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Jeanette Rankin Hall, The University of Montana The University of Montana School of Social Work 32 Campus Dr, JRH 004 Missoula, MT 5912 406-243-5543 www.health.umt.edu/socialwork www.facebook.com/umtssw

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2019-2020 Student Handbook Updated May 2019

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Contents Welcome by the Chair of the School of Social Work ................................................................. 6

School of Social Work Mission Statement .................................................................................. 7

Notice of Student Handbook Changes: ............................................................................... 7

Program Assessment and Accreditation ..................................................................................... 8

Personnel ...................................................................................................................................... 10

Dean’s Suite Skaggs Building (SB) 340 ............................................................................. 10

Chair & Directors Jeannette Rankin Hall ........................................................................ 10

Faculty .................................................................................................................................. 10

Adjunct Faculty ................................................................................................................... 10

Staff ...................................................................................................................................... 10

Policies .......................................................................................................................................... 11

Professional, Academic and Non-Academic Conduct Policies ....................................... 11

Additional Program Policies .............................................................................................. 13

Students Rights and Responsibilities ........................................................................................ 15

Campus Security Report and Alcohol and Drug Guidelines .......................................... 15

Student Complaint Procedures .......................................................................................... 15

Family Educational Rights and Privacy Act .................................................................... 15

Equal Opportunity .............................................................................................................. 17

Statement of Law ................................................................................................................ 17

Discrimination Grievance Procedure ................................................................................ 18

Resources, Services and Organizations..................................................................................... 19

Bachelor of Social Work Program ............................................................................................ 20

Bachelor of Social Work Director Welcome .................................................................... 20

Program Overview .............................................................................................................. 21

Advising ............................................................................................................................... 22

Curriculum and Degree Path ............................................................................................. 23

Application and Admission into the Program .................................................................. 27

Bachelor of Social Work Specific Policies ........................................................................ 28

Master of Social Work Program ............................................................................................... 31

Master of Social Work Program Director Welcome ....................................................... 31

Dear MSW Students ..................................................................................................................... 31

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Program Background ......................................................................................................... 32

Integrated Practice.............................................................................................................. 32

Program Overview .............................................................................................................. 33

Dual Degree Options ........................................................................................................... 45

Master of Social Work Specific Policies ............................................................................ 47

Additional Program Policies .............................................................................................. 49

Tuition, Fees and Registration ........................................................................................... 54

Student Participation in MSW Program Governance .................................................... 55

Field Education ........................................................................................................................... 58

Director of Field Education Welcome ............................................................................... 58

Mission, Goals, Core Competencies and Practice Behaviors .......................................... 59

Student Placement Software .............................................................................................. 62

Bachelor of Social Work Practicum Policies and Procedures ........................................ 62

Master of Social Work Practicum Policies and Procedures ........................................... 65

Practicum Selection and Placement .................................................................................. 67

Practicum Requirements and Policies .............................................................................. 69

Practicum Evaluation ......................................................................................................... 77

Appendices ................................................................................................................................... 80

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Welcome by the Chair of the School of Social Work July 25, 2019 Dear School of Social Work Students, As the Chair of the School of Social Work at The University of Montana, I welcome you. Our school has a rich history of educating students that dates back to 1974. Since then, we have developed and improved our BSW, 2+2, and MSW Programs. More recently, we have created joint degrees in Law and Public Health. Finally, we also now offer a Concentration in Social Work within the School of Public Health Ph.D. program. We are so glad you have decided to join us! Please know that I am here with an open door as needed. The same holds true for all of our faculty. We look at all of you as “co-learners” with us as we strive to create a socially just world. See the change you want in your community and make it so! Sincerely, Jim Caringi, Ph.D. School of Social Work Chair

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School of Social Work Mission Statement The mission of the UM School of Social Work at The University of Montana is to effectively engage in activities integral to preparing skilled baccalaureate and master’s level social work practitioners, while promoting more just and humane social structures and outcomes within Montana, the United States, and internationally.

Notice of Student Handbook Changes: The University of Montana School of Social Work reserves the right to implement changes to policies and procedures outlined in this Student Handbook at any time. Students may be notified of these changes by email or other means when necessary.

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Program Assessment and Accreditation The School of Social Work takes its mission of preparing students for BSW and MSW practice very seriously. We are committed to values-based process of continual self-assessment, soliciting the participation of a variety of constituencies and using assessment findings to continually improve the program. We employ a range of procedures to ensure a process that is effective, inclusive, comprehensive, varied, and instructive. The School’s assessment plans are based on the following principles:

• Programs continually evaluate themselves relative to their mission and goals. • Programs continually evaluate themselves relative to the Core Competencies and

Practice Behaviors necessary for the profession, and required by schools accredited by the Council on Social Work Education.

• Program assessment is grounded in and guided by the core values of social work. • The results of the ongoing evaluative process are instructive in terms of program needs,

strengths, and improvement. • Program assessment identifies both what is effective and what could be improved. • Programs continually identify constituency and workforce roles and issues that

graduates are expected to fulfill and address. • Programs stay abreast of continually shifting and evolving social needs, trends, and

issues. • Students are included as partners in the process of program assessment and continuous

improvement. • Professional social work practice and schools of social work are accountable to clients,

agencies, communities and society, and program assessment works toward ensuring that accountability.

• Program assessment is a model for students about the importance of critical reflection, evaluation, and continuous improvement in all arenas of professional practice.

• Program assessment is important within an institutional context and is coordinated with institutional accreditation processes and institutional assessment plans and measure.

• Program assessment reflects commitment to professional leadership. The School of Social Work is committed to evaluating itself through high quality research methodologies that are:

• Varied in terms of the participants and subjects, process, frequency, and purpose. • Balanced in terms of qualitative and quantitative measures. • Intentionally designed to utilize mixed methodologies. • Purposeful in terms of timing and repetition.

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• Committed to the participation and involvement of students in terms of input and feedback.

• Committed to the participation and involvement of a variety of constituencies in providing input and feedback.

• Overlapping and integrated in such a way that outcomes are measured in multiple ways over time.

• Consistent with social work best research practices.

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Personnel Dean’s Suite Skaggs Building (SB) 340 Reed Humphrey, Dean, College of Health Professions and Biomedical Sciences SB 340 Jennifer Geist-Quigley, Administrative Associate to the Dean SB 340 Donna Beall, Director of Student Services SB 335 Erika Claxton, Administrative Associate for Student Affairs SB 341B Jonathan Neff, Director of IT SB 213

Chair & Directors Jeannette Rankin Hall James Caringi, Ph. D., Department Chair JRH 115 Ashley Trautman, MSW, JD MSW Director JRH 114 Deanna Cooper, MSW, LCSW BSW Director JRH 010 Katharina Werner, MSW, LCSW Director of Field Education JRH 023

Faculty Keith Anderson, MSW, Ph.D. JRH 014 Mary-Ann Bowman, Ph.D. JRH 011 Janet Finn, Ph.D. MCG202 Cindy Garthwait, Ph.D., Professor Emeritus Jen Molloy, Ph.D. JRH 012 Ryan Tollson Knee, Ph.D. TODD Laurie Walker, MSW, Ph.D. UC 233 Adjunct Faculty NOTE: Adjunct Faculty will vary from semester to semester. Adjunct faculty may not have an office on campus. Elizabeth Brewer Melissa Clater Justine Cline Melinda Cline Logan Cook Barb Cowan Liz Davies Keegan Flaherty Jeff Folsom Forest Henning Mike Frost Alysha Jannotta Katie Karas Lauren Kelso Molly Molloy Mike Perry Erica Sandiland Curt Tweedy Theresa Williams Marylin Zimmerman Staff Elisha Buchholz, BSW Student Services Coordinator JRH 109 or 004 Neil Carson Operations & Finance Manager JRH 110 Paige Furniss, BSW 2+2 Program Coordinator JRH 012

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Policies Professional, Academic and Non-Academic Conduct Policies Policy Statement Regarding Abilities and Attributes

Cognitive Functioning Students must be able to participate fully in classes and practicum, process new information, draw logical inferences, and demonstrate critical thinking and problem-solving skills. They must be able to use and maintain a range of professional records, documents, and record-keeping systems. Students must be free of significant deficits in memory, attention, impulse control, or judgment that interfere with obligations of professional practice. Communication Skills Students must demonstrate the ability to communicate effectively and sensitively with other students, colleagues, faculty, staff, clients, and other professionals. Students must demonstrate the ability to express their ideas and feelings clearly and demonstrate a willingness and ability to listen to others. Students are expected to develop and demonstrate interpersonal skills necessary for forming professional helping relationships. Students are expected to have sufficient skills in spoken and written English to understand and utilize the content present in the program. Self-Awareness Students are expected to develop a critical awareness of their own values, attitudes, beliefs, emotions, and past experiences and the ways they impact thinking, behavior, and relationships. Students must demonstrate the capacity to separate their own values from those of clients, an appreciation for the personal values systems of others, and respect for differences among people. Students must be willing to examine their own behavior and make changes accordingly if it interferes with their capacity to work effectively with peers, clients, and other professionals. Appropriate Personal and Professional Conduct Students are expected to meet generally accepted standards of professional conduct, personal integrity, and emotional stability required for professional practice. They are expected to form professional relationships and set appropriate, culturally sensitive, professional boundaries with clients, colleagues, faculty, and others students. Students are expected to demonstrate the emotional and mental capacities to cope with the stress inherent in social work. Students must not allow personal problems, psychological distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional responsibilities and relationships. Students are expected to seek and use appropriate help for personal, emotional, or medical problems that interfere with professional or academic performance, compromise judgment, or place at

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risk the best interests of those to whom one has professional responsibility. Disruptive behavior toward colleagues, clients, faculty, staff, or fellow students will not be tolerated. Professional Commitment Students are expected to demonstrate knowledge of and commitment to the goals of social work and to the ethical standards of the profession as outlined in the Code of Ethics. They must develop and demonstrate the ability to apply ethical principles and processes for ethical decision-making in practice. Students are expected to engage in practice that promotes social justice and challenges discrimination based on race, ethnicity, national origin, gender, sexual orientation, age, class, marital status, political belief, religion, or mental or physical disability. Students are expected to protect the rights and honor the integrity and worth of all persons. Empathy Students must seek to comprehend another individual’s way of life and values. Students must be able to communicate this empathy and support to the client as a basis for a productive professional relationship. Ability to Receive and Utilize Feedback Students must demonstrate the ability to receive feedback from faculty and agency supervisors and utilize feedback to enhance professional development. At times this means changing behavior or patterns that can impede professional conduct. Students are expected to develop and demonstrate skills in providing feedback to others. Knowledge Base for Social Work Practice The professional activities of social work must be grounded in relevant theoretical knowledge and research. This includes knowledge and skills of engagement, assessment and co-learning, planning and intervention, critical reflection, evaluation, and transition. Students are expected to develop and demonstrate knowledge and skills appropriate to BSW or MSW practice. Presence Students must demonstrate their presence in the program through attendance and participation in their course work. Policies for Review of Student Performance

If a student’s behavior is deemed to be in violation of the expected standards of academic and/or non-academic conduct, the following process will occur:

1. The faculty will comply with all procedures as detailed in the University of Montana Student Code of Conduct.

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2. In cases not referred directly for investigation by the Dean of Students, the student’s academic advisor and/or Chair of the School of Social Work will meet with the student to identify concerns regarding violation of personal and/or professional standards. The student will be informed that the full faculty or an Ad Hoc Review Committee of the Faculty will be meeting to review and discuss the concerns.

3. The Social Work faculty or Ad Hoc Review Committee will meet and discuss the concerns and possible courses of action. The student will have the right to address the faculty, with a personal representative of the student’s choice present. The possible faculty recommendations include the following:

a. No action. b. A plan and timeline for corrective action by the student. c. Recommendation to the Dean of CHPBS for dismissal from the social work

program. 4. The student will be informed in writing of the faculty recommendations.

The student has the right to appeal the decisions of the faculty, as outlined in the UM student grievance policy.

Additional Program Policies The School of Social Work has developed the following list of policies and procedures that students are asked to follow in completing their program course work and practicum placement. These policies and procedures include: Attendance

Regular attendance in all courses is required, the specific attendance policy for each course will be established by the course instructor. Students can find The University of Montana Attendance/Absence Policy on the Registrar’s website. Incomplete Grades

The grade of Incomplete (I) is a temporary grade assigned to students who have not completed course work due to extraordinary circumstances beyond the student’s control. Students requesting an incomplete must request the grade with the instructor and determine the materials to be submitted with a completion deadline listed. Students cannot register for the practicum until all incompletes have been removed from their academic transcript. It is the students’ responsibility to finish incomplete course work by the deadline or, in cases where an extension has been granted by the course instructor, to request that the instructor notify the UM registrar’s office of the extension. At the time the student turns in incomplete course work,

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the course instructor will complete a Change of Grade form. It is the responsibility of the course instructor to turn in the Change of Grade form to the School of Social Work for processing.

Life Experience

The School of Social Work will not grant course credit for life experience or previous work experience. Use of APA Style of Citation

All social work papers and reports are to use the American Psychological Association (APA) editorial styles for citing sources used (i.e., quotations and ideas drawn from books and articles). Individual teachers may vary in their requirements concerning overall format, title pages, etc. The University Bookstore sells the APA Manual of Style. School Governance Committees

Students are encouraged to actively participate in the formulation and modification of policies affecting academic and student affairs seeking nomination to the Dean’s Committee, Student Affairs Committee, or other such committees as available.

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Students Rights and Responsibilities Campus Security Report and Alcohol and Drug Guidelines The health and safety of students, faculty, staff, and visitors are of paramount concern to the University of Montana-Missoula. Each year the University publishes an annual report outlining on-campus security and safety information and crime statistics. The report provides important information for security awareness and crime prevention programs, emergency procedures and reporting crimes, plus law enforcement and safety services on campus. Additionally, the booklet contains the University's policy on sexual assault and information about support services for victims of sexual assault. The booklet also includes information about the University's drug and alcohol policy, programs and support services for substance abuse, and risk management guidelines for University-related events. The booklet is available by writing or calling the Office of Campus Security (406) 342-6131 or the Office of the Vice President for Student Affairs (406) 243-5225, the University of Montana-Missoula, Missoula, MT 59812.

Student Complaint Procedures Under the terms of the faculty-administration contract at the University of Montana-Missoula, there is a formal procedure for students who have a complaint against a faculty member or an administrator. The handbook for resolving complaints against faculty and administration is available from the ASUM office and outlines the steps to be taken to pursue grievances. The ASUM Student Resolution Officer is available to answer questions about procedures and to serve student concerns. Time restrictions are important in the process so students should review procedures immediately if they feel they may have a complaint.

Family Educational Rights and Privacy Act (FERPA) Consistent with the provisions of the Family Educational Rights and Privacy Act of 1974 and University policy, every person who is or has been a student at this University, and the parents of students under 18 who are not taking postsecondary courses, have the following rights:

1. Upon completion of the appropriate request form and submission thereof to the person responsible for the custody and maintenance of the records, a student has the right to inspect and review within 45 days from the date of initial request that portion of any official record which directly relates to the requesting student and to have a copy thereof upon payment of the cost of the copy. An "official record" is any record intended to be used for "school use" or to be available to parties outside the school or school system, specifically including but not necessarily limited to identifying data, academic work completed, level of achievement (grades, standardized achievement test scores), attendance data, scores on standardized intelligence, aptitude, and

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psychological tests, interest inventory results, health data, family background information, teacher or counselor ratings and observations, and verified reports of serious or recurrent behavior patterns.

The right of inspection and review shall not extend to psychiatric, medical, or counseling records which are intended for personal diagnostic or treatment purposes only. Neither does the right extend retroactively to items of record previously obtained with assurances that confidentiality would be maintained.

With regard to such confidential items, the student has the option of both waiving the right of inspection and review and having those items retained as a part of the record, or of requesting that such confidential items be removed from the student's record and returned to the source or destroyed.

2. The right to a hearing before the Student Court to delete any portion of any record which is inaccurate, misleading or inappropriate. Discrepancies should first be brought to the attention of those responsible for maintaining the records so they may have an opportunity to cure any defects. To the extent defects are not cured, upon request a hearing may be initiated by a written request from the student delivered to the Office of the Vice President for Student Affairs. The matter before the Student Court will be the question of the accuracy or appropriateness of the record itself and will not be extended to questions of the judgment of those who contributed to the record. The court will consider (1) whether the record accurately reflects matters intended to be contained here. (2) whether the record is misleading because in its present form it would lead a reasonable person to an incorrect conclusion, or (3) whether matters within the record are inappropriate because the record does not usually or should not reasonably contain such matters as those in question. Upon appropriate determination of the court, any such matters may be ordered deleted from the record.

3. The right to have education records or personally identifiable information from education records kept confidential and not released to third parties without the written consent of the student, except for release to the following:

a. University personnel for legitimate purposes and to the extent required in the ordinary course of the performance of their duties.

b. Authorized representatives of (a) the Comptroller General of the United States, (b) the Secretary, (c) an administrative head of an education agency, or (d) state educational authorities having access to student or other records which may be necessary in connection with the audit and evaluation of federally supported education programs, or in connection with the enforcement of the federal legal requirements which relate to such programs. Provided, that, except when collection of personally identifiable data is specifically authorized by federal law any data collected by such officials with respect to individual students shall not include information (including Social Security numbers) which would permit the

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personal identification of such students and their parents after the data so obtained has been collected.

c. In compliance with judicial order or any lawfully issued subpoena upon condition that the student is notified of compliance.

d. In connection with a student's application for or receipt of financial aid. 4. The right to refuse to permit the designation of any or all categories of personally

identifiable information as "directory information" which is not subject to the above restrictions. the University of Montana-Missoula has defined the following as directory information: student's name, addresses including e-mail, telephone number, date of birth, dates of attendance, date of graduation and degree received, school or college, majors, class, student identification photo, and academic awards or honors.

Any student wishing to exercise this right must inform the University Registrar in writing within two weeks after the start of classes of any personally identifiable information which is not to be designated as directory information with respect to that student in that academic year.

5. The right to have available for inspection by the student a written form signed by any representative of the Comptroller General of the United States, the Secretary, or any administrative head of an education agency who requested and was granted access to the records which states the legitimate educational or other interest that each such person had in requesting access to that particular record.

6. The right to have personal student records transferred to third parties only on condition that such parties will not permit any other party to have access to such information without the written consent of the student. All student records transferred to third parties shall have printed or stamped thereon: "No other person may have access to this information without written consent of the student."

Equal Opportunity The University of Montana-Missoula is committed to a program of equal opportunity for education, employment and participation in University activities without regard to race, color, sex, age, religious creed, political ideas, marital or family status, physical or mental disability, national origin or ancestry, or sexual orientation.

Statement of Law Equal opportunity laws and orders applicable to the University of Montana-Missoula include, but are not limited to, Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Rehabilitation Act of 1973, Vietnam Era Veterans Readjustment Act of 1974, Executive Order 11246, Civil Rights Restoration Act of 1988, Montana Fair Practices Act of 1974, The Americans with Disabilities Act, and the Montana Nondiscrimination by State and Local Government Act of 1975.

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It is illegal in the State of Montana to discriminate against anyone because of race, religion, color, political ideas, age, marital status, sex, mental or physical disability, national origin or ancestry in employment, training, public accommodations, financing, education and government services. With the exception of marital status, this also applies to housing.

Discrimination Grievance Procedure *Note: Complaints must be filed within 60 days of the alleged discrimination if filing with the University Discrimination Grievance Officer and within 180 days if filing with the Montana Human Rights Bureau. The University of Montana-Missoula has established a discrimination grievance procedure for employees, students, and applicants for employment or admission who claim to have been unlawfully discriminated against because of any University regulation, policy, practice or the official action of any University employee. The University is prohibited from retaliating against an individual who has made charges, testified, assisted or participated in any way in any proceeding, investigation or hearing in regard to the violations or alleged violations of laws or orders requiring equal educational and/or employment opportunity. For more information, or if you believe you have been discriminated against please visit the Office of Equal Opportunity and Affirmative Action website. Students may also contact the Montana Human Rights Bureau by visiting their website.

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Resources, Services and Organizations There are a number of resources available to students. The table below provides links for some of these resources. For a full listing of resources available to students, refer to the UM Student website.

ASUM Services Career Services Curry Health Center Disability Services for Students International Students and Scholars Mansfield Library NASW- Student Membership Office of Student Success Payne Family Native American Center Student Advocacy Resource Center Student Affairs IT Writing Center

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Bachelor of Social Work Program Bachelor of Social Work Director Welcome August 7, 2019 Congratulations on selecting a major in social work at the University of Montana. By doing so, you have made a commitment to engage in work that strives to positively impact our society. Our task is to provide you with the knowledge and skills you will need to translate your compassion and concern for others and the world we live in into effective and ethical social work action. Social workers are involved with people individually, in families, and in groups. We are also charged with working with larger social institutions to ensure they are responsive to those they serve, reflecting respect for human dignity and promoting social justice. To prepare you for this task we take a person-in-environment generalist approach to social work practice perspectives and help you explore the individual and systemic level connections between interpersonal relationships, economic, environmental and social conditions, and physical, mental and social well-being. This Handbook provides important information needed to progress through the program and to help ensure you are well prepared to enter the profession. Please review the content thoroughly, and use it as a reference in the future –many of the questions you will have about the program can be found here. In addition, our dedicated and caring faculty and staff members are available to talk with you at any point about your course work, your interests, or about your evolving understanding of social work. Again, welcome to the BSW Program and to the School of Social Work – we are so glad you are here! Deanna Cooper, LCSW BSW Program Director, School of Social Work

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Program Overview Our BSW curriculum is embedded in a liberal arts foundation and is based on the premise that effective practice must address issues and problems at multiple levels utilizing a variety of theoretical frameworks, intervention models and techniques. The School of Social Work educates its BSW students for generalist social work practice that reflects the values and goals for professionals found in the NASW Code of Ethics. Our graduates have the skills to work effectively and ethically with individuals, groups, families, organizations and communities. Further, students are trained to recognize the cultural contexts that shape and condition social problems, and draw on the strengths that individuals, families, groups and communities bring to problem resolution. By learning an ecological and strengths-based practice perspective, students will develop an understanding of complex human issues and social problems. Further, students will acquire the skills to practice with diverse groups of clients and to utilize a range of approaches suited to an array of client and community needs. Goals and Objectives

1. Build on the liberal arts perspective in preparing generalist social work practitioners who possess the requisite ethical, value, knowledge, and skill base for effective practice at local, state, tribal, regional, national, and global levels.

2. Promote informed citizen participation in addressing issues of social and economic justice, particularly when disadvantaged populations are involved.

3. Faculty provide service at the local, state, and national levels. Faculty conduct research and scholarly activities related to analyzing and addressing social problems, improved social work practice, and more effective approaches to educational preparation for the field.

The University of Montana School of Social Work BSW Program is accredited by the Council on Social Work Education (CSWE). The program has demonstrated efficacy in providing educational and field practice experiences that build competencies in accordance with CSWE accreditation standards:

1. Demonstrate ethical and professional behavior (2.1.1). 2. Engage diversity and difference in practice (2.1.2). 3. Advance human rights and social, economic, and environmental justice (2.1.3). 4. Engage in practice-informed research and research-informed practice (2.1.4). 5. Engage in policy practice (2.1.5). 6. Engage with individuals, families, groups, organizations and communities (2.1.6).

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7. Assess individuals, families, groups, organizations and communities (2.1.7). 8. Intervene with individuals, families, groups, organizations and communities (2.1.8). 9. Evaluate practice with individuals, families, groups, organizations and communities

(2.1.9). 10. Practice the skills of the generalist social worker in rural settings and underserved areas

of the Rocky Mountain West. 11. Assume leadership in developing and disseminating social work knowledge, promoting

best practices, engaging in public advocacy, responding to changing social, political, and economic conditions, and promoting social justice and the empowerment of poor, oppressed, and underserved populations.

12. Engage in ongoing professional and programmatic development and renewal through interdisciplinary and inter-professional dialogue; participation in diverse campus, community, regional, national and international teaching service and research efforts, and creation of opportunities for student participation in the above.

13. Promote collaboration in teaching, research, and practice by providing consultation to community agencies, partnering in program development, serving on boards, lending expertise to social welfare advocacy organizations, and creating opportunities for community participation in workshops, training, sessions, and other learning opportunities.

Advising The University of Montana School of Social Work utilizes the Advisor/Faculty Mentor model to ensure students have support to succeed in their academic career. Students will be assigned both a Professional Academic Advisor and a Faculty Mentor. The expectations of the Advisor, Mentor and Student within this model are described below:

o The Professional Academic Advisor helps develop general education and social work pathways for student success. This includes assisting the student with a four-year plan for their major and identified minors or other special programs. Advisors help troubleshoot issues with registration, provide PIN numbers, and audit graduation applications. Contact advisors at sw.advising@umontana.edu

o The Faculty Mentor is intended to align with your area of interests and provide support with identified or developing academic and career goals. Students are provided opportunities to meet and select a preferred mentor early in their BSW program. It is recommended that students meet with their Faculty Mentor once a semester.

Students are provided resources to increase literacy in the advising process. These include Starfish for Students, Degree Works (found in Cyberbear), Course Search tool and the Course Catalog. Students are the center of the advising process and should come to advising and mentoring sessions with questions, ideas and identified goals or areas of inquiry.

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Curriculum and Degree Path Social Work is a competency-based profession. Each course is carefully designed to ensure that students have the opportunity to learn skills, perspectives, and theories required of today’s social workers. Additionally, we ensure that students learn to think critically about the work they do, about the diversity of human needs and conditions they will encounter, and have an opportunity to practice what they have learned in a supervised setting. Required Course Work

To prepare BSW students for entry level practice, the School of Social Work has designed a curriculum that is comprehensive, challenging, and accredited by the Council on Social Work Education.

• The curriculum is designed to be taken in a sequential manner, to scaffold the foundations and skill-sets required in order to demonstrate proficiency in CSWE competencies.

• To take these courses out of sequence, students must seek a recommendation from their advisor and approval by the BSW Director.

• Students who do not pass a core curriculum course satisfactorily after two attempts will be referred to the Student Support team and may be required to wait a semester before enrolling again.

100 Introduction to Social Welfare Credits: 3 Offered: Fall/Spring. Description: Overview of human services, programs and problems in meeting social welfare needs, with emphasis on the complexity of social services and their historical development. Analysis of the value, attitudinal, economic and political factors that condition the provision of these services. 200 Introduction to Social Work Practice Credits: 3 Offered: Fall/Spring Prereq: SW 100, sophomore standing. Description: Introduction to social work as a profession, including an examination of goals, guiding philosophy and basic assumptions. Emphasis on a generalist framework of social work practice and the development of beginning analytical and practice skills. 300 Human Behavior and Social Environment Credits: 3 Offered: Fall/Spring. Prereq: Admitted into the BSW program via the formal application process. Description: Using the ecological-social systems framework, the integration of knowledge and concepts from the social and behavioral sciences for analysis and assessment of problems and issues relevant to professional social work practice. Upper-division writing course.

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310 Social Welfare Policy and Services Credits: 3 Offered: Fall/Spring Prereq: Admitted into the BSW program via the formal application process. Description: Social welfare history, program planning and analysis with review of selected policies on the national level. Includes international comparisons. 350 Social Work Intervention Methods I Credits: 3 Offered: Fall/Spring Prereq: Admitted into the BSW program via the formal application process & SW 300. Description: The study and application of the generalist model of social work practice and related techniques and procedures for the assessment, intervention and prevention of problems in social functioning. Emphasis on individuals and families. 360 Social Work Intervention Methods II Credits: 3 Offered: Fall/Spring Prereq: Admitted into the BSW program via the formal application process & SW 350. Description: The study and application of the generalist model of social work practice and related techniques and procedures for the assessment, intervention and prevention of problems in social functioning. Emphasis on groups and communities. 400 Social Work Research Credits: 3 Offered: Fall/Spring Prereq: Admitted into the BSW program via the formal application process & SW 350. Description: Utilization of social research findings in social work practice. Techniques for the collection and analysis of clinical data. Special emphasis on research methodology for the assessment of practitioner and program effectiveness. 410 Social Work Ethics Credits: 3 Offered: Fall/Spring Prereq: Admitted into the BSW program via the formal application process & SW 350 Description: Analysis of specific ethical dilemmas from personal, professional and policy perspectives. Focus on ethical issues common to the helping professions and utilizing codes of ethics as guides to decision-making. The relationship between professional ethical issues and the development of social policy. 464 Cultural Humility in Social Work Practice: Valuing Diversity Credits: 3 Offered: Fall Prereq: Admitted into the BSW program via the formal application process & SW 300. Description:

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487 Advanced Practice I Credits: 2 Offered: Fall/Spring; summer dependent on student enrollment Prereq: Approved for practicum placement & SW 360. Coreq: SW 495 (unless completing block practicum placement that has been approved by the Director of Field Education). Description: Taken concurrent with SW 495 (Field Work Practicum). Supervised field work in public and private agencies and institutions. 488 Advanced Practice II Credits: 2 Offered: Fall/Spring; summer dependent on student enrollment Prereq: SW 487, approved for practicum placement & SW 360. Coreq: SW 495 Description: Taken concurrent with SW 495 (Field Work Practicum). Supervised field work in public and private agencies and institutions. 495 Field Work Practicum Credits: 10 (two semesters) Offered: Fall/Spring; summer dependent on student enrollment Prereq: SW300, 350 and 360 and approved for practicum placement. Coreq: SW 487 or 488 Description: Practicum must be taken over two consecutive semesters for a total of 10 credits. Cumulative grade average of 2.75 overall and a 3.0 grade average for SW 100, 200, 300, 350 and 360 are required. Supervised field work in public and private agencies and institutions. Required Extra-Departmental Courses

For the most up-to-date information on when these classes are offered, please use the class search tool on The University of Montana website. Colleges collaborating with the 2+2 BSW program have comparable course agreed upon in Articulation Agreements between UM and collaborating institutions. BIOB 101N Discover Biology Credits: 3 Offered: Every term Description: Contemporary exploration of the organization and complexity of living organisms and the systems in which they live. The central question of biology--relationship between form and function, acquisition and use of energy, and continuity between generations will be addressed through lectures and laboratory investigations.

OR

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PSYX 250N Fundamentals of Biological Psychology Credits: 3 Offered: Every term Prereq: PSYX 100S (PSYC 100S) Description: Introduction to the relationships between biological structures and mechanisms and their corresponding psychological processes and events. Origins and adaptations of structures and behaviors as well as the methods used to study these relationships ECNS 101S Economic Way of Thinking Credits: 3 Offered: Fall/Spring Description: A critical examination of the market mechanism as a social decision-making device to guide the use of a nation's resources. The limitations of these processes in light of current economic problems such as the rise of the large corporation, monopoly, environmental degradation, economic discrimination and the increasing role of the government. ECNS 201 or 202 may be substituted for this course. NOTE: ECNS 201 Principles of Microeconomics or ECNS 202 Principles of Macroeconomics can be a substitute for ECNS 101S. PSCI 210S Introduction to American Government Credits: 3 Offered: Every term Description: Not open to senior level political science majors except with consent of instructor. Constitutional principles, structures, and the political processes of the national government. 2+2 Students from collaborating Tribal Colleges may substitute Tribal and Federal Government classes for this course. PSYX 100S Introduction to Psychology Credits: 3 Offered: Every term Description: Introduction to the scientific study of behavior in humans and other animals. PSYX 330S Developmental Psychology* Credits: 3 Offered: Every term Prereq: PSYX 100S (PSYC 100S). Description: An overview of research findings on development from infancy through adolescence, with emphasis on application. PSYX 233 Fundamentals of Psychology of Aging* Credits: 3 Offered: Intermittently Prereq: PSYX 100S (PSYC 100S) Description: An overview of theories and research findings in the psychology of adulthood and aging.

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*PSYX 230 Developmental Psychology through Missoula College can replace PSYX 230 and 233. Credits: 3 Offered: Every term at Missoula College Prereq: PSYX 100S Description: The study of human physical, cognitive and psychosocial development throughout the life span. Content covers major theories, the influence of genetics, and the environment from a chronological aspect. Appropriate for Social Work, Nursing, Addiction Studies, Education, and Psychology. SOCI 101S Introduction to Sociology Credits: 3 Offered: Every term Description: Overview of the principles and concepts used in the study of human social interaction, groups, communities and societies. Required of all majors. Advising Worksheet for Social Work Majors

The School of Social Work has created an Advising Worksheet to aid students in planning their course work. Students should meet regularly with their Academic Advisor to ensure they are meeting all requirements. An up-to-date advising worksheet can be found on the UM School of Social Work website.

Application and Admission into the Program A University of Montana (UM) Social Work major or transfer student wishing to enroll in required social work courses at the Junior or Senior level (i.e. SW 300, 310, 350, 360, 400, 410, 464, 487, 488, 495) must have an approved application before enrolling in these classes Applications are due the last day of the spring or fall semester preceding anticipated entrance into the 300 level social work courses. Students must meet the following admission criteria. Failure to do so will result in denial of admission to upper division courses. Students may reapply once they meet the admission criteria and are encouraged to meet with their advisor to discuss their options. (Life experience cannot be substituted for any of these criteria. Please refer to the BSW Student Handbook.)

1. Overall grade point average (GPA) of 2.75 (or a GPA of 3.0 in the last 30 credits). 2. Completion of SW 100 and SW 200, with a combined GPA of 3.0 3. Completion of 5 of the 8 required extra-departmental courses.

Application Steps

Students ready to start 300 level social work courses must take the following steps to apply to the BSW program. Students must be accepted into the BSW program before they will be allowed to take 300 level social work courses.

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1. Complete the Application to Enroll in Upper Division Social Work Courses at The University of Montana. This application can be found on the School of Social Work website. *Note: students are required to include a resume with their application.

2. Turn the application into the School of Social Work office located in Jeannette Rankin Hall, room 004 or by emailing social.work@umontana.edu.

Applications will be reviewed after final grades for the semester have been entered. Students will be notified of their application status via email no later than a week prior to the beginning of the semester the student plans to complete 300 level social work courses.

Bachelor of Social Work Special Programs & Minors Students have the opportunity to participate in the special programs and minors listed below. For details about these options, please visit the UM School of Social Work webpage.

• Gerontology Programs • Human & Family Development Minor (HFD) • International Development Studies Minor (IDS) • Licensed Addiction Counseling • Global Public Health Minor • AHEC Scholars

Bachelor of Social Work Specific Policies Repeated Attempts of Core Social Work Courses

A student who has twice enrolled but not completed the direct-practice courses, SW 300, 310, 350, or 360 ,with the required passing grade, is automatically placed on probationary status in the BSW program and may not enroll for a third time without permission of the BSW Director and the instructor of record. Student Support

Student Support efforts are in place to identify, address and remedy issues that could negatively impact ability to succeed in the helping profession. If a student is unable to maintain the standards detailed in the Bachelor of Social Work section of the UM School of Social Work Student Handbook (Policies Regarding Professional, Academic and Non-Academic Conduct) the following preventative Student Support sequence may be implemented:

• The student will receive written notification by a faculty member, usually their Advisor, Practicum Field Liaison or the BSW Director.

• This Student Support alert will document the faculty member’s concerns and any noted patterns of behavior that have been previously discussed with the student.

• The student will meet individually with the assigned faculty to develop a documented plan for remediation.

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• If the pattern of concern continues, or warrants more formal attention, a Student Support meeting will be scheduled by the BSW Director, with advisor, other involved faculty and student meeting to develop a Student Performance Plan to assist the student and provide clearly delineated areas of performance as they relate to professional behaviors and competencies.

A student’s failure to remedy an area of academic or non-academic conduct by the specified time may result in termination from the School of Social Work.

Termination from the Program

A student may be terminated from the program if he or she engages in unethical or illegal behavior or is demonstrably deficient in the preceding list of abilities and attributes. The process for termination is described below. Termination for Academic Reasons

• Failure to meet or maintain academic standards as established by the University of Montana and the School of Social Work; this is automatic and may take place without a review or further procedure.

• Academic misconduct such as cheating, lying, or plagiarism (see Student Conduct Code). • Falsifying of academic records or other forms of scholastic dishonesty.

Termination for Non-academic Reasons: A student may be terminated from the social work program if she or he engages in unethical behavior or is demonstrably deficient in the preceding list of abilities and attributes.

• Students enrolled in the program must demonstrate through their classroom and practicum performance an understanding of and a commitment to social work values, principles, ethics, and competency in fundamental skills.

• Students are required to act in accordance with the National Association of Social Worker’s Code of Ethics. Students violating the Code of Ethics will be subject to disciplinary action which may include low performance evaluation, removal from the practicum, or expulsions from the program. In some cases, violation of the Code of Ethics may place the student as liable in civil or criminal action.

• Students may also be terminated from the program if a personal, emotional, mental or behavioral problem that is exhibited in any area of the student’s life appears to place social work clients, colleagues or other students at risk of physical or psychological harm.

Any of the following behaviors may result in disciplinary review and/or termination from the BSW program:

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• Behavior judged to be in violation of the NASW Code of Ethics • Violations of the UM Student Conduct Code • Documented evidence of conviction of a criminal act that is contrary to professional

practice, occurring during the course of study, or which occurred prior to admission to the program and became known after admission.

• Drug/alcohol or other forms of addictive behavior that result in significant impairment. • Failure to address personal, emotional, medical, or legal problems that interfere with

professional judgment, performance, and responsibilities. • Consistent pattern of unprofessional behavior. • Demonstrable deficiency in the required personal and professional abilities and

attributes. • Disruptive behavior toward students, colleagues, faculty, staff, clients or community

members (on campus, in field placement, or in the community) The student will be subject to review by the full faculty or by an Ad Hoc Student Review Committee of the Faculty regarding termination from the program.

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Master of Social Work Program Master of Social Work Program Director Welcome June 20, 2019 Dear MSW Students: Welcome to the MSW program at The University of Montana! You have chosen a profession that is both personally and professionally rewarding and challenging. Social work offers countless possibilities to create meaningful change and make a difference. Over the next two to three years you will have opportunities to develop your knowledge and skills and translate your visions for strong communities, healthy individuals and families, and a just world. You and your colleagues bring diverse talents and backgrounds as you embark on this journey together. Members of your class have degrees in a wide range of disciplines. Your collective work and volunteer experience include work with children and youth, family support, health care, mental health case management, disability advocacy, sustainable communities, and organizational development. You will join a committed group of faculty who possess a wealth of social work practice experience and who have made significant contributions to the social work profession. They are nationally recognized and dedicated to excellence, creativity, and innovation in social work education. The faculty is proud of the MSW Program’s advanced integrated practice framework, where the teaching/learning process is symbiotic. What follows is the School of Social Work’s MSW Student Handbook. It is designed to serve as a resource you can use during your course of study to answer questions that relate to the program’s overall philosophy, required courses, and academic and non-academic program policies. You will also receive an MSW Practicum Manual that addresses policies and procedures specific to your field placement. Please use this handbook as a guide and seek ongoing input from your advisor to clarify any questions and concerns you might have. The faculty and staff are committed to your education and to the social work profession. We will do everything we can to assist in your professional development. Again, welcome! Ashley Trautman, MSW, JD MSW Program Director Assistant Professor

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Program Background The University of Montana has a long history of providing quality social work education for the state and region. The Department of Social Work (now School of Social Work) was formally established in 1971, and the BSW program was accredited by the Council on Social Work Education in 1974. The program has gained recognition for its pioneering work in competency-based education. The MSW program was approved in 2001, and the first class entered in fall 2002. The Program moved from CSWE accreditation candidacy to full accreditation in 2005. Accreditation was reaffirmed in 2009 and again in 2017. In line with the institutional history, the faculty and administration are committed to providing a top quality MSW program that responds to needs in the state and region and provides leadership for the future of social work. After conducting a statewide needs assessment, the faculty conceptualized a framework for social work education that would respond to existing needs, incorporate best practices, and translate social work’s social justice commitment into practice. We sought to develop a program that would not only meet accreditation requirements but also contribute to the making of a new kind of practitioner – one well prepared to face the social welfare challenges in the Rocky Mountain West and the intersection of local and global issues therein. The MSW program is designed to shape both professionals and a mode of social work practice that meet the challenges facing poor, marginalized groups and an overburdened state social service delivery system. Thus, the MSW program is committed to producing advanced-level professional social workers committed to advanced integrated practice. This, we contend, is the model best suited for meeting 21st century challenges to the profession, and addressing the complex social welfare concerns of residents of Montana and the Rocky Mountain West. Through our MSW program, we want to shape practitioners who, in addition to being committed to the values of the profession, grounded in theoretical knowledge, and in possession of well-honed practice skills, are also resourceful practitioners, creating new possibilities for social work thought and action.

Integrated Practice The social worker committed to advanced integrated practice:

• Engages in ongoing critical self-reflection and examination of the values and assumptions that shape social work theory, practices, policies, and programs.

• Brings historical, cultural, and political perspectives and a critical understanding of difference and oppression to bear in understanding the person-in-environment, social problems, interventions, and possibilities for social justice-oriented action.

• Integrates the skills of direct practice and community work and creatively bridges multiple levels of intervention.

• Continually brings knowledge and skills of research, policy analysis, and advocacy to bear in practice, regardless of setting, problem area, or specific job description.

• Assumes a leadership role in the profession and community to promote broad-based participation in efforts to empower individuals and groups, strengthen programs, and advocate policies and practice that promote social justice locally and globally.

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Program Overview The University of Montana offers a two-year program of graduate study leading to a Master of Social Work (MSW) degree. During the next two years you will complete 60 course credits (51 required and 9 elective credits). The curriculum is designed to meet CSWE’s accreditation standards and the profession’s professional competencies and practice behaviors (See MSW Student Handbook, Appendices A, B1, and B2 for statement of MSW program mission, goals, competencies, practice behaviors, and advanced practice behaviors). Your first semester is comprised of required courses. Your second, third, and fourth semesters are comprised primarily of required courses and, to a lesser degree, elective courses which you may select based on an area of interest to you. Keep in mind, however, that you can also take elective courses during the summer and winter sessions. Full-time students complete the program in two years. A three-year part-time option is also available. You will be assigned a faculty advisor to assist with class selection, portfolio planning, and practicum-related issues. Your faculty advisor also serves as chair of your portfolio committee. As you proceed through the program, you may find that your professional interests are more closely aligned with other members of the faculty. You are welcome to change advisors if you would prefer another faculty member, and if that faculty member is available. You may make a request for a change of advisor through the MSW Program Director. Foundation Year Planning for Full-time Students

Accredited graduate social work programs provide a first-year curriculum that is grounded in the liberal arts and a generalist social work perspective (see Appendix C for an overview of a generalist perspective). The foundation year courses in human behavior, social welfare policy history, practice, and research (listed below) promote develop of core social work competencies and prepare you to identify with the social work profession; apply ethical principles and critical thinking in practice; incorporate diversity in practice; advocate for human rights and social and economic justice; build on strengths and resiliency; engage in research-informed practice; respond to context that shape practice and use a range of prevention and intervention methods in your practice with individuals, families, groups, organizations and communities. You will complete approximately 450 hours of field education or practicum experience over the course of the foundation year and participate in a weekly integrative seminar.

Foundation Year: Schedule of Required Courses FOUNDATION YEAR: FALL SEMESTER COURSES SW 500 Orientation 1 cr. Two-day seminar introducing MSW students to program philosophy, the social work profession's history, theories, and value base, and campus and community resources. SW 505 Foundations of Social Work Practice 2 cr. Introduction to profession’s history, theories, values, policies, and practices. Students are introduced to the integrated model of social work practice. Students will register for one of two offered course times. Students commuting from outside of Missoula will get priority for the 11:00-12:50 class time SW 510 Human Behavior and Social Environment I 3 cr. Introduction to and critical consideration of social work perspectives on human behavior as influenced by the social environment. Particular attention is paid to biological implications, psychological theory, diverse human experiences, power relations, and processes of oppression. SW 515 Practice with Individuals and Families in a Community Context 3 cr. Practice-oriented course building on students' developing knowledge of social work theory; the processes of engagement, assessment, intervention, and evaluation; and the application to practice with individuals and families. SW 530 History of Social Policy, Justice and Change 3 cr. Introduction to social welfare policy and services; examination of relationship between the history of social welfare policy and emergence of the social work profession; exploration of history of struggles for human rights and social and economic justice in US context. Introduction to frameworks for policy analysis. SW 532 Indian Child Welfare Act 1 cr. Dedicated to building understanding of the Indian Child Welfare Act and its application to social work practice. For the first 7 weeks of the Autumn semester only. SW 576 Foundation Integrative Seminar I 1 cr. Seminar accompanying first semester foundation practicum in which students apply critical thinking skills, integrate theory and practice, develop identities as professional social workers, engage in self-reflection, and make use of supervision and peer consultation. SW 586 Foundation Practicum I 2 cr. First semester foundation field practicum experience in a supervised setting designed to provide opportunities to integrate classroom learning and field experiences. Students actively engage in contexts of practice and practice skills of engagement, assessment, intervention, and evaluation.

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FOUNDATION YEAR: FALL SEMESTER SCHEDULE (Full-Time, Year One)

Foundation (Year 1) Thursday Friday

SW 500: Orientation *held the week prior to fall semester start

SW 586: Foundation Practicum I *student arranges time

Fall

8:00 SW 530: History of Social Policy, Justice, and Change

9:00 SW 505: Foundations of Social Work Practice

10:00 *pick one of the two options

11:00 SW 505: Foundations of Social Work Practice

SW 576: Foundations Integrative Seminar *pick one of the two options

12:00 *pick one of the two options

1:00 SW 576: Foundations Integrative Seminar *pick one of the two options SW 532: Indian Child Welfare Act

2:00 * First 7 weeks of Autumn Semester only

3:00 SW 510: Human Behavior and the Social Environment I

SW 515: Practice with Individuals and Families in a Community Context

4:00

5:00

6:00

7:00

8:00 FOUNDATION YEAR: SPRING SEMESTER COURSES SW 511 Human Behavior and Social Environment II 3 cr. Advanced HBSE course focused on difference and diversity, histories and intersectionality of forms and mechanisms of discrimination, oppression, and frameworks for thought and practice that encourage critical self-reflection, recognize diversity, and promote human rights and social and economic justice. SW 520 Social Work Research Methods 3 cr. Introduction to principles, methodologies, technologies, ethics, and statistical approaches of human service research. Emphasis on beginning capabilities in evaluation of social work practice and skill development regarding use of research to inform practice.

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SW 525 Practice with Groups and Communities 4 cr. Practice-oriented course addressing theories, frameworks, principles, and skills of group and community work. Dynamics of group work and examination of modalities such as mutual aid, psycho-educational, and social action groups are addressed. SW 577 Foundation Integrative Seminar II 1 cr. Seminar accompanying second semester foundation practicum in which students apply critical thinking skills, integrate theory and practice, develop identities as professional social workers, engage in self-reflection, and make use of supervision and peer consultation. SW 587 Foundation Practicum II 2 cr. Second semester foundation field practicum experience in a supervised setting designed to provide opportunities to integrate classroom learning and field experiences. Students actively engage in contexts of practice and practice skills of engagement, assessment, intervention, and evaluation. FOUNDATION YEAR: SPRING SEMESTER SCHEDULE (Full-time, Year One)

Thursday Friday

SW 587: Foundation Practicum *student arranges time

Sprin

g

8:00 SW 520: Social Work Research Methods

9:00 10:00

11:00 SW 577: Foundation Integrative Seminar II *pick one of the two options

SW 577: Foundation Integrative Seminar II *pick one of the two options

12:00 SW 511: Human Behavior and the Social Environment II

1:00 SW 525: Practice with Groups and Communities

2:00 3:00 4:00 5:00 Elective Course 6:00 (Elective courses offered at this time

and throughout the week)

7:00 8:00

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Concentration Year Planning for Full-time Students

The University of Montana MSW program offers a concentration year curriculum in advanced integrated practice. The concentration year develops an in-depth focus on integrated practice, expands breadth through required courses in the areas of research, policy, practice, and elective courses, and increases depth of theoretical knowledge and skills as you develop and demonstrate competencies of the practice behaviors required for advanced integrated practice (Appendix B2). In the concentration year you tailor your professional education through completion of an individualized learning plan (ILP) developed in consultation with your SW 535 Advanced Practice instructor and faculty advisor. The ILP addresses required and elective courses, selection of practicum site and activities, and a portfolio plan (See Appendix D1 Portfolio Project overview and, D2 ILP Worksheet). Successful completion of the overall plan should reflect fulfillment of the concentration year competencies and advanced practice behaviors. The concentration year also provides opportunities to develop and apply skills of leadership, collaboration, policy analysis, advocacy, program evaluation, and clinical practice and to further examine the implications of practice in Montana’s rural communities and the surrounding region. In sum, the concentration year is a process for becoming an advanced-level social work professional committed to integrated practice. Prior to the beginning of the concentration year, and in consultation with your faculty advisor, you develop a plan that best meets your professional learning goals and ensures mastery of competencies and advanced practice behaviors. You may build the ILP around a micro- or macro-practice emphasis in advanced integrated practice. An emphasis is not required. However, it may serve as a helpful guide to your concentration-year planning. Micro-Practice Emphasis

Micro practice emphasizes the development of clinical skills and a repertoire of theoretical knowledge relevant to direct practice with individuals, small groups, couples, and families. Students concentrating in micro practice will complete concentration-year practicum hours in settings that provide opportunities for direct clinical practice, such as community, school-based, and residential mental health programs, child and family services, hospice care, and medical settings. Students choose elective courses that further their development of knowledge and skills for clinical practice. Possible electives include:

• SW 420 Child Abuse and Child Welfare (fall) • SW 423 Addiction Studies (spring) • SW 450 Children and Youth at Risk (fall) • SW 455 Social Gerontology (fall) • SW 475 Grief and Loss (spring, summer) • SW 491 Spirituality and Faith in Social Work Practice (winter intermittent) • SW 491 Social Justice in Indian Country (fall)

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• SW 491 Motivational Interviewing (winter intermittent) • SW 551 Couples & Family Therapy (spring) • SW 552 Psychopathology and Assessment for Social Work (spring) • SW 553 Social Work Addictions (fall)

Extra-departmental courses such as PUBH 525 Multicultural and Native American Public Health, as well as graduate-level courses in other relevant disciplines may also be taken as electives. Macro-Practice Emphasis

Macro practice emphasizes the development of skills and a repertoire of theoretical knowledge relevant to community, organizational, and political practice (e.g. program planning and development, neighborhood development, organizational administration and management, community organizing, and legislative advocacy). Students concentrating in macro practice will complete concentration -year practicum hours in settings that provide opportunities to develop skills in planning, development, advocacy, and social action, such as local and regional development corporations, social action and rights-based organizations, and action-research centers. Students choose electives that further development of their skills in community building, organization, and advocacy. Possible electives include:

• SW 420 Child Abuse and Child Welfare (fall) • SW 455 Social Gerontology (fall) • SW 463 Social Justice in Indian Country (fall) • SW 465 Social Work in a Global Context • SW 595 Social Work and Social Justice on U.S. - Mexico Border (winter session) • SW 491 Public Policy and the Montana State Legislature (winter/legislative session) • ENST 595 Human Rights and Social Justice in Guatemala/Nicaragua (summer).

Extra-departmental courses such as PUBH 525 Multicultural and Native American Public Health, as well as graduate-level courses in other relevant disciplines such as environmental studies, political science, and sociology may also be taken as electives. There are additional elective courses of interest to all students. You will be informed of new electives courses as they are added.

Concentration Year Schedule of Required Courses CONCENTRATION YEAR: FALL SEMESTER COURSES SW 521 Advanced Research and Program Evaluation 3 cr.

Students apply transtheoretical models of change, action research, and participatory approaches to program evaluation in organizational or community contexts. Students

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develop advanced knowledge of research ethics and skills in practice-informed research and research-informed practice.

SW 535 Advanced Integrated Practice 4 cr. Students hone advanced skills of engagement, assessment, intervention, and evaluation at multiple levels; present case studies analyzing theoretically informed, evidenced-based interventions, ethical dilemmas, and social justice possibilities; engage as teachers and learners in exploring innovations in practice; and demonstrate research and communication skills through dissemination of practice-related scholarship.

SW 578 Advanced Integrative Seminar I 1 cr. Critical analysis of how predominant social work theories and professional values and skills are being incorporated into the practicum.

SW 588 Concentration Practicum I 3 cr. Advanced supervised field work in public and private agencies and institutions. CONCENTRATION YEAR: FALL SEMESTER SCHEDULE (Full-time, Year Two)

Concentration (Year 2) Thursday Friday

SW 588: Concentration Practicum I *student arranges time

Fall

8:00 SW 521: Advanced Research and Program Evaluation

9:00 10:00 11:00 SW 578: Advanced Integrative Seminar I 12:00

1:00 SW 535: Advanced Integrated Practice 2:00 3:00 4:00 5:00 Elective Course 6:00 (Elective courses offered at this

time and throughout the week)

7:00 8:00

CONCENTRATION YEAR: SPRING SEMESTER COURSES SW 531 Methods of Social Policy Analysis 3 cr. Students engage in policy practice to advance human rights and social and economic

justice and apply skills of collaboration, leadership, and advocacy for effective policy action.

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SW 545 Practice of Organizational Leadership 3 cr. Advanced training in professional leadership and how to effectively conceive, plan, design, implement, manage, assess, and change contemporary organizations. SW 579 Advanced Integrative Seminar II 1 cr. Critical analysis of how predominant social work theories and professional values and skills are being incorporated into the practicum. SW 589 Concentration Practicum II 3 cr. Advanced supervised field work in public and private agencies and institutions. SW 593 Professional Portfolio 1 cr. The portfolio is a compilation of products (papers, videos, power point presentations, workshop materials, etc.) that demonstrate students’ mastery of core competencies. Students work in consultation with faculty advisor to select and refine portfolio components, draft narrative, and prepare presentation. Portfolio is presented in spring semester. CONCENTRATION YEAR: SPRING SEMESTER SCHEDULE (Full-time, Year Two)

Thursday Friday

SW 589: Concentration Practicum II *student arranges time

SW 593: Professional Portfolio *student arranges time

Sprin

g

8:00 SW 531: Methods of Social Policy Analysis

9:00 10:00

11:00 SW 579: Advanced Integrative Seminar II

12:00

1:00 SW 545: Practice of Organizational Leadership

2:00 3:00 4:00 5:00 Elective Course 6:00 (Elective courses offered at this time

and throughout the week)

7:00 8:00

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Part-time Options

A part-time option has been developed to meet the needs of those students who are unable to attend full-time. Part-time students who remain in good academic standing are encouraged to complete the program in three years and are required to complete it within four calendar years. They attend classes on Thursdays during their first year and on Fridays during their second and third years. Part-time students do not begin the practicum until the second year, following their successful completion of Orientation (SW 500), Foundation of Social Work Practice (SW 505), HBSE I (SW 510), HBSE II (SW 511), and an elective course. The completion of these courses ensures that each student possesses the requisite knowledge of the profession’s history, knowledge and value base, ethical framework, basic understanding of integrated practice, and a sound understanding of human behavior prior to beginning practicum. During their second and third years students are concurrently enrolled in each of the program’s practice courses, practicum and integrative seminar to ensure that practice-course concepts and skills are simultaneously applied and integrated while affording opportunities for critical analysis and reflection. Students also complete the required policy (SW 530, 531) and research courses (SW 520, 521) during the second and third years. Students must take these courses in their proper sequence, completing SW 530 prior to enrollment in 531 and completing 520 prior to enrollment in 521. It is important that students completing the part-time program remain in close contact with their advisor to assist with course planning. Students who wish to change their full- or part-time status after entering the program need to discuss plans with their faculty advisor and secure approval in writing from the MSW Program Director. Given that core courses are offered only once a year and are to be taken in sequence, any change in full/part-time status must be planned to ensure students take foundation and concentration courses in their proper sequence. Foundation courses must be completed before enrollment in concentration year courses.

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PART-TIME – YEAR ONE SCHEDULE

Fall Thursday

SW 500 Orientation *held the in week prior to fall semester start

8:00 9:00 SW 505 Foundations of Social Work Practice

10:00 *pick one of the two options

11:00 SW 505 Foundations of Social Work Practice 12:00 *pick one of the two options

1:00 2:00 3:00 SW 510 Human Behavior & the Social Environment I 4:00 5:00 6:00

Spring

Thursday 12:00 SW 511 Human Behavior and Social Environment II

1:00 2:00 3:00 4:00 5:00 Elective Course 6:00 (Elective courses offered at this time and throughout the week) 7:00 8:00

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PART-TIME – YEAR TWO SCHEDULE Fall

Thursday Friday

SW 586: Foundation Practicum I *student arranges time

8:00 SW 530: History of Social Policy, Justice and Change

9:00 10:00

11:00 SW 576: Foundation Integrative Seminar *pick one of the two options

12:00

1:00 SW 576: Foundation Integrative Seminar *pick one of the two options

SW 532: Indian Child Welfare Act *First 7 weeks of Autumn Semester only

2:00

3:00 SW 515: Practice with Individuals and Families in a Community Context

4:00 5:00 Elective Course 6:00 (Elective courses offered at this time

and throughout the week)

7:00 8:00

Spring

Thursday Friday

SW 587: Foundation Practicum I *student arranges time

8:00 SW 520: Social Work Research Methods 9:00

10:00

11:00 SW 577: Foundation Integrative Seminar *pick one of the two options

12:00

1:00 SW 577: Foundation Integrative Seminar *pick one of the two options

SW 525: Practice with Groups and Communities 2:00

3:00 4:00 5:00 Elective Course 6:00 (Elective courses offered at this time

And throughout the week)

7:00 8:00

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PART-TIME – YEAR THREE SCHEDULE Fall

Thursday Friday

SW 588 : Concentration Practicum I *student arranges time

8:00 SW 521: Advanced Research and Program Evaluation

9:00 10:00 11:00 SW 578: Advanced Integrative Seminar I 12:00

1:00 SW 535: Advanced Integrated Practice 2:00

3:00 4:00 5:00 Elective Course 6:00 (Elective courses offered at this time

and throughout the week)

7:00 8:00

Spring

Thursday Friday

SW 589: Concentration Practicum II *student arranges time

SW 593: Professional Portfolio *student arranges time

8:00 SW 531: Methods of Social Policy Analysis

9:00 10:00

11:00 SW 579: Advanced Integrative Seminar II

12:00

1:00 SW 545: Practice of Organizational Leadership

2:00

3:00 4:00 5:00 Elective Course 6:00 (Elective courses offered at this time

and throughout the week)

7:00 8:00

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Dual Degree Options MSW/JD

The School of Social Work and Alexander Blewett III School of Law have collaborated to offer a MSW/JD Joint degree program. The MSW/JD Joint Degree allows students to complete curriculum requirements in four years, rather than the five it would take if completing both degrees consecutively. The Joint Degree offers students an opportunity for interdisciplinary collaboration while preparing graduates to respond to the unique needs of a rural state like Montana. Students graduating with a MSW and JD will be prepared to address the complex problems that arise at the intersection of both professions. Many key social issues and concerns of vulnerable populations involve the intersection of social work and law such as criminal justice, child protection, housing, homelessness and domestic violence. Having both degrees facilitates graduates’ granular understanding of these systems, the impact they have for individuals and how best to advocate for clients. Graduates of the joint degree program will be prepared to fill a variety of positions upon graduation including leadership roles within government agencies, community human service agencies and non-profit organizations to name a few. Interested students will apply to each program separately using established procedures for each program. Students completing the Joint Degree will complete courses at both the School of Law and School of Social Work. For more information regarding the application process and course sequence, please contact Ashley Trautman, MSW, JD: ashley.trautman@mso.umt.edu or 406-243-6935. MSW/MPH

The School of Social Work and School of Public Health have collaborated to offer a MSW/MPH Joint degree program. The MSW/MPH Joint Degree allows students to complete curriculum requirements in three years, rather than the four it would take if completing both degrees consecutively. Social work and public health have an intertwined history that dates back early 20th century efforts including settlement houses, communicable-disease control, and infant and maternal health. The two professions espouse mutual commitments to social justice, enhancing people’s wellbeing, and reducing social health problems. As a result, social work and public health frequently borrow from one another and overlap in their approaches (Ruth et al., 2008).

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Interested students will apply to each program separately using established procedures for each program. Students completing the Joint Degree will complete courses at both the School of Public Health and School of Social Work. For more information regarding the application process and course sequence, please contact James Caringi, MSW Ph.D: james.caringi@umontana.edu or 406-243-5548. Ph.D. in Public Health with a Concentration in Social Work:

The School of Social Work offers a doctoral degree in Public Health with a Concentration in Social Work. Information is available on the UM School of Public and Community Health Services website. Interested applicants should contact James Caringi, MSW Ph.D: james.caringi@umontana.edu or 406-243-5548.

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Master of Social Work Specific Policies Policies Regarding Academic Standards

1. Students must maintain an overall GPA of 3.0 to remain in the MSW program and in the Graduate School. Students who do not attain a 3.0 average must meet with their advisor to discuss corrective action, which must be approved in writing by the MSW

Director and be subject to the final approval by the Graduate School’s Dean. 2. If a student’s cumulative grade point average drops below a 3.0 the student will

have one semester to increase it to the required level. If the student fails to increase his or her grade point average to 3.0 the student will be terminated from the program.

3. A student who receives a grade of “C-“ or less in any course is required to repeat that course with a grade of “C” or better.

4. A student who receives a grade of "F" grade is automatically suspended from the program pending an academic review meeting with the MSW Program Director. The review may result in termination from the program for failure to meet minimum academic standards or in a corrective action plan in which student is required to repeat the course and address academic concerns. The student may not enroll in more advanced coursework until the course has been repeated with a grade of “C” or better.

5. Students who fail to maintain an equivalent grade of “C” or better in the practicum may be terminated from the program.

6. Students who are dismissed for academic reasons have the right to a hearing for the purpose of presenting information in support of possible reinstatement.

Termination form the Master of Social Work Degree Program

Termination for Academic Reasons: A student may be terminated from the program for the following reasons:

• Failure to meet or maintain academic standards as established by The University of Montana and the School of Social Work. (This is automatic and may take place without a review or further procedure.)

• Academic misconduct such as cheating, lying, or plagiarism (See Student Conduct Code, Appendix G).

• Falsifying of academic records or other forms of scholastic dishonesty. Termination for Non-academic Reasons: A student may be terminated from the program for non-academic reasons. A student may be terminated from the social work program if

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she or he engages in unethical behavior or is demonstrably deficient in the preceding list of abilities and attributes. Students enrolled in the program must demonstrate through their classroom and practicum performance an understanding of and a commitment to social work values, principles, and ethics and competency in fundamental skills. Students are required to act in accordance with the National Association of Social Worker’s Code of Ethics. Students violating the Code of Ethics will be subject to disciplinary action, which may include low performance evaluation, removal from the practicum, or dismissal from the program. In some cases, violation of the Code of Ethics may place the student as liable in civil or criminal action. Students may also be terminated from the program if a personal, emotional, mental, or behavioral problem that is exhibited in any area of the student’s life appears to place social work clients, colleagues, or other students at risk of physical or psychological harm. Judgments regarding such issues will be made by the faculty of the School with recommendations for corrective action made to the Dean of the College of Health Professions and Biomedical Sciences and the Associate Provost of the Graduate School. Any of the following behaviors may result in disciplinary review and possible recommendation for termination from the MSW program:

• Behavior judged to be in violation of the NASW Code of Ethics.

• Violations of the UM Student Conduct Code.

• Documented evidence of conviction of a criminal act that is contrary to professional practice, that occurs during the course of study, or that occurred prior to admission to the program and became known after admission.

• Drug/alcohol or other forms of addictive behavior that result in significant impairment.

• Failure to address personal, emotional, medical, or legal problems that interfere with professional judgment, performance, and responsibilities.

• Consistent pattern of unprofessional behavior.

• Demonstrable deficiency in the required personal and professional abilities and attributes.

• Disruptive behavior toward students, colleagues, faculty, staff, clients, or community members (on campus in field placement, or in the community).

The student will be subject to review by the faculty or representative group thereof for recommendations regarding possible corrective action. Policies for Review of Student Performance

If a student’s behavior is deemed to be in violation of the expected standards of academic and/or non-academic conduct, the following process will occur:

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1. The student will be notified of the specific concerns. 2. A representative body of the social work faculty (generally including the Chair, BSW or

MSW Program Director, student’s advisor, and other members of the faculty as appropriate), will meet to discuss the concerns and possible courses of action. The student will have the right to address the faculty, with a personal representative of the student’s choice present. The possible faculty recommendations include the following:

a. No action. b. A plan and timeline for corrective action by the student. c. Recommendation to the Dean of CHPBS and the Associate Provost of the

Graduate School for termination from the social work program. 3. The student will be informed in writing of the faculty recommendations. 4. The student has the right to appeal the decisions of the faculty, as outlined in the UM

Student grievance policy. Additional Program Policies The program has also developed the following policies and procedures that students are expected to follow in completing their program course work and practicum placement. These policies and procedures include: Attendance

Regular attendance in all courses is required. The specific attendance policy for each course will be established by the course instructor. Students can find The University of Montana Attendance/Absence Policy on the Registrar’s website. Change of Status Request

Students who find an exceptional problem in completing their initially planned course of study (i.e., full-time or part-time) must request a change in status in writing, through their Academic Advisor and to the MSW Director by April 1 (for Fall semester) and November 1 (for Spring semester). This request must occur after consultation with the assigned Academic Advisor, who will assist in developing a revised course of study and forward the student request to the Director to meet the deadline date. Every attempt will be made to honor student requests, however, the needs and objectives of the program will be considered in making these decisions. Students are required to complete foundation and concentration courses in their designated sequence.

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Course Exemptions, Waivers or Substitutions

In those cases where it appears that students possess the requisite knowledge and skills that are included in first year (foundation) coursework they are eligible to petition for a course exemption, waiver, or substitution. The requirements for course exemptions, waivers, or substitutions are described below:

• Exemptions – Exemptions are granted to those students who have successfully completed graduate-level coursework taken as a graduate or non-degree seeking graduate student (with grade B or better) that clearly duplicates foundation course content. Students receiving an exemption are not required to register for additional credits to replace those for the course(s) from which they are exempt. The credits awarded for the previous coursework will be counted. As a result, the student will have a reduction in the number of credits required for the degree. Eligible students include those identified by the MSW Director during review of application materials as having completed the requisite course content and students who believe they have completed similar course content and request to be considered for an exemption. For example, a student who completed a graduate-level research methods course may be eligible for exemption from SW 520. The student would be required to complete 57 rather than 60 credits for the MSW degree. Students requesting a consideration for an exemption must submit:

1) a copy of the previously completed course syllabus; 2) copies of completed course assignments, upon request from the MSW

Program Director; and 3) an official copy of transcripts indicating a grade of B or better in the course.

If these documents indicate that similar course content has been successfully completed through prior coursework the MSW Director can grant an exemption.

• Waivers – When students can complete course work in the subject area of a required foundation course and can demonstrate mastery of the course content, they can request a waiver for the corresponding course(s). For example, a student who has completed an advanced undergraduate social research methods class may be eligible for a waiver for SW 520. Requests for a course waiver must be submitted to the course instructor at least two weeks prior to the start of the term in which the course is being offered. The request must include:

1. a copy of the previously completed course syllabus; 2. copies of completed course assignments; and 3. an official copy of transcripts indicating a grade of B or better.

Following review of the documents and interview with the student, the instructor will make a recommendation to the MSW Program Director as to whether or not the student making the request is eligible to waive the course. The instructor may

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require the student to take an equivalency examination to demonstrate mastery of core course concepts. If the instructor determines that similar coursework has been successfully completed (grade B or better) and that the student has mastered the core concepts, a course waiver is issued. If the student successfully passes the examination, a course waiver is issued. The waiver exempts the student from enrolling in the foundation course but it does not grant course credits. As a result, the student must enroll in an alternative course to complete the 60 credits required for the MSW program.

• Substitutions – A substitution refers to using one course in lieu of another for a

required foundation or concentration year course. Requests for substitutions must be made to the MSW Director one month prior to the course’s start date. Students making a substitution request must have a legitimate reason for making the substitution and must submit a copy of the syllabus of the course being proposed for substitution.

Elective Courses

Students take a minimum of nine elective course credits during their course of study. Students are encouraged to choose elective courses that compliment an area of emphasis as outlined in this handbook (interpersonal practice, community and organizational practice, or social and political change, pp. 5-6) or ones that fit best with their personal learning goals. Students can enroll in elective courses starting spring semester of the first year. Students can take a maximum of six credits at the 400 level if the course is an approved graduate course option (designated UG) and completed for graduate credit. A minimum of three credits must be completed within the School of Social Work, and a minimum of three credits must be completed at the 500 level or above, unless an exception is granted by the MSW Program Director. Students interested in Independent Study or Omnibus credits must complete them at the 500 level or above. Although elective courses are typically completed in the School of Social Work students are also encouraged to consider elective courses outside of the School. When students choose electives outside of the School the following stipulations apply:

1. One graduate level course may be taken at another institution 2. A maximum of six credit hours can be taken outside the School and be applied

toward requirements for the MSW degree from The University of Montana The following steps must be completed in consultation with the student’s academic adviser before taking a course outside of the School:

1. Develop a rationale and plan to take a course elsewhere. 2. Identify the course by title, as well as the department and institution where the

course is located.

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3. Validate that the proposed course is offered for graduate credit. 4. Obtain a signature from an academic advisor indicating that the course is

appropriate and offered for graduate credit at the 400 level or above. 5. Forward a copy of the proposal to the MSW administrative assistant for student’s

file. Students also have the option to pursue elective credits through independent studies. Students who wish to pursue this option should follow the procedure outlined above for taking courses outside the department and meet with their academic advisor to discuss potential learning opportunities with faculty. In-progress Grades

The grade of “N” denotes a course is in progress and is a temporary grade assigned to students for both their first semester of foundation practicum and first semester of concentration practicum. The temporary grade is replaced with a permanent grade based on the score earned on the final practicum evaluation received at the end of each practicum year. Please also see page 13 of this Handbook for incomplete grade information. Leave of Absence

A leave of absence is a period during which students maintain their status, but are not entitled to The University of Montana’s services provided by the payment of tuition or fees. A request for a leave of absence can be made at any time during the academic year for the following semester. A leave of absence may begin during a semester, provided the completed application for leave is processed before the end of the fourth class session; in this case the entire semester is counted toward the leave. Students desiring leaves of absence must discuss the request with their advisor and the MSW Director. The request for leave will be reviewed at the next available faculty meeting. A Leave of Absence request form (See Appendix H) must be completed and approved by the Chair of the School of Social Work and the Dean of the Graduate School. A date of return will be agreed upon in advance. A student who fails to return on the agreed date will be considered to have withdrawn from The University of Montana. Students on leave are fully responsible for returning on the agreed date. Students returning from a leave of absence must complete all outstanding required course work at least two weeks before the first day of classes in the semester in which they are returning.

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A leave of absence does not waive the mandatory four year requirement for completion of the degree. Students must complete the MSW program in four calendar years (eight active semesters) from the time of acceptance. According to UM Graduate School Policy: “Graduate students who are not continuously registered will be dropped from their programs. If students are required to step out of their programs because of an emergency, they may petition for a leave of absence from their program by filling out a Graduate School Request for Leave of Absence Form. The student's program chair or dean signs the form and the student submits it to the Graduate School. The Graduate Dean will sign the form indicating approval or disapproval of the leave for the period of time requested. The length of a leave of absence cannot exceed a year, but the student can petition for additional time after one year. Leaves of absence will not be approved for the purpose of working on jobs, research, thesis, dissertations or to establish residency. Students who have not maintained continuous registration or who are returning to the university after an approved leave of absence must follow the procedure for readmission.” In addition, students much be registered for a minimum of 3 credits per semester to maintain continuous registration. Students must be enrolled for a minimum of 3 credits in the semester that they officially graduate. If students have incomplete grades that delay graduation, they must enroll for an additional 3 credits during the semester in which they complete graduation requirements. Time Limits

All requirements for the degree must be completed within four years from the date of the student's entry into the program. No graduate course offered for the degree may be more than six years old at the time degree requirements are completed with the exception of any courses accepted in transfer. Transfer Credit (Currently being re-approved by Faculty Senate)

A maximum of thirty (30) semester credit may be taken for graduate credit at other accredited colleges with the following provisions:

1. The actual number of credits accepted, up to the maximum of 30, is to be determined by the MSW Director and subject to final approval by the Dean of the Graduate School.

2. The credits for required social work classes must be from a CSWE- accredited School of Social Work.

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3. A GPA of 3.0 or better must be earned in courses to be considered for transfer. 4. Credits are transferable, grades are not. 5. All courses submitted for transfer credit at the time of application must be

completed prior to the student's enrollment into the program, and decisions on acceptance of transfer credit must be made at the time the plan of study is approved.

6. Official transcripts of the courses taken at other institutions must be filed with the School of Social Work and the Graduate School.

7. The applicant must make available upon request course descriptions, material summarizing content, and samples of the applicant's course work.

Withdrawal from Courses

To withdraw from a course, the student must complete the appropriate form available from the Registrar’s Office. A grade of "W" will be assigned for students who withdraw prior to the fourth class meeting. Withdrawal after the deadline will result in a grade of "F," except when extenuating circumstances are involved. Students who wish to withdraw without academic penalty after the deadline must present their case in writing before the end of the course to the Associate Dean of the College of Health Professions and Biomedical Sciences. Withdrawal from Master of Social Work Degree Program

Withdrawal from the program can take many forms. A student may officially withdraw, be dismissed, take a leave of absence, or be administratively withdrawn. Withdrawal from the program implies withdrawal from all courses, and the Graduate School’s regulations concerning grades are applicable. Mere non-attendance does not constitute official withdrawal from the program. It is necessary to inform the School of Social Work of your intention to withdraw, and this request will be forwarded to the Graduate School. Unauthorized withdrawal from the program or nonattendance (failure to register and attend fall & spring semesters) will result in administrative withdrawal. Tuition, Fees and Registration The UM Office of Business Services provides up-to-date information on graduate student tuition and fees. Check their website for more information. Financial Aid

TEACHING ASSISTANTSHIPS AND RESEARCH ASSISTANTSHIPS: A limited number of teaching and research assistantships are available from the Graduate School and

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external funding sources. In addition, The School of Social Work offers RA/TA positions for 6-12 hours per week. Awards are made on a semester-by-semester basis. SHORT-TERM LOANS: Loans with a maximum of $1,000 are available through the College of Health Professions. Funding is derived from Burroughs-Welcome Pharmaceutical Company donations. Contact College of Health Professions and Biomedical Sciences Assistant Dean for Student Affairs, at 243-4656 for assistance. FINANCIAL AID PACKAGES: Graduate financial aid packages typically include a combination of need-based subsidized and unsubsidized student loans. A student using the FAFSA automatically applies for all federal and institutional loans with one application. Students who desire work study, and who are not on assistantships, are also considered with the FAFSA application. Please see the Graduate School website for further information on financial assistance. Registration

Please contact your faculty advisor at the School of Social Work for advising information prior to registration each semester. For course planners and supplemental information see our “Courses by Semester” webpage at: http://socialwork.health.umt.edu/content/semester-course-schedule-planning The Graduate School's continuous registration policy requires students to register for every term unless they have an approved leave of absence. Students must register for a minimum of 3 credits to remain in good standing with the Graduate School. For further information on the continuous registration policy. see the Graduate School policy website at: http://www.umt.edu/grad/Academic%20Policies/Degree_Standards.php#Continuous Registration Leaves of Absence are normally for a maximum of one semester and must be approved by the Dean of the Graduate School. Terminal registration for a minimum of 3 credits is required for all graduate students in their final term. Registration is done through the Cyber BEAR system. Please visit the Cyberbear website at http://cyberbear.umt.edu/ for information on the registration process, courses schedules, payment of tuition and fees, and important dates and deadlines for the academic year. Student Participation in MSW Program Governance The School of Social Work encourages the active participation of MSW students in the formulation and modification of policies and in activities affecting academic and student affairs through participation in advisory and decision-making bodies such as the MSW Program Committee, Student Affairs Committee, Dean’s Student Advisory Committee, Student Evaluation Committee, Faculty Evaluation Committee, Search Committee, MSW Orientation Committee, and MSW Graduation Committee. Requests for nomination for membership and participation in these committees, along with descriptions of the

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committee and member responsibilities, are sent by email to all MSW students at the start of fall semester. The MSW Program Committee addresses policy and program issues on an ongoing basis. The Committee is convened by the MSW Program Director on a monthly basis to address curricular matters, program development and renewal, and specific student initiatives. The Committee is made up of the MSW Program Director, two faculty members, and two student members, one who also serves as staff to the committee. The MSW Program Director sends out a call for participation to the students in the fall, and appointments to this and other committees are made in consultation with the faculty. Student members of the committee bring student concerns to the group and participate as full members of the committee. The committee reports regularly to the full faculty regarding policies and procedures that might be modified to improve the program. Faculty and Student Evaluation Committees: The performance of School of Social Work faculty members is evaluated on an annual basis. Evaluations are conducted by an elected Faculty Evaluation Committee, which also includes one MSW student member. The student member participates in all meetings and deliberations of the committee but does not have voting rights on the committee, per the UM Collective Bargaining Agreement. A Student Evaluation Committee (composed of both BSW and MSW students) reviews course evaluation data for each faulty member and submits its findings to the Faculty Evaluation Committee. Students review, summarize, and write comments on each faculty member’s individual performance record, including faculty member requests for normal salary increases, merit increases, promotions, or tenure. UM Graduate Student Council: One MSW student is also chosen by his or her peers to represent the MSW students on the campus-wide Graduate Students' Council. The Council represents the interests of all graduate students university-wide. The Social Justice Action Network (SJAN) was founded in 2005 as an activist organization with student, faculty, and community membership to address local, statewide, national and international issues of social work and social justice. SJAN has developed a mission statement and approved a constitution and by-laws to become an officially recognized organization through the Associated Students of The University of Montana. Native American Graduate Student Association: The Native American Graduate Student Association seeks to: (1) Improve educational opportunities for Native American graduate students; (2) Promote supportive environments of support for Native American graduate students in their departments; (3) Integrate graduate students into the academic life of the institution through effective orientation, faculty and peer mentoring, academic and social activities; (4) Prepare graduate students for successful completion of their graduate study; (5) Recommend members for policy making and administrative committees within departments and professional schools; (6) Act as a spokesbody for Native American

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graduate student concerns, and (7) Communicate within higher education, and to a broader public, the significance of diversifying colleges and universities. Additional Opportunities for Participation: Whenever the School undertakes a search for new faculty members, one MSW student serves as a member of the Search Committee. One MSW student also serves as a member of the CHPBS Technology Planning Committee. Committees comprised of students and faculty are formed each year to plan the fall orientation for incoming first-year MSW students and for graduation activities. Students have taken leadership in the community-building process of new-student orientation. Students are encouraged to develop and sustain collective, organized efforts that support their interests. The School of Social Work faculty are willing to serve as organizational allies in these endeavors.

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Field Education Director of Field Education Welcome Welcome Social Work Students, On behalf of the University of Montana School of Social Work, we welcome you to your field education experience. The practicum is often referred to as the signature pedagogy of social work education and as such, it will offer you the following opportunities:

• Integrate classroom experience with actual social work practice • Develop core competencies and practice behaviors in a field setting • Develop professional self-awareness and accountability • Practice social work skills and theories • Exercise ethical decision making in the context of social work values and the code of ethics (http://www.socialworkers.org/pubs/code/code.asp)

BSW students will be in an agency setting for approximately 15 hours per week for two consecutive semesters totaling 450 practicum hours. MSW students will complete 900 hours of practicum over two academic years. You will have an Agency Field Instructor at your practicum site who will serve as your teacher, mentor, and supervisor. This manual is designed to provide you with the essential information and forms for making your practicum a successful experience. Please read it thoroughly. Additionally, I would like to highlight an online resource you might find helpful as you deal with potential field placement anxiety and practicum related stressors: https://www.fieldanxiety.com/ If you have any questions or concerns as you enter this process, please do not hesitate to contact me. I am here to assist you in finding a productive practicum that will prepare you for generalist social work practice. Sincerely,

Katharina Werner, LCSW Director of Field Education School of Social Work The University of Montana

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Mission, Goals, Core Competencies and Practice Behaviors CSWE Curriculum Policy Statement Regarding Field Practicum

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.

CSWE Field Education Accreditation Standards for the BSW 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. 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

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assignments and field education supervision are not the same as those of the student’s employment.

CSWE Core Competencies and Practice Behaviors Competency 2.1.1: Identify as a Professional Social Worker and conduct oneself accordingly.

Practice Behaviors: • PB1.1 advocate for client access to the services of social work; • PB1.2 practice personal reflection and self-correction to assure continual professional development • PB1.3 attend to professional roles and boundaries; • PB1.4 demonstrate professional demeanor in behavior, appearance, and communication • PB1.5 engage in career-long learning; and • PB1.6 use supervision and consultation

Competency 2.1.2: Apply social work ethical principles to guide professional practice.

Practice Behaviors: • PB2.1 recognize and manage personal values in a way that allows professional values to guide practice; • PB 2.2 make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; • PB2.3 tolerate ambiguity in resolving ethical conflicts; and • PB2.4 apply strategies of ethical reasoning to arrive at principled decisions.

Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments.

Practice Behaviors: • PB 3.1 distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; • PB 3.2 analyze models of assessment, prevention, intervention, and evaluation; and • PB 3.3 demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Competency 2.1.4: Engage diversity and difference in practice. Practice Behaviors: • PB 4.1 recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power;

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• PB 4.2 gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; Practicum Manual 9 • PB 4.3 recognize and communicate their understanding of the importance of difference in shaping life experiences; and • PB 4.4 view themselves as learners and engage those with whom they work as informants.

Competency 2.1.5: Advance human rights and social and economic justice. Practice Behaviors: • PB 5.1 understand the forms and mechanisms of oppression and discrimination; • PB 5.2 advocate for human rights and social and economic justice; and • PB 5.3 engage in practices that advance social and economic justice. Competency 2.1.6: Engage in research–informed practice and practice-informed research. Practice Behaviors: • PB 6.1 use practice experience to inform scientific inquiry and • PB 6.2 use research evidence to inform practice.

Competency 2.1.7: Apply knowledge of human behavior and the social environment. Practice Behaviors: • PB 7.1 utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and • PB 7.2 critique and apply knowledge to understand person and environment.

Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Practice Behaviors: • PB 8.1 analyze, formulate, and advocate for policies that advance social wellbeing; and • PB 8.2 collaborate with colleagues and clients for effective policy action.

Competency 2.1.9: Respond to contexts that shape practice. Practice Behaviors: • PB 9.1 continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and • PB 9.2 provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Competency 2.1.10: Engage, assess, intervene and evaluate with individuals, families, groups, organizations, and communities.

Practice Behaviors: 2.1.10(a) Engagement:

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• PB 10a.1 substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; • PB 10a.2 use empathy and other interpersonal skills; and • PB 10a.3 develop a mutually agreed-on focus of work and desired outcomes. 2.1.10(b)—Assessment: • PB 10b.1 collect, organize, and interpret client data; • PB 10b.2 assess client strengths and limitations; • PB 10b.3 develop mutually agreed-on intervention goals and objectives; and • PB 10b.4 select appropriate intervention strategies. 2.1.10(c)—Intervention: • PB 10c.1 initiate actions to achieve organizational goals; • PB 10c.2 implement prevention interventions that enhance client capacities; • PB 10c.3 help clients resolve problems; • PB 10c.4 negotiate, mediate, and advocate for clients; and • PB 10c.5 facilitate transitions and endings. 2.1.10(d)—Evaluation • PB 10d.1 critically analyze, monitor, and evaluate interventions.

Student Placement Software The University of Montana School of Social Work utilizes the practicum tracking software called Sonia. This software will be used by students to identify practicum placement options, complete forms and documents hours. Students will receive a Welcome email prior to the beginning of the semester they will begin practicum with information on how to log in. Students will also receive email communication throughout the semester/year with instructions for forms/tasks that need to be completed through Sonia. If students have technical issues with Sonia, they should contact the Social Work Field Education Office at 406-243-5544.

Bachelor of Social Work Practicum Policies and Procedures Overview

Students majoring in social work must complete a supervised practicum of 450 hours. Practicum is taken over two consecutive semesters for a total of 10 credits (five credits per semester). Practicum requirements consist of the following four classes:

SW 487, Advanced Practice I (2 credits) taken concurrently with

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SW 495-01, Field Work Practicum I (5 credits) SW 488, Advanced Practice II (2 credits) taken concurrently with SW 495-02, Field Work Practicum II (5 credits)

The practicum provides students with the opportunity to integrate classroom learning with direct field work experience. Students in practicum enhance their skills and knowledge as well as deepen their commitment to social work values and ethics. The practicum is a vital part of social work education, and as such requires careful preparation and planning. Students must meet the following requirements prior to beginning practicum. Admission Process

The Director and Assistant Director of Field Education will present information on the application and admission process to SW 350 and 360 classes at midterm, and students are required to attend a mandatory two-hour orientation for the field education process. Criteria for Admission The application will be approved only when the following requirements are met:

• Overall GPA (includes transfer credits) of 2.75 or 3.0 in last 45 credits • Successful completion with a cumulative GPA of 3.0 in required social work courses:

SW 100, 200, 300, 350 and 360 • No incompletes in social work course work or required extra-departmental courses • Evidence of personal readiness to begin practicum (appropriate personal conduct,

no current drug abuse, self-awareness and separation of personal issues from professional practice). Evidence of professional readiness to begin practicum (reliability, required practice skills, capacity to handle stress, appropriate professional boundaries, and adherence to the NASW Code of Ethics posted online.

• Students attend mandatory BSW Field Education Orientation Submitting Application

• Students submit the BSW Practicum Application, via Sonia, to the practicum office the semester before beginning practicum via Sonia.

• The application is reviewed and approved by the BSW Committee; students are notified of the committee’s decision by email.

• Please note, the practicum application is valid for 12 months only. Reapplication is required if practicum field work is not begun within 12 months of acceptance into practicum.

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BSW Practicum Placement Exceptions

All exceptions require pre-approval from the Director of Field Education as well as advanced planning regarding placement, SW 487 and 488 courses, and required practicum documentation. Block Practicum Placements Block placements are an exception to the standard two-semester concurrent practicum placement for BSW students, and are allowed only under exceptional circumstances. A block placement may be approved for out-of-town and international placements. If a student decides that a block placement is crucial to graduation status or learning, the first step is to make an appointment with the Director of Field Education to discuss options and review the student’s academic transcript. Students must demonstrate professional readiness and submit an application for approval to the Director of Field Education. Applications for block-placements have to be turned into the Field Education Office a minimum of two semesters prior to starting a block practicum. The Request for Block Placement can be found on the School of Social Work Practicum Forms webpage. Out-of-Town Practicum Placements It is possible to select a practicum site outside of Missoula, although such placements require additional time to plan. Students interested in an out-of-town practicum placement must meet with the Director of Field Education early to ensure adequate time for arranging such a placement. International Practicum Placements Students may also request international practicum placements. Students must plan several semesters ahead as these placements require considerable time to identify and coordinate. Students may need to demonstrate fluency in a foreign language. Interested students must submit a block placement application and meet with the Director of Field Education a minimum of two semesters prior to beginning practicum. International Block Placement – IE3 Internship Program The University of Montana is affiliated with the IE3 Global Internship Program, run through Oregon State University, which coordinates professional internships abroad. Kevin Hood is the UM representative to IE3. IE3 offers a well-structured system of site selection and student screening to ensure productive, successful international learning experiences. IE3’s focus on professional development fits well with the purpose of the practicum experience. Students interested in completing an international block placement must have approval from both the School of Social Work and the IE3 Program. UM tuition is waived for students accepted into the IE3 program. In lieu of tuition, students pay a program fee to the IE 3 program. Students work in conjunction with the School of Social Work Director of Field

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Education to arrange social work supervision for the internship. Advanced planning is essential. It may be possible to earn independent study credits in conjunction with the block placement. Students interested in completing an independent study project as part of the block placement should consult with their faculty advisor and the BSW Program Director regarding expectations for the independent study. For more information on IE3 and examples of international professional internships related to social work, students can visit the IE3 website. Master of Social Work Practicum Policies and Procedures The Foundation Practicum

The foundation practicum (450 hours concurrent with classroom courses) provides students with opportunities for developing self-awareness and applying generalist social work knowledge, values, ethics, and practice skills. The practicum also provides a setting where students can enhance their oral and written professional communication skills and receive educational supervision from an Agency Field Instructor (AFI). A student in the foundation practicum will learn to critically assess, implement and evaluate agency policies to enhance the social condition of the agency clientele. Foundation practicum placements are integrated and generalist in nature and may be done at a wide range of agencies. Students are offered an opportunity to experience a wide range of social work roles and functions, as well as the opportunity to work with many at-risk populations. The Concentration Practicum

The concentration year practicum (450 hours minimum to 500 hours maximum, concurrent with classroom courses) is designed to achieve curricular objectives for the concentration year and to help the student gain advanced knowledge and skills related to integrated practice. Application and Admission

Before entering the foundation practicum, students must submit an MSW Practicum Application via Sonia, the practicum software. The completed application provides information about students’ backgrounds and areas of interest, along with an assessment of their social work knowledge and skills. After submitting the application, students should make an appointment to interview with the Director of Field Education, who will meet with students to discuss available practicum agencies and opportunities. The student will then arrange interviews with agencies and,

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after securing a site, complete the required paperwork. The 10 Steps to Securing a Practicum checklist serves as a guide for both practicum arrangement and required forms. Once a practicum site is selected and approved, students must complete and submit both the Practicum Plan and the Memorandum of Understanding (MOU) prior to beginning practicum. Students cannot accumulate practicum hours until the above forms are submitted to the practicum office. Foundation Year Students admitted to field practicum must meet the following criteria:

• Acceptance to the University of Montana Graduate School. • Acceptance to the University of Montana MSW program. • Enrollment in Foundation Integrative Seminar I (SW 576). • Submission of completed application for practicum placement to Director of Field Education. • Submission of interests and abilities assessment to Director of Field Education. • Interview with Director of Field Education. • Submission of resume and interviews with prospective agencies. • Acceptance by agency, completion of paperwork, and approval by Director of Field Education to begin practicum.

Concentration Year Students admitted to the concentration practicum must meet the following criteria:

• Successful completion of the foundation practicum. • Be in good academic standing, with a minimum GPA of 3.0. • Successful completion of foundation courses and foundation integrative seminars. • Students with any incomplete grades must have a plan in place, approved by their faculty advisor, for completion of the work.

Students develop a plan with the Director of Field Education indicating their choice of concentration practicum site and the advanced practice learning opportunities. Students moving to a new site for their concentration year interview with prospective agencies. Students who plan to continue in their current practicum site should work in consultation with their faculty advisor and Practicum Supervisor to ensure the concentration year provides new learning opportunities in line with concentration year objectives and tasks that are new and distinct from the student’s first year responsibilities at the site. Concentration year placements that focus on the same/similar learning goals than foundation year practicum will not be approved. The Director of Field Education must approve new concentration practicum placements. MSW Practicum Placement Exceptions

All exceptions require pre-approval from the Director of Field Education as well as advanced planning regarding placement.

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Out-of-Town Practicum Placements It is possible to select a practicum site outside of Missoula, although such placements require additional time to plan. Students interested in an out-of-town practicum placement must meet with the Director of Field Education early to ensure adequate time for arranging such a placement. International Practicum Placements Students may also request international practicum placements. Students must plan several semesters ahead as these placements require considerable time to identify and coordinate. Students may need to demonstrate fluency in a foreign language. Interested students must submit a block placement application and meet with the Director of Field Education a minimum of two semesters prior to beginning practicum. IE3 Global Internship Program The University of Montana is affiliated with the IE3 Global Internship Program, run through Oregon State University, which coordinates professional internships abroad. Kevin Hood is the UM representative to IE3. IE3 offers a well-structured system of site selection and student screening to ensure productive, successful international learning experiences. IE3’s focus on professional development fits well with the purpose of the practicum experience. Students interested in completing an international block placement must have approval from both the School of Social Work and the IE3 Program. UM tuition is waived for students accepted into the IE3 program. In lieu of tuition, students pay a program fee to the IE3 program. Students work in conjunction with the School of Social Work Director of Field Education to arrange social work supervision for the internship. Advanced planning is essential. It may be possible to earn independent study credits in conjunction with the block placement. Students interested in completing an independent study project as part of the block placement should consult with their faculty advisor and the BSW Program Director regarding expectations for the independent study. For more information on IE3 and examples of international professional internships related to social work, students can visit the IE3 website.

Practicum Selection and Placement Interview and Selection of Practicum Site

Upon acceptance to the practicum program, students are required to make an appointment, via Sonia, with the Director or Assistant Director of Field Education for an interview and discussion of available practicum sites.

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Both the Director and Assistant Director of Field Education are available to advise students on agency interviews and résumés. Students are responsible for scheduling interviews with the agencies. Once a practicum site is selected and approved, students must complete and submit both the Practicum Plan and the Memorandum of Understanding, via Sonia, prior to beginning practicum. Students cannot accumulate practicum hours until the above forms are submitted. Practicum and Career Fair

It is strongly recommended that students attend the annual on-campus Practicum/Career Fair held spring semester. Qualified agencies are invited to attend and provide information to students about learning and employment opportunities in their settings.

Practicum Position and Place of Employment

Under certain circumstances, a student may complete a practicum at a place of employment. In addition to the regular practicum application, students must submit an application, via Sonia, for employment-based practicums. To help ensure a clear separation of practicum tasks and employment tasks, placements must meet the following criteria:

• Practicum experiences must be educationally focused and meet all the requirements of the social work program as indicated in the learning agreement.

• Practicum tasks and assignments must be separated from the normal employment tasks and assignments, thus providing the student with a distinct and different set of learning opportunities and experiences.

• Students must submit a description of current employment responsibilities, a description of distinct practicum responsibilities, and a weekly schedule for completing tasks (see below).

• Students must submit a letter from their employer supporting the employment-based practicum and identifying the structures in place to separate job tasks from practicum tasks.

• The supervision of practicum tasks must be separate from employment tasks. Students and agencies can choose from the following options to ensure separate practicum supervision:

1. The agency can assign a separate supervisor with a BSW (for BSW students) or MSW (for BSW/MSW students).

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2. The School of Social Work can provide an outside supervisor in situations where there is not an additional BSW/MSW at the agency to supervise practicum tasks.

3. The student and work supervisor may submit a supervision plan indicating how practicum supervision will be separate from employment supervision.

A placement at the agency where the student is employed must be arranged and approved by the Director of Field Education. Applications, found in the Forms tab in Sonia, are due at least one month prior to the start of practicum. Employment based practicums that do not offer new and distinct learning opportunities and focus on the same/similar tasks and responsibilities as the student’s employment position will not be approved for practicum. Practicum Requirements and Policies Practicum Hours

BSW Students BSW students are required to complete a total of 450 practicum hours over two academic semesters. This is roughly 225 hours per semester, or 15 hours per week. The first practicum semester should run concurrently with Advanced Practice I (SW 487) and the second practicum semester with Advanced Practice II (SW 488) unless the student is in a block placement. In the event a student does not pass SW 487 or SW 488, at least 150 practicum hours must be completed along with repeating SW 487 and/or SW 488. MSW Foundation Students MSW Foundation students are required to complete a total of 450 practicum hours. The first practicum semester should run concurrently with Foundation Integrative Seminar I (SW576) and the second semester of practicum with Foundation Integrative Seminar II (SW 577). MSW Concentration Students The first practicum semester should run concurrently with Advanced Seminar I (SW 578) and the second semester of practicum with Advanced Seminar II (SW 588). MSW Summer Practicum Hours Students can count a maximum of 50 hours towards their 450 hours of Concentration Year practicum in the summer before starting classes in the fall semester. In order to count those 50 hours, students have to have their concentration year practicum application and all required practicum forms completed and approved by the Director of Field Education. MSW

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supervision requirements have to be met for those hours and all practicum hours need to be documented in Sonia. Qualified Activities Hours required for practicum may include individual meetings with Practicum Agency Field Instructor and UM Field Education staff as well as a range of learning experiences outside the agency, such as conferences, workshops, research, and visiting other agencies. Travel and on call hours do not count towards practicum hours. Tracking Practicum Hours Students are responsible for tracking practicum hours in Sonia, which must be approved by the Practicum Agency Field Instructor. Hours entered in Sonia will be reviewed by the Director or Assistant Director of Field Education each semester. Students are asked to submit timesheets once a week. Scheduling, Vacations, School Breaks, and Absences Students arrange their practicum schedules with the Practicum Agency Field Instructor. Students are required to maintain a significant presence in the practicum placement throughout the semester and complete the total number of required hours for the semester. Practicum agencies are not required to work around the university’s academic calendar. Students should consider agency and client needs when scheduling school breaks, vacations, and absences. It is important to set a schedule that meets student and agency needs at the beginning of the semester to avoid conflicts and possible misunderstandings. Students are also responsible for arranging practicum schedules to accommodate required university classes and final exams. It may be necessary to work evening or weekend hours to maximize the learning opportunities or to meet the needs of the practicum agency. Occasionally hours may also extend beyond the required weekly hours in order to take advantage of learning opportunities. If a student is ill or needs to be absent from the agency during scheduled practicum hours, it is the student’s responsibility to notify the Practicum Agency Field Instructor to assure that agency staffing needs are met. If the absence lasts for more than two days, the student should also notify the Faculty. During the practicum, students are responsible for informing the Practicum Agency Field Instructor and the Director of Field Education with up-to-date contact information.

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Winter and Spring Break Students are not obligated to continue their practicum hours during the winter or spring break, but they may do so if it fits their schedule, their learning objectives, and the needs of the practicum agency. Practicum Forms

Students are responsible for submitting the following documents via Sonia before beginning to count practicum hours:

• Practicum Application • Practicum Plan • Memorandum of Understanding of Roles and Responsibilities • Block Placement Proposal (if needed) • Application for Employment-based Practicums (if needed)

Deadlines for Securing a Practicum and Submitting Forms

Students must secure a practicum by the end of week three of the semester (week two for summer session). Paperwork, including the Practicum plan and the Memorandum of Understanding of Roles and Responsibilities, must be submitted by the end of week four. Students must withdraw from practicum courses; SW 487, SW 495 (BSW) or SW 576, and SW 586 (MSW) if they have not secured a practicum by the end of week 3 and submitted paperwork by week 4. The student’s learning agreement must be completed and submitted via Sonia by the end of week four. No grade will be given for practicum without completed paperwork, including:

• Learning Agreement • End-of-Semester Evaluation

During the practicum, students can track their practicum hours through Sonia. Learning Agreement

The Learning Agreement is developed in collaboration with the student, Agency Field Instructor and Field Liaison if needed. The BSW and MSW Foundation Learning Agreement addresses generalist practice from an integrated framework. The MSW Concentration Learning Agreement addresses advanced integrated practice. Students are to identify learning objectives and activities that will assist them in reaching the learning goals. Examples of the learning agreements can be found on our website.

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Changing Practicum Placements

Practicum placements are for two semesters. Students are making a commitment to the agency and the clients they are serving and expected to remain in that setting for both semesters. Occasionally, a practicum placement does not meet the expectations of the student, placement site, or the School of Social Work. A student may decide to change practicum settings mid-year for any of the following reasons:

• Administrative changes within the agency, which negatively impact the learning experience.

• Lack of fit between student and Agency Field Instructor. • Failure of the agency to meet the expected standards for ethical professional

practice • Failure of the agency to provide BSW or MSW-level learning experiences

In these situations, students are encouraged to work to resolve the problems directly with the Agency Field Instructor and, if necessary, with the Director or Assistant Director of Field Education. It is often possible to resolve problems or issues, especially if attending to them in a timely manner. Students experiencing problems at their practicum site are encouraged to speak to the Assistant Director or Director of Field Education early. If, after working with the Agency Field Instructor and Director of Field Education, it is determined that the practicum site does not offer a high-quality experience or the student fails to meet the Agency’s expectations, the Director of Field Education will decide if an alternative practicum site is warranted. The Director of Field Education must approve any practicum site change. If a change is made in the practicum setting to better accommodate the student’s learning, it may result in an extension of the number of weeks or hours of the practicum experience in order to insure a meaningful placement. Termination of Practicum

An agency may terminate a student from practicum for any of the following reasons: • Student’s inability to follow work-related policies (i.e. timeliness, dress code,

professional conduct). • Legal or ethical concerns or violations. • Student’s inability to demonstrate knowledge and skills required by the practicum. • Lack of fit between student and Agency Field Instructor. • Poor academic performance of practicum student. • Lack of professional readiness.

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Academic Review and Special Advising Process

An academic review process will be held when a student is terminated from practicum due to academic status or misconduct. The Department Chair of the School of Social Work, the BSW or MSW Program Director, or Director of Field Education may request an academic review.

• A request may be made to the Department Chair in verbal or written form. • The Department Chair will set a time for the review and determine who should be

present. • The student’s faculty advisor is invited to attend the meeting as a support-person • All participants are notified. • A meeting is held during which all participants present their views. • A final decision will be made by the Department Chair based on the feedback and

recommendations of the participants. The academic review process is guided by the BSW/MSW Student Handbook policies and University of Montana academic misconduct policies found in the Student Conduct Code website. Required Co-requisite Courses

Bachelor of Social Work Students are required to attend advanced practice courses during both the first and second semester of their practicum placement. The Director of Field Education must approve any exceptions to this policy. The advanced practice courses (SW 487, 488) are offered online and are designed to help students integrate classroom learning with practicum experiences, work on professional development, and focus on issues confronting the social work profession. The course also provides time for peer and instructor feedback on practicum learning experiences. Students complete a Competency Capstone Project (CCP) during their advance practice classes. The CCP consists of seven assignments completed over two semesters. It is designed to assist students to focus on their professional growth in the areas of social work knowledge, skills, and values and their readiness to work as a beginning generalist social worker. The CCP allows students to demonstrate their level of mastery of the Council on Social Work Education’s (CSWE) ten Competencies and forty-one Practice Behaviors. Grading for advanced practice courses is by traditional letter grade. Students must receive a grade of C- or above in SW 487 and SW 488. Students must receive a grade of CR (credit) in SW 495.

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Master of Social Work Students complete two semesters in a foundation practicum and two semesters in a concentration practicum. Seminars are held every semester and run concurrently with the practicum. The foundation practicum seminar (SW 576, 577) provides an introduction to the profession of social work and explores the practicum experience. Students receive guidance and feedback while integrating classroom material with the practicum. Students develop generalist social work skills and a foundation for social work values and ethics. Students receive assistance in writing the Learning Agreement. The concentration practicum seminar (SW 578, 579) prepares students to engage in practicum learning experiences as an integrated practitioner. Students will write their Learning Agreement with the integrated practice model as a focus. Students also develop an Individualized Learning Plan, which includes practicum activities that will fulfill concentration year learning objectives. In addition, students utilize the seminar for peer consultation on their portfolio development. Grading for practicum seminar courses is by Credit/No Credit (CR/NCR). Students must receive a grade of CR in all seminar courses. Practicum Supervision & Roles and Responsibilities

Practicum supervision is an integral part of students’ learning and development as professional social workers. Students receive weekly supervision from Agency Field Instructors and support and mentoring through Field Liaisons. Director of Field Education

• Assume responsibility for the overall direction and coordination of the practicum. • Screen student applicants and assess their personal and professional readiness for

practicum. • Assist students and agencies in the placement process. • Provide guidelines for evaluation of the student. • Provide orientation, training and ongoing support for Agency Field Instructors. • Be available to students, agencies and field liaisons for consultation and facilitation

of student/agency issues. • Assign the grade for each student's practicum. • Assume responsibility for removing a student from a placement should that become

necessary. • Conduct site visits as needed.

Assistant Director of Field Education

• Meet each semester with the student and the Agency Field Instructor together.

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• Assume responsibility with the Agency Field Instructor for the end of semester evaluations of the student's performance.

• Assist in orienting new Agency Field Instructors to the School of Social Work curriculum and practicum program.

• Act as a resource person for students in regard to questions, resources, and suggestions for learning opportunities.

Agency Field Instructor

• Provide a minimum of one hour per week of direct supervision to the student. • Orient new students to agency structure and function, student responsibilities,

policies and procedures, and to commonly used community resources. • Provide guidance to student in developing a Learning Agreement to structure the

practicum experience. • Structure assignments/practicum tasks to help the student learn a broad range of

social work interventions common to generalist social work practice (BSW students) and advanced practice opportunities (MSW students).

• In consultation with the student, assign duties and responsibilities of increasing difficulty and challenge as appropriate.

• Provide suitable office space and support staff as available. • Utilize the student as a learner who will assume numerous responsibilities of benefit

to the agency rather than as someone to fill the needs of an understaffed agency. • Follow policies and procedures outlined in the UM BSW or MSW practicum manual. • Monitor student performance, providing feedback regularly to the student. • Utilize practicum software, Sonia, to approve student timesheets, approve and

provide comments if needed to the student’s learning agreement, and evaluate the student at the end of each semester.

• Complete agency evaluation of the practicum experience at the end of the second semester.

• Provide students with disabilities with reasonable accommodations agreed upon by UM Disability Services and the Director of Field Education.

• Reimburse students for out of pocket expenses incurred in the same manner as for agency employees.

• Participate in Agency Field Instructor Training and/or complete online Agency Field Supervisor training.

Field Liaison

• Meet each semester with the student and the Agency Field Instructor together. • Assume responsibility with the Agency Field Instructor for the end of the semester

evaluations of the student's performance. • Assist students in completing the Learning Agreement to structure the practicum

experience. • Assist students in applying and integrating theory into practice.

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• Act as a resource person for students in regard to questions, resources, and suggestions for learning opportunities.

Outside MSW Supervisor Students placed in practicum agencies without an on-site MSW supervisor are assigned an Outside MSW Supervisor.

• Provides bi-weekly one-to-one direct supervision to the student. • Works collaboratively with Agency Field Instructor and Director of Field Education. • Provides guidance to student in developing a Learning Agreement to structure the

practicum experience. • Follows procedures outline in the UM School of Social Work MSW Manual. • Monitors student performance by providing feedback regularly to the student. • May attend end of semester evaluation.

Expectations of Practicum Students

Practicum students will be expected to: • Read and understand the UM BSW and/or MSW Practicum manual. • Complete all paperwork required for practicum, including the Practicum Plan,

timesheets and learning agreements all accessed via the practicum software, Sonia. • Coordinate and attend site visits with the Agency Field Instructor and Field Liaison at

least three times over the two semesters. • Adhere to the NASW Code of Ethics. • Behave in a professional manner, taking responsibility as an adult learner to

understand duties and carry out assignments. • Make yourself reasonably available for weekly supervision meetings with the Agency

Field Instructor. • Prepare for supervisory meetings by reviewing your Learning Agreement, adhering

to deadlines, completing work, and formulating questions about assignments. • Be in attendance at the agency on days and times agreed upon by the student and

the agency field instructor, and if unable to attend practicum will notify Agency Field Instructor as soon as possible.

• Work the required hours for completion of a practicum, submit practicum timesheets via Sonia, and abide by agency policies and procedures, including confidentiality.

• Provide proof of professional malpractice insurance and health insurance. While serving in this practicum, student understands that he/she is not an employee or a volunteer of the University of Montana or the Agency. As such, UM and Agency do not provide worker’s compensation insurance coverage for students. Student understands that he/she is performing the practicum as part of the BSW or MSW educational program and agrees to maintain health insurance coverage throughout the practicum.

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• Discuss with Agency Field Instructor, Field Liaison, and/or Field Education faculty any areas of disagreement, dissatisfaction or confusion in respect to any part of the practicum experience.

• Bring to the attention of the Field Liaison and/or Field Education of any questionable professional practices within the agency.

• Complete an evaluation of the practicum experience at the end of the semester.

Practicum Evaluation The practicum program has in place three separate evaluation tools for: (1) assessing student performance in the field; (2) gathering agency feedback about the practicum process; and (3) collecting student feedback about the practicum experience. Student Performance Evaluation

Evaluation of student performance in the practicum is completed at the end of each semester via Sonia. Evaluation forms are found by logging into Sonia and navigating to the Forms tab. Agency Field Instructors evaluate student performance based on the Learning Agreement with student progress measured against the accomplishment of each of the 41 (46 for MSW Concentration students) practice behaviors. It is anticipated that by the completion of the practicum, students will have been exposed to all of the core competencies and practice behaviors. A C/NC grade for the full 10 credits of SW 495 is issued at the end of the second practicum semester based on the score received in the second evaluation. Unsatisfactory Practicum Performance If the student’s practicum performance is unsatisfactory, the student or the Agency Field Instructor should immediately notify the Director of Field Education, who will arrange a meeting with the Agency Field Instructor and the student. The purpose of the meeting is to provide the student pertinent feedback and criteria for improvement. Should the student's practicum performance remain unsatisfactory, the Director of Field Education will contact the BSW or MSW Director to engage in further problem solving.

End-of-Semester Evaluations

First End-of-Semester Student Performance Evaluation The student, near the end of the semester, will arrange for and attend the End-of-Semester Evaluation meeting with the Agency Field Instructor and the Director or Assistant Director of Field Education. The Agency Field Instructor will complete the first End-of-Semester Evaluation prior to the scheduled meeting with the student and Director or Assistant Director of Field Education. On the evaluation, a rating of 1-5 aligns with no basis to judge, minimal competency,

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developing competency, emerging competency, and demonstrates competency and these scores will be recorded for each of the practice behaviors along with any comments. Second End-of-Semester Student Performance Evaluation The student, before finals week, will arrange for and attend the End-of-Semester Evaluation meeting with the Agency Field Instructor and Director or Assistant Director of Field Education. The Agency Field Instructor will complete the second semester evaluation prior to the scheduled meeting with the student and the Director or Assistant Director of Field Education. The Agency Field Instructor will provide a numerical rating for each of the practice behaviors and provide comments regarding the student’s performance. The evaluation form will compute the total score (the practicum grade). Agency Field Instructors will have the opportunity to make comments regarding the total score and grade associated with it. The evaluation comments and scores by the Agency Field Instructor will be reviewed by the Director or Assistant Director of Field Education along with progress and recommendations noted. The Director or Assistant Director of Field Education is responsible for recommending the final evaluation grade. Evaluation Directions

Agency Field Instructors will need to meet with their student prior to completing the online evaluation. Since the evaluation mimics the student’s learning agreement, it is important that students and agency field instructors consult on the student’s progress in each of the practice behaviors. During the meeting the number of hours the student has completed will be reviewed as well to ensure they have been entered in Sonia. At the end of each semester, the student should have completed approximately 225 hours. Agency Field Instructors will receive information on how to complete the evaluations through Sonia each semester. Practicum Grades

First semester practicum students receive a letter grade of N indicating the course is in progress, which will be changed when all practicum credits are completed. A Credit/No Credit (CR/NCR) grade for both semesters of practicum will be issued at the end of the second practicum semester. Students will be rated on a 1 to 5 scale; no basis to judge, no competency, minimal competency, developing competency, emerging competency, and demonstrates competency. The evaluation ratings for all practice behaviors will be averaged for the final score that will determine the grade of Credit or No Credit. BSW and MSW Foundation students must receive a score of 150-205 to receive a

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grade of Credit. MSW Concentration student must receive a score of 168-230 to receive a grade of Credit. Any score below these values will receive a grade of No Credit. If at the end of the second practicum semester a student has not completed all practicum hours a grade of incomplete will be entered. Incompletes automatically turn into a letter grade of NCR after 12 months, thus students have up to one year from the end of the second semester of practicum to complete their hours. BSW students wishing to return to complete their degree after a year or more absence will need to register for and repeat SW 487, SW 488 and SW 495 (10 credits). MSW students wishing to return to complete their degree after a year or more please refer to the Time Limits section, on page 53, of the Master of Social Work Specific Policies in this handbook. Agency Evaluation of Practicum Process

The Practicum Agency Field Instructor is strongly encouraged to complete the Evaluation of Practicum Process at the end of the practicum placement. A link to the evaluation, to be submitted online, will be emailed to Agency Field Instructors at the end of the second semester. Student Evaluation of Practicum Experience

The student is strongly encouraged to complete the Student Evaluation of Practicum form at the end of the practicum placement. A link to the evaluation, to be submitted online, will be emailed to students at the end of the second semester.

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Appendices A. Bachelor of Social Work

A1. Advising Worksheet …………………………………………………………………………………………… 1 A2. BSW Program Application ………………………………………………………………………………….. 3 A3. 2+2 BSW Program Application ……………………………………………………………………………. 8

B. Master of Social Work B1. Overview of Generalist Approach to Social Work ……………………………………………… 13 B2. Portfolio Project Documents ……………………………………………………………………………… 15 B3. Individualized Learning Plan ……………………………………………………………………………… 27 B4. Guidelines for Ethical Practice in Practicum and in Classroom ………………………….. 29 B5. NASW Ethical Competencies …………………………………………………………………………….. 29 B6. Student Conduct Code ……………………………………………………………………………………… 31 B7. Graduate School Leave of Absence Form …………………………………………………………. 62 B8. Course Completion Checklist ……………………………………………………………………………. 64 B9. Board of Behavioral Health Licensing Requirements & Application Checklist …… 65

C. Field Education C1. Steps for Securing a Practicum Placement ……………………………………………………….. 67 C2. Agenda for Weekly Supervision ……………………………………………………………………….. 68 C3. Application for Block Practicum Placement ……………………………………………………… 69 C4. BSW Learning Agreement Example ………………………………………………………………….. 71 C5. MSW Foundation Learning Agreement Example ……………………………………………… 79 C6. MSW Concentration Learning Agreement Example …………………………………………. 87

Student Name: Student ID:

1204160

Course Course Name Credits Semester GradeSW 100 Intro to Social Welfare 3

SW 200 Intro to SW Practice 3

Course Course Name Credits Semester GradeSW 300 Human Bhvr & Soc Environ 3

SW 350 SW Intervention Methods I 3

SW 360 SW Intervention Methods II 3

SW 310 Soc Welf Policy & Services 3

SW 400 SW Research 3

SW 410 Social Work Ethics 3

SW 464 Cult. Hum. in SW Practice 3

Course Course Name Credits Semester GradeSW 487 2

SW 495 5

SW 488 2

SW 495 5

The University of Montana School of Social WorkUndergraduate Advising Worksheet

Advanced Practice I

Advanced Practice II

Field Work Practicum II

Field Work Practicum I

Total credits are required for a B.A. degree in social work.Credit Requirements

All courses must have a grade of C- or above and be taken as a traditional letter grade.

Completion of SW 100 & SW 200 (with a combined GPA of 3.0) and 4 of the 7 extra-departmental requirements, overall GPA of 2.75, and an approved application is

required to enter SW upper division core courses.

Minimum social work credits required for degree Maximum social work credits allowed for B.A. degree.

Program Admission Requirements

Prerequisites are strictly enforced.

Completion of SW 300, SW 350 & SW 360 (with combined GPA of 3.0), overall GPA of 2.75 and an approved Practicum Application is required to enter Practicum

courses.

Practicum Admission Requirements

1

Course Course Name Credits Semester Grade1. BIOB 101N Discover Biology 3

or PSYX 250N Fund. Of Bio Psychology

2. ECNS 101S Economic Way of Thinking 3

or ECNS 201 Principles of Microeconomics

or ECNS 202 Principles of Macroeconomics

3. PSCI 210S Intro to American Gov. 3

4. PSYX 100S Intro to Psychology 3

5. PSYX 330S Developmental Psych 3 *

6. PSYX 233S Fund. of Psych of Aging 3 *

7. SOCI 101S Intro to Sociology 3

*

Course Course Name Credits Semester Grade

Upper Division Elective RequirementSocial work students are required to take 6 elective credits of upper division (300 or

above) courses. These courses can be in any field of study.

Development psych classes covering lifespan, such as PSYX 230 at the Missoula College, may satisfy both the PSYX 330 and PSYX 233 requirements.

Extra Departmental Requirements:Four of the seven extra-departmental courses must be completed with a grade of C- or

above to enter SW classes 300 and above.

2

APPLICATION TO ENROLL IN UPPER DIVISION SOCIAL WORK COURSES AT THE UNIVERSITY OF MONTANA

EXPLANATION: A UM social work major or transfer student wishing to enroll in required social work courses at the junior or senior level (i.e. SW 300, 310, 350, 360, 400) must apply for admission. An approved application is required prior to taking junior or senior level courses. Applications are due the last day of the semester preceding anticipated entrance into the 300 level social work courses. REASON FOR APPLICATION PROCESS: The UM social work major prepares students for professional social work practice. Due to the vulnerable nature of the populations served, the School of Social Work is responsible for preparing students for the challenges of social work. Thus, the School of Social Work has an obligation to identify students who are not suitable for the profession, or those not prepared to master the necessary knowledge and skills of social work. Additionally this application allows the department to evaluate the written communication skills of the applicant, allowing for identification of areas of opportunity and to enhance student advising. INSTRUCTIONS:

1. Answer all the questions completely and truthfully. (Falsification or the withholding of information may be grounds for the rejection of this application, or may be considered a violation of the student conduct code. NOTE: Those reviewing your application may request your official college transcript(s) or seek verification of your statements).

2. A resume MUST be attached to your application. ACADEMIC SUPPORT SERVICES INFORMATION: Students have access to a range of campus-based academic support services. More information can be found by visiting http://www.umt.edu/oss/. EQUAL OPPORTUNITY: The University of Montana, School of Social Work does not discriminate. Please visit http://www.umt.edu/eo/titleix/notice.php for our full Non-Discrimination statement. REQUIREMENTS: Students must meet the following admission criteria. Failure to do so will result in denial of admission to the SW 300 level courses. Students may reapply once they meet the admission criteria and are encouraged to meet with their advisor to discuss their options.

1. Overall grade point average (GPA) of 2.75 (or a GPA of 3.0 in the last 30 credits). 2. Completion of SW 100 and SW 200, with a GPA of 3.0. 3. Completion of 4 of the 7 required extra-departmental courses.

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Expectations of Professional Skills, Competencies, & Ethical Conduct

The Bachelor’s of Social Work Student Handbook describes the professional skills, competencies, and ethical conduct required of BSW students at The University of Montana. It also includes guidelines for ethical practice in the classroom and practicum. Prior to admission to the 300 level of social work courses, students are expected to read the BSW Student Handbook, UM Student Conduct Code, and the National Association of Social Workers (NASW) Code of Ethics. Ethical social work practice and the dilemmas therein are addressed throughout the BSW learning experience. Students are expected to conduct themselves in line with the NASW Code of Ethics and to seek consultation and supervision from faculty members or agency field instructors when ethical questions arise. In addition, given the nature of social work practice, students are expected to demonstrate appropriate personal and professional conduct on campus, in the practicum setting and in the community. All students in the BSW Program are also considered members of the social work profession. As such, students must adhere to the professional, ethical, and legal standards prescribed for the practice of social work; including areas of cognitive functioning, communication skills, self-awareness, appropriate personal and professional conduct, professional commitment, empathy, ability to receive and utilize supervision, and knowledge base for social work practice. The School of Social Work recognizes that persons seeking to enter the profession bring unique life experiences. It is a goal of the School of Social Work to help students access resources and support to overcome personal obstacles that may hinder their success in the profession. Additionally, the School of Social Work has a duty to the profession to ensure that those entering the profession are personally, professionally, and legally able to carry out a full range of social work responsibilities. A number of social work settings with responsibility for vulnerable populations prohibit persons who have past criminal and/or DUI or drug offense records from securing employment. Therefore, the BSW program requires students to disclose any convictions of a crime of violence against a person (e.g. assault, child abuse, child sexual abuse, rape, sexual assault, incest, domestic abuse, homicide), or convictions of a DUI or drug offense that have occurred prior to student’s entry into the program, or during their time in the program. A criminal record does not necessarily prevent a student from entering or completing the program. However, it may affect practicum placement opportunities. Therefore, students are expected to report any past record as well as any arrests or criminal charges that occur during time in the program to the Chair of the School of Social Work or the student’s faculty advisor. Minor traffic offenses are not required to be reported. The following could result in corrective action. Including referral to a faculty support team, referral to UM Counseling and Psychological Services, referral to the Dean of Student Services, recommendation for a leave of absence with a plan to re-enter the program, and/or recommendation for termination from the program.

• Failure to meet minimum standards of competence. • Student exhibiting behavior that could be harmful to clients or colleagues. • Abuse, or dangerous use, of alcohol and other drugs resulting in an interference with a

student’s performance. • Failure to demonstrate emotional and behavioral ability to manage stressful situations

associated with social work.

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Applicant must answer all questions below. General Information: Student’s Name:_______________________________ Student ID: 790_______________________

Phone:___________________________ Email:_____________________________@umontana.edu

Social Work Advisor:________________________________________________________________

Year in School: Freshman Sophomore Junior Senior

Do you have transfer credits from another school? Yes No

If yes, list the name of the school(s): ______________________________________________

________________________________________________________________________________

Pre-Requisites & Grades Below is a list of the extra-departmental required courses needed to complete an undergraduate degree in social work.

• Four of the seven courses must be completed before starting upper division social work classes (SW 300 and above).

• Indicate the semester the course was completed and the grade received. If the course has not been completed, indicate if it is in progress or when it will be taken.

• A grade of C- or above is required in these courses.

Course Grade Semester

1 BIOB 101N or PSYX 250N

2 ECON 101S, 201 or 202

3 PSCI 210S

4 PSYX 100S

5 PSYX 330S*

6 PSYX 233*

7 SOCI 101S

*PSYX 230 Section C from Missoula College is equivalent to PSYX 330 & 233.

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List the instructors name, grade received and semester completed for the SW courses listed below. If these classes are in progress, indicate so in the “Semester” column. The combined GPA of these two classes must be 3.0 or above. If the combined GPA is not 3.0 or above, consult with the Student Services Coordinator before proceeding with this application.

Course Instructor Name Credits Grade Semester

SW 100 3

SW 200 3* * 4 credits up through catalog year 2017-2018

Calculate your GPA for SW 100 and SW 200 below utilizing the following steps:

1. Determine the Quality Points associated with each grade received (see table below), and multiply by the number of credits of the class. (A grade of B in SW 100 would be 3.0 x 3=9.0)

2. Add the Quality Points of each class together. 3. Divide the total Quality Points by the total credits (6 or 7). This is your GPA: _______________

Grade A A- B+ B B- C+ C C- D+ D D- F Quality Points 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.7 0.0

List any other social work courses taken at The University of Montana, or other school, and list instructor’s name, grade received and school the course was taken.

Course Instructor Grade Semester School Name

In the space below, you may offer any additional description or explanation that may help the faculty understand your academic background and performance. If you need additional space, add a typed page to this application. ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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With the requirements described in Expectations of Professional Skills, Competencies, & Ethical Conduct on page 2 in mind, carefully read through and answer the following questions:

Yes No Question

Do you understand that the UM School of Social Work has a professional responsibility to insure that students graduating with a BSW have met minimum standards of competency and do not exhibit behavior that could place social work clients at risk of physical and emotional harm?

Have you read the National Association of Social Workers (NASW) Code of Ethics?

Is the NASW Code of Ethics compatible with your personal values and beliefs, and can you abide by its principles? If no, please explain on a typed separate page.

Have you ever been convicted of a crime of violence against a person (e.g. assault, child abuse, child sexual abuse, rape, sexual assault, incest, domestic abuse, homicide). If yes, describe the circumstances of the offense, including the date on a typed separate page.

Do you understand that you are expected to report any arrests or criminal charges during the time you are in the BSW Program?

Do you understand that the abuse or dangerous use of alcohol and other drugs, which interferes with your performance, is reason for dismissal from the BSW program and reason for refusing to approve your graduation for a social work major?

Do you understand that a student’s personal, emotional, mental or behavioral stability are necessary to avoid placing social work clients at risk of physical or psychological harm and are therefore required for all social work majors?

Social work practice can often be stressful. Do you understand that coping with high levels of job-related stress, and working appropriately in emotionally charged situations, may be required for successfully completing the social work program?

Do you agree to abide by the expectations of professional skills, competencies, and ethical conduct listed above and in the BSW Student Handbook?

Do you understand that if you fail to meet these expectations you may be expected to follow through on a corrective action plan and, that you may be recommended for termination for the BSW Program if you are not able to meet these expectations?

You must attach a one-page resume to this application. By signing below, you testify that the answers above are truthful. Student’s Signature_____________________________________ Date: ______________________

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APPLICATION TO ENROLL IN UPPER DIVISION SOCIAL WORK COURSES AT THE UNIVERSITY OF MONTANA 2+2 PROGRAM

EXPLANATION: A UM social work major or transfer student wishing to enroll in required social work courses at the junior or senior level (i.e. SW 300, 310, 350, 360, 400) must apply for admission. An approved application is required prior to taking junior or senior level courses. Applications are due the last day of the semester preceding anticipated entrance into the 300 level social work courses. REASON FOR APPLICATION PROCESS: The UM social work major prepares students for professional social work practice. Due to the vulnerable nature of the populations served, the School of Social Work is responsible for preparing students for the challenges of social work. Thus, the School of Social Work has an obligation to identify students who are not suitable for the profession, or those not prepared to master the necessary knowledge and skills of social work. Additionally this application allows the department to evaluate the written communication skills of the applicant, allowing for identification of areas of opportunity and to enhance student advising. INSTRUCTIONS:

1. Answer all the questions completely and truthfully. (Falsification or the withholding of information may be grounds for the rejection of this application, or may be considered a violation of the student conduct code. NOTE: Those reviewing your application may request your official college transcript(s) or seek verification of your statements).

2. A resume and unofficial transcripts from your current college MUST be attached to your application.

ACADEMIC SUPPORT SERVICES INFORMATION: Students have access to a range of campus-based academic support services. More information can be found by visiting http://www.umt.edu/oss/. EQUAL OPPORTUNITY: The University of Montana, School of Social Work does not discriminate. Please visit http://www.umt.edu/eo/titleix/notice.php for our full Non-Discrimination statement. REQUIREMENTS: Students must meet the following admission criteria. Failure to do so will result in denial of admission to the SW 300 level courses. Students may reapply once they meet the admission criteria and are encouraged to meet with their advisor to discuss their options.

1. Overall grade point average (GPA) of 2.75 (or a GPA of 3.0 in the last 30 credits). 2. Completion of SW 100 and SW 200, with a GPA of 3.0. 3. Completion of 4 of the 7 required extra-departmental courses.

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Expectations of Professional Skills, Competencies, & Ethical Conduct

The Bachelor’s of Social Work Student Handbook describes the professional skills, competencies, and ethical conduct required of BSW students at The University of Montana. It also includes guidelines for ethical practice in the classroom and practicum. Prior to admission to the 300 level of social work courses, students are expected to read the BSW Student Handbook, UM Student Conduct Code, and the National Association of Social Workers (NASW) Code of Ethics. Ethical social work practice and the dilemmas therein are addressed throughout the BSW learning experience. Students are expected to conduct themselves in line with the NASW Code of Ethics and to seek consultation and supervision from faculty members or agency field instructors when ethical questions arise. In addition, given the nature of social work practice, students are expected to demonstrate appropriate personal and professional conduct on campus, in the practicum setting and in the community. All students in the BSW Program are also considered members of the social work profession. As such, students must adhere to the professional, ethical, and legal standards prescribed for the practice of social work; including areas of cognitive functioning, communication skills, self-awareness, appropriate personal and professional conduct, professional commitment, empathy, ability to receive and utilize supervision, and knowledge base for social work practice. The School of Social Work recognizes that persons seeking to enter the profession bring unique life experiences. It is a goal of the School of Social Work to help students access resources and support to overcome personal obstacles that may hinder their success in the profession. Additionally, the School of Social Work has a duty to the profession to ensure that those entering the profession are personally, professionally, and legally able to carry out a full range of social work responsibilities. A number of social work settings with responsibility for vulnerable populations prohibit persons who have past criminal and/or DUI or drug offense records from securing employment. Therefore, the BSW program requires students to disclose any convictions of a crime of violence against a person (e.g. assault, child abuse, child sexual abuse, rape, sexual assault, incest, domestic abuse, homicide), or convictions of a DUI or drug offense that have occurred prior to student’s entry into the program, or during their time in the program. A criminal record does not necessarily prevent a student from entering or completing the program. However, it may affect practicum placement opportunities. Therefore, students are expected to report any past record as well as any arrests or criminal charges that occur during time in the program to the Chair of the School of Social Work or the student’s faculty advisor. Minor traffic offenses are not required to be reported. The following could result in corrective action. Including referral to a faculty support team, referral to UM Counseling and Psychological Services, referral to the Dean of Student Services, recommendation for a leave of absence with a plan to re-enter the program, and/or recommendation for termination from the program.

• Failure to meet minimum standards of competence. • Student exhibiting behavior that could be harmful to clients or colleagues. • Abuse, or dangerous use, of alcohol and other drugs resulting in an interference with a

student’s performance. • Failure to demonstrate emotional and behavioral ability to manage stressful situations

associated with social work.

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Applicant must answer all questions below. General Information: Student’s Name:_______________________________ Student ID: 790_______________________

Phone:___________________________ Email:_____________________________@umontana.edu

Social Work Advisor:________________________________________________________________

Year in School: Freshman Sophomore Junior Senior

Do you have transfer credits from another school? Yes No

If yes, list the name of the school(s): ______________________________________________

________________________________________________________________________________

Pre-Requisites & Grades Below is a list of the extra-departmental required courses needed to complete an undergraduate degree in social work.

1. Course titles/numbers may be different for your institution. Please check with your identified 2+2 contact for accepted course substitutions.

2. Four of the seven courses must be completed before starting upper division social work classes (SW 300 and above).

3. Indicate the semester the course was completed and the grade received. If the course has not been completed, indicate if it is in progress or when it will be taken.

4. A grade of C- or above is required in these courses.

Course Grade Semester

1 BIOB 101N or PSYX 250N

2 ECON 101S, 201 or 202

3 PSCI 210S

4 PSYX 100S

5 PSYX 330S*

6 PSYX 233*

7 SOCI 101S

*Developmental psych classes covering lifespan may satisfy both the PSYX 330 and PSYX 233 requirements.

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List the instructors name, grade received and semester completed for the SW courses listed below. If these classes are in progress, indicate so in the “Semester” column. The combined GPA of these two classes must be 3.0 or above. If the combined GPA is not 3.0 or above, consult with the Student Services Coordinator before proceeding with this application.

Course Instructor Name Credits Grade Semester

SW 100 3

SW 200 3* * 4 credits up through catalog year 2017-2018

Calculate your GPA for SW 100 and SW 200 below utilizing the following steps:

1. Determine the Quality Points associated with each grade received (see table below), and multiply by the number of credits of the class. (A grade of B in SW 100 would be 3.0 x 3=9.0)

2. Add the Quality Points of each class together. 3. Divide the total Quality Points by the total credits (6 or 7). This is your GPA: _______________

Grade A A- B+ B B- C+ C C- D+ D D- F Quality Points 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.7 0.0

List any other social work courses taken at The University of Montana, or other school, and list instructor’s name, grade received and school the course was taken.

Course Instructor Grade Semester School Name

In the space below, you may offer any additional description or explanation that may help the faculty understand your academic background and performance. If you need additional space, add a typed page to this application. ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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With the requirements described in Expectations of Professional Skills, Competencies, & Ethical Conduct on page 2 in mind, carefully read through and answer the following questions:

Yes No Question

Do you understand that the UM School of Social Work has a professional responsibility to insure that students graduating with a BSW have met minimum standards of competency and do not exhibit behavior that could place social work clients at risk of physical and emotional harm?

Have you read the National Association of Social Workers (NASW) Code of Ethics?

Is the NASW Code of Ethics compatible with your personal values and beliefs, and can you abide by its principles? If no, please explain on a typed separate page.

Have you ever been convicted of a crime of violence against a person (e.g. assault, child abuse, child sexual abuse, rape, sexual assault, incest, domestic abuse, homicide). If yes, describe the circumstances of the offense, including the date on a typed separate page.

Do you understand that you are expected to report any arrests or criminal charges during the time you are in the BSW Program?

Do you understand that the abuse or dangerous use of alcohol and other drugs, which interferes with your performance, is reason for dismissal from the BSW program and reason for refusing to approve your graduation for a social work major?

Do you understand that a student’s personal, emotional, mental or behavioral stability are necessary to avoid placing social work clients at risk of physical or psychological harm and are therefore required for all social work majors?

Social work practice can often be stressful. Do you understand that coping with high levels of job-related stress, and working appropriately in emotionally charged situations, may be required for successfully completing the social work program?

Do you agree to abide by the expectations of professional skills, competencies, and ethical conduct listed above and in the BSW Student Handbook?

Do you understand that if you fail to meet these expectations you may be expected to follow through on a corrective action plan and, that you may be recommended for termination for the BSW Program if you are not able to meet these expectations?

You must attach a one-page resume and a copy of your unofficial transcripts to this application. By signing below, you testify that the answers above are truthful. Student’s Signature_____________________________________ Date: ______________________

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Overview of Generalist Approach to Social Work

The integrated practice model builds and expands upon the generalist practice model of social work. The concept of generalist practice has been well articulated by Brad Sheafor and Charles Horejsi in Techniques and guidelines for social work practice (2008), and it is summarized here. Sheafor and Horejsi identify four elements of the generalist perspective:

1. “A multidimensional orientation that emphasizes an interrelatedness of

human problems, life situations, and social conditions.”

2. “An approach to assessment and intervention that draws ideas from many different practice frameworks and considers all possible actions that might be relevant and helpful to the client.”

3. “Selection of intervention strategies and worker roles are made primarily on the

basis of the client’s problem, goals, situation, and the size of the systems that are targeted for change.”

4. “A knowledge, value, and skill base that is transferable between and among

diverse contexts, locations, and problems.” (87-88)

Central to a generalist practice is the ability to view social problems and human development from broad ecosystems, strengths, and diversity perspectives. These perspectives allow for the understanding of social issues as interconnected and interwoven. Thus, generalist social workers possess the ability to synthesize knowledge from a variety of fields in order to intervene at a variety of levels utilizing a variety of approaches. Generalists can also move between fields of practice, incorporate best practices into their professional repertoire, apply critical thinking skills to all phases of the change process, critique themselves and professional approaches, and see issues from a wide variety of perspectives.

Generalists draw on their broad knowledge and a common process for problem solving as well as on innovative and broad knowledge and skills to address each unique situation. They view client situations in context, recognizing the connections between the personal and the political, individual and societal, policy and practice, and research and practice. They build on client strengths, are solution oriented, and involve client systems as partners in the change process. Based on professional assessment skills, generalists decide which aspects of client situations are in need of intervention, why, and how. They see problems in social functioning as having their roots and their solutions at multiple levels, and as a result utilize interventions which build on this broad view. They operate from a core of professional social work values and ethics, and base all aspects of practice on the National Association of Social Workers Code of Ethics.

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Generalist social workers work within organizations and are impacted by social policies, and they see their responsibility to enhance both organizational and policy solutions to social problems. They are able to envision, plan, design, and implement programs and services to fill existing gaps. Their frame of reference is broad, comprehensive, open to difference, client-oriented, and solution-focused. The purpose of the generalist perspective is “to ensure that the social worker will approach every client and situation in a manner open to the use of various models, theories, and techniques and will consider several levels of intervention, from micro to macro” (Sheafor and Horejsi, p. 88).

Recognizing the interplay between individual, family, organizational, community, societal, and global issues and systems, and in order to work effectively toward social justice at the micro, mezzo, and macro levels of practice and with social systems, generalist social workers are prepared to enhance the social functioning of individuals and families and intervene at group, community, and societal levels. Generalist practitioners need skills at all levels of practice, to move between them as necessary, and even to practice at multiple levels playing multiple roles simultaneously. The program’s conception of generalist practice fits with the conceptualization of generalist practice found in Just practice: A social justice approach to social work (Finn and Jacobson, 2008, p. 9): “The generalist approach addresses the importance of the interplay of persons and larger systems in the process of assessment and intervention. It recognizes the centrality of relationships in the helping process and sees the process of change as patterned, sequential, and unfolding over time.”

Finn, J. & Jacobson, M. (2008). Just practice: A social justice approach to social work. Peosta, IL: Eddie Bowers Publishing, Inc.

Sheafor, B. & Horejsi, C. (2008) (7th ed.). Techniques and guidelines for social work practice. Boston: Allyn and Bacon.

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MSW Portfolio Overview Table of Contents Portfolio Checklist for Advisors……………………………………………………………………2

This checklist is a guide with tips and a timeline to help advisors support students in the portfolio process. Students may also find this document helpful in portfolio planning.

Portfolio Competencies Checklist…………………………………………………………………….3

This chart provides students a brief checklist to indicate where they are addressing specific competencies.

Integrated Portfolio Project Overview……………………………………………………………............4

This document is a comprehensive overview of the portfolio process and addresses the portfolio committee, presentation, contents, strategies for organizing and developing the portfolio, and examples of portfolio pieces.

Assessment of Competencies Addressed in the Portfolio………………………………………………………………..…..10

This assessment is the tool used by the portfolio committee to evaluate the portfolio.

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Portfolio Checklist for Advisors

Please address the following areas with advisees to prepare them for their portfolio: Has your advisee:

◊ Formed a portfolio committee?

◊ Set a date for the presentation?

◊ Reserved a room for the presentation? Have you discussed:

◊ The timeline for submitting the portfolio draft for feedback? (see timeline below)

◊ What format you prefer the draft to be submitted for feedback (i.e. submit the draft via email; feedback will be delivered electronically via Track Changes)?

Does your advisee’s portfolio:

◊ Provide evidence of the student’s development as an integrated practitioner and his/her mastery of competencies?

◊ Does the narrative demonstrate how the works chosen in the appendix represent

mastery of knowledge?

**Mastery of this knowledge includes, but is not limited to:

Knowledge of key theories that guide one’s practice

Examples of how a student has practiced skills and applied knowledge at their practicum

Examples of how one has grappled with difficult ethical issues

Example of how one uses critical self-reflection in practice and how one incorporates attention to differences, power, etc.

PORTFOLIO TIMELINE

• 4 weeks before presentation: Student submits portfolio draft to Chair • 3 weeks before presentation: Chair provides feedback to student with

suggestions for revision • 2 weeks before presentation: Student submits revised portfolio to full committee • 1 week before presentation: Chair and committee members provide feedback

on revised portfolio and chair determines whether student goes ahead with the revised portfolio as is or makes further revisions prior to presentation.

• Presentation: Students receives feedback from committee, which includes expectations for any final portfolio revisions.

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• Post-presentation: Chair and student set date for submission of final revised

portfolio. The final revised portfolio must be on file in the School of Social Work by the last day of finals’ week in order for degree to be awarded through the Graduate School.

Portfolio Competencies Checklist

Competencies Narrative Appendices Presentation 1. Identify as a professional social worker and conduct oneself accordingly. 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research-informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to contexts that shape practice. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. 11. Apply knowledge and skills of integrated practice to work with individuals, families, groups, organizations, and communities. 12. Apply forms of leadership to support collaborative, interdisciplinary relationships and active participation of community members in addressing needs and concerns of individuals, families, groups and communities. 13. Demonstrate understanding of key social, political, and economic challenges facing communities of the Rocky Mountain West, intersection with global concerns, and implications for social work.

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Integrated Portfolio Project Overview

The social work portfolio integrates student’s coursework, practicum experience, and research knowledge with the goals, competencies, and practice behaviors of the MSW program. The portfolio constitutes a central component of the student’s Individual Learning Plan.

Demonstrating Elements of Advanced Integrated Practice and Addressing Competencies

The portfolio project is a means of evaluating a student's development as an advanced integrated practitioner and mastery of competencies.

The elements of advanced integrated practice and program competencies are as follows:

Graduates of the MSW program will:

• Engage in ongoing critical self-reflection and examination of the values and assumptions that shape social work theory, practices, policies and programs.

Competencies:

• Identify as a professional social worker and conduct him/herself

accordingly.

• Apply social work ethical principles to guide professional practice.

• Apply critical thinking to inform and communicate professional judgments.

• Bring historical, cultural, and political perspectives and a critical

understanding of difference and oppression to bear in understanding the person-in-environment, social problems, interventions, and possibilities for social-justice-oriented action.

Competencies:

• Engage diversity and difference in practice.

• Advance human rights and social and economic justice.

• Apply knowledge of human behavior and the social environment.

• Integrate the skills of direct practice and community work and creatively

bridges multiple levels of intervention.

Competencies:

• Respond to contexts that shape practice.

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• Engage, assess, intervene, and evaluate with individuals, families,

groups, organizations and communities.

• Apply knowledge and skills of integrated practice to work with individuals, families, groups, organizations, and communities.

• Continually bring knowledge and skills of research, policy analysis, and

advocacy to bear in practice, regardless of setting, problem area, or specific job description.

Competencies:

• Engage in research-informed practice and practice-informed research.

• Engage in policy practice to advance social and economic well-being and

to deliver effective social work services.

• Assume a leadership role in the profession and community to promote broad-based participation in efforts to empower individuals and groups, strengthen programs, and advocate policies and practice that promote social justice locally and globally.

Competencies:

• Apply forms of leadership to support collaborative, interdisciplinary

relationships and active participation of community members in addressing needs and concerns of individuals, families, and groups and communities.

• Demonstrate understanding of key social, political, and economic

challenges facing communities of the Rocky Mountain West, intersection with global concerns, and implications for social work.

Portfolio Committee

Each student is assigned a faculty advisor who will oversee the design and progress of the portfolio. The advisor’s primary function is to ensure that the portfolio is congruent with the goals and objectives of the MSW program, addresses core social work competencies, and fits with the career goals articulated by the student.

Students present the portfolio before a faculty committee during the second semester of the concentration year. Students arrange for two faculty members from the School of Social Work and one person from outside the School to serve on the portfolio committee. The student’s advisor serves as chair of the committee. Examples of the outside committee person include the student’s agency supervisor, MSW outside supervisor or a faculty member from another department at The University of Montana. Students are responsible for contacting potential committee members to request their participation. Students should have their portfolio committees formed by the end of fall semester of their concentration year.

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The Portfolio Presentation

A two-hour block is scheduled for the portfolio presentation. The structure is generally as follows:

1. Brief welcome, introductions, and overview of the process by the

Portfolio chair (5 minutes) 2. Student presentation (30-40 minutes) 3. Questions and discussion—includes questions from committee members and

audience (+/- 30 minutes) 4. Committee evaluation—the student and audience leave the room while

committee meets (15-20 minutes) 5. Feedback from the committee to the student (5-10 minutes)

In addition to the committee, the student may invite colleagues, friends, and family to attend the portfolio presentation. Students can choose to make the presentation open to the public or open only to the student and committee.

Portfolio Contents

The portfolio must include materials that provide evidence of the student's development as an advanced integrated practitioner and his or her mastery of professional social work competencies. An assignment/project from each of four (4) practice courses is designed for possible inclusion in the portfolio (Practice with Individuals and Families in a Community Context, SW 515; Practice with Groups and Communities, SW 525; Advanced Integrated Practice, SW 535; Practice of Organizational Leadership, SW 545). Students may also select products from other course work and the practicum experience.

Portfolios may include the following materials:

• Agency reports (i.e., strategic planning, program evaluation) • Case studies • Grant proposals • Policy analyses • Program development plans • Published documents (i.e., journal, newsletter or newspaper articles) • Professional papers • Annotated bibliographies • Research reports • Community development projects • Written legislative testimony • Community organization meeting summaries • Video/audio tapes, CD’s, or print copies of PowerPoint presentations. • Reflection essays and course journal entries

NOTE: Portfolios are public documents in that they are on file in the School. Care should be taken to maintain anonymity and confidentiality in all documents.

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Process of Portfolio Development

Students are introduced to the portfolio requirements, the process of portfolio development, and its grading during Orientation. Specific details regarding the portfolio will also be covered in practicum seminars and practice courses.

Portfolio Grading

The student’s final portfolio grade will be based on his/her ability to demonstrate development as an advanced integrated practitioner and mastery of competencies in the portfolio and presentation. The student’s final grade on the portfolio will be a committee decision.

Additionally, the student’s portfolio will be graded on the following criteria:

1. Are the materials well-organized, clearly presented, and properly cited?

2. Do the supporting documents illustrate development as an advanced integrated

practitioner and mastery of professional social work competencies?

3. Does the student demonstrate professionalism and the ability to elaborate on specific points, such as the theories that inform practice??

4. Does the student show evidence of critical thought, analysis, and scholarship?

5. Does the portfolio reflect the student’s honesty and professional integrity?

Compiling and Presenting the Portfolio

The Portfolio is an electronic document. The checklist below provides guidelines for deciding what materials to include in the portfolio and how to present the work. Overall, the portfolio documents one’s growth as a professional social worker. Table of contents- Include a concise table of contents for the entire portfolio.

Clearly present and organize the work – The portfolio should be clearly organized. Divide the work into sections and use an introductory abstract to describe the contents.

Include appendices–The appendices are the products (reports, projects, case studies, etc.) that students have produced over the course of their time in the program. An appendix ensures that important points made in the text of portfolio are not lost on your reader. For example, if the student refers to an exercise used with a community group, include the entire version in an appendix so the reader has a more thorough understanding of the work.

Be selective – Big does not always mean best. Think carefully about what to

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include in the portfolio and select examples of work that best exemplify knowledge, skills, and values and how these connect with the goals and the objectives of the program.

Give specific examples of students’ work – Students should reflect on the goals

of the MSW program and choose samples of work that communicate the quality of practice and one’s ability to critically reflect on his/her own process as a social worker. How, for example, does the students’ work demonstrate an understanding of the integrated practice model? The portfolio can include snapshots of the students’ work at different times throughout the program to highlight progressions in thinking and practice.

Highlight contributions to collaborative work – Integrated practice depends on partnerships and collaborative work with community members and organizations. Include a description of how these arrangements worked and as well as the specific contribution made by the student.

Respect confidentiality and anonymity – The portfolio should respect confidentiality and anonymity in reference to clients, colleagues, or others. The student needs to make clear to the reader in the introduction of the narrative the precautions taken to respect confidentiality and anonymity.

Address power, difference, and oppression – The portfolio should address an understanding of power, difference and oppression personally, and in the implementation of services and social and community change strategies. Students need to demonstrate the ability to reflect critically on their own practice and personal and professional development in this area. The themes of power, difference, and oppression should be integrated throughout the portfolio. For example, the student can consider these themes in terms of his/her relationship with clients, organizations and the community.

Provide evidence of learning, including personal challenges – The portfolio is more than an opportunity to demonstrate competence in practice. It is Examples include situations where things did not go well, the challenges faced, and how these challenges promoted personal and professional growth.

Demonstrate the integration of theory, practice, and research – The portfolio should illustrate the student’s knowledge of relevant literature, how knowledge informs practice, and the linkages between theory and practice. It is important that students integrate the knowledge learned in the classroom and social work practice in the practicum placement.

Demonstrate ability in self-evaluation – The portfolio provides an opportunity for critical self-appraisal. Students are not expected to become “perfect social workers” but rather individuals who cherish inquiry in its own right and understand the importance of self- critique and examination.

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Suggested Organization for the Portfolio

• Title Page • You may title your portfolio if you wish or just refer to it as the

“MSW Portfolio.” • Include your name, date of presentation and names of committee

members on title page • Table of Contents

• List names and page numbers or Appendix numbers of the various sections of the portfolio

• Narrative • This is a 15-20-page overview of your professional development as an

advanced integrated practitioner and your mastery of competencies. The narrative provides you the opportunity to speak to the ways in which the various portfolio pieces demonstrate your learning experiences, challenges, opportunities, personal and professional development, and your achievement of the program objectives.

• The narrative needs to demonstrate how the works included in the appendices represent the student’s mastery of the knowledge, skills and values of advanced integrated practice. Mastery of these components include, but are not limited to, knowledge of key theories that guide one’s practice, examples of how a student has practiced skills and applied knowledge at their practicum, examples of how one has grappled with difficult ethical issues, example of how one uses critical self-reflection in practice, and how one incorporates attention to differences, power, etc.

• Bibliography – Use APA style.

• Appendices of Portfolio pieces • Include a range of pieces that individually and collectively speak to your

capacity for advanced integrated practice, your mastery of competencies, and your individual learning goals

• Portfolio pieces should be revised in light of feedback received at the time the piece was originally developed and presented.

• All items included in the portfolio should be clean copies – without instructor comments on them.

• Use of tabs to separate portfolio pieces makes for a clean and user-friendly organization.

• Bibliographies and citations – Each individual portfolio piece should include citations and bibliography as appropriate.

• For PowerPoint presentations, student may include with hard copy pages of the presentation or a disk of the presentation.

• Final Presentation: The portfolio is an electronic document. It should be

organized as a single document with consecutive page numbering.

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Examples of Items suitable for portfolio inclusion:

Throughout the course of the MSW program students have completed a variety of projects that they may wish to include in the Portfolio. Examples from the foundation year include: final case study from SW 505; final historical research paper for SW 530; application of theories of human development in SW 511 or theories of practice in SW 505; annotated bibliographies; literature review and proposal for a therapeutic/support group or community action from SW 525; positionality paper or teaching learning project from SW 511. Examples from the concentration year include: professional paper from SW 535: case study or teaching-learning demonstration outline and materials from SW 535; policy briefs or transcripts of testimony from SW 531; program evaluation or research designs from SW 521; grant proposals and leadership development materials from SW 545. In addition to these course-based examples, students may include products developed in the context of practice such as resource guides, action plans, outlines and supporting materials from presentations, In addition to these examples of formal “products” students may also include items such as reflection papers and journal entries that demonstrate the process of professional growth and development over time. Examples from practicum activities may also be included as appendix items or within the narrative itself to illustrate how the students is putting the knowledge, skills, and values of advanced integrated social work to practice.

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Assessment of Competencies Addressed in Portfolio Student: Evaluator: Date:

1. Identify as a Professional Social Worker and conduct oneself accordingly.

Written Narrative Portfolio Documents Oral Presentation Comments:

2. Apply social work ethical principles to guide professional.

Written Narrative Portfolio Documents Oral Presentation Comments:

3. Apply critical thinking to inform and communicate professional judgments.

Written Narrative Portfolio Documents Oral Presentation Comments:

4. Engage diversity and difference in practice.

Written Narrative Portfolio Documents Oral Presentation Comments:

5. Advance human rights and economic justice.

Written Narrative Portfolio Documents Oral Presentation Comments:

6. Engage in research-informed practice and practice-informed research. Written Narrative Portfolio Documents Oral Presentation Comments:

7. Apply knowledge of human behavior and the social environment. Written Narrative Portfolio Documents Oral Presentation Comments:

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8. Engage in policy practice to advance social and economic well-being and to

deliver effective social work services. Written Narrative Portfolio Documents Oral Presentation Comments:

9. Respond to contexts that shape practice.

Written Narrative Portfolio Documents Oral Presentation Comments:

10. Engage, assess, intervene, and evaluate with individuals, families,

groups, organizations, and communities. Written Narrative Portfolio Documents Oral Presentation Comments:

11. Apply knowledge and skills of integrated practice to work with individuals,

families, groups, organizations, and communities. Written Narrative Portfolio Documents Oral Presentation Comments:

12. Apply forms of leadership to support collaborative, interdisciplinary relationships

and active participation of community members in addressing needs and concerns of individuals, families, groups and communities.

Written Narrative Portfolio Documents Oral Presentation Comments:

13. Demonstrate understanding of key social, political, and economic challenges facing

communities of the Rocky Mountain West, intersection with global concerns, and implications for social work.

Written Narrative Portfolio Documents Oral Presentation

Comments:

Additional comments:

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MSW Concentration Year

Individualized Learning Plan for Integrated Practice

Name: ____________________ Faculty Advisor: ____________________

Concentration Year Practicum Site: ____________________

The Social Worker Committed to Integrated Practice:

• Engages in ongoing critical self-reflection and examination of the values and

assumptions that shape social work theory, practice, policies and programs.

• Utilizes historical, cultural and political perspectives and a critical understanding of differences and oppression to understand the person-in-environment, social problems, interventions, and possibilities for social-justice-oriented action.

• Integrates the skills of direct practice and community work and creatively

bridges multiple levels of intervention.

• Continually uses knowledge and skills of research, policy analysis, and advocacy in practice, regardless of setting problem area, or specific job description.

• Assumes a leadership role in the profession and community to promote broad-based

participation in efforts to empower individuals and groups, strengthen programs and advocate policies that promote social justice locally and globally.

_________________________________________________________________ Individual Learning Goals (at least three): Please identify learning goals and activities that promote your development as an integrated practitioner. Goals may include professional and personal growth as related to integrated practice. Specific examples include the development of self-awareness, community-building skills, and applied research skills.

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Practicum Activities: List at least three practicum activities included in your Practicum Learning Agreement to fulfill your individual learning goals:

Elective Courses:

Completed or in progress:

Planned:

Proposed Portfolio Appendices: See Portfolio Project Overview for specific examples.

Proposed Portfolio Committee Members:

1)

2)

3)

___________________________________

Student Signature

____________________________

Faculty Advisor Signature

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Guidelines for Ethical Practice in Practicum and in Classroom

Commitment to ethical principles and the capacity to engage in ethical decision-making processes are hallmarks of professionalism. The MSW program prepares students for ethically-grounded practice across diverse social work arenas. Part of that professional development includes inquiry into the history of human values and ethics; the evolution of standards for ethical practice in social work; and the differing ways of framing practice ethics in different cultural, political, and organizational contexts. During the first semester of the foundation year, students will be studying the National Association of Social Workers (NASW) Code of Ethics, the International Federation of Social Workers Statement of Ethical Principles, and the ethical codes governing practice in a variety of national settings. This course of study is geared to help students understand the history and evolution of codes of ethics over time, the variation across contexts, and the implications for contemporary professional practice.

Students will also be engaging in practice guided by the NASW Codes of Ethics, both in their practicum settings and in the classroom. The practicum and the classroom offer structured opportunities to apply ethical principles of social work; utilize frameworks for ethical decision making; and address ethical dilemmas in a supportive context. Both classroom and practicum experiences offer opportunities to explore the core values of social work, their relationship to professional goals and values, and the ways in which values and ethical standards may conflict. For example, through direct practice experiences and classroom simulations, students learn about values related to confidentiality and privacy, self-determination, conflicts of interest, informed consent, social justice, and professional boundaries. They face the challenge of negotiating situations where two or more of these values are in conflict. Course instructors, field instructors, agency supervisors, and students are expected to help one another maintain standards of ethical practice and professionalism and continually examine the ways in which ethical principles are realized in practice.

In both practicum seminar and practice classes students will be asked to prepare case presentations wherein they present a specific issue related to a client, organization, or community with whom they are working; address the background of the issue; summarize an action plan, and put forth a series of questions or concerns for peer consultation. In preparing and presenting cases in seminar or other classroom settings, students are expected to adhere to NASW standards of ethical practice. When presenting a case involving an individual or family, students must ensure that the confidentiality and anonymity of the client(s) are protected. Students should adhere to agency protocols and Health Insurance Portability and Accountability Act (HIPPA) regulations as appropriate when preparing a case presentation. The preparation of a case presentation can raise complex ethical questions, and we encourage students to consult with the agency supervisor and the course instructor regarding these questions prior to the presentation.

The rural context presents another layer of complexity for ethical practice. Frequently social workers in multiple agencies work with the same client. Changing identifying

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information for a case presentation may not necessarily protect a person’s anonymity. Thus, confidentiality regarding case presentations is critical. Further, following best practices for peer consultation, if a class member believes that he has personal or professional knowledge of the “case” under discussion, he should excuse himself from the discussion to avoid violation of professional boundaries.

Case presentations involving community organizations, social actions, and policy work also require careful attention to standards of ethical practice. Here the boundaries between public knowledge and issues of privacy and confidentiality may be less clear. Students are encouraged to consult with their practicum supervisor and instructor regarding ethics of macro practice and case presentations prior to the presentation.

All participants in seminar discussions and classroom case presentations are expected to maintain and respect confidentiality regarding both the “case” and the discussion by group members. This respect encourages a safe, honest teaching-learning environment at the same time that it creates the opportunity to put ethical principles to practice.

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Ethical Competencies Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7th Ed.).

Boston, MA: Pearson.

1. The ethical social worker understands definitions of ethics and values, both personal and professional.

2. The ethical social worker becomes familiar with the National Association of Social Workers’ Code of Ethics, including its purposes, uses, and limitations.

3. The ethical social worker develops the ability to identify ethical issues and situations.

4. The ethical social worker develops and uses a model of ethical decision-making.

5. The ethical social worker develops the ability to examine, explore, and resolve ethical dilemmas.

6. The ethical social worker understands connections between ethical and legal issues in practice.

7. The ethical social worker applies the National Association of Social Workers’ Code of Ethics to all levels of practice.

8. The ethical social worker understands potential ethical violations and their consequences.

9. The ethical social worker applies critical thinking skills to ethics in practice.

10. The ethical social worker understands the importance of supervision and continuing education.

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UNIVERSITY OF MONTANA STUDENT CONDUCT CODE

Revised August 27, 2013*

I. INTRODUCTION

The Student Conduct Code embodies and promotes honesty, integrity, accountability, rights, and responsibilities associated with constructive citizenship in our academic community at the University of Montana. This Code describes expected standards of behavior for all students, including academic conduct and general conduct, and it outlines students’ rights, responsibilities, and the campus processes for adjudicating alleged violations.

A. DEFINITIONS OF “STUDENT”

For the purposes of the Student Conduct Code, a “student” means the following:

• Any person who is enrolled at the University of Montana, Missoula College, or the

Bitterroot College of the University of Montana and is pursuing undergraduate, graduate, or professional studies, including full-time and part-time status.

• Any person who has completed an academic term and can be reasonably expected to enroll the following term.

• Any person who attended the University during a previous academic term and who committed an alleged violation of the Code during the time of enrollment.

B. ADMINISTRATIVE VS. LEGAL PROCEEDING

The procedures described in this Code are administrative procedures designed to create opportunities for members of the campus community to evaluate alleged violations and determine appropriate sanctions if necessary. They are not legal proceedings. Although many elements of the law (such as due process) influence and inform our campus disciplinary proceedings, our procedures do not follow all the rules and procedures of a formal legal proceeding, nor are they intended to.

C. RELATIONSHIP OF THE UNIVERSITY CONDUCT PROCESS TO

THE LEGAL/ CRIMINAL JUSTICE PROCESS

All members of the University of Montana community are also accountable to relevant state and federal laws applicable to our larger community and society. Alleged violations of the University’s Student Conduct Code that are also violations of state or federal laws can be prosecuted separately through the legal system and, if the student is found guilty, can result in civil or criminal penalties such as probation, fines, jail, and/or prison.

The University conduct process, however, operates separately and independently from the criminal justice process. This means that the University does not need to wait for a student to be charged and/or convicted in a court of law before pursuing its own investigation through the

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Conduct Code and imposing relevant University sanctions when applicable. The University makes no attempt to shield members of the campus community from the law, nor does it automatically intervene in legal proceedings against members of the University community. Because the University’s proceedings are administrative and not legal proceedings, the University may use information from third party sources, such as law enforcement agencies, the courts, and other witnesses to help determine whether the Conduct Code has been violated.

When a complaint is filed with an appropriate University official alleging a violation of the Student Conduct Code, the University is responsible for conducting an investigation, initiating charges, determining whether violations occurred, and imposing appropriate sanctions if necessary. In cases where one student (the “complainant”) files a complaint against another student (the “respondent”), the University may proceed with the case on the basis of other evidence and testimony, even if the complainant does not wish to participate or continue in the process.

D. ADMINISTRATIVE RESPONSIBILITY FOR THE STUDENT CONDUCT CODE

The Vice President for Student Affairs is responsible for the overall administration of the Student Conduct Code and campus disciplinary proceedings related to general misconduct. The Dean of Students is responsible for day-to-day administration of the Student Conduct Code and for managing and adjudicating cases of general misconduct. Section VI, “General Conduct” provides a detailed description of expected standards of general behavior and procedures.

The Provost and Vice President for Academic Affairs is responsible for the overall administration of the Student Conduct Code for academic misconduct. Individual cases of academic misconduct are initially handled in the schools and colleges by the faculty member in collaboration with the faculty member’s department head and/or Dean or designee. Based on the nature of the violation, the Provost may recommend and impose additional University sanctions. These procedures are detailed in Section V, “Academic Conduct.”

II. JURISDICTION OF THE UNIVERSITY OF MONTANA & APPLICATION OF THE CODE TO OFF-CAMPUS OFFENSES

The jurisdiction of the University of Montana is generally limited to conduct that occurs on University premises or at University-sponsored activities. In some circumstances, proceedings under the Student Conduct Code may be initiated when a student is alleged to have engaged in behavior off-campus that directly or seriously threatens the health or safety of members of the campus community, and/or constitutes a criminal offense under Montana or federal criminal laws.

The Vice President for Student Affairs or designee, with the advice and counsel of other appropriate administrative officials, submits a recommendation to the President who decides whether an off-campus case will be pursued.

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III. DISCRIMINATION, HARASSMENT, SEXUAL

MISCONDUCT, STALKING AND RETALIATION

In addition to the Student Conduct Code, all students at the University of Montana are also subject to the University’s Discrimination, Harassment, Sexual Misconduct, Stalking, and Retaliation policy and accompanying Discrimination Grievance Procedures, (“Discrimination and Harassment policy”), which are separate from the Student Conduct Code standards and procedures. The University’s Discrimination and Harassment policy covers behaviors related to discrimination, sexual harassment, sexual assault, inducing incapacitation for sexual purposes, sexual exploitation, relationship violence, stalking, and retaliation.

The Discrimination and Harassment policy is available at the following link: http://umt.edu/policies/400- HumanResources/DiscriminationHarassmentSexualMisconductStalkingRetaliation.aspx The accompanying Discrimination Grievance Procedures document is available through a link in the policy, or at: http://www.umt.edu/eo/documents/discriminationprocedures.docx

In cases where the provisions in the Student Conduct Code and the provisions in the Discrimination and Harassment policy and accompanying Discrimination Grievance Procedures are different or inconsistent, the Discrimination and Harassment policy and Discrimination Grievance Procedures supersede. Therefore, all students are expected read the Discrimination and Harassment policy and Discrimination Grievance Procedures, as well as the Student Conduct Code, to gain a thorough understanding of the expectations and procedures set forth in both processes and the differences between the two. Differences include, but are not limited to, the evidentiary standard used to determine whether a violation has occurred (“preponderance of the evidence” in the Discrimination Grievance Procedures and “clear and convincing evidence” in the Student Conduct Code), and the procedures for appeal.

When a student has been found in violation of the Discrimination and Harassment policy, the Dean of Students is charged with imposing disciplinary sanctions. Possible sanctions that may be applied are the same as those described in the Student Conduct Code for “General Conduct,” Section VI. C.

Disciplinary records for Discrimination and Harassment violations are maintained in the same manner as other disciplinary records under the Student Conduct Code as described in Section VI. F.

IV. STUDENT RIGHTS

In all University disciplinary proceedings under the Student Conduct Code, including cases involving general misconduct and academic misconduct, students have the following rights to confidentiality and due process.

A. RIGHTS TO CONFIDENTIALITY

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The University of Montana complies with all principles of privacy described in the Montana Constitution, the Montana Code Annotated, and the federal Family Educational Rights and Privacy Act (FERPA). As such, a student involved in a University disciplinary proceeding has the following rights related to privacy and confidentiality:

1. All disciplinary proceedings are closed to the public.

2. The University, except as required by law, will not disclose information to anyone not

connected with the proceeding. The fact that there is or has been a disciplinary proceeding concerning the incident may be disclosed; however, the identity(ies) of individual students involved in the proceedings will not be disclosed.

3. The University, including individuals involved in a disciplinary proceeding, will

disclose the results of the proceeding, including sanctions imposed, only to those who need to know for purposes of record keeping, enforcement of the sanctions, further proceedings, eligibility for participation in certain University activities, or compliance with federal or state laws. The fact that a disciplinary proceeding has been concluded and appropriate action has been taken may be disclosed.

The federal Campus Security Act allows, but does not require, the University to disclose the results of campus disciplinary proceedings to an alleged victim of a violent crime.

B. RIGHTS TO DUE PROCESS

1. Respondent: A student accused of violating the Student Conduct Code (the “respondent”)

has certain rights. These include the right to:

a. Be advised that a complaint is being investigated and be advised of the nature of the complaint

b. Be advised of the charges under the Student Conduct Code that are being filed c. Submit a written account relating to the alleged incident and/or charges d. Have a person of choice, including an attorney, present throughout any meeting(s)

related to the disciplinary proceeding e. Know the identity of individuals who will be present at meetings or hearings related

to the proceeding f. Present relevant evidence and/or witnesses g. Review any evidence reasonably likely to be used in the proceeding h. Hear and question any witnesses who participate in the proceeding i. Have a reasonable period of time to prepare for a hearing j. Request a delay of a hearing for exceptional circumstances j. Decline to make statements k. Timely adjudication and resolution of the case

2. Complainant: A student who brings a complaint against another student under the Student

Conduct Code (the “complainant”) also has certain rights. These include the right to:

a. Meet with the designated administrative official to discuss the disciplinary process b. Submit a written account of the incident and a statement describing the effect of

the alleged misconduct

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c. Have a person of choice, including an attorney, present throughout any and all of the

proceedings d. Be informed of the date, time, and location of any meetings related to the disciplinary

proceedings e. Be informed immediately of the outcome of each step of the disciplinary proceeding f. Have past conduct that is irrelevant to the case not discussed during the proceedings

V. ACADEMIC CONDUCT

A. STANDARDS OF ACADEMIC CONDUCT

Students at the University of Montana are expected to practice academic honesty at all times. Academic misconduct is subject to Academic Penalty (or penalties) by the course instructor and/or University Sanction(s) by the University through the Provost and Vice President for Academic Affairs. Academic misconduct is defined as all forms of academic dishonesty, including but not limited to:

1. Plagiarism: Representing another person's words, ideas, data, or materials as one's own.

2. Misconduct during an examination or academic exercise: Copying from another

student's paper, consulting unauthorized material, giving information to another student, collaborating with one or more students without authorization, or otherwise failing to abide by the University or instructor's rules governing the examination or academic exercise without the instructor's permission.

3. Unauthorized possession of examination or other course materials: Acquiring or

possessing an examination or other course materials without authorization by the instructor.

4. Tampering with course materials: Destroying, hiding, or otherwise tampering with source materials, library materials, laboratory materials, computer equipment or programs, or other course materials.

5. Submitting false information: Knowingly submitting false, altered, or invented

information, data, quotations, citations, or documentation in connection with an academic exercise.

6. Submitting work previously presented in another course: Knowingly making such

submission in violation of stated course requirements.

7. Improperly influencing conduct: Acting calculatedly to influence an instructor to assign a grade other than the grade actually earned.

8. Substituting, or arranging substitution, for another student during an examination or

other academic exercise: Knowingly allowing others to offer one's work as their own.

9. Facilitating academic dishonesty: Knowingly helping or attempting to help another person commit an act of academic dishonesty, including assistance in an arrangement whereby any work, classroom performance, examination activity, or other academic

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exercise is submitted or performed by a person other than the student under whose name the work is submitted or performed.

10. Altering transcripts, grades, examinations, or other academically related

documents: Falsifying, tampering with, or misrepresenting a transcript, other academic records, or any material relevant to academic performance, enrollment, or admission, or causing falsification or misrepresentation of any of the above.

B. PENALTIES FOR ACADEMIC MISCONDUCT

Depending on the severity of the academic misconduct, a student may incur one or more of the following penalties:

1. Academic Penalty(ies) by the Course Instructor: The student may receive a failing or

reduced grade in an academic exercise, examination, or course, and/or be assigned additional work which may include re-examination.

2. University Sanction(s): The University may also impose a sanction that exceeds the

academic penalty. Sanctions (c) through (f) require administrative review and approval by the Provost and Vice President for Academic Affairs:

a. Disciplinary Warning: The student is warned that further misconduct may result in

more severe disciplinary sanctions.

b. Disciplinary Probation: The student is warned that further misconduct may result in suspension or expulsion. Conditions may be placed on continued enrollment for a specified period of time.

c. Suspension: The student is separated from the University for a specified period of

time and may also be excluded from participation in any University-sponsored activity.

d. Expulsion: The student is permanently separated from the University and may also

be excluded from any University-owned and/or -controlled property or events.

e. Denial of a Degree: A degree is not awarded.

f. Revocation of a Degree: A previously awarded degree is rescinded.

C. DISCIPLINARY PROCEDURES FOR ACADEMIC MISCONDUCT

The focus of inquiry in disciplinary proceedings related to academic misconduct is to determine if a violation of the Standards of Academic Conduct has occurred and, if so, to determine an appropriate academic penalty and/or University sanction. As described in Section I. B., Student Conduct Code proceedings are administrative proceedings and do not follow formal rules of evidence applicable in legal and criminal proceedings. However, the accused student must receive due process and the University has the burden of proof to establish a violation of academic misconduct by clear and convincing evidence.

It is assumed, unless shown otherwise, that the faculty and Academic Deans (or designees) make impartial judgments concerning academic misconduct and fairly impose an appropriate academic

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penalty and/or University sanction. Minor deviations from prescribed procedures will not invalidate a decision or proceeding, provided they do not significantly prejudice the student or the University.

The adjudication of any alleged academic misconduct must be initiated within two years of discovery of the incident. Procedures for Academic Misconduct

1. Investigation by the Course Instructor

a. Misconduct alleged during the course: When an incident of alleged academic

misconduct is discovered by or brought to the attention of the course instructor during the course, the instructor personally contacts the accused student within ten (10) working days to arrange a meeting. The course instructor and the student may each have a person of choice present at this meeting (see Section IV. B., “Rights to Due Process”). The role of legal counsel, if any, at this stage should be restricted to consultation with the student.

At this meeting the course instructor will:

(1) Inform the student of the alleged academic misconduct and present the

evidence supporting the allegation.

(2) Inform the student of the Student Conduct Code procedures.

(3) Allow the student an opportunity to respond to the charge(s) and evidence. (The student is not required to respond.)

(4) Discuss the academic penalty and possible University sanctions, and allow the

student to respond.

b. Misconduct alleged at or after the conclusion of course: When an incident of alleged academic misconduct is discovered or brought to the attention of the course instructor at or after the conclusion of the course, the course instructor notifies the student in writing and takes steps (1) through (4) above and will follow up in writing. The instructor also informs the student that an "N" grade will be given for the course or the assigned grade will be revoked until there is a final resolution of the charge(s). See Appendix Form 1 for an example of this notice.

c. Consultation with the Chair and Academic Dean (or designee): 1 The course

instructor should consult with the Department Chair and Academic Dean (or designee) in order to determine whether any record of prior academic misconduct on file with the Dean of Students in the Office of the Vice President for Student Affairs warrants a recommendation that the University impose a sanction on the student. The course instructor and/or Chair may make such a recommendation to the Academic Dean (or designee) based on the severity of the alleged offense and/or prior record of misconduct.

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d. Resolution of the charge by the course instructor

(1) If the instructor concludes that the student engaged in academic misconduct, the instructor informs the student of the academic penalty to be imposed. The academic penalty does not take effect until the final resolution of the charge(s) or until the deadline for an appeal has passed. An "N" grade may be assigned in the interim.

(2) If a University sanction is recommended, the course instructor or Department

Chair notifies the student that the case will be transferred to the Academic Dean (or designee).

(3) The course instructor informs the student of the appeal procedure as outlined in

the Student Conduct Code.

(4) If a University sanction is recommended, or if the student appeals, the course instructor will prepare a written summary for the Academic Dean (or designee) that will include a concise statement of the act of academic misconduct and the evidence. A copy of this summary will be provided to the student, the Department Chair, the Department Chair of the student's major, and the Provost and Vice President for Academic Affairs. A copy of this summary is also added to the student's disciplinary file maintained by the Dean of Students in the Office of the Vice President for Student Affairs. The student also may provide a written statement to be placed in the file. In cases where the student accepts the academic penalty, the written summary prepared by the instructor will be included in the student's file.

e. Resolution of the charge by the instructor when the student does not appear

for the investigative meeting: If the student does not appear for the investigative meeting with the course instructor, the course instructor informs the student in writing of the following:

(1) The academic penalty recommended. The academic penalty is not formally

imposed until final resolution of the charge(s) or until the deadline for an appeal has passed. If a grade is required before final resolution of the charge(s) or before the deadline for an appeal has passed, an "N" grade is assigned.

(2) The transfer of the case to the Academic Dean (or designee) if a University

sanction is recommended.

(3) Student Conduct Code procedures and opportunity for appeal (a copy of this Code will suffice).

(4) The fact that a written summary of the case has been sent to the student, the

Department Chair, the Department Chair of the student's major, and the Provost and Vice President for Academic Affairs, with a copy placed in the student's disciplinary file maintained by the Dean of Students in the Office of the Vice President for Student Affairs. The student also may provide a written statement to be placed in the file. See Appendix Form 2 for an example of this notice.

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2. Sanction(s) Imposed by the University for Academic Misconduct

a. Investigation by the Academic Dean (or designee): After reviewing the course instructor's recommendation and written summary of the case and consulting with the instructor and the Chair, the Academic Dean (or designee) reviews the student's disciplinary record maintained by the Dean of Students in the Office of the Vice President for Student Affairs, reviews the evidence, and interviews individually or together the instructor, the accused student and possible witnesses. Before the interview, the accused student is informed that he or she may bring a person of choice and that he or she also has the right to have legal counsel present during the interview. The student must notify the Academic Dean (or designee) at least three (3) working days before the time of the interview of any intent to be accompanied by legal counsel. The role of legal counsel, if any, at this stage should be restricted to consultation with the student. The student is not required to make any response during the interview.

b. Resolution of the charge(s) by the Academic Dean (or designee):

(1) If the Academic Dean decides not to impose a University sanction, the Dean

notifies and provides written justification of the decision to the student, course instructor, and Department Chair. The decision of the Academic Dean to not impose a University sanction may not be used by the student to justify or support an appeal of an academic penalty by the course instructor.

(2) If the Academic Dean decides to impose a University sanction, the Dean

informs the course instructor and Department Chair, and the student is notified in writing. See Appendix Form 3 for an example of this notice. When a University sanction of Denial of a Degree, Revocation of a Degree, Expulsion, or Suspension is proposed, the Academic Dean will present the recommendation to the Provost and Vice President for Academic Affairs for review and approval prior to notifying the student.

The notice to the student includes:

(a) A statement of the specific academic misconduct committed (b) A concise summary of the facts upon which the charge is based (c) A statement of the University sanction(s) (d) A statement of the appeal procedure

(3) If, within ten (10) working days the student does not appeal the decision

to impose the University sanction, the allegation in the notice of University sanction will be accepted. The Provost and Vice President for Academic Affairs will instruct the appropriate University officials to implement the sanction.

(4) A written summary of the case will be placed in the student's disciplinary

file maintained by the Dean of Students in the Office of the Vice President for Student Affairs.

(5) No University sanction or academic penalty is imposed until final resolution of

the charge(s) or until the deadline for an appeal has passed.

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3. Student Appeal of Academic Penalties and/or University Sanctions

If the student denies the charge(s) and/or does not accept the academic penalty imposed by the course instructor and/or the University sanction, the student may appeal to the Academic Conduct Board. A request for appeal with supporting evidence must be presented in writing to the Provost and Vice President for Academic Affairs within ten (10) working days after the student is informed by the instructor of the imposed academic penalty or within ten (10) working days after receiving the notice of a University sanction, whichever occurs later.

4. Academic Conduct Board

a. Composition: The Academic Conduct Board, appointed by the President of the

University, consists of one faculty member and faculty alternate nominated by the Provost and Vice President for Academic Affairs; one faculty member and faculty alternate nominated by the President of the University Teachers' Union; one faculty member and faculty alternate nominated by the Executive Committee of the Faculty Senate; one faculty member and faculty alternate nominated by the Academic Standards and Curriculum Review Committee; two undergraduate students and alternates and one graduate student and alternate nominated by the Associated Students of the University of Montana (ASUM).

The chair of the Academic Conduct Board is selected by the members of the Board from among the faculty appointees.

Faculty members are appointed for two (2) years. To establish the initial Board with staggered appointments, the first two appointed faculty members serve for one (1) year. Student members serve for one (1) year. No member will serve more than two consecutive terms.

In case of unavailability or disqualification of any member for a given proceeding, the appropriate alternative member will serve on the Board.

No member of the Academic Conduct Board may sit on a case if he or she is: (a) from the same academic unit as the faculty member charging a student with misconduct or the accused student, or (b) otherwise closely associated personally or professionally with the faculty member or the student. A Board member should disqualify himself or herself when any grounds for disqualification is present. The accused student may assert grounds for disqualification of a Board member to the Chair of the Academic Conduct Board no later than three (3) working days prior to the scheduled hearing. The Chair shall implement a disqualification when warranted by the facts asserted.

b. Academic Conduct Board Hearings:

(1) When a student appeals to the Academic Conduct Board, the Chair schedules a

hearing date. The Chair gives notice of the time, date, and place of the hearing to the student, course instructor, Department Chair, and Academic Dean. In the absence of extenuating circumstances, the hearing is held within fifteen (15) working days of the appeal.

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(2) A student appealing to the Academic Conduct Board may be accompanied by a

representative. If the representative is an attorney, the student must notify the Chair of the Academic Conduct Board in writing at least three (3) working days before the scheduled hearing. Failure to give notice of representation may delay the hearing. If the student is to be represented at the hearing by an attorney, then the University may also be represented by legal counsel.

(3) Hearings are closed to the public. However, at the discretion of the Chair, an

open hearing may be held if requested by the student and if the individual privacy rights of others are protected.

(4) The Chair of the Academic Conduct Board is responsible for conducting the

hearing in an orderly manner. The student presents witnesses and/or evidence in support of the appeal. The course instructor, Department Chair, and Academic Dean also present witnesses and evidence. Each party may question the other party's witnesses. The burden of proof is on the University to establish a violation by clear and convincing evidence.

(5) Formal rules of evidence (such as in a legal proceeding) do not apply. The Chair

decides the admissibility of all evidence presented and rules on all procedural issues.

(6) Minutes of the hearing are taken at University expense.

(7) The Chair may prescribe additional procedural rules for the hearing that

are consistent with this Code.

(8) The Academic Conduct Board reaches a decision by majority vote. The Chair has the right of vote. The vote upholds, alters, or overturns the academic penalty and/or University sanction. The decision of the Board is submitted to the President of the University for review and final approval.

(9) Within ten (10) working days, a copy of the Board’s decision is provided by

the Chair to the student, the course instructor, Department Chair, Academic Dean, Dean of Students in the Office of the Vice President for Student Affairs, Provost and Vice President for Academic Affairs, and the President.

c. Failure to Appear: A student who fails to appear for the Academic Conduct Board

hearing is considered to have waived the right to appeal. The student receives the academic penalty(ies) and/or University sanction(s) recommended by the Academic Dean and approved by the Provost and Vice President for Academic Affairs.

5. Review by the President of the University

a. The decision of the Academic Conduct Board is reviewed by the President of

the University.

b. Reviews must be completed within ten (10) working days from the date of the notice to the student of the Board’s decision.

c. The President’s review is limited to:

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(1) Whether the evidence provides a reasonable basis for the academic penalty(ies)

and/or University sanction(s). (2) Whether procedural errors deprived either party of a fair hearing.

d. Each party may submit supplemental written statements.

e. The President of the University approves or overrules the decision of the Board.

A copy of the President's decision is provided to the student, the course instructor, Department Chair, Academic Dean, Dean of Students/ Vice President for Student Affairs, Provost and Vice President for Academic Affairs, and the Academic Conduct Board.

f. The President's decision after review is the final campus decision and includes

directions for implementation. A presidential decision to overrule may include an order for a new hearing to consider new or omitted evidence or to correct procedural errors.

g. The student may seek further administrative review by the Commissioner of

Higher Education and the Board of Regents pursuant to Montana University System Policy and Procedures Manual, 203.5.2.

6. Hearing Officer Option: When an appeal cannot be heard by the Academic Conduct

Board within a reasonable time after the student's request (e.g. during summer or between semesters) the President of the University may, whenever it is in the best interest of the University or the student, appoint an impartial Hearing Officer to conduct a hearing. This hearing is conducted following the procedures described in this Code. The decision of the Hearing Officer is submitted to the President for review.

VI. GENERAL CONDUCT

A. STANDARDS OF STUDENT CONDUCT

Students at the University of Montana have the responsibility to conduct themselves in a way that positively impacts the safety, welfare, or educational opportunities of others in the University community. Students are expected to act as responsible members of the community, respect the rights, privileges, and dignity of others, and refrain from actions that infringe upon the rights of others or interfere with normal University activities.

The following acts are prohibited and are violations of the Student Conduct Code:

1. Forgery, falsification, or fraudulent misuse of University documents, records, or

identification cards.

2. Providing false information to the University or to members of the University community acting in the performance of their official duties.

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3. Causing false information to be presented before any University disciplinary

proceeding or intentionally destroying evidence important to such a proceeding.

4. Theft of property or services on University premises or at University-sponsored activities, or knowing possession of stolen property on University premises or at University-sponsored activities.

5. Unauthorized use, destruction, or damage of University property or the

property of others on University premises or at University-sponsored activities.

6. Unauthorized or illegal use of the University's facilities, telephone system, mail system, computers, or computer network, or use of any of the above for any illegal act.

7. Unauthorized entry, use, or occupancy of University facilities.

8. Failure to comply with the directions of University officials, including Resident

Assistants, University Police Officers, and the Dean of Students, acting in the performance of their duties and within the scope of their authority.

9. Violation of published University regulations, rules, or policies.

10. Intentional obstruction or disruption of normal University or University-

sponsored activities, including but not limited to studying, teaching, research, administration, disciplinary proceedings, or fire, police, or emergency services.

11. Use, possession, or distribution of alcoholic beverages on University premises or

at University-sponsored activities except as permitted by University policies (see University of Montana facility use policies and University of Montana alcohol and drug policies).

12. Disorderly or indecent conduct on University-owned or -controlled property or

at University-sponsored activities.

13. Interfering with the freedom of expression of others on University premises or at University-sponsored activities.

14. Hazing, defined as an act which endangers the mental or physical health or safety

of another, or which destroys or removes public or private property, for the purpose of initiation, admission into, affiliation with, or as a condition for continued membership in a group or organization.

15. Malicious intimidation or harassment of another. When a student, with the intent to

terrify, intimidate, threaten, or harass (1) causes bodily injury to another, (2) causes reasonable apprehension of bodily injury in another, (3) damages, destroys, or defaces any property of another or any public property, or (4) makes repeated, persistent and/or severe communications, including telephone, digital, or electronic communications, that are unwelcome to the receiver.

16. Illegal use, possession, or distribution of any controlled substance on

University premises or at University-sponsored activities.

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17. Illegal distribution of any controlled substance off-campus, subject to the

provisions in Section II, “Jurisdiction of the University of Montana.”

18. Illegal or unauthorized possession or use of firearms, explosives, other weapons, dangerous chemicals, or noxious substances on University premises or at University-sponsored activities.

19. Homicide, assault, aggravated or felony assault, or threat of the same.

20. Conduct that recklessly or otherwise threatens or endangers the health or safety

of another person.

21. Retaliation against a person for filing a complaint and/or acts of intimidation directed towards the person to drop a complaint, including involvement in third-party retaliation or intimidation.

22. Violation of the terms of any disciplinary sanction imposed in accordance with

the Student Conduct Code.

B. ATTEMPTS AND COMPLICITY

Attempts to commit acts prohibited by the Student Conduct Code, and/or knowingly or willfully encouraging or assisting others to commit any of these acts, are also prohibited and may be adjudicated in the same manner.

C. DISCIPLINARY SANCTIONS

1. Sanctions for violating the Standards of Student Conduct under the University of Montana

Student Conduct Code may include one or more of the following:

a. Disciplinary Warning: The student is warned that further misconduct may result in more severe disciplinary sanctions.

b. Disciplinary Probation: The student may continue attending the University, but is

subject to restrictions and/or conditions imposed by the University for a specified period of time. Further violation of the Code while under disciplinary probation will result in more severe sanctions including the possibility of expulsion.

c. Suspension: The student is separated from the University for a specified period of time

and may also be excluded from participation in University-sponsored activities. A sanction of suspension requires approval by the Vice President for Student Affairs.

d. Expulsion: The student is permanently separated from the University and may also

be banned from any University-owned or -controlled property or events. A sanction of expulsion requires approval by the Vice President for Student Affairs.

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e. Restitution: The student is required to make payment to the University and/or

another person or entity for actual financial loss resulting from a Student Conduct Code violation.

f. Withholding or Revocation of a Degree: A degree is withheld or a previously

awarded degree is rescinded. This sanction may be imposed when a person who is no longer enrolled is found to have violated the Code during the time of enrollment (see Section I. A., “Definitions of Student”).

g. Other Sanctions: In addition to or in place of the above, other sanctions may be

imposed such as eviction from University housing, restriction or banning from certain on-campus facilities, restriction or prohibition from attending campus events or participating in campus activities, and requirements to attend and complete classes, programs, workshops, and/or counseling sessions. Details of the terms of the sanction will be provided to the student in writing.

2. Repeated or aggravated violations of this Code may result in more severe disciplinary

sanctions than any individual violation might warrant.

3. Committing any act prohibited by this Code may result in suspension or expulsion from the University unless specific and mitigating factors are present. Potential mitigating factors include the attitude of the student, disciplinary history, the nature of the offense, and the severity of any damage, injury, or harm resulting from it.

4. Appropriate University officials will be notified of Student Conduct Code

findings and/or sanctions imposed.

5. Readmission. Readmission to the University after suspension for general misconduct is dependent upon the student's compliance with the conditions of the suspension and the student's fitness to return to the campus community. These decisions are made by the Dean of Students upon consultation with appropriate campus officials and/or community members. In some cases, appropriate documentation may be required for readmission. Upon readmission, the student may be placed on disciplinary probation for a designated period of time with required conditions and expectations of behavior.

D. INTERIM ACTION

The University reserves the right to take necessary and appropriate interim action to protect the safety and well-being of the campus community.

1. A student may be temporarily suspended from the University, evicted from University

Housing, prohibited from being on campus property, restricted or prohibited from campus events, and/or restricted in other ways by the Dean of Students or designee pending University disciplinary proceedings. If there is evidence that the student's continued presence on campus at certain activities or at certain locations constitutes a threat to others or to the continuance of normal University operations, interim suspension, eviction, and/or restrictions may be imposed effective immediately and without prior notice.

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2. Right to Appeal Interim Action. In cases of interim suspension, eviction, or restriction, the

student may appear before the Vice President for Student Affairs within five (5) working days from the effective date of the suspension or eviction to discuss the following:

a. The reliability of the evidence against the student. b. Whether the alleged conduct and surrounding circumstances reasonably indicate that

the student's presence on campus constitutes a threat to others or to the continuance of normal University operations.

E. GENERAL MISCONDUCT IN THE CLASSROOM

Faculty members at the University of Montana have the independent authority to exclude a student from any class session in which the student displays disruptive behavior that threatens the learning environment and/or safety and well-being of others in the classroom.

1. If circumstances warrant dismissal from a class session for behavior reasons, the faculty

member should contact the Dean of Students immediately following the class to discuss the situation and make a determination about whether Student Conduct Code charges will be initiated.

2. The student remains eligible to return to the next class session.

3. The faculty member maintains the authority to remove the student from any future

class session during which the student is disruptive.

4. The student may be suspended permanently from a class upon recommendation of the Dean of the college or school offering the class in accordance with the disciplinary procedures outlined in the “General Conduct” section of this Code.

F. DISCIPLINARY RECORDS

1. Sanctions of expulsion and suspension affect the student's academic status and are entered

as notations in the student's permanent academic record maintained by the Registrar during such time as the imposed sanctions are in effect.

2. During the time that a Student Conduct Code case is in process, the student continues

to have the same rights and privileges as other students unless interim action, which may include restrictions, suspension, or expulsion, has been imposed.

3. At the request of the student, transcripts may be released to another institution or to a

prospective employer with the understanding that if there is a pending case under the Student Conduct Code, and the student is found to be in a violation of the Code in a manner that would require that the previously-released transcript be altered, the University may notify the institution and/or employer and forward a corrected copy.

4. Records of Student Conduct Code proceedings and sanctions are maintained by the Dean

of Students in the Office of the Vice President for Student Affairs.

G. THE ROLE OF ATTORNEYS

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As described in the Introduction (Section I), University disciplinary proceedings are educational and administrative proceedings; the University does not follow all of the rules and protocols of a legal proceeding. However, as stated in Section IV (Student Rights), students who are accused of violating the Student Conduct Code also have certain rights, including “the right to have a person of choice, including an attorney, present throughout any and all disciplinary proceedings” (Section IV. B.).

Although students may choose to have an attorney present throughout any aspect of the disciplinary process, the role of the attorney in a University conduct proceeding is limited to advice, consultation, and guidance.

A student who intends to bring an attorney to a meeting must notify the University official who will be conducting the meeting at least three (3) working days in advance of the meeting so the University may make arrangements to also have an attorney present.

H. DISCIPLINARY PROCEDURES

The purpose of the University disciplinary proceeding is to determine if a student violated the Student Conduct Code, and if so, to determine appropriate sanctions.

1. Evidentiary Standard

a. Clear and Convincing Standard: For all charges under the Student Conduct Code,

the evidentiary standard is “clear and convincing.” This means evidence that is definite, clear, and convincing, and there is no serious or substantial doubt about the correctness of the conclusions drawn from the evidence.

2. Case Adjudication and Jurisdiction: Residence Hall Cases and Other Campus Cases

Incidents involving alleged violations of the Student Conduct Code that occur within the residence halls are adjudicated by designated Residence Life administrators, which may include the Director, an Associate Director, or an Assistant Director. Incidents occurring elsewhere on campus and in some cases off-campus (subject to the jurisdictional guidelines for the University as outlined in Section II) are adjudicated by the Dean of Students or designee. Serious cases with potential sanctions of suspension or expulsion from the University will also be referred directly to the Dean of Students regardless of where they originate.

3. Procedures for Adjudicating General Misconduct Cases

a. Referral: A referral is made to the Dean of Students or designated Residence Life

official regarding an alleged violation by a student of the Student Conduct Code. Referrals may be made by anyone within the campus community. Occasionally, the Dean of Students may also pursue cases resulting from media reports and other referral sources from outside the University.

The Hearing Officer begins a preliminary investigation into the allegations.

b. Informal Resolution by the Dean of Students or the Residence Life Official

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(1) Initial Notification: The Dean of Students or designated Residence Life official

sends an initial notification to the student (the “respondent”) that includes the following:

(a) Notification that an allegation of a violation of the Conduct Code has

been brought forth

(b) A brief description of the alleged incident

(c) A list of potential charges from the Standards of Student Conduct based on the preliminary information

(d) A description of possible sanctions that will be issued should the

respondent be found in violation of the Student Conduct Code

(e) Notification of the right to be accompanied by a support person or an attorney throughout any element of the disciplinary proceeding

(f) A date and time for a Preliminary Meeting to discuss the incident

(2) Investigation: The Dean of Students or designated Residence Life official, or

another appropriate designee depending upon the nature of the case, investigates the incident and determines the facts through interviews, reports, and other evidence. Elements of the investigation may occur before, during, and after the Preliminary Meeting, the Findings Meeting, and any appeal proceeding.

(3) Preliminary Meeting: The Dean of Students or designated Residence Life

official holds an initial meeting with the respondent to: (a) inform the student of the charges and ensure they are understood, (b) inform the student of the Student Conduct Code procedures for adjudicating disciplinary cases, and (c) ensure the student has a copy of the Student Conduct Code.

In the Preliminary Meeting the respondent may choose to begin discussing the facts of the case with the Dean of Students or Residence Life official if desired, but it is not required. The purpose of the Preliminary Meeting is to inform the student of the case, the potential charges, and the disciplinary procedures under the Code.

Moving directly into the Findings Meeting: If, during the Preliminary Meeting, the respondent has come to a decision about whether or not he or she wishes to accept responsibility for violating the Student Conduct Code, the respondent may elect to move directly into the Findings Meeting (description below). However, if the respondent wishes to schedule a separate time to return for a Findings Meeting, or if the Dean of Students or the Residence Life Official determines that more time is needed to gather additional information, a future time for the Findings Meeting may be set.

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(4) Findings Meeting:

(a) The Findings Meeting must occur within five (5) working days of the Preliminary Meeting unless alternate arrangements are made that are agreeable to all parties.

(b) In the Findings Meeting, the Dean of Students or Residence Life official

will present relevant evidence and the respondent will have an opportunity to respond to the evidence and potential charge(s) and present additional evidence and/or witnesses. Both parties may ask questions of each other and seek clarification.

(c) Based on the evidence, the Dean of Students or Residence Life official

makes an impartial decision and informs the respondent of the findings.

If the respondent is found in violation of the Student Conduct Code, the student is also informed of the recommended sanctions. (Sanctions of suspension and expulsion require approval of the Vice President for Student Affairs).

(d) The Dean of Students or Residence Life official summarizes the

findings and recommended sanctions (if applicable) in a Case Adjudication Letter to the student. This letter includes findings for each individual charge, a statement of evidence that informed the decision, and a list of recommended sanctions.

(e) If the respondent does not appear for a Findings Meeting, the charges are

accepted as outlined in the Initial Notification and the Dean of Students or Residence Life official will impose the disciplinary sanctions specified in the Initial Notification. The respondent is notified of the findings and the sanctions (if applicable) and loses the right to further appeal.

(f) Except for interim action(s) that may be taken by the University (Section

VI. D.), disciplinary sanctions are not imposed until the final resolution of the charges or until the deadline for a final appeal has passed.

(5) Respondent’s Options in Response to the Findings and/or Sanction(s)

The respondent has three options in response to the Case Adjudication Letter: (1) to accept the findings and the sanctions, (2) to not accept the findings and/or sanctions, or (3) to not respond at all. The respondent has five (5) working days to sign the Case Adjudication Letter after being notified that is has been prepared.

(a) If the respondent signs the Case Adjudication Letter and indicates

agreement to the findings and the sanctions, the case is closed. A copy of the letter is kept on file by the Dean of Students and a copy is provided to the student.

(b) If the respondent does not accept the findings and/or the sanctions, an

appeal may be requested. For Residence Life cases, the respondent may

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appeal to the Dean of Students (or designee). For Dean of Students’ cases, the respondent may appeal to the Vice President for Student Affairs (or designee). See next section, “Appeal.”

(c) If the respondent chooses not to sign or respond to the Case Adjudication

Letter within the five (5) days, the findings and sanctions are adopted and the student loses the right to appeal. The student is notified that the deadline for signing the letter has passed, the findings have been accepted, and there is no further opportunity to appeal. This notification letter is kept on file by the Dean of Students and a copy is sent to the student.

c. Appeal to the Dean of Students or the Vice President for Student Affairs

(1) The Student Submits an Appeal Letter: If the student does not accept the

findings and/or sanctions and wishes to appeal, the student must submit a written letter discussing the reasons for the appeal within five (5) working days to the University official who most recently heard the case, either the designated Residence Life official or the Dean of Students.

(2) The Case is Forwarded to the Dean of Students or the Vice President for

Student Affairs: Upon receipt of the student’s appeal letter, the official who heard the case will forward the Case Adjudication Letter and the student’s appeal letter within three (3) days as follows: • For cases from Residence Life: Appeal is forwarded to the Dean of

Students (or designee) • For cases from the Dean of Students: Appeal is forwarded to the Vice

President for Student Affairs (or designee)

(3) Appeal Meeting is Scheduled: Upon receipt of the appeal materials, the Dean of Students or the Vice President for Student Affairs will contact the student to arrange a meeting to hear the appeal (the “Appeal Meeting”). This meeting must occur within five (5) working days of the date the student is contacted, unless a different arrangement is made that is agreeable to all parties.

If the student intends to be accompanied by an attorney, the student must provide notification at least three (3) working days in advance of the scheduled meeting so the University may also arrange to have an attorney present.

(4) Appeal Meeting

(a) The purpose of the Appeal Meeting is to provide a final opportunity

for informal resolution of the charges and the case.

(b) The Dean of Students or the Vice President for Student Affairs will meet with the student, consider the reasons for the appeal, review additional information as necessary, and make an impartial determination as to whether the original finding(s) and/or sanction(s) are upheld, overturned, or modified.

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(c) The findings from the Appeal Meeting are summarized for the student

in an Appeal Findings Letter. This letter includes the original charges in the case, the findings and sanctions of the original Hearing Officer, and the findings and sanctions of the Dean of Students or Vice President for Student Affairs.

(d) If the student fails to appear for an Appeal Meeting, the original findings

and sanctions are upheld. The student is notified that the decisions about findings and sanctions are final and the student loses the right to further appeal.

(e) Except for interim action that may be taken by the University (Section

VI. D.) disciplinary sanctions are not imposed until the final resolution of the charges or until the deadline for a final appeal has passed.

(5) Respondent’s Options in Response to the Appeal Findings Letter

The respondent has three options in response to the Appeal Findings Letter: (1) to accept the findings and the sanctions, (2) to not accept the findings and/or the sanctions, or (3) to not respond at all. The respondent has five (5) working days to respond to the Appeal Findings Letter after being notified that is has been prepared.

(a) If the respondent signs the Appeal Findings Letter and indicates

agreement to the findings and the sanctions, the case is closed. A copy of the letter is kept on file by the Dean of Students and a copy is given to the student.

(b) If the respondent does not accept the findings and/or the sanctions

resulting from the Appeal Meeting, the respondent may request that the case be transferred to University Conduct Board (see next section).

(c) If the respondent chooses to not sign or respond to the Appeal Findings

Letter within the five (5) days, the findings and sanctions are accepted and the student loses the right to appeal the case further. The student is notified that the deadline for signing has passed, the appeal findings have been accepted, and there is no further opportunity to appeal. This notification letter is also kept on file by the Dean of Students and a copy is provided to the student.

I. UNIVERSITY CONDUCT BOARD

If the student wants to appeal the decision of the Dean of Students or the Vice President for Student Affairs, whichever is applicable, the case is transferred within five (5) working days to the University Conduct Board for a hearing.

1. Composition of the University Conduct Board

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Members of the University Conduct Board are appointed by the President of the University. At the beginning of each academic year, a pool of Conduct Board members is selected and members are trained for the responsibilities associated with this duty. The Conduct Board is comprised of undergraduate and graduate students nominated by ASUM, faculty members nominated by the Executive Committee of the Faculty Senate, and staff members nominated by the Staff Senate. Oversight, management, and training of the Conduct Board is provided by the Dean of Students.

Student members of the Board are appointed for one-year terms. Faculty and staff members are appointed for two-year terms.

One of the faculty appointees is elected by the other members of the University Conduct Board to serve as the Chair.

Each Board assembled to hear a particular case is comprised of seven (7) members total: (a) three undergraduate students, (b)one graduate student (c) two faculty members (one of whom is the Chair), and (c) one staff member.

No member of the University Conduct Board may hear a case if the member is closely associated personally or professionally with the respondent, the complainant, the person who referred the case, or any other relevant party. A Conduct Board member is expected to raise the issue of stepping down whenever any potential reason for disqualification becomes known.

The respondent will be notified of the membership of the Conduct Board that will hear the case in advance and may assert grounds for disqualification of any particular Board member to the Chair of the Conduct Board up until three (3) working days prior to the date of the hearing. The Chair has the discretion to accept or reject a request for a disqualification based on the facts presented.

2. University Conduct Board Hearings

a. Hearing Participants and Roles:

(1) Chair of the University Conduct Board: The Chair of the hearing is a faculty

member selected by the other Conduct Board members. The role of the Chair is to lead the proceedings, exercise control, and ensure that the hearing proceeds in an orderly and just manner.

(2) University Conduct Board Members: The Conduct Board consists of six (6)

students, faculty, and staff members (in addition the Chair) who are trained to hear cases involving alleged violations of the Student Conduct Code.

(3) Respondent (and a support person or attorney if desired): The respondent is

the student accused of violating the Student Conduct Code. The respondent may be accompanied at the hearing by a support person or an attorney. If the student chooses to bring an attorney, the role of the attorney is limited to advice, consultation, and guidance to the respondent; the attorney may not have a speaking role in the hearing.

(4) University Official (or designee) to present the University’s case: The

University will designate an appropriate University official, staff member, law student, attorney, or other designee to present the case to the Conduct Board on behalf of the University.

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(5) Complainant (if applicable, and a support person or an attorney if desired): In

cases involving a complaint of one student against another student, the student who brings forth the allegation is the complainant. The complainant may attend the hearing and serve as a witness for the University. The complainant may also be accompanied by a support person or an attorney at the hearing. If the complainant chooses to bring an attorney, the role of the attorney is limited to advice, consultation, and guidance to the complainant; the attorney may not have a speaking role in the hearing.

(6) Witnesses (if applicable): Both the respondent and the University may choose

to call witnesses who have information relevant to the case to assist in the presentation of their respective cases. Witnesses may include other students, faculty or staff members, police officers, friends, family members, expert witnesses, community members, and/or character witnesses. Witnesses may appear and participate at the University’s discretion.

b. Pre-Hearing Notices

(1) Notice of the Hearing: When proceedings have been transferred to the

University Conduct Board, the Chair of the Board, in consultation with the Dean of Students (or designee), schedules a date and time for the hearing. The Chair provides notice to the respondent and the complainant (if applicable) of the date, time, and place of the hearing. The hearing will occur at least five (5) working days after the date of this notice unless an alternate arrangement is made that is agreeable to all parties.

(2) Presenter of the University Case: The University will identify and designate an

appropriate person to present the case for the University. This person may be a University official, staff member, law student, attorney, or other designee. The respondent will be notified of the identity of this person at least three (3) working days before the hearing.

(3) Notice of Participation of Attorneys: If the University should elect to present

its case through an attorney, the respondent may be granted an extension of up to five (5) working days to obtain an attorney if desired after being notified that the University case will be presented by an attorney.

If the respondent intends to be accompanied by an attorney, the respondent must provide written notice to the Dean of Students (or designated official) at least three (3) working days before the scheduled date of the hearing so the University may also make arrangements to have an attorney present.

c. Hearing Proceedings

(1) Hearings are Closed to the Public: To protect the privacy rights of student

participants, hearings are generally closed to the public. An open hearing may be held at the discretion of the Chair if requested by the respondent, if agreeable to the complainant (if applicable), and if there are no apparent overriding privacy issues.

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(2) Elements of the Hearing: Although the exact structure and flow of each

hearing may vary, in general, University Conduct Board hearing proceedings will include the following: • Notice that the hearing is being recorded (hearings are recorded at

University expense) • Introduction of all parties • Statement of the charges against the respondent • Presentation of the University’s case, including an opening

statement, evidence, and any witnesses • Presentation of the respondent’s case, including an opening

statement, evidence, and any witnesses • Opportunities throughout for the respondent to ask questions, for the

University presenter to ask questions, and for Conduct Board members to ask questions

• Closing statements • Conduct Board deliberations (all parties other than Board members are excused)

(3) Additional Characteristics of Conduct Board Hearings:

(a) Formal (legal) rules of evidence do not apply.

(b) The Chair determines the admissibility of any evidence presented

including witness testimony, rules on all procedural issues, and may put in place additional procedural rules during the hearing consistent with this Code. Any of the Chair’s rulings may be overruled by a majority of the Conduct Board members.

(4) Conduct Board Deliberations and Decisions: The deliberations of the Conduct

Board will include two distinct phases:

(a) Findings: Whether the student violated any standard(s) of the Conduct Code

(b) Sanctioning: Appropriate sanction(s) should the student be found in violation

The Board is charged with rendering a decision about findings and/or sanctions within five (5) working days after the close of the hearing. All votes are by majority rule and the Chair has a vote in all cases.

The Board develops a written decision that includes: (a) findings for each specific charge, (b) a statement of the reasons for the decision(s), and (c) a description of the sanctions (if applicable).

The Board’s written decision is provided to the respondent, the Dean of Students, the Vice President for Student Affairs, and the President of the University for review (see Section VI. I. 3.). In cases involving student complainants, appropriate notification of the Board’s decision is also made to the complainant.

d. Failure to Appear for a University Conduct Board Hearing

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A respondent who fails or refuses to appear after proper notice of a University Conduct Board hearing is considered to have waived his or her rights to be heard by the Board. In this case, the University will find the student to be in violation of the Conduct Code as charged, and will impose the disciplinary sanctions specified in the statement of charges. Sanctions of suspension or expulsion require approval of the Vice President for Student Affairs.

e. Hearing Officer Option

If a case is transferred to the University Conduct Board during a time when the Board will not be able to hear the case within a reasonable period of time (e.g. between semesters, during the summer, during other academic breaks), the President of the University (or designee) may, when it appears to be in the best interest of the University and/or the student(s) involved, appoint an impartial Hearing Officer to conduct the hearing following the general procedures described in this Code.

3. Review of the Conduct Board’s Decision by the President of the University

a. The President of the University reviews the decision(s) of the University Conduct

Board. The President may approve, overturn, or modify any decisions and/or may address other issues related to procedures.

b. The President’s review will be completed within ten (10) working days from the date

of the Board’s written decision.

c. The President’s review is limited to the following criteria: (1) Whether the evidence provides a reasonable basis for the resulting findings

and disciplinary sanction(s). (2) Whether specified procedural errors were so substantial as to deny a fair hearing to

the respondent.

d. Each party may submit supplemental written statements to the President. If a party wishes to submit a statement, it must be submitted within five (5) working days of the date of the Board’s written decision.

e. A copy of the President's final decision is provided to the respondent, the

complainant (if applicable), the Dean of Students, the Vice President for Student Affairs, and the members of the University Conduct Board who heard the case.

4. The student may seek further administrative review by the Commissioner of Higher

Education and the Board of Regents pursuant to Montana University System Policy and Procedures Manual, 203.5.2.

VII. INFORMAL RESOLUTION

Nothing in this Code limits the right of an appropriate University official and the respondent to agree at any time to disciplinary sanctions if the student agrees to the charges. Any such agreement must be in writing. When it is approved by the appropriate University official(s),

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signed by the student, and filed with the Dean of Students in the Office of the Vice President for Student Affairs, the case is concluded. VIII. OTHER UNIVERSITY POLICIES, RULES, AND STANDARDS

Students at the University of Montana may be subject to additional University policies, regulations, rules, and/or professional and ethical standards that supplement the Student Conduct Code. These include, but not limited to, the following:

A. Alleged Misconduct in Research and Creative Activities Policy

(Personnel Policy Number 701) Available from the Office of the Vice President for Research and Development

B. Discrimination, Harassment, Sexual Misconduct, Stalking and Retaliation

Policy and Discrimination Grievance Procedures Available from the University’s Title IX Coordinator and the Dean of Students, also on-line: Policy: http://umt.edu/policies/400-HumanResources/DiscriminationHarassmentSexualMisconductStalkingRetaliation. aspx Discrimination Grievance Procedures: Available through a link in the policy, or at http://www.umt.edu/eo/documents/discriminationprocedures.docx

C. Drug and Alcohol Policies

Available from the Dean of Students or from the Office of Public Safety

D. Law School Honor Code and Procedures Available from the Office of the Dean in the School of Law

E. Professional Program Standards (individual departments and programs)

Available from various academic colleges, and schools, and departments

F. Residence Life Regulations & University Villages Regulations Available from the Office of Residence Life

G. Responsible Use of Electronic Communications Policy, University System Policies,

and UM Policies Related to Student Use of IT Resources Available from the Office of Information Technology

H. Student-Athlete Conduct Code

Available from Intercollegiate Athletics and at: http://www.gogriz.com/athleteservices/mont-sa-handbook.html

I. University Facilities Use Policy

Available from the Office of the Vice President for Administration and Finance

J. Vehicle and Traffic Regulations Available from the Office of Public Safety

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University of Montana Conduct Code – Adoption & Revisions

Adopted May 1985 Revised August 1987, August 1988, May 1993, May 1998, March 2000 Current Revision – August 27, 2013

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FORM 1 – ACADEMIC MISCONDUCT DURING A COURSE OR AFTER THE CONCLUSION OF A COURSE

Notice to Student: Academic Conduct, Student Conduct Code (Section V. C. 1. a. & b.) Alleged misconduct during a course or after the conclusion of a course

NOTICE OF ALLEGATIONS OF ACADEMIC MISCONDUCT

Date Student Name

Student Address

Dear (student name),

It has come to my attention that you may have committed an incident of academic misconduct in my class. My preliminary investigation indicates that you may have committed the following violation of the University of Montana Student Code:

Insert alleged violation(s), cite as (V. A. #)

This alleged misconduct occurred on (date), (describe circumstances and known evidence):

If this violation is confirmed, I propose the following Academic Penalty for this misconduct:

Insert proposed Academic Penalty(ies) here

In addition to this academic penalty(ies), University sanctions may also be imposed, including but not limited to: Disciplinary warning, probation, suspension, or expulsion from the University, depending on the severity of the misconduct and your previous disciplinary record, if any. If University sanctions are recommended, your case will be transferred to the appropriate Academic Dean. An “N” grade will be assigned or substituted for the assigned grade for the course(s) implicated in these allegations pending resolution of these charges.

Under the Student Conduct Code, you have the right to respond to and contest these charges and the evidence, and to contest the imposition of sanctions. These procedures are outlined in the Student Conduct Code, which is available on the University website at the following address: http://life.umt.edu/vpsa/student_conduct.php

If you wish to respond to these charges, please do so by contacting me within ten (10) days of this notice.

Sincerely, (Course Instructor)

cc: Department Chair

Dean of Students (for records)

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FORM 2 – ACADEMIC MISCONDUCT STUDENT DOES NOT APPEAR FOR THE INVESTIGATIVE MEETING

Notice to student: Academic Conduct, Student Conduct Code (Section V. C. 1. e.) Student does not appear for the investigative meeting

NOTICE OF FINDINGS OF ACADEMIC MISCONDUCT Date Student Name

Student Address

Dear (student name),

To follow up on my notice to you on (date), my investigation into an allegation of academic misconduct in my class indicates that you have committed the following violation:

Insert violation(s), cite as (V. A. #)

As I described earlier, the alleged misconduct occurred on (date), (describe circumstances/evidence):

Since you have not responded to my previous notice of allegations, the following academic penalty(ies) for this misconduct will be imposed, unless you appeal according to the procedures outlined in the Student Conduct Code:

Insert Academic Penalty(ies) here

In addition to the academic penalty(ies), University sanctions may also be imposed, including but not limited to: Disciplinary probation, suspension, or expulsion, depending on the severity of the misconduct or your previous disciplinary record, if any. If University sanctions are recommended, your case will be transferred to the appropriate Academic Dean. An “N” grade will be assigned or substituted for the assigned grade for the course(s) implicated in these allegations, pending resolution of these charges.

If University sanctions are recommended, I have prepared a written summary of the allegations and the evidence in this case, a copy of which is enclosed. I have also have sent copies of this summary to the Department Chair of (Department of class), the Department Chair of your major, the Provost and Vice President for Academic Affairs, and the Dean of Students in the Office of the Vice President for Student Affairs. You may prepare a written response whether or not you choose to appeal.

Your appeal and supporting documentation must be filed with the Provost and Vice President for Academic Affairs within ten (10) working days of your receipt of this letter or the notice of University Sanctions, whichever is later.

Sincerely, (Course Instructor)

cc: Department Chair

Dean (if University sanctions are recommended) Dean of Students (for records)

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FORM 3 – ACADEMIC MISCONDUCT ACADEMIC DEAN’S NOTICE OF UNIVERSITY SANCTIONS

Notice to Student: Academic Conduct, Student Conduct Code (Section V. C. 2. b. (2)) Academic Dean’s Notice of University Sanctions NOTICE OF UNIVERSITY SANCTIONS FOR ACADEMIC MISCONDUCT

Date

Student Name Student Address

Dear (student name),

To follow up on communication to you from (course instructor) on (date) regarding academic misconduct in (course name), I have reviewed this case and agree with your course instructor that you have committed the following violation of the University of Montana Student Conduct Code:

Insert violation(s), cite as (V. A. #)

The alleged misconduct occurred on (date), and (summarize facts, circumstances, and known evidence):

In addition to the academic penalty(ies) imposed by your course instructor, the following University sanction(s) will be imposed, unless you appeal according to procedures outlined in the Student Conduct Code:

Insert University sanction(s) here

An “N” grade will be assigned or substituted for the assigned grade for the course(s) implicated in these allegations, pending resolution of the charges.

Under the Student Conduct Code, you have a right to contest the charges and imposition of sanctions. The procedures are outlined in the Student Conduct Code, which is available on the University website at the following address: http://life.umt.edu/vpsa/student_conduct.php

If you wish to appeal, please do so by submitting your appeal and supporting documentation to the Provost and Vice President for Academic Affairs within ten (10) working days of the date of your receipt of this letter or the notice of academic penalty(ies), whichever is later.

Sincerely, (Academic Dean or Designee)

cc: Department Chair

Course Instructor Dean of Students (for records)

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MSW Course Completion Checklist

Course Credits Semester/ Grade Year

SW 500: Orientation 1

SW 505: Foundations of SW Practice 2

SW 510: Hum Behav Soc Envt I 3

SW 511: Hum Behav Soc Envt II 3

SW 515: Practice w/ Indiv & Families 3

SW 520: SW Research Methods 3

SW 521: Advanced Research 3

SW 525: Practice w/ Groups & Communities 4

SW 530: History of Social Policy 3

SW 531: Methods of Social Policy Analysis 3 SW 532: Indian Child Welfare Act 1

SW 535: Advanced Integrated Practice 4

SW 545: Organizational Leadership 3

SW 576: Foundation Seminar I 1

SW 577: Foundation Seminar II 1

SW 578: Advanced Seminar I 1

SW 579: Advanced Seminar II 1

SW 586: Foundation Practicum I 2

SW 587: Foundation Practicum II 2

SW 588: Concentration Practicum I 3

SW 589: Concentration Practicum II 3

SW 593: Professional Portfolio (R* to 2 cr) 1

*R = repeatable 51

Electives (9 credits total required)

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Montana Board of Behavioral Health PO Box 200513

301 S Park, 4th Floor Helena, MT 59620-0512 Phone: 406-841-2300

E-Mail: dlibsdbbh@mt.gov Website: www.bbh.mt.gov

Licensing Requirements and Application Checklist

Licensed Clinical Social Worker Candidate (LCSW Candidate)

License Requirements for Licensed Clinical Social Worker Candidate Below are the minimum requirements you must meet to be licensed in the state of Montana.

1. Minimum of a master's degree in social work from a program accredited by the Council on Social Work Education (CSWE). [ARM 24.219.505]

2. Supervision by a supervisor who meets the requirements in ARM 24.219.421. 3. Submit fingerprints to the Montana Department of Justice for a fingerprint and background check. [MCA

37-23-202(3)] 4. Three moral character references from licensed social workers, licensed clinical social workers,

psychiatrists, or psychologists who have professional knowledge of you [MCA 37-22-301(2)] Checklist of Required Documents to Submit for Application for LCSW Candidate The following documents and additional forms are required in addition to the basic application. Some documents may be submitted directly by the applicant as part of the application. Others, such as transcripts, may need to be sent to the board directly from the source. Official license verification from states and jurisdictions in which you hold or has ever held a

professional license of any type. Montana accepts whatever official form of verification is offered by other states or jurisdictions.

If you answered yes to discipline questions, include a detailed explanation on the event(s) and documentation from the source (licensing board, federal agencies/programs, or civil/criminal court proceedings such as initiating/charging documents, final disposition/judgement documents, etc.),

Certified education transcript(s) sent directly to the department from the college or university. Completed fingerprint and background check results sent directly to the department from the Montana

Department of Justice (click here to access the forms you will need to submit to the Department of Justice)

Noncriminal Justice Applicant's Rights form Training and Supervision Plan form Three moral/professional character references which may be submitted on Verification of

Moral/Professional Character form Application Fee(s) for LCSW Candidate The following fee(s) must be submitted with your application. Online applicants can pay using a credit card or e-check. If you submit a paper application you must submit a check. Do not mail cash. $200 application fee

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You can apply for a license online at https://ebiz.mt.gov/POL/ or download a paper application from the website. Online application is recommended.

Please include a valid e-mail address with your application. E-mail is the department's primary form of communication.

If you have any questions about the application process or the licensing requirements please contact the Department of Labor and Industry Professional Licensing Bureau using the contact information at

the top of this checklist.

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Social Work Practicum Checklist

Orientation to Practicum ☐ Members of the Field Education Team will attend SW350 and/or SW360 for a brief overview of

practicum. ☐ Update your resume and bring to field orientation. ☐ Attend the mandatory, 2 hours Field Education Orientation. Student will receive an email

invitation to the orientation. ☐ Prior to attending the orientation, read the Field Education Section in the Student Handbook

and pay particular attention to the Practicum Policies and Procedures.

SONIA Practicum Software ☐ Keep an eye out for a Welcome to Sonia Email with your log on information. ☐ Once you receive your Sonia log on info, access your Sonia account and update your personal

information. ☐ After attending the field orientation, submit your BSW Practicum Application on Sonia.

Acceptance to Practicum ☐ Students have to meet the following guidelines:

(1) an overall GPA of 2.75, which includes any transfer credits (2) an overall GPA of 3.0 in SW 100, SW 200, 300, 350, and 360 (3) no incomplete grade in social work courses or required extra-departmental courses (4) evidence of personal readiness to begin practicum (5) evidence of professional readiness to begin practicum

☐ If all above guidelines have been met and the Practicum Application has been submitted, students will receive an email of provisional acceptance pending final GPA.

Practicum Agency Information ☐ Students utilize Sonia, the School website, and the field education team to identify 3-5 practicum

agencies that offer learning opportunities in your area of interest and/or with the population of interest.

☐ Reach out to agency contact person ideally via email to inquire about practicum opportunities. Don’t forget to attach your updated resume!

☐ Schedule a minimum of 2-3 interviews with the selected agencies. ☐ Prepare yourself for the interview – do your research, be on time, be ready to ask questions! ☐ After the interview, follow up with a handwritten thank you note. ☐ Once you have accepted a practicum inform the Field Education Team and then complete the

necessary paperwork.

Practicum Paperwork ☐ Meet with your Agency Field Instructor (AFI) in order to complete the required practicum

paperwork on Sonia ☐ Practicum Plan ☐ Memorandum of Understanding of Roles and Responsibilities (MOU)

☐ Be advised that you cannot start counting practicum hours until above forms are submitted!

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AGENDA FOR WEEKLY SUPERVISION WITH AGENCY FIELD INSTRUCTOR University of Montana

School of Social Work updated 6/16

Student Name: Date:

Areas of discussion:

Decisions and plans made:

Identification of learning (i.e. new concepts, increased understanding, frameworks, theories, critical thinking employed):

Review Learning Agreement:

Goals and objectives for next week:

Student signature:

Agency Field Instructor signature:

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The University of Montana School of Social Work

Application for Block Placement Practicum

Criteria for Block Placements:

1. Students must submit their request for a block placement two semesters prior to the block placement on or before the 7th week. (Example: If you are requesting a block placement in the spring, you must apply by week 7 of the preceding summer semester.)

2. Students must have an overall 3.4 GPA in the last 45 credits at the time the application is submitted.

3. Students must demonstrate personal and professional readiness (outlined below) for practicum to request a block placement.

a. Evidence of personal readiness: appropriate personal conduct, no current drug abuse, self-awareness and separation of personal issues from professional practice.

b. Evidence of professional readiness: reliability, required practice skills, capacity to handle stress, appropriate professional boundaries, and adherence to the NASW Code of Ethics posted on the NASW website.

4. Students must submit a one-page essay (following APA guidelines) explaining why they want to enroll in a block practicum placement.

5. Block placements are only permitted for international or out-of-town placements. 6. Consideration will be given in rare circumstances to students who would like to complete their

block placement in Missoula. Criteria for consideration of these students include: o Students must not be enrolled in more than SW 488, SW 495 (10 credits) and one other

class in the semester they complete their block practicum placement.

Selection Process: A committee consisting of Field Education faculty will review all essays and decide the appropriateness of block practicum placement. If the student is approved for block placement, they will enroll in and complete SW 487-

Advanced Practice I the semester prior to the block placement. (For example, if a student is approved to complete a block placement in the spring, they must complete SW 487 during the previous fall semester.)

The Practicum Plan and Memorandum of Responsibilities and Understanding must be submitted in Sonia the semester prior to the block placement.

Timeline Example: Apply for Block Practicum Complete SW 487 Complete Practicum & SW 488

Summer Semester Fall Semester Spring Semester

Provisional Acceptance: Students who meet the above criteria are provisionally accepted for a block placement. The student’s grade point average will be audited again at the close of the semester to confirm eligibility for the block placement.

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The University of Montana School of Social Work

Application for Block Placement Practicum Student Information Student Name: _______________________________ Student ID: 790_____________________ Email Address: ________________________@umontana.edu Phone number: _______________ Overall GPA: ___________________________ Social Work GPA: _________________________ Plan for Practicum Agency practicum will be completed: ________________________________________________ Semester/Year student will enroll in:

SW 487- Advance Practice I: _________________________________________________

SW 488- Advance Practice II & SW 495- Practicum: _______________________________

**Please attach your typed one-page essay (following APA guidelines) to this application.**

This section to be completed by the field office.

GPA at time application is turned in: _______________ End of semester: ____________________ Audited by: _______________________________________ Date: _______________________ Decision: Approved Denied Reason for denial: _______________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________

Director/Assistant Director of Field Education Signature ___________________________________________________ Date: ______________________

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Suggested Learning Activities and Examples of Ways to Monitor/Evaluate (for the BSW LEARNING AGREEMENT)

University of Montana School of Social Work updated 8/2017

Competency 2.1.1: Identify as a professional social worker and conduct him/herself accordingly.

Competencies Suggested Learning Activities / Tasks PB 1.1 Advocate for client access to the services of social work

• Learn community, state and federal resources available to clients • Visit area agencies to gain understanding of services and resources • Create resource guide

PB 1.2 Practice personal reflection and self-correction to assure continual professional development

• Discuss needed areas of growth in supervision • Keep a journal; reflect on self-awareness, challenges and skills

PB 1.3 Attend to professional roles and boundaries

• Discuss appropriate roles and boundaries of student • Identify situations that test my boundaries • Attend staff meetings

PB 1.4 Demonstrate professional demeanor in behavior, appearance, and communication

• Dress according to agency policy • Give a presentation at a staff meeting or community event • Use professional language (verbal/nonverbal) when dealing with clients and other

professionals in the workplace

PB 1.5 Engage in career-long learning

• Attend workshops or trainings • Explore career options in social work • Read professional articles on social problems

PB 1.6 Use supervision and consultation

• Attend weekly supervision meetings: prepare topics to discuss with supervisor • Consult with supervisor re: social work issues

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Competency 2.1.2: Apply social work ethical principles to guide professional practice.

Competency Suggested Learning Activities / Tasks PB 2.1 Recognize and manage personal values in a way that allows professional values to guide practice

• Discuss personal/ethical/value dilemmas with supervisor • Review CSWE Code of Ethics

PB 2.2 Make ethical decisions by applying standards of the NASW Code of Ethics

• Discuss Code of Ethics with supervisor • Discuss agency policies and how they fit with the code of ethics

PB 2.3 Tolerate ambiguity in resolving ethical conflicts

• Identify agency and client ethical dilemmas caused by external factors (funding cuts, etc.) • Participate in treatment teams to learn from other professionals about ways of problem

solving

PB 2.4 Apply strategies of ethical reasoning to arrive at principled decisions

• Discuss with other agency professionals how they deal with ethical dilemmas

Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments. PB 3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

• Read professional journal articles that relate to practice/discuss with supervisor • Interview agency professionals

PB 3.2 Analyze models of assessment, prevention, intervention, and evaluation

• Discuss assessment tools utilized in the agency • Shadow supervisor when doing assessments • Discuss prevention/intervention methods utilized by agency

PB 3.3 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues

• Review agency documentation of assessments • Perform agency assessments with clients • Review completed paperwork with supervisor • Identify and practice counseling techniques

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Competency 2.1.4: Engage diversity and difference in practice.

Competency Suggested Learning Activities / Tasks PB 4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power

• Understand different forms of diversity and how it influences work with clients • Discuss barriers to services faced by clients • Utilize diversity/culture/spirituality in assessment activities

PB 4.2 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

• Identify client’s strengths • Identify own biases and be self-aware of them while working with clients and other

agencies/discuss with supervisor

PB 4.3 Recognize and communicate understanding of the importance of difference in shaping life experiences

• List ways clients’ culture helps/hinders them in social systems • Research and apply knowledge related to diversity to enhance client well-being

PB 4.4 View self as learners and engage those with whom they work as informants

• Discuss cases and diversity of clients with supervisor • Explore and utilize different perspectives when working with diverse clients

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Competency 2.1.5: Advance human rights and social and economic justice.

Competency Suggested Learning Activities / Tasks PB 5.1 Understand the forms and mechanisms of oppression and discrimination

• Identify forms of oppression/discrimination of clients • Develop understanding of current political events and impact on clients

PB 5.2 Advocate for human rights and social and economic justice

• Advocate for client services at community event • Attend coalition meetings with other agencies • Identify laws and policies which protect client rights • Identify gaps in policies and laws that affect clients rights

PB 5.3 Engage in practices that advance social and economic justice

• Contact legislators about current client need • Assist client in advocating for needs and changes in policy

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Competency 2.1.6: Engage in research-informed practice and practice-informed research.

Practice Behaviors Suggested Learning Activities / Tasks PB 6.1 Use practice experience to inform scientific inquiry

• Read professional journal articles relevant to clients served by the agency • Discuss with supervisors effectives forms of intervention utilized with client population

PB 6.2 Use research evidence to inform practice

• Discuss evaluative tools utilized by agency • Discuss theories and perspectives utilized when working with clients and the

effectiveness of them

Competency 2.1.7: Apply knowledge of human behavior and the social environment. PB 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation

• Understand developmental stages of client population/integrate this into assessment process

• Practice using systems theory/strengths perspective

PB 7.2 Critique and apply knowledge to understand person and environment

• Utilize specific interventions to increase understanding of client in environment • Draw Eco map of client after assessment activities are completed

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Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Competency Suggested Learning Activities / Tasks PB 8.1 Analyze, formulate, and advocate for policies that advance social well-being

• Participate in community advocacy event • Meet with legislators regarding policy issues • Discuss agency policies, strengths and weaknesses

PB 8.2 Collaborate with colleagues and clients for effective policy action

• Attend coalition meeting • Discuss laws that affect agency with supervisor

Competency 2.1.9: Respond to contexts that shape practice. PB 9.1 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services

• Participate in local trainings/workshops relevant to agency issues • Develop understanding of technology utilized within the agency

PB 9.2 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

• Develop community resource guide for clients • Organize community event to create awareness of social services

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Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10a: Engagement

Competency Suggested Learning Activities / Tasks PB 10a.1 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities

• Develop skills to build rapport/trust with clients • Co-facilitate a mutual aid group

PB 10a.2 Use empathy and other interpersonal skills

• Seek feedback from supervisor about interviewing skills • Watch supervisor perform assessment, discuss interviewing skills, both non-verbal

and verbal

PB 10a.3 Develop a mutually agreed-on focus of work and desired outcomes

• Work with client to develop an intervention plan • Role play an assessment with supervisor/ discuss areas to work on

Competency 2.1.10b: Assessment PB 10b.1 Collect, organize, and interpret client data

• Write, organize and interpret client data • Do family genogram/Eco map after completing assessment

PB 10b.2 Assess client strengths and limitations

• Include client’s strengths and weaknesses in assessment • Shadow supervisor/observe assessment/document cultural observations

PB 10b.3 Develop mutually agreed-on intervention goals and objectives

• Participate in goals setting with client • Review goals and objectives with client

PB 10b.4 Select appropriate intervention strategies

• Discuss intervention strategies in practicum seminar • Monitor clients’ progress toward goals

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Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10c: Intervention

Competency Suggested Learning Activities / Tasks PB 10c.1 Initiate actions to achieve organizational goals

• Advocate for clients in need of community services • Facilitate referral process of client to another agency when appropriate

PB 10c.2 Implement prevention interventions that enhance client capacities

• Facilitate a support group or psycho educational group • Develop a mutually agreed upon focus of work and goals and objectives for clients

PB 10c.3 Help clients resolve problems • Empower clients to identify and work on specific achievable goals • Utilize appropriate interpersonal skills with clients

PB 10c.4 Negotiate, mediate, and advocate for clients

• Connect client to community resources • Maintain communication/follow up with client re-outcomes and potential success

PB 10c.5 Facilitate transitions and endings

• Review client progress throughout termination phase • Prepare client for final sessions

Competency 2.1.10d: Evaluation PB 10d.1 Critically analyze, monitor, and evaluate interventions

• Evaluate assessment/data collection/intervention practices with supervisor • Review client files to determine progress toward goals

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Suggested Learning Activities and Examples of Ways to Monitor/Evaluate (for the MSW FOUNDATION LEARNING AGREEMENT)

University of Montana School of Social Work updated 8/17

Competency 2.1.1: Identify as a professional social worker and conduct him/herself accordingly.

Competencies Suggested Learning Activities / Tasks PB 1.1 Advocate for client access to the services of social work

• Learn community, state and federal resources available to clients • Visit area agencies to gain understanding of services and resources • Create resource guide

PB 1.2 Practice personal reflection and self-correction to assure continual professional development

• Discuss needed areas of growth in supervision • Keep a journal; reflect on self-awareness, challenges and skills

PB 1.3 Attend to professional roles and boundaries

• Discuss appropriate roles and boundaries of student • Identify situations that test my boundaries • Attend staff meetings

PB 1.4 Demonstrate professional demeanor in behavior, appearance, and communication

• Dress according to agency policy • Give a presentation at a staff meeting or community event • Use professional language (verbal/nonverbal) when dealing with clients and other

professionals in the workplace

PB 1.5 Engage in career-long learning

• Attend workshops or trainings • Explore career options in social work • Read professional articles on social problems

PB 1.6 Use supervision and consultation

• Attend weekly supervision meetings: prepare topics to discuss with supervisor • Consult with supervisor re: social work issues

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Competency 2.1.2: Apply social work ethical principles to guide professional practice.

Competency Suggested Learning Activities / Tasks PB 2.1 Recognize and manage personal values in a way that allows professional values to guide practice

• Discuss personal/ethical/value dilemmas with supervisor • Review CSWE Code of Ethics

PB 2.2 Make ethical decisions by applying standards of the NASW Code of Ethics

• Discuss Code of Ethics with supervisor • Discuss agency policies and how they fit with the code of ethics

PB 2.3 Tolerate ambiguity in resolving ethical conflicts

• Identify agency and client ethical dilemmas caused by external factors (funding cuts, etc.) • Participate in treatment teams to learn from other professionals about ways of problem

solving

PB 2.4 Apply strategies of ethical reasoning to arrive at principled decisions

• Discuss with other agency professionals how they deal with ethical dilemmas

Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments. PB 3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

• Read professional journal articles that relate to practice/discuss with supervisor • Interview agency professionals

PB 3.2 Analyze models of assessment, prevention, intervention, and evaluation

• Discuss assessment tools utilized in the agency • Shadow supervisor when doing assessments • Discuss prevention/intervention methods utilized by agency

PB 3.3 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues

• Review agency documentation of assessments • Perform agency assessments with clients • Review completed paperwork with supervisor • Identify and practice counseling techniques

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Competency 2.1.4: Engage diversity and difference in practice.

Competency Suggested Learning Activities / Tasks PB 4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power

• Understand different forms of diversity and how it influences work with clients • Discuss barriers to services faced by clients • Utilize diversity/culture/spirituality in assessment activities

PB 4.2 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

• Identify client’s strengths • Identify own biases and be self-aware of them while working with clients and other

agencies/discuss with supervisor

PB 4.3 Recognize and communicate understanding of the importance of difference in shaping life experiences

• List ways clients’ culture helps/hinders them in social systems • Research and apply knowledge related to diversity to enhance client well-being

PB 4.4 View self as learners and engage those with whom they work as informants

• Discuss cases and diversity of clients with supervisor • Explore and utilize different perspectives when working with diverse clients

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Competency 2.1.5: Advance human rights and social and economic justice.

Competency Suggested Learning Activities / Tasks PB 5.1 Understand the forms and mechanisms of oppression and discrimination

• Identify forms of oppression/discrimination of clients • Develop understanding of current political events and impact on clients

PB 5.2 Advocate for human rights and social and economic justice

• Advocate for client services at community event • Attend coalition meetings with other agencies • Identify laws and policies which protect client rights • Identify gaps in policies and laws that affect clients rights

PB 5.3 Engage in practices that advance social and economic justice

• Contact legislators about current client need • Assist client in advocating for needs and changes in policy

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Competency 2.1.6: Engage in research-informed practice and practice-informed research.

Competency Suggested Learning Activities / Tasks PB 6.1 Use practice experience to inform scientific inquiry

• Read professional journal articles relevant to clients served by the agency • Discuss with supervisors effectives forms of intervention utilized with client population

PB 6.2 Use research evidence to inform practice

• Discuss evaluative tools utilized by agency • Discuss theories and perspectives utilized when working with clients and the

effectiveness of them

Competency 2.1.7: Apply knowledge of human behavior and the social environment. PB 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation

• Understand developmental stages of client population/integrate this into assessment process

• Practice using systems theory/strengths perspective

PB 7.2 Critique and apply knowledge to understand person and environment

• Utilize specific interventions to increase understanding of client in environment • Draw Eco map of client after assessment activities are completed

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Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Competency Suggested Learning Activities / Tasks PB 8.1 Analyze, formulate, and advocate for policies that advance social well-being

• Participate in community advocacy event • Meet with legislators regarding policy issues • Discuss agency policies, strengths and weaknesses

PB 8.2 Collaborate with colleagues and clients for effective policy action

• Attend coalition meeting • Discuss laws that affect agency with supervisor

Competency 2.1.9: Respond to contexts that shape practice. PB 9.1 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services

• Participate in local trainings/workshops relevant to agency issues • Develop understanding of technology utilized within the agency

PB 9.2 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

• Develop community resource guide for clients • Organize community event to create awareness of social services

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Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10a: Engagement

Competency Suggested Learning Activities / Tasks PB 10a.1 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities

• Develop skills to build rapport/trust with clients • Co-facilitate a mutual aid group

PB 10a.2 Use empathy and other interpersonal skills

• Seek feedback from supervisor about interviewing skills • Watch supervisor perform assessment, discuss interviewing skills, both non-verbal and

verbal

PB 10a.3 Develop a mutually agreed-on focus of work and desired outcomes

• Work with client to develop an intervention plan • Role play an assessment with supervisor/ discuss areas to work on

Competency 2.1.10b: Assessment PB 10b.1 Collect, organize, and interpret client data

• Write, organize and interpret client data • Do family genogram/Eco map after completing assessment

PB 10b.2 Assess client strengths and limitations

• Include client’s strengths and weaknesses in assessment • Shadow supervisor/observe assessment/document cultural observations

PB 10b.3 Develop mutually agreed-on intervention goals and objectives

• Participate in goals setting with client • Review goals and objectives with client

PB 10b.4 Select appropriate intervention strategies

• Discuss intervention strategies in practicum seminar • Monitor clients’ progress toward goals

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Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10c: Intervention

Competency Suggested Learning Activities / Tasks PB 10c.1 Initiate actions to achieve organizational goals

• Advocate for clients in need of community services • Facilitate referral process of client to another agency when appropriate

PB 10c.2 Implement prevention interventions that enhance client capacities

• Facilitate a support group or psycho educational group • Develop a mutually agreed upon focus of work and goals and objectives for clients

PB 10c.3 Help clients resolve problems • Empower clients to identify and work on specific achievable goals • Utilize appropriate interpersonal skills with clients

PB 10c.4 Negotiate, mediate, and advocate for clients

• Connect client to community resources • Maintain communication/follow up with client re-outcomes and potential success

PB 10c.5 Facilitate transitions and endings

• Review client progress throughout termination phase • Prepare client for final sessions

Competency 2.1.10d: Evaluation PB 10d.1 Critically analyze, monitor, and evaluate interventions

• Evaluate assessment/data collection/intervention practices with supervisor • Review client files to determine progress toward goals

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Suggested Learning Activities and Examples of Ways to Monitor/Evaluate (for the MSW CONCENTRATION LEARNING AGREEMENT) University of Montana School of Social Work updated 8/2017

 

Competency 2.1.1: Identify as a professional social worker and conduct him/herself accordingly.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB1.1: Incorporate self-awareness and self-reflection to promote career-long professional development

Complete ILP in consultation with advisor. Identify specific challenges and goals. Include personal care plan. Revisit in supervision. Engage in critical reflection through professional journal in SW 535

APB 1.2: Actively seek and incorporate feedback and peer consultation to improve professional knowledge and skills APB 1.3: Apply knowledge and skills of supervision and consultation in advanced integrated practice

Practice models of peer consultation introduced in SW 535. Utilize in practicum setting as appropriate and in seminar. Be able to describe key elements of effective supervision. Read at least three peer reviewed articles addressing best practices relevant to practicum. Discuss in supervision

   

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Competency 2.1.2: Apply social work ethical principles to guide professional practice.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 2.1: Critically examine and address personal values as they affect advanced integrated practice

Discuss values and value tensions in supervision and seminar.

APB 2.2: Utilize peer consultation to address complex ethical decisions

Identify specific complex ethical issues related to practicum and address in supervision and in seminar with peers Utilize skills of dialogue in ethical decision-making introduced in SW 535. Bring one ethical issue to seminar for consideration by group. Maintain ethical standards for confidentiality and anonymity.

APB 2.3: Critically examine values and assumptions that underlie organizational practices, policies and programs

Review organizational mission, goals, policies and practices. Identify explicit and implicit values. Discuss in seminar or supervision how those values affect practices.

APB 2.4: Demonstrate advanced skills to resolve ethical conflicts consistent with social work core values

.

Apply a specific framework introduced in SW 505 (e.g. Ethical Principles screen; Abramson’s ethical self-examination; human rights framework) as a guide to addressing an ethical challenge in practicum. Discuss in seminar or supervision.

   

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Competency 2.1.3: Apply critical thinking to inform and communicate professional judgments.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 3.1: Appraise and incorporate evidence-based knowledge into advanced integrated practice

Read published research and attend professional training relevant to practicum context.

APB 3.2: Communicate effectively with diverse professional and community audiences

Identify core skills relevant to practicum context in learning agreement and develop a plan for building and assessing these skills – e.g. facilitating a recovery group; using MI or DBT techniques; organizing a fundraising campaign; facilitating a board retreat; engaging in grief counseling; testifying before legislature

APB 3.3: Apply critical thinking skills to inform advanced integrated practice

Learn the models of practice utilized at the practicum setting and assess the strengths and weaknesses of these approaches.

   

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Competency 2.1.4: Engage diversity and difference in practice.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 4.1: Utilize theories, models, and approaches to advanced integrated practice that promote empowerment and respect difference

Using a specific case; be able to show how you make use of an empowerment or anti-oppressive approach to practice.

APB 4.2: Apply inclusive approaches to bring the experiences of those affected to bear in in development and evaluation of practices, programs, or policies

Develop and use assessment and intervention approaches in context of practicum that demonstrate inclusion and respect for difference. Be able to describe at least two specific cases in supervision or seminar.

APB 4.3: Utilize culturally-informed modes of practice to enhance client or community well-being

Apply specific knowledge and skills from SW 521 Advanced Research in context of practicum. identify  culturally  grounded  approaches  to  practice  relevant  to  the  populations  served  by  practicum  organization.  Prepare  and  present  staff  development  training  addressing  examples  of  culturally  grounded  practice  innovation  relevant  to  agency.  

   

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Competency 2.1.5: Advance human rights and social and economic justice.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 5.1: Research, plan, and demonstrate practice skills that promote social justice in the context of advanced integrated practice

Identify specific articles of Universal Declaration of Human Right relevant to practicum context. Use practicum case example to show how human rights perspective informs practice. Become familiar with relevant data on poverty and economic inequality as it relates to practicum context. Include specific attention to poverty and economic justice in intervention planning.

APB 5.2: Employ practice or program innovations that advance human rights and social and economic justice

Complete and present a case study for SW 535 that draws from practicum experience. Research specific policies affecting clients served by practicum; program and services available; and advocacy opportunities.

APB 5.3: Collaborate with others to create service or promote innovations that promote social and economic justice

Use specific models, such as the Five Faces of Oppression, or specific data on health disparities, over-representation in systems of out-of-home care, etc to critically examine issues of discrimination and oppression in practicum context. Identify specific steps organization can take or is taking to address these issues.

APB 5.4: Apply knowledge of how oppression, discrimination, or historical trauma impacts practice with individuals and communities

Attend trainings addressing historical trauma and effect on Native American communities. Identify specific histories of oppression related to practicum site (e.g. tx of people with disabilities, mental illness, etc). Participate in training for trauma-informed practice. Participate in community education or change efforts to address ongoing oppression and discrimination.

 

 

 

 

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Competency 2.1.6: Engage in research-informed practice and practice-informed research.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 6.1: Demonstrate the ability to conduct independent research that promotes evidence-based advanced integrated practice

Develop individualized syllabus for SW 535 that includes professional literature related to best practices.

APB 6.2: Utilize program evaluation to promote organizational or community change

Complete readings on individualized syllabus over course of fall semester. Bring issues from readings to bear in seminar and practicum supervision. Complete program evaluation assignment for SW 521. Learn about the evaluations tools used in the practicum. Compare with those recommended in best practices literature. Suggest possibilities for change as appropriate. Apply specific knowledge and skills from SW 521 Advanced Research in context of practicum

APB 6.3: Demonstrate the ability to use research to inform practice and practice to inform research

Develop and implement one evaluation process that engages clients as evaluators (e.g. children’s “satisfaction scale” for an after-school program; homeless shelter resident’s perspectives on service and support priorities)

   

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Competency 2.1.7: Apply knowledge of human behavior and the social environment.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 7.1: Critically select and apply theories of human behavior and the social environment to inform advanced integrated practice

Address specific theories that inform practice in case study presentation for SW 535. Follow at least three “cases” from initial involvement through action planning and evaluation. Address the theory-practice connections in supervision.

APB 7.2: Critically evaluate explanatory theories or conceptual frameworks that guide advanced integrated practice

Identify which theories of human behavior are most relevant to practicum context. Use SW 535 case study and SW 545 organizational analysis to show how you make theory practice connections.

   

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 Competency 2.1.8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 8.1: Engage in policy analysis and advocacy in partnership with marginalized and oppressed groups and allies to promote human rights and social and economic justice

Study history of at least one social policy that directly affects practicum context. Participate in agency committee work, public meetings, legislative subcommittees, inter-agency organizations, etc that are addressing policy relevant to practicum. Include at least one reading on individualized syllabus that addresses specific social justice-oriented policy possibilities related to practicum.

APB 8.2: Demonstrate effective collaboration and teamwork in effective sustainable change

Identify specific individuals, groups, and organizations whose work directly affects clients, services, activities of your practicum. Arrange meetings with a sample of stakeholders to learn more about their work. Provide testimony; serve on inter-agency committee; provide staff development training; attend training; write letter to editor or to representatives.

APB 8.3: Promote social justice by engaging in policy practice

Participate in at least one initiative that connects issues affecting your practicum to broader community/policy issues. This may involve attending meetings, providing testimony, supporting an action campaign, etc.

     COMPETENCY 2.1.9: Respond to contexts that shape practice.

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 9.1: Utilize the skills of program evaluation to assess how organizational or community systems impact clients

Use knowledge and skill from SW 545 to conduct assessment of organizational context of practicum.

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 APB 9.2: Propose innovative social services that incorporate current research and account for complex contexts

Use strategies such as appreciative inquiry to expand understanding of organizational context. Participate in practicum-based committee or work groups addressing strategic planning. Attend trainings on organizational innovation.

APB 9.3: Demonstrate the ability to analyze and accurately respond to professional practice situations that require advanced knowledge and skills

Seek additional trainings and/or practice situations that require advanced skill and knowledge.

APB 9.4: Demonstrate the ability to analyze and respond to practice situations that are impacted by global, social, political or economic forces

Research and analyze the global, social, political and/or economic forces that impact population served at the practicum agency. Identify historical influences and current trends.

  Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10a: Engagement

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 10a.1: Critically reflect on questions of privilege, power, and difference that may affect the development of therapeutic or community relationships

Make list of specific engagement skills relevant to practicum context (engaging non-verbal children or adults; engaging neighborhood residents; engaging resistant clients). Identify specific opportunities to practice the skills and engage in ongoing assessment of skills on supervision.

APB 10a.2: Analyze contextual implications of engagement and respond accordingly

Identify informed sources relevant to practicum. Participate in agency, inter-agency, and community opportunities to enhance culturally-informed practice – e.g. cultural committees, trainings, community consortiums, etc. Use case study to show how you are able to practice from a strengths or empowerment perspective in context of practicum.

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 Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10b: Assessment

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 10b.1: Use multidimensional assessment approaches relevant to specific context of advanced integrated practice

Complete comprehensive, strengths-based, bio-psycho-social-spiritual assessments.

APB 10b.2: Modify intervention strategies based on ongoing assessment

Work with clients to identify DSM diagnosis, goals for treatment, and interventions. Document ways in which you involved clients/stakeholders in planning and decision making.

   

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 Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10c: Intervention

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 10c.1: Utilize empowerment and strength-based processes that engage clients as full participants in change process

Work with clients to identify and implement strength-based strategies for change Document ways in which you involved clients/stakeholders in planning and decision-making. Describe how their input informed action. Identify the specific social work roles that you draw on in practicum. Use supervision to assess your skills development related to at least three social work roles.

APB 10c.2: Collaborate with diverse stakeholders, including clients, community members, and other professionals to develop and implement action plans

Participate in community forums (ex. local needs assessments, city council meetings) related to the issues addressed by your practicum agency and document themes to share with agency staff Facilitate inter-agency meetings with consumers and providers with a goal to develop meaningful action plans Conduct qualitative interviews with providers, consumers and community members to assess effectiveness of collaboration. Provide recommendations based on results.

APB 10c.3: Demonstrate an ability to bridge skills of direct practice and community building in advanced integrated practice

Facilitate community outreach efforts around the identified social problem your agency attempts to address Document ways in which you use clinical skills while interacting with community stakeholders

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 Competency 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Competency 2.1.10d: Evaluation

Advanced Practice Behaviors (APB) Suggested Learning Activities / Tasks APB 10d.1: Utilize a range of evaluation methods to assess effectiveness of advanced integrated practice interventions

Identify specific ways to gather and include client/stakeholder feedback in evaluation.

APB 10d.2: Communicate knowledge of best practices and effectiveness of interventions to diverse audiences

Prepare a summary of findings that can be shared with staff. Complete readings on best practices included on individualized syllabus.

 

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  UM-MSW Program Advanced Integrated Practice Competency 1: Apply knowledge and skills of integrated practice to work with individuals, families, groups, organizations, and communities  

Practice Behaviors & UM Advanced Practice Behaviors (APB) Learning Activities and Tasks

UM APB 1.1: Demonstrate ability to integrate direct practice and community building skills in assessment and intervention.

Incorporate knowledge of unique community factors, characteristics or initiatives into agency assessments and/or interventions

UM APB 1.2: Demonstrate ability to utilize a range of evaluation approaches to capture multiple dimensions of the intervention process and outcome.

Incorporate elements of both micro and macro practice into service delivery to best serve the population accessing services. Identify possibilities for integrating participatory approaches into your agency’s evaluation process

 UM-MSW Program Advanced Integrated Practice Competency 2: Apply various forms of leadership to support collaborative, interdisciplinary relationships and active participation of community members in addressing needs of and opportunities for individuals, families, groups, and communities

Practice Behaviors & UM Advanced Practice Behaviors (APB) Learning Activities and Tasks

UM APB 2.1: Demonstrate knowledge and skills of leadership in engaging in organization, community, or policy change process.

Research and incorporate leadership models and skills necessary to create change

UM APB 2.2: Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

Assume leadership roles to promote quality social services Participate in inter- and intra-agency leadership team meetings.

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  UM-MSW Program Advanced Integrated Practice Competency 3: Demonstrate understanding of key social, political, and economic challenges facing communities of the Rocky Mountain West, intersection with global concerns, and implications for social work.

Practice Behaviors & UM Advanced Practice Behaviors (APB) Learning Activities and Tasks

UM APB 3.1: Identify specific issues and challenges related to your arena of social work practice in a rural context.

Research social work issues related to Montana, including American Indian topics (historical trauma, tribal history and sovereignty, cultural competency; cultural resilience), and rural health care; technology access

UM APB 3.2: Demonstrate ability to link specific local issues to global trends and forces that may affect context of practice.

Research current global events impacting social justice and relate to specific local issues and implications for practice

UM APB 3.3: Demonstrate knowledge of advocacy and activism at the local, regional, and global levels relevant to your arena of practice.

Research effective strategies for activism and advocacy and its implications for local, regional and global practice

UM APB 3.4: Demonstrate an awareness of how injustices in Indian Country manifest themselves in social service systems and how such injustices may be redressed.

Use knowledge of American Indian topics (historical trauma, tribal history and sovereignty; cultural competency, cultural resilience) to inform practice

       

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