on and to begin to think about ways of intervening. What do you see as the problem for work? Based on the client’s responses, how would you assess the problem in terms of the potential for change? (Remember, at this point, this is simply your gut reaction that may change as you move through the helping process.) Try to limit it to one problem so that you can stay focused. Evaluate the problem in terms of its impact on the client-in-situation from the micro, mezzo and macro levels. What areas of strength do you see in this client? Di you discuss the strength(s) with the client? After you identify all aspects of diversity, discuss how these might impact the way the problem is identified and the possible solutions.

Use of SelfTo what extent do you think you have established a professional relationship with the client? Did you take conscious steps to enhance the relationship? If so, what exactly did you do? What did you notice about your personal and professional values? Were there any conflicts? How did you resolve conflicts? Were there any ethical dilemmas? What did you do?

WRITTEN ANALYSIS OF VIDEO# 2 (Video & Analysis is worth 50 points)Intervention, Termination, Follow-upDue: April

The final analysis will reflect an assessment of your problem solving skills as demonstrated throughout the two interviews. In this second analysis students are to analyze skills in planning, intervention and termination.

Proves RecordingTen minutes of the final interview is to be selected by the student for the purpose of writing a process recording. You will decide just where in the helping process you wish to focus in this ten-minute segment.

Communication SkillsAs in the first interview analysis, cite examples of your use of these skills:a. Paraphrasing b Reflectingc. Interpreting d. Clarifyinge. Confronting f. Summarizingg. Probing h. Self-disclosurei. Exploring j. Information givingk. Reassuring

Planning & Intervention

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Discuss how the client was involved in identifying the problem for work and the goals expected. Show how the client was allowed to have input in identifying the goals and objectives and the steps to be taken in intervention. Discuss generally your methods of intervention. Make sure you can identify actual points in your meeting where this occurred. Formalize a written contract with the client. This can be very simple but should relate to what has gone on before, especially steps to be taken and by whom. A copy of this contract should be submitted with your analysis.

Implementation in the Generalist intervention Model Assess your intervention skills. Discuss the nature of each of your interventions at each level (micro, mezzo and macro) and your reasons for your choice of intervention(s). How was the client involved in deciding on the interventions? Discuss how you incorporated the client’s strengths. Discuss any ethical issues that emerged as well as how these were handled.

Evaluation in the Generalist Intervention ModelAssess your evaluation skills. Here you are to review the extent to which your intervention was successful. Simply list each intervention and indicate the level of achievement.

Evaluation of Your Practice InterventionSelect the evaluation designs for direct practice to plot your intervention for at least one of the client’s problems. First, discuss generally your methods of intervention. Second, select one of the evaluation designs and document your intervention for one of the client’s problems (using the roles of the generalist social worker as a guide should be helpful). Here you are asked to make a professional judgment about any changes in the client’s situation that can be attributed to your direct intervention. Identify the problem. List the intervention(s) you used. Chart your intervention using the evaluation design that you selected and evaluate the effect, if any, your intervention had on the outcome of the problem. This chart and analysis is to be included.

Use of selfTo what extent do you think you established an effective helping relationship? Explain. If you perceived problems, identify these and discuss how you plan to resolve them.

TerminationThere should be definite closure to the interviews and the helping process. Discuss briefly how you handled termination.

Assessing your performanceSummarize what you have learned about yourself as a helper during this exercise. What values (personal, professional) did you identify? Were there any conflicting values? How did you handle these conflicts?

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EP 2.1.10(c) Engage, assesses, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Engagement)

Practice Behavior: Social workers use empathy and other interpersonal skills

Guidelines for single Subject Design

Directions- During the first semester of the senior field practicum each student is to conduct a single-subject research design which allows students to create and implement an intervention at the micro or mezzo level of practice. If effective, the intervention should result in a change to the behavior situation targeted for change. Students must receive the expressed approval of their practicum site field supervisor prior to conducting the assessment and intervention.

Single subject outline

1. Describe client’s social history (background information)2. Describe client's presenting situation

a. Presenting problemb. Consequences

3. Describe client's problem(s)a. Environmental influencesb. challenges

4. Describe client's strengthsa. Positive influencesb. Support systems

5. Subject Designa. Describe appropriate researchb. Strategies used in assessing the intervention

6. Discuss of Interventiona. Describe the action planb. Describe time periods used

Scoring Rubric fo r S i ngle Subject

Five pages minimum 1. Brief history of the family/client(do not use actual name(s) = 5 points2. List problems/issues identified = 5 points3. Identify client strengths and needs = 15 points4. List the goals for each problem/issues = 10 points5. Design and discuss the intervention plan = 25 points

a. What theory/model are you using for interventionb. Why did you select this theory/modelc. What were your findingsd. How will you evaluate the intervention? Be specific regarding your evaluation

measure and explain why it was chosen

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6. Description of the Intervention = 10 points 7. Discuss results/comparison of baseline behavior and post-intervention behavior

= 15 points8. Description of evaluation effectiveness (did change occur? if so, describe, why?) = 15 points

Appendix: Chart or graph reflecting intervention Copy of consent form (signed by family/client) Literature review

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EP 2.1.10(b) Engage, assesses, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Assessment)

Practice Behavior: Social workers collect, organize, and interpret client data

Guidelines for single Subject Design

Directions- During the first semester of the senior field practicum each student is to conduct a single-subject research design which allows students to create and implement an intervention at the micro or mezzo level of practice. If effective, the intervention should result in a change to the behavior situation targeted for change. Students must receive the expressed approval of their practicum site field supervisor prior to conducting the assessment and intervention.

Single subject outline

1. Describe client’s social history (background information)2. Describe client's presenting situation

a. Presenting problemb. Consequences

3. Describe client's problem(s)a. Environmental influencesb. challenges

4. Describe client's strengthsa. Positive influencesb. Support systems

5. Subject Designa. Describe appropriate researchb. Strategies used in assessing the intervention

6. Discuss of Interventiona. Describe the action planb. Describe time periods used

Scoring Rubric fo r S i ngle Subject

Five pages minimum 1. Brief history of the family/client(do not use actual name(s) = 5 points2. List problems/issues identified = 5 points3. Identify client strengths and needs = 15 points4. List the goals for each problem/issues = 10 points5. Design and discuss the intervention plan = 25 points

a. What theory/model are you using for interventionb. Why did you select this theory/modelc. What were your findingsd. How will you evaluate the intervention? Be specific regarding your evaluation

measure and explain why it was chosen

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6. Description of the Intervention = 10 points 7. Discuss results/comparison of baseline behavior and post-intervention behavior

= 15 points8. Description of evaluation effectiveness (did change occur? if so, describe, why?) = 15 points

Appendix: Chart or graph reflecting intervention Copy of consent form (signed by family/client) Literature review

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EP 2.1.10(c) Engage, assesses, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Intervention)

Practice Behavior: Social workers initiate actions to achieve organizational goals

Follow these guidelines for the Macro Project. Similar guidelines are attached to your Seminar Outline as well.

1. Describe your macro project. Include the purpose/goal of the project. Also, briefly discuss why you happened to select this project. For instance, what, is anything, is going on in the agency that prompted your interest in this particular issue. Be sure to include the names of other students if you are working as a group.

2. Plan for implementing the Project. Here, simply describe how you plan to go about implementing the project. Rather than simply list steps briefly discuss what is involved in each step I the implementation plan. Include some discussion on how you plan to evaluate the outcome of the project such as conduct as informal survey of agency staff or perhaps agency clients.

3. Implementation. For each step listed in #2 above spell out what you actually did in each step.4. Identify various roles that you played in implementing this project.5. Based on the method of evaluation discuss how successful (or not) the project was for

identifying gaps in the service system and for advocating for client access to services. Include some examples that led to your assessment and type and scope of your intervention.

6. Recommendation. Students who will complete a similar project next year can learn from your experience. What recommendations would you leave them?

Scoring Rubric

1=15 points2=25 points3=25 points4=10 points5=20 points6= 5 points

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EP 2.1.10(c) Engage, assesses, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Intervention)

Practice Behavior: Social workers implement prevention interventions that enhance client capacities

Guidelines for single Subject Design

Directions- During the first semester of the senior field practicum each student is to conduct a single-subject research design which allows students to create and implement an intervention at the micro or mezzo level of practice. If effective, the intervention should result in a change to the behavior situation targeted for change. Students must receive the expressed approval of their practicum site field supervisor prior to conducting the assessment and intervention.

Single subject outline

1. Describe client’s social history (background information)2. Describe client's presenting situation

a. Presenting problemb. Consequences

3. Describe client's problem(s)a. Environmental influencesb. challenges

4. Describe client's strengthsa. Positive influencesb. Support systems

5. Subject Designa. Describe appropriate researchb. Strategies used in assessing the intervention

6. Discuss of Interventiona. Describe the action planb. Describe time periods used

Scoring Rubric fo r S i ngle Subject

Five pages minimum 1. Brief history of the family/client(do not use actual name(s) = 5 points2. List problems/issues identified = 5 points3. Identify client strengths and needs = 15 points4. List the goals for each problem/issues = 10 points5. Design and discuss the intervention plan = 25 points

a. What theory/model are you using for interventionb. Why did you select this theory/modelc. What were your findingsd. How will you evaluate the intervention? Be specific regarding your evaluation

measure and explain why it was chosen

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6. Description of the Intervention = 10 points 7. Discuss results/comparison of baseline behavior and post-intervention behavior

= 15 points8. Description of evaluation effectiveness (did change occur? if so, describe, why?) = 15 points

Appendix: Chart or graph reflecting intervention Copy of consent form (signed by family/client) Literature review

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EP 2.1.10(c) Engage, assesses, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Intervention)

Practice Behavior: Social workers implement prevention interventions that enhance client capabilities

Guidelines for Single Subject Design

Directions- During the first semester of the senior field practicum each student is to conduct a single-subject research design which allows students to create and implement an intervention at the micro or mezzo level of practice. If effective, the intervention should result in a change to the behavior situation targeted for change. Students must receive the expressed approval of their practicum site/field supervisor prior to conducting the assessment and intervention.

Single subject Outline1. Describe client’s social history (background information)2. Describe client’s presenting situation

a. Presenting problemb. Consequences

3. Describe client’s problem(s)a. Environmental influencesb. Challenges

4. Describe client’s strengthsa. Positive influencesb. Support systems

5. Subject Designa. Describe appropriate researchb. Strategies used in assessing the intervention

6. Discuss of interventiona. Describe the action planb. Describe time periods used

Scoring Rubric for Single Subject Five pages minimum

1. Brief history of the family/client(do not use actual name(s)= 5 points

2. List problems/issues identified= 5 points

3. Identify client strengths and needs= 15 points

4. List the goals for each problem/issues= 10 points

5. Design and discuss the intervention plan= 25 pointsa. What theory/model are you using for interventionb. Why did you select this theory/modelc. What were your findingsd. How will you evaluate the intervention? Be specific regarding your evaluation

measure and explain why it was chosen

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6. Description of the Intervention= 10 points

7. Discuss results/comparison of baseline behavior and post-intervention behavior= 15 points

8. Description of evaluation effectiveness (did change occur? if so, describe, why?)= 15 points

Appendix: Chart or graph reflecting interventionCopy of consent form (signed by family/client)Literature review

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EP 2.1.10(c) Engage, assesses, intervenes, and evaluate with individuals, families, groups, organizations, and communities. (Intervention)

Practice Behavior: Social workers negotiate, mediate, and advocate for clients

Community Project (Group Assignment)

The Martin Luther King Community Mental Health Center serves a largely rural population from a facility in Eutaville, South Carolina. Although 25% of the Center’s client population lives in Eutaville, another 25% live more than 50 miles from the Eutawville Center. Statistics indicate that this distant population is underserved. Unfortunately, residents in these rural communities are hesitant to get involved because of their mistrust of agencies based on their previous experiences and the lack of transportation. There are very few social services agencies I these small communities and if they need services, residents must travel to Eutawville or try to get transportation to another larger city, often many miles away.

King Center Board members, the executive director, and several staff (including you, the community organizer) recognize this service delivery problem and proposed several solutions. Based on further staff analysis of the problem, the Board decides to open satellite clinics in two distant towns and to evaluate the effectiveness of the communities’ response.

In your group, select one of the community organizing models discussed in Chapter 8 that your group believes is best suited to respond to this issue.

1. Discuss your reason for selecting this model.2. Discuss how you would go about getting the community residents to participate.3. Do you think it is important to listen to the community talk about other issues/concerns they

might have? Why? Why not?4. Identify the macro (and micro roles) that your community organizing group would engage in

and discuss why these roles are important and what you hope to accomplish.5. List the possible strategies that your group comes up with and prioritize these (make sure you

are using macro strategies of intervention.6. Implement the community organizing model that you (the group) selected (that means

identify the problem of focus, identify each step in the process, and describe what your will do in each step in the process.

7. Write an assessment statement that includes prognosis of the outcome.8. Based on your Plan, spell out the roles the community organizer (the group) actually engaged

in and what was the outcome of the effort. Give examples.9. What is your assessment of this intervention process?

Scoring Rubric (Community Project)1= 10 points2= 15 points3= 10 points4= 10 points5= 15 points6= 15 points7= 5 points8= 15 points

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9= 5points

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EP 2.1.10 (b-d) Engage, assesses, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Assessment, Intervention, and Evaluation).

Practice Behavior: Social Workers collect, organize, and interpret client data, develop mutually agreed, initiate actions to achieve organizational goals, critically analyze, monitor, and evaluate interventions.

Benchmark 80%

Evaluation of Field Logs

South Carolina State University

The instructions for completing logs are provided during the orientation to the Field Placement setting each year prior to the student entering the placement setting. The logs are to be completed daily and should provide information on the tasks being performed at the site. The logs are submitted weekly to the Faculty Field Liaison and used as a guide for individual conferences and discussions in the Seminar settings. The logs are reviewed to determine if students are engaged in appropriate learning experiences as well as challenged they may be experiencing. The following format is used as a guide for recording in the logs.

Date Student

Agency

Description of tasks/activities:

Assessment of Situation/Case/Behavior:

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Personal Reaction/Feelings:

Identification of Client Strengths, if application or identify positive aspects of the situation:

Identification of any diversity issues if applicable:

New Learning Derived/overall comments:

Faculty Comments:

Signed: Date:

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