2015-2016
FIELD
INSTRUCTION
MANUAL
Binghamton University
Department of Social Work
College of Community and Public Affairs
P.O. Box 6000
Binghamton, New York 13902-6000
http://www.binghamton.edu/social-work/
Administration
Laura Bronstein, Professor & Dean of the College of Community and Public Affairs
Tammara Behonick, Assistant Dean
Faculty and Staff
Victoria Rizzo, Department Chair & Associate Professor
Josephine Allen, Professor
Lisa Blitz, Assistant Professor
Cassandra Bransford, Associate Professor
Michael Clarkson-Hendrix, Visiting Lecturer
Brian Flynn, Director of Admissions and Student Services
Alana Gunn, Assistant Professor
Sarah Hopkins, Lecturer
Suk-Young Kang, Associate Professor
Youjung Lee, Assistant Professor
Amy Manning, Department Secretary
Carrie Moylan, Assistant Professor
Sophia Resciniti, Director of Field Education
John Vassello, Associate Director of Field Education & Admissions
Field Advisory Committee
Constance Studgeon, Veterans Administration
Kathy Saam, UHS, IDEAL
Kip Kettle, UHS, New Horizons
Phil Ginter, United Way
Sophia Resciniti, Director of Field Education
Youjung Lee, Faculty
Lisa Blitz, Faculty
Emily Tier, 3rd Year MPA & MSW Student
John Vassello, Associate Director of Field & Admissions
2
Table of Contents
Pages
Mission Statement
5
Social Work Program
6
Introduction to the Program
Course Curriculum
Full-Time Table 1
Part-Time Table 2
Program Goals
6
8
8
8
11
Field Instruction
13
Organization and Structure
Role of Student
Criteria for Selection of Field Agencies
Role of Agency
Criteria for the Selection of Field Instructors
Role of Field Instructors
Role of Field Liaisons
Role of Director of Field Education
Placing and Monitoring of Students
Checklist for Field Instructors
13
13
14
15
15
16
16
17
17
19
Evaluation
21
Student Learning Plan
Supervision
Field Liaison Meeting
Practice Evaluation Instruments
Student Self-Evaluation of Field Experience
Grading
21
21
22
22
22
23
2008 CSWE EPAS Competencies and Practice Behaviors
24
Policies and Procedures for Field Education
29
3
Appendices
49
1.
Responsibilities of Students
2.
Agency Information Form
3.
Field Instructor Credential Form
4.
Request for Placement in Work Site
5.
Field Calendar
6.
Field Contract
7.
Guide to the Intern Placement Tracking (IPT) Application for Field
8.
Learning Plans
8a.
Suggested Learning Activities
8b.
Sample Macro Assignments
9.
Field Liaison Visit Assessment Tool
10.
Student Self-Evaluations
11.
Field Instructor Evaluations
12.
Additional Tools
13.
12a.
Process Recording Directions
12b.
Confirmation of Process Recording Completion
12b.
Supervision Log
12c.
Time Sheet
National Association of Social Workers Code of Ethics
4
Binghamton University’s
Department of Social Work
Mission Statement
The mission of the program is to prepare social workers for autonomous, knowledge-based,
advanced generalist practice within an integrated community of scholars, practitioners, and
learners. The principles that guide us are:






A focus on people’s strengths
An appreciation of human diversity
The application of a multi-system practice methods to promote human well-being
and fair, equitable communities
A commitment to social justice
A focus on working with diverse clients from a bio-psycho-social-spiritual
perspective across the entire life span
A focus on social work practice and collaboration with clients and organizations
in public and not-for-profit settings
5
Binghamton University’s
Social Work Program
Introduction to the Program
Binghamton University has developed a Master of Social Work Program that is innovative in the way that it
breathes new life into the roots of the profession and as it responds to the human needs of the region and the
world in the twenty-first century. The Department of Social Work is centered on providing social work
education that provides students with advanced generalist practice knowledge and skills. We are committed to
preparing students to work in private and public not for profit agencies who are capable of utilizing a full range
of social work skills, demonstrating professional conduct and promoting social justice for vulnerable
populations. The program has unique elements that are elaborated on below, including:




Building community
Educating students about human development across the life span
Educating students to utilize a bio-psycho-social-spiritual-cultural perspective
Educating students to identify and impact multiple systems including individuals, families, groups,
organizations and communities.
 Utilizing the “Capstone Project” to demonstrate mastery of social work knowledge, skills, practice
behaviors, ethics, and values necessary for evidence-based advanced generalist practice.
 Providing opportunities for students and community agencies to engage in service learning projects.
Building Communities:
An underlying principle of the program recognizes the value of community as a fundamental human strength
and source of empowerment. An important part of the program’s mission is to create community that integrates
students, faculty, staff and professionals in the region through the following means:
Community Collaboration:
The university has responded to two critical needs identified by social work professionals and communities in
the region. The first is to have an accessible, high-quality social work education program. The second is to
have a larger pool of practitioners trained to meet the needs of individuals, groups, families, communities and
organizations in this region. The social work program has been designed to foster collaborative effort of many
people and agencies in the community and prepares students to be able to provide service in the region and
elsewhere.
Sharing Expertise:
Field instruction not only opens paths for the university, agencies and community members to work together to
provide an integral component of the social work curriculum and to address a variety of needs; but also builds
community among field agencies by providing a venue for practitioners to share ideas, skills and increase
awareness of programs throughout the region. Field instructors participate in trainings and come together to
meet and discuss issues related to the profession and education. The CCPA newsletter Currents feature
agencies and staff and promote community by expanding awareness of the extensive expertise in the area. The
school facilitates seminars where field instructors, students and faculty share their expertise and present
seminars to other field instructors, agencies and students.
Human Development across the Life Span:
6
Binghamton University’s Department of Social Work recognizes that in this area, there is a growing need for
support of families, children and the elderly, as well as individual working-age adults. The curriculum focuses
on the full life span and teaches students skills necessary to utilize strength-based, empowerment models of
intervention. The courses within the curriculum include examples, readings and assignments on issues as they
relate to groups across the life span that are in varying stages of human development. Field placements expose
and encourage students to think about issues across the life span. We ask field instructors and task supervisors
to intentionally include learning opportunities that will expose students to clients across the life span.
Utilization of a Bio-Psycho-Social-Spiritual-Cultural Perspective:
The Department of Social Work at Binghamton University embraces a holistic model of practice, and has
intentionally integrated all five elements of a bio-psycho-social-spiritual-cultural perspective across the
curriculum through course content, electives, and field instruction.
Spirituality, long avoided in the social work curriculum, is increasingly being recognized as a fundamental part
of our humanness and is addressed throughout the program.
Multiple Systems Approach:
Binghamton University’s social work program is based on an ecological systems framework that includes social
constructivism, empowerment and strength-based approaches to practice.
The ecological systems approach underscores the relationship between systems. It was developed in an attempt
to organize a theoretical framework, which kept “a simultaneous focus on person and environment and on their
reciprocal relationship” (Germain & Gitterman, 1995, r. 13468). Professional action growing out of the
ecological perspective is directed at altering person-environment transactions, and “may be directed to the
person, the environment, or the interaction of the two” (Germain, 1979, p.18).
Social workers are increasingly being called to respond to multiple needs within a given setting. At a time
when resources are scarce and needs are increasing, the demands and expectations for social workers to be
competent to meet more needs within agencies and communities is growing. The program prepares students to
identify multiple systems that effect vulnerable populations, assess which system may be most effective to
impact change, and obtain skills needed to intervene within and across different systems. The curriculum
requires students to take between one and a half and two courses that address practice with each of the
following: individuals, families, groups, organizations and communities. In addition, field sites are selected and
learning opportunities are designed so that students will work with multiple systems in each field placement that
they have.
Capstone Project:
The Capstone Project will offer students the opportunity to integrate and apply learning in order to demonstrate
mastery of social work knowledge, skills, practice behaviors, ethics and values necessary for evidence-based
advanced generalist practice. In their final week, students will be presented with an advanced generalist case
study and, in teams, will develop a poster presentation which illustrates their assessment and intervention in
micro, mezzo and macro levels of practice. Capstone Webpage can be found here.
7
Course Curriculum
Program Options
The MSW program is designed to accommodate both full-time and part-time students. Full-time students
complete the program in two academic years, beginning in the fall semester (see Table 1), taking 16 credits for
each four semesters. Full-time students will not attend classes in the summer. Part-time students participate in
three and a half years of study, taking 6 or 7 credits each semester including courses being taken during the
summer sessions (See Table 2). Each program requires students to take courses in the following prescribed
sequences:
Full Time Students
Professional Foundation
Fall Semester - Year 1
SW 504 Foundations of Scientific Inquiry w/Social Systems, 3 credits
SW 505 Human Behavior in the Social Environment, 3 credits
SW 510 Generalist Social Work Practice I, 3 credits
SW 515 Social Welfare Policy and Programs, 3 credits
SW 591 Field Instruction I, 4 credits
Spring Semester - Year 1
SW 503 Diversity and Oppression, 3 credits
SW 506 Psychopathology and Pharmacology, 3 credits
SW 511 Generalist Social Work Practice II, 3 credits
SW 512 Generalist Social Work Practice III, 3 credits
SW 592 Field Instruction II, 4 credits
Advanced Generalist Concentration
Fall Semester - Year 2
SW 521 Advanced Social Work Practice with Individuals, 3 credits
SW 522 Advanced Social Work Practice with Organizations, 3 credits
SW 523 Advanced Social Work Practice with Groups, 3 credits
SW XXX Elective, 3 credits
SW 593 Field Instruction III, 4 credits
Spring Semester - Year 2
SW 520 Evaluating of Practice, 3 credits
SW 524 Advanced Social Work Practice with Families, 3 credits
SW 525 Advanced Social Work Practice with Communities, 3 credits
SW XXX Elective, 3 credits
SW 594 Field Instruction IV, 4 credits
Part Time Students
Students entering after fall 2012
8
Professional Foundation
Fall - Year 1
SW 504 Foundations of Scientific Inquiry with Social Systems, 3 credits
SW 510 Generalist Social Work Practice I, 3 credits
Spring - Year 1
SW 505 Human Behavior in the Social Environment, 3 credits
SW 506 Psychopathology and Pharmacology, 3 credits
Summer - Year 1
SW 515 Social Welfare Policy and Programs, 3 credits
SW 511 Generalist Social Work Practice II, 3 credits
Fall - Year 2
SW 512 Generalist Social Work Practice III, 3 credits
SW 591 Field Instruction I, 4 credits
Spring - Year 2
SW 503 Diversity and Oppression, 3 credits
SW 592 Field Instruction II, 4 credits
Advanced Generalist Concentration
Summer - Year 2
SW 523 Advanced Social Work Practice with Groups, 3 credits
SW 524 Advanced Social Work Practice with Families, 3 credits
Fall - Year 3
SW 521 Advanced Social Work Practice with Individuals, 3 credits
SW 522 Advanced Social Work Practice with Organizations, 3 credits
Spring - Year 3
SW XXX Elective, 3 credits
SW 525 Advanced Social Work Practice with Communities, 3 credits
Summer - Year 3
SW XXX E, 3 credits
SW 593 Field Instruction III, 4 credits
Fall - Year 4
SW 520 Evaluation of Practice, 3 credits
SW 594 Field Instruction IV, 4 credits
Part-time students entering prior to fall 2012
Professional Foundation
Fall - Year 1
SW 501 Human Behavior in the Social Environment I, 3 credits
SW 510 Generalist Social Work Practice I, 3 credits
9
Spring - Year 1
SW 502 Human Behavior in the Social Environment II, 3 credits
SW 500 Research Methods in Social Work, 3 credits
Summer - Year 1
SW 515 Social Welfare Policy and Programs, 3 credits
SW 511 Generalist Social Work Practice II, 3 credits
Fall - Year 2
SW 503 Diversity and Oppression, 3 credits
SW 591 Field Instruction I, 4 credits
Spring - Year 2
SW 512 Generalist Social Work Practice III, 3 credits
SW 592 Field Instruction II, 4 credits
Advanced Generalist Concentration
Summer - Year 2
SW 524 Advanced Social Work Practice with Families, 3 credits
SW 523 Advanced Social Work Practice with Groups, 3 credits
Fall - Year 3
SW 521 Advanced Social Work Practice with Individuals, 3 credits
SW 522 Advanced Social Work Practice with Organizations, 3 credits
Spring - Year 3
SW XXX Elective, 3 credits
SW 525 Advanced Social Work Practice with Communities, 3 credits
Summer - Year 3
SW XXX Elective, 3 credits
SW 593 Field Instruction III, 4 credits
Fall - Year 4
SW 520 Evaluation of Social Work Practice, 3 credits
SW 594 Field Instruction IV, 4 credits
10
Department of Social Work
Program Goals
The program has identified the following goals derived from its mission.
Goals
1.
To educate students to be adept at working across service delivery systems, utilizing an empowerment,
strengths-based approach and respecting human diversity.
2.
To prepare students for advanced generalist social work practice in public and not-for-profit agency
settings, for the purposes of enhancing human well-being, preventing and alleviating human suffering, and
advancing social and economic justice.
3.
To prepare students to work ethically with clients and client systems across the entire life span and to be
sensitive to the biological, social, psychological, spiritual, and cultural aspects of diverse client
populations.
4.
To train students to appreciate the importance of human community to the health of individuals, families,
groups, organizations and neighborhoods and to promote the development of healthy and just
communities.
11
Field Instruction
Organization and Structure
Field instruction is offered in two levels that correspond with the curriculum of the MSW program. The first is
the Professional Foundation in which students learn to recognize and utilize multiple methods of strength-based
interventions that can be implemented within a variety of systems that intersect with the client. They learn
about the role of social workers and incorporate professional social work values and ethics within their field
placement.
Field Instruction I and II are completed in the Professional Foundation. Students must successfully pass Field
Instruction I to move forward in the program. Sequential completion with a passing grade for each level of
Field Instruction must occur before moving to the next level. If a student does not successfully complete Field
Instruction 592 they will be required to repeat 591 if they remain or return to the program. If a student does not
successfully complete Field Instruction 594 they will be required to repeat Field Instruction 593. In the
Foundation year, students spend 510 hours in the field and earn 8 academic credits for field. Students spend 15
hours per week for 34 weeks, spanning 2 semesters, at an organization within the region.
In the Advanced Concentration level of the curriculum students become more deeply involved in the application
of skills and specific interventions within the field site. Field Instruction III and IV are completed in the
Advanced Generalist level of the program. Field Instructions III and IV take place in a different agency than
Field Instruction I and II. Students again spend 510 hours in their second field placement, 15 hours over 34
weeks (two semesters), completing a total of 1,020 hours of field education over four semesters.
Criteria and standards for student participation in field education:
1. A pre-requisite for Field Instruction I is acceptance into the MSW program.
2. Sequential completion of Field Instruction I through IV is based on passing each level of instruction,
repeating the first foundation or concentration semesters if the second semester is not successfully
completed.
3. Students must remain in compliance with Binghamton University's policies on advancement and academic
integrity.
4. Academic and field instruction credit is not given for life experience or previous work experiences and
cannot be counted toward field instruction hours.
5. Students who work in the same agency as their field placement can only do so under specific guidelines
outlined in the Binghamton University MSW “Using Employment Agency for Placement” policy.
6. Students must receive a minimum of one hour of supervision each week during field instruction by an
LMSW practitioner.
The role of the student is to meet the educational goals of the program by being an active and responsible
learner. Students are not expected to know how to provide the services expected within the agency, but be
willing and able to learn the skills necessary to provide services within the guidelines of the agency’s mission.
Students must know and adhere to the National Association of Social Workers Code of Ethics, and consistently
perform in a professional manner. Students must be willing to hear and respond to feedback and participate as
part of a team within the agency. Students must be prepared for meetings, complete required paperwork on
time, follow through with clients and agency colleagues, as well as being reliable in their work.
Students engage in both a personal and professional journey in which they will be immersed in self-discovery.
Students have a responsibility to take care of themselves by finding support when needed and learning how to
separate personal issues from professional conduct. They must see themselves as representatives of both the
agency within the community and a representative of the University. Students are part of a partnership between
the community, agencies and university and must be committed to working as part of this team.
Selection of Field Placements:
The Department of Social Work’s program emphasizes social work practice with a broad range of types and
sizes of client systems. Direct fieldwork in selective placements encourages students to bridge macro and micro
issues, practice and policy, and to see themselves as agents of change within the context of current social issues.
Agencies within the Greater Binghamton area and surrounding communities in the region have enthusiastically
embraced and supported the creation of a collaborative partnership that fosters the learning process while
addressing community needs. Field education sites and field instructors are key factors in promoting
meaningful learning opportunities. In this light, the program developed criteria for agencies participating in our
field education program follows:
Identification of potential Field Agencies can occur in a number of ways.
1. The University may solicit the participation of an agency
2. An agency representative may contact the University and express interest.
3. A student may request an agency be considered for participation in the program.
In any of these situations, the Director of Field Education meets with representatives of the agency and learns
about the program. The Director of Field Education shares information about the program’s mission and
curriculum with the agency staff, and discusses how the field placement can address the required competencies.
The agency completes an Agency Information form (see Appendix 2) and potential field instructors complete a
Field Instructor Credential Form. Final selection of Field Agencies occurs when agencies comply with the
following criteria:
Criteria for Selection of Field Agencies:
1.
Demonstration of a commitment to the educational process of students.
2.
Adherence to the guiding principles of Binghamton University MSW program mission.
3.
Demonstration of adherence to National Association of Social Work Code of Ethics and professional
values.
4.
Agency provides service to vulnerable populations, including some combination of individuals, families,
groups, organizations or communities from diverse backgrounds.
5.
Provision of learning opportunities that correspond with field education goals and objectives in a
supportive and ongoing manner.
6.
Provision of an agency orientation for students.
7.
Provision of a minimum of 1 hour of supervision each week for 34 weeks by the field instructor.
8.
Participation in student and program evaluation processes by the field instructor.
14
9.
Participation by the field instructor in an orientation program and field instructor seminars, meetings and
gatherings.
Role of Agency:
The agency plays a critical role in the education of students. The agency provides a foundation and context for
students to learn and apply knowledge and skills related to the profession. The role of the agency is to provide
students with diverse experience on a macro and micro level while delivering services ethically to vulnerable
populations. The agency must be committed to education and create a meaningful learning environment for
students.
Criteria for Selection of Field Instructors:
1.
Values the educational process for graduate level students.
2.
Has a Master’s degree from a social work program accredited by the Council on Social Work Education.
3.
Has had a minimum of 2 years post-MSW practice experience with client systems of a variety of sizes.
4.
Has a willingness to provide exposure and learning opportunities that expose students to issues of
diversity.
5.
Understands the difference between student-focused learning opportunities from what is expected of
employees.
6.
Has the ability to recognize generalist and advanced practice skills.
7.
Has the ability to guide students to consider assessment and interventions from a bio-psycho-socialspiritual-cultural and environmental context.
8.
Understands the strength-based perspective.
9.
Has the ability to provide a minimum of 1 hour of structured supervision per week for 34 weeks.
10.
Demonstration of adherence to National Association of Social Work Code of Ethics and professional
values.
11.
Has the ability and willingness to attend fieldwork orientation, seminars and meetings organized by the
Director of Field Education.
12.
Has the ability to provide ongoing feedback to students.
13.
Has the ability to identify and address performance issues that may arise.
14.
Willingness to alert Field Liaison or Director of Field Education of concerns should they arise.
15.
Willingness and ability to participate in student and program evaluation process.
16.
Completion of the Field Instructor Credential form. (see Appendix 3).
15
17.
Must be licensed.
Role of Field Instructors:
The role of the Field Instructor is central to the student’s ability to learn. The primary role is to provide a sound
educational experience for students. The Field Instructor’s role is not to serve as an employer, but rather as an
educator. Field Instructors must be committed to education, understand different learning styles and be able to
engage students in the learning process. Field Instructors must be able to provide a safe learning environment
in which students can learn about information, values, and skills related to the profession.
Role of Field Liaisons:
Binghamton University's commitment to supporting and being a part of the larger community are utmost
priorities. Ensuring that agencies feel connected to the University and that the agencies feel supported and
recognized by the University is essential to the success of the program. Ensuring that students know that their
school and agency placement are working together is essential.
Field Liaisons are faculty, adjuncts and staff from the Department of Social Work whose role is as a contact for
students and field instructors during the student’s field instruction. A Field Liaison meets formally with the
Field Instructor and student at least once each semester and is in touch by phone or email. Field Instructors and
agencies are strongly encouraged to maintain regular contact with University Field Liaisons to ensure agencies
receive support, prevent potential problems by addressing concerns early and to ensure the student’s learning
corresponds with the goals and objectives of the program.
Role and Responsibilities Relative to Students:
1.
Ensuring the educational integrity of the Field Education placement.
2.
Ensuring that the student is receiving a beneficial learning experience.
3.
Conferring with the student and the Field Instructor regarding the appropriateness of assignments.
4.
Overseeing the progress of the student while in the Field placement and ascertaining that the placement is
providing opportunities for the application of knowledge, values, process and skills essential for ensuring
the generalist social work focus.
5.
Providing additional professional consultation regarding accurate assessments, process recordings,
planning and evaluating appropriate interventions and applying relevant social work theory to practice.
6.
7.
Providing support and counseling for the student during the Field Education process.
Reviewing and providing feedback on student’s assignments.
8.
Meeting formally with the student and Field Instructor at the agency at least twice (once per semester)
during the Field experience and on other occasions as needed.
9.
Mediating between the student and the agency in situations in which difficulties have arisen and have not
been resolved between parties.
10.
Assessing development and progress relative to the student’s personal growth as a social worker.
16
Role and Responsibilities Relative to Field Education Agencies:
1.
Maintaining an ongoing relationship with the Field Instructor.
2.
Ensuring that the student provides the agency with adequate professional practice.
3.
Consulting with the Field Instructor and other agency personnel regarding application of the generalist
social work model to agency practice.
4.
Mediating between the student and the agency in situations in which difficulties have arisen and have not
been resolved between the parties.
Director of Field Education:
The Director of Field Education’s role is to develop and oversee the Field Instruction Program. The Director of
Field Education is available should student, Field Instructor or Field Liaison identify issues or concerns
requiring extra attention. The Director of Field Education also coordinates seminars and meetings to encourage
the continuing training of Field Instructors, establish a continuity of relationships, ensure successful placements
and build community among agencies within the region.
Placing and Monitoring of Students
Utilizing principles of adult learning theory, the process of field placement for students honors student’s interest
of exploration as a "jumping off point" for learning. The program seeks student input and collaboration in
matching students to a fieldwork placement. In fostering professional conduct and ensuring students learn
about interviewing skills within their profession, students apply and interview for their field placement.
Students will have an opportunity to look at the list of agencies affiliated with the University sorted by county
on the Field Education Website. A more detailed listing of agencies will be available to students once they are
admitted through our Intern Placement Tracking software.
Process of Placement
Students will complete a field application form and upload an updated resume through IPT. Students will
receive an email from the Field office with log in information. All students going into their Foundation Year
field placement will meet with the Director of Field Education to review their resume, discuss placement
options and select viable placements. New full-time students meet for an initial meeting with the Field Director
in the summer prior to the beginning of classes. Full and part-time students, who have already started the
program, meet with the Field Director for placement in the spring semester of their foundation year.
1.
Students submit a Field Placement Application and resume to the Field Education office through IPT
(students entering their second year of field will have the option of including their top 3 choices (students
are not guaranteed they will be matched according to their preference).
2.
The Director of Field Education meets with all students starting their first year of field and collaboratively
works with student to select one placement to which the student will apply. Second year students meet
with the Director of Field Education as needed.
17
3.
The Director of Field Education contacts the agency and forwards the student’s resume to the Field
Instructor (or other contact person within the agency) to ensure that the agency can work with a student
and if so, inform them that they will be receiving a call from the student.
4.
The Student calls the agency to set up an interview.
5.
The Agency may request additional information to complete reference checks or other agency-required
background checks.
6.
The Field Instructor communicates his/her willingness to work with the student to the Director of Field
Education. The student also confirms his/her interest in working at the agency to the Director of Field
Education. If student and Field Instructor agree, the field placement is confirmed to begin the following
semester.
7.
The Director of Field Education notifies the student and field instructor that the placement is confirmed.
8.
All students must obtain malpractice insurance prior to beginning their field placement, and must submit
receipt of insurance coverage to the Director of Field Education.
9.
All students must participate in the Field Instruction Orientation prior to beginning their field placement.
10.
All students must review and sign the Field Contract and submit the signed form to the Social Work
Department Office (see Appendix 6).
11.
The Student is assigned to a Field Liaison.
12.
The Field Liaison notifies the field instructor and student that they will be the liaison for the academic
year.
13.
If there are problems or concerns the student and Field Instructor should contact either their Field Liaison
or the Director of Field Education as soon as possible.
The same process occurs for Field Instruction III and IV.
**If a student requests to use their work-site as a field placement for one of the two years they must also
complete a “Request for Placement in Work Site” form (see Appendix 4).
A request is not a guarantee that a student will be able to use their worksite as a field placement.
18
Checklist for Field Instructors
Creating a field placement:
√
√
√
Complete Agency Information Form
Complete Field Instructor Credential Form
Attend Field Instructor Orientation
Selecting a student:
√
√
√
√
√
Review Resume
Interview Student
Provide feedback to Director of Field Education about interview
Set up a start date and schedule with student
Ensure all agency requirements are met for student ahead of time
(i.e. abuse registry screening, health screenings etc.)
Preparing for student’s 1st day
√
√
√
Locate a space for student to work
Create mailbox for student messages etc.
Develop outline of orientation topics to review with student
Student’s first day:
√
√
√
√
Provide orientation to building, phones, norms regarding lunch breaks, dress, emergency
procedures etc.
Determine regular time to meet for weekly supervision
Review due dates for assignments
Confirm student’s schedule for year, including breaks ensuring the minimum hours are
met and program needs regarding continuity of care are addressed.
19
Evaluation
Evaluation of student learning occurs through the utilization of:
1.
2.
3.
4.
5.
6.
7.
Learning Plan
Supervision
Field Liaison Meeting/Midterm Progress Report
Field Instructor Midterm evaluation
Field Instructor Final Evaluation
Student Self-Evaluations
Grades
1.
Student Learning Plan: Students develop a field Learning Plan (see Appendix 8), that serves as the center
of the student’s field placement experience. It is designed to give direction and learning structure to the
field experience and is developed around the core practice competencies that are designated in the 2015
Educational Policy and Accreditation Standards (EPAS) by the Council on Social Work Education
(CSWE). CSWE has operationalized these competencies by identifying 31 practice behaviors defined as
“a set of measurable practice behaviors that are comprised of knowledge, value and skills.” The
internship plays a key role in teaching practice behaviors to students while measuring and reflecting the
student’s ability to demonstrate capacity in the ten core competency areas identified by CSWE. It is the
joint responsibility of the student and field instructor to negotiate the learning plan content within the
first weeks of the field placement. The student is responsible for providing a copy of the Learning Plan
to the Field Director and Field Liaison by the assigned due date stated in the Field Calendar (see
Appendix 5). During the next three weeks, Field Instructors and students begin to select tasks/activities
that will be completed during the student’s 510 hour fieldwork. The field instructor and student can add
and delete tasks/activities that will or will not be completed and that are specific to this particular
internship. This is a living kind of document, which is open to revision, if needed. This agreement will
be utilized by the Field Liaison when conducting the site visit.
2.
Supervision: Supervision occurs between the student and Field Instructor each week for a minimum of
one hour for the duration of the placement. Supervision should involve addressing both administrative
and educational content. The mechanism of supervision also serves to monitor and support the student
in the learning process. Supervision should be scheduled and provided at a structured time each week to
enable the student to explore issues related to values and ethics of social work, discussion of students’
goals (the progress and/or challenges), integration of class and field, and the exploration of theory as it
relates to practice. Supervision is an excellent place for both the student and field instructor to give and
receive feedback to one another. Students should come to supervision prepared to discuss their
caseload, ask questions related to their work, curriculum and ethical dilemmas. Field instructors should
be prepared to offer feedback, resources, skill training and support. A Student’s professional identity,
skills and understanding of the agency and their role will change over time and supervision should be a
time for students to gain information to help them in their educational and professional growth.
Evaluations should NEVER be a surprise. Supervision is a place to offer feedback and ask for what is
needed, prior to any formal evaluation process. Students and field instructors should use this time to
explore needs and expectations as frequently as is needed to ensure that the learning plan, objectives and
program goals and objectives are met.
21
3.
Field Liaison Meetings: The field liaison’ contacts with the field instructor and student, and the
feedback provided from these contacts to the Director of Field Education help in determining final
grades for students in field instruction. Early in each semester the Field Liaison will contact the Field
Instructor and the student to ascertain how the placement is progressing. The field liaison should
receive the learning contract within three weeks after the start of placement and will use this at the end
of the semester to assess the student’s progress. Once each semester the Field Liaison meets with the
Student and Instructor to evaluate the student’s progress. The liaison will utilize the Field
Liaison/Midterm Progress report Form (see Appendix 9). Recommendations for changes in the learning
plan can be discussed at this time. The liaison is also available to the student or the instructor should
either feel they are having difficulty and need support. All of these interactions help support the
evaluation by ensuring that there is continual communication, overseeing that there is a link between
field instruction and the rest of the curriculum, and offering additional guidance to address concerns
prior to the completion of evaluations. All meetings between Field Liaison, student and Field Instructor
provide opportunities to evaluate the student’s performance, strengths and needs.
4.
Practice Evaluation Instruments: Field instructors will complete field evaluations at mid-term point and
at the end of each semester to assess the student’s attainment of practice behaviors (see Appendix 11).
The council on Social Work education (CSWE), the accrediting body on social work education, requires
master’s level Social work (MSW) student’s to demonstrate competencies in 9 areas. Associated with
these competencies are a set of 31 practice behaviors. The social work field placement is an area in
which the student is expected to demonstrate competency of the practice behaviors. To ensure the
student develops the requisite practice behaviors, field instructors are asked to evaluate the student
during the final week of each semester during their placements.
The following scale is used to assess the student's performance in the nine core areas of social work
competency identified by the Council on Social Work Education:
Excellent
Very Good
Performance is exceptional and the skill is an integrated part of the student’s practice
Performance is above expectations for students at this level
Good
Performance generally meets expectations for students at this level
Poor
Performance shows signs of competency, but generally does not meet expectations for
students at this level
Unsatisfactory
Not Assessed
Performance is unsatisfactory
Assignment did not provide an opportunity to demonstrate the behavior
5.
Student Self-Evaluation: Students complete a self-assessment at the end of each semester (see Appendix
10). The assessments are to be submitted to the Director of Field and their Liaison by the assigned due
date in the Field Calendar (see Appendix 5). Measurements used in this evaluation correspond with the
competencies and practice behaviors. The evaluation will give the program information from the
student’s perspective about how well they feel they attained the practice behaviors and the extent to
which the placement gave them the opportunity to do that.
6.
Grading: The Director of Field Education is the Instructor of Record for field, meaning that the Director
of Field Education determines the grade earned by each student. The evaluation of the student is based
on the evaluations received from the Field Instructors and feedback from the field liaison. The mid-term
22
progress report, student self-evaluations, and Field Instructor evaluations are used to consider student’s
grade each semester. Grades consist of either Satisfactory or Unsatisfactory. A grade of Unsatisfactory
is equivalent to failing (F) received in other courses.
23
2015 CSWE EPAS Competencies and Practice Behaviors
Competency 1: Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and
regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand
frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in
practice, research, and policy arenas. Social workers recognize personal values and the distinction between
personal and professional values. They also understand how their personal experiences and affective reactions
influence their professional judgment and behavior. Social workers understand the profession’s history, its
mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other
professions when engaged in inter-professional teams. Social workers recognize the importance of life-long
learning and are committed to continually updating their skills to ensure they are relevant and effective. Social
workers also understand emerging forms of technology and the ethical use of technology in social work
practice. Social workers:

make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as
appropriate to context;

use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations;

demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication;

use technology ethically and appropriately to facilitate practice outcomes; and

use supervision and consultation to guide professional judgment and behavior.
Competency 2: Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are
critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of
multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender,
gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality,
sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of
difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well
as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and
discrimination and recognize the extent to which a culture’s structures and values, including social, economic,
political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social
workers:

apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels;

and
present themselves as learners and engage clients and constituencies as experts of their own experiences;

apply self-awareness and self-regulation to manage the influence of personal biases and values in
working with diverse clients and constituencies.
24
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental human rights
such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers
understand the global interconnections of oppression and human rights violations, and are knowledgeable about
theories of human need and social justice and strategies to promote social and economic justice and human
rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that
social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental,
economic, social, and cultural human rights are protected. Social workers:

apply their understanding of social, economic, and environmental justice to advocate for human rights at
the individual and system levels; and

engage in practices that advance social, economic, and environmental justice.
Competency 4: Engage In Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing
a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific
inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that
evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also
understand the processes for translating research findings into effective practice. Social workers:

use practice experience and theory to inform scientific inquiry and research;

apply critical thinking to engage in analysis of quantitative and qualitative research methods and
research findings; and

use and translate research evidence to inform and improve practice, policy, and service delivery.
Competency 5: Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services, are
mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the
history and current structures of social policies and services, the role of policy in service delivery, and the role
of practice in policy development. Social workers understand their role in policy development and
implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in
policy practice to effect change within those settings. Social workers recognize and understand the historical,
social, cultural, economic, organizational, environmental, and global influences that affect social policy. They
are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:

Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and
access to social services;

assess how social welfare and economic policies impact the delivery of and access to social services;

apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and
social, economic, and environmental justice.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of
social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and
communities. Social workers value the importance of human relationships. Social workers understand theories
of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate
engagement with clients and constituencies, including individuals, families, groups, organizations, and
25
communities. Social workers understand strategies to engage diverse clients and constituencies to advance
practice effectiveness.
Social workers understand how their personal experiences and affective reactions may impact their ability to
effectively engage with diverse clients and constituencies. Social workers value principles of relationshipbuilding and inter-professional collaboration to facilitate engagement with clients, constituencies, and other
professionals as appropriate. Social workers:

apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies; and

use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of
social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and
communities. Social workers understand theories of human behavior and the social environment, and critically
evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals,
families, groups, organizations, and communities. Social workers understand methods of assessment with
diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications
of the larger practice context in the assessment process and value the importance of inter-professional
collaboration in this process. Social workers understand how their personal experiences and affective reactions
may affect their assessment and decision-making. Social workers:

collect and organize data, and apply critical thinking to interpret information from clients and
constituencies;

apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

develop mutually agreed-on intervention goals and objectives based on the critical assessment of
strengths, needs, and challenges within clients and constituencies; and

select appropriate intervention strategies based on the assessment, research knowledge, and values and
preferences of clients and constituencies.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of
social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and
communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of
clients and constituencies, including individuals, families, groups, organizations, and communities. Social
workers understand theories of human behavior and the social environment, and critically evaluate and apply
this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of
identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency
goals. Social workers value the importance of inter-professional teamwork and communication in interventions,
recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational
collaboration. Social workers:

critically choose and implement interventions to achieve practice goals and enhance capacities of clients
and constituencies;

apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in interventions with clients and constituencies;

use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
26

negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

facilitate effective transitions and endings that advance mutually agreed-on goals.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of
social work practice with, and on behalf of, diverse individuals, families, groups, organizations and
communities. Social workers recognize the importance of evaluating processes and outcomes to advance
practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and
the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers
understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social
workers:

select and use appropriate methods for evaluation of outcomes;

apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes;

critically analyze, monitor, and evaluate intervention and program processes and outcomes; and

apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
27
Policies and Procedures for Field Education
28
Agency Affiliation Contract
Policy:
All agencies who have met the school’s criteria for both agency guidelines and field instructors
must complete an Agency Affiliation Agreement contract prior to having students assigned to the
agency. The contract must be signed by the Executive Director/Administrator of the agency and
the Vice President for Administration.
Procedure:
1.
After an agency has been selected to participate as a field site, the Director of Field Education
will send the Executive Director/Administrator an Agency Affiliation Agreement.
2.
The Executive Director/Administrator of the Agency will complete and return the Agency
Affiliation Agreement to the Director of Field Education.
3.
The Director of Field Education will forward the Agency Affiliation Agreement to the Vice
President of Administration who will sign and return the agreement to the Director of Field
Education.
4.
The Director of Field Education will forward a fully executed copy to the Agency.
5.
The Director of Field Education will keep the contract on file for the agency and will consider it
valid unless a written addendum sent by certified mail by either party is submitted and approved.
6.
Changes can be suggested by either party, any changes must be forwarded to the University’s
attorney for review prior to amendments taking place.
29
Advanced Standing Placement
Policy:
It is our policy that students admitted with advanced standing status, who have approval to
transfer credit from their first year of field, would complete a 510 hour field placement.
Procedure:
Students admitted as advanced standing must complete an application through the Field
Education Office to determine if their first year placement can be transferred towards their
degree completion in this program. The application considers factors such as whether the field
placement was completed successfully and whether the agency and opportunities match the
criteria for our program.
1.
A request for advanced standing credit for field begins via the admissions process to the
program.
2.
The student is responsible for forwarding field evaluations, syllabi, learning contracts, and a
description of the agency to the Director of Field Education.
3.
Students with BSW degrees in the Advanced Standing Program must complete a single field
placement internship over two semesters.
Field Orientation for Students
Policy:
Students are to participate in the field instruction orientation prior to starting field. Students
cannot count hours towards field until they have completed the orientation. If a student misses
orientation they will not be able to be placed in field, and may not be able to take other courses
until they can enroll in field instruction in a future semester.
30
Process for Field Assignment
Policy:
Students will have a field placement assignment approved by the Director of Field
Education, prior to the beginning of the semester that Field Instruction begins. Should
disruption in this process arise, every effort will be made to establish an appropriate field
placement for the student as soon as possible. Students cannot set up their own field
placement without the involvement and knowledge of the Director of Field Education, (or
designee). A reasonable amount of time is needed to plan placement opportunities. The
selection of an appropriate placement involves consideration of student’s interest and
needs with the agencies capabilities. The process of field assignment is a collaborative
process that requires the input of the student, agency, and the Director of Field Education.
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Student will complete a resume and forward to Director of Field Education, or designee.
Student will set up appointment with Director of Field Education, or designee, to discuss
placement opportunities.
Student and Director of Field Education (or designee,) will select best option for
placement.
Student will complete cover letter and send to Director of Field Education.
Director of Field Education or designee will send cover letter, resume and a letter of
intent to Field Instructor (or other agency contact person).
Student will call Field Instructor to arrange an interview.
Field Instructor will contact Director of Field Education, or designee, to confirm or
decline student.
Director of Field Education, or designee, will contact student to confirm placement or set
up another meeting to review process and select another potential field placement.
When Field placement is determined, Director of Field Education or designee will alert
field liaison, student and field instructor about who the field liaison will be.
31
Professional Liability Insurance Coverage For Students and Agency
Policy:
Students must enroll as a student member of the National Association of Social Workers
(NASW) and are expected to secure a minimum of $1,000.000/3,000,000 liability insurance
through NASW. Students must make a copy of the proof of liability insurance available to the
Director of Field Education before the student can be placed at an agency. Insurance must be
kept current during student’s participation in field instruction.
Students cannot start field without a copy of the confirmation being given to the Social Work
Department. If a student begins field instruction without liability coverage and it is discovered
that the student did not have insurance coverage, the student will not be able to count any hours
completed towards field and will be asked to leave the placement until the Social Work
Department has received confirmation of coverage.
Scheduling at Field Placement
Policy:
Students must complete a total of 510 hours of practice over the course of their assigned field
placement for 34 weeks. Students may have to work during the University’s scheduled recesses
to ensure the minimum amount of required hours is met, and to ensure that there is continuity of
care at the agency. At the least, student hours must cover the entire two semesters during which
students are in class in order to assure integration of class and field experience. For example
students may not put in extended hours earlier so that they finish placements more than a week
before the end of the final semester because it is important that field runs concurrently with
classes. It is the responsibility of the student to confirm a specific schedule for attendance at
field including days, hours and agency holidays. Students must determine with their field
instructor what the procedure is for missing time due to illness or emergencies.
32
Securing a Field Placement
Policy:
The Department of Social Work will work diligently to place students in an agency. However
students admitted into the program are not guaranteed placement. Situations such as a student’s
ability to interview successfully, a student not following through in a timely fashion, or a student
having a history of a past conviction(s) for felonies are examples of factors that may affect a
student’s success in being accepted to an agency. If a student cannot successfully secure a
placement they will not be able to complete the program.
Selection of Field Instructors
Policy:
All Field Instructors selected to supervise students in the MSW program must meet all of the
criteria set forth for the program and complete the necessary credentialing forms prior to working
with students.
Procedures:
1.
Field Instructors are either identified by staff, faculty or a member of the Field Advisory
Committee within the Department of Social Work, an Agency who has been selected by the
school to serve as a field site, or an individual who identifies them self as interested in applying
as a field instructor to the Director of Field Education.
2.
The Director of Field Education, or designee, will meet with the interested individual and/or
agency to review the criteria and to explore whether the individual meets the field instructor
criteria.
3.
The individual will complete a Field Instructor Credentialing form, which outlines work
experience, educational background and licensing information.
4.
The Director of Field Education will review the information and determine whether the field
instructor meets the criteria and can serve as a field instructor for the program.
5.
The Director of Field Education will contact the individual and agency with written confirmation
or denial of appointment as a field instructor, with specific explanation of reasoning.
Criteria for Selection of Field Instructors:



Values the educational process for graduate level students.
Has a Masters degree from a social work program accredited by the Council of Social
Work Education.
Has had a minimum of 2 years post-MSW practice experience with client systems of
varying sizes.
33













Has a willingness to provide exposure and learning opportunities that expose students to
issues of diversity.
Understands the difference between student-focused learning opportunities from what is
expected of employees.
Has the ability to recognize generalist and advanced practice skills.
Has the ability to guide students to consider assessment and interventions from a biopsycho-social-cultural-spiritual and environmental context.
Understands the strength-based perspective.
Is able to provide a minimum of 1 hour of structured supervision per week for 34 weeks.
Is able and willing to attend fieldwork orientation, seminars and meetings organized by
the Director of Field Education.
Is able to provide ongoing feedback to students.
Is able to identify and address performance issues that may arise.
Willing to alert Field Liaison or Director of Field Education of concerns should they
arise.
Willing and able to participate in student and program evaluation process.
Must submit a current resume or CV
Must be licensed
34
Selection of Field Agencies for Placement
Policy:
All Agencies selected as field placements must meet all of the criteria set forth for the program
and complete the necessary forms prior to students being assigned to the agency for field
placement.
Procedure:
1.
Field agencies are either identified by staff, faculty or a member of the Field Advisory
Committee within the Department of Social Work, an Agency who expresses interest, or through
an individual contacts the school with an interest in applying as a field instructor to the Director
of Field Education.
2.
The Director of Field Education will meet with the interested agency to review the criteria and to
explore whether the agency meets the agency criteria for field placement.
3.
The agency will complete a Field Placement Information form, which includes information about
the services provided through the agency, responsibilities and tasks students would participate in,
populations served through the agency, and information about potential field instructors.
4.
The Director of Field Education and the Field Advisory Committee will review the information
and determine whether the agency meets the criteria and can serve as a field instructor for the
program.
5.
The Director of Field Education will contact the agency with written confirmation or denial of
appointment as a field site, with a specific explanation of reasoning.
Criteria for Selection of Field Agencies:










Demonstrates a commitment to the educational process of students.
Strives to adhere to the guiding principles of the MSW program’s mission.
Demonstrates an adherence to NASW Code of Ethics and professional values.
Serves vulnerable populations, providing services to either one or a combination of
individuals, families, groups, organizations or communities from diverse backgrounds.
Provides learning opportunities that correspond with field education goals and objectives
in a supportive and ongoing manner.
Provides an agency orientation for students.
Allows agency staff serving as field instructors to provide a minimum of one hour of
supervision each week for 34 weeks.
Allows staff serving as field instructors to participate in student and program evaluation
processes.
Allow staff serving as field instructors, time to participate in an orientation program and
field instructor seminars, meetings and gatherings.
Agency must provide access to private space and a phone for student.
35
100 Mile Radius for Field Placements
Policy:
Field placements will be limited to a 100 mile radius from the university. Exceptions may be
made if feasible although fees may be incurred by the student to cover the costs related to travel
for field visits.
Using Employment Agency as Field Placement
Whenever possible, Binghamton University strongly recommends that a student’s assignment to
a field-site does not occur in the student’s workplace. However, under extenuating
circumstances, students may use their place of employment for one year of their field instruction.
Students who use their place of work as their field instruction site must have different work
assignments and responsibilities than those they assume during their employment at the agency.
Students are required to have a different supervisor for fieldwork than for their employment.
Students are not guaranteed acceptance to a field placement in an agency in which they work.
Students that are approved for a field placement in the same agency in which they are employed
may only do so for one out of the two field placement assignments.
Policy:
Procedure:
1.
2.
3.
4.
5.
6.
The student must have approval of the Director of Field Education to use the work-site as a field
placement.
The student must complete an application (see Appendix 4), that provides an outline of their
current job description along with a description of the program and responsibilities for fieldwork
to the Director of Field Education for review and approval.
The student must be in good academic standing.
Acceptance of placement is not guaranteed.
The agency and the field instructor must comply with the agency criteria for Binghamton
University’s MSW program.
If approved, the student, field instructor and work supervisor must sign the form and return it to
the Director of Field Education.
Guidelines:
1.
2.
3.
4.
5.
The field assignment must be clearly educational rather than work oriented.
The agency and field instructor must meet all of the criteria requirements for the program.
The agency and student must agree that the student will be given release time to do field
placement work and not be required to make up this time.
The content of the field placement work must be different from the student's work as an
employee of the agency.
The school has no stipulations regarding how a student is paid or salaried through the agency.
36
Field Advisory Committee
Policy:
Field instruction is an integral piece of the MSW program. It is invaluable to have the feedback
and consultation of Field Instructors involved in helping to develop and revise components of
field instruction. The Field Advisory Committee is comprised of the Director of Field
Education, at least one faculty member, a full and part time student, and at least four field
instructors and/or MSW practitioners. The committee is designed to:




Procedure:
Develop and review fieldwork policies for the program
Provide oversight of the field education program
Make decisions regarding exceptions and revisions to field policies.
Assist with the planning of training for field instructors
The committee meets at least four times a year and is chaired by the Director of Field Education.
Members serve as advisors to the MSW program.
Attendance Policy
Policy:
Students are to establish a regular schedule with their field instructor before the first scheduled
day of field instruction. The schedule must not conflict with days courses are offered. Once a
schedule has been established, students must follow their set schedule. Students who miss three
or more days may be subject to review. Students who demonstrate a pattern of absences or
tardiness in field may not pass the field instruction course.
If a student is ill or cannot make it to their field instruction they must notify their field instructor
ahead of time (if possible), and will be required to make up the missed time.
Due to the importance of providing continuity of care to clients, presenting as a reliable and
professional colleague to the agency, and ensuring the fullest opportunities afforded by field
instructions, missing field will be considered an absence whether or not the student reschedules
missed time.
37
Difficulties in Field Placement
Policy:
At times it is expected that a student or field instructor may be faced with problems in the field
setting. It is our policy that all students, field instructors and faculty liaisons follow the
guidelines stated below for resolving issues.
Procedure:
1.
2.
3..
4.
5.
If a problem arises, the student or the field instructor should initiate a conference together to
identify the problem, explore solutions and develop a plan to address a resolution.
If either feels that the problem remains, a conference which includes the field liaison should
occur to solicit support and advice in carrying out step 1.
If any party perceives the problem is continuing, they should initiate a triad conference between
the student, field instructor and field liaison to identify the problem, explore solutions and select
an alternative(s) in seeking resolution.
The field liaison will follow up to ensure there is resolution.
If the problem is not resolved, the field liaison will inform the Director of Field Education.
Request for Liaison Reassignment
Policy:
Changes to liaison assignments can occur under extenuating circumstances only.
Procedure:
1.
2.
3.
Discuss why you would like a reassignment with the Director of Field.
Make a formal request in writing.
Request will be reviewed by the Field Director, Department Chair and one member of the Field
Advisory Committee.
38
Ethics in Field Instructors as Educators and Mentors
Policy:
Field instructors are entrusted with a powerful role and relationship when working with students.
(a)
Social workers who function as educators, field instructors for students, or trainers should
provide instruction only within their areas of knowledge and competence and should provide
instruction based on the most current information and knowledge available in the profession.
(b)
Social workers who function as educators or field instructors for students should evaluate
students’ performance in a manner that is fair and respectful.
(c)
Social workers who function as educators or field instructors for students should take reasonable
steps to ensure that clients are routinely informed when services are being provided by students.
(d)
Social workers who function as educators or field instructors for students should not engage in
any dual or multiple relationships with students in which there is a risk of exploitation or
potential harm to the student. Social work educators and field instructors are responsible for
setting clear, appropriate, and culturally sensitive boundaries.
(e)
Field instructors supervising students must abide by the National Association of Social Worker’s
Code of Ethics. www.naswdc.org.
39
Evaluation and Grading
Policy:
The Director of Field Education assigns a final grade, based on the evaluations received from
each student’s field instructor and from feedback shared by the field liaison. Grades are
“satisfactory” or “unsatisfactory”. “Satisfactory” means the student consistently demonstrates
acceptable or above acceptable level of performance and that the student has achieved the
minimal objectives of the course. “Unsatisfactory” means the student’s performance is below
acceptable performance and means the student did not achieve the minimal objectives of the
course. A grade of unsatisfactory is considered equivalent to a failing grade in other courses.
Each field instruction course must be completed with a satisfactory grade before beginning each
subsequent field instruction course.
Procedure:
1.
Evaluation of the student’s fieldwork is the responsibility of the field instructor through review
of the learning plan, supervision, a midterm evaluation and an end of semester evaluation.
2.
The Generalist Foundation Evaluation is used for SW 591 and SW 592. The Advanced
Generalist Concentration Evaluation is used for SW 593 and SW 594.
3.
The field instructor completes the evaluations and reviews it with the student. The student signs
the evaluation (indicating it has been reviewed).
40
Due Dates for Field Assignments
All deadlines for all field-related assignments can be found in the Field Calendar (see Appendix 5)
Assignments
Policy:
Students are responsible for submitting field assignments on time. Please see our Field Calendar
for due dates.
Procedure:
1. If an assignment is not recorded in Blackboard as submitted by 5pm on the due date, the
student will get a notification via Blackboard email stating that the assignment is overdue. This
will happen one day (24 hours) after the due date.
2. If the overdue assignment is not submitted within 2 days (48 hours) after the first notice, an
email will be sent to the student, field Instructor, liaison and academic advisor stating that the
assignment is overdue and needs to be submitted as soon as possible.
3. If the overdue assignment is not submitted to the Field office two business days after the
second notice (96 hours), the student will not be allowed to return to the field placement until the
assignment is completed and submitted. Students are required to make up the missed hours
once the assignment is submitted.
4. If the student has been late turning in field assignments at least once in the past, we will
proceed immediately with step two.
5. If untimely submission of assignments continues, the student will be required to participate in
the social work Advancement process to assess and support their professional readiness. Please
the Social Work Department Graduate Student Handbook for the advancement policy.
Timely submission of assignments is a requirement of this course. This is a Practice Behavior
identified by CSWE in Competency #1 “Ethical & Professional Behavior”, Practice Behavior #3
“Demonstrate professional demeanor in behavior, appearance, and oral, written, and electronic
communication”. (CSWE, 2015)
41
Expenses Incurred in Relationship to Field Instruction
Policy:
Students are responsible for expenses such as transportation to and from their field agency,
parking, food, lodging etc. Students may also be responsible for the costs of medical screening
such as for TB testing prior to staring at a field agency. Every effort is made to place students
within an area that will not require distance driving to participate in their field agency. Students
are responsible for the cost of physical exams and vaccinations that may be required from certain
field agencies. Eligible students may be able to arrange for services through the University
Health Service. Students are responsible for expenses related to health insurance that may cover
injury incurred at the field agency and for car insurance if using a car for placement
responsibilities.
Keeping Track of Hours
Policy:
It is our policy that students keep track of hours that they have completed in field each week.
Procedure:
Students are required to log their hours using the Timesheet found on the Social Work
Department’s website (see Appendix 12c. Field instructors must review and sign off that they
agree with the time log. Time logs are submitted at the end of each semester.
1.
The Student should log both supervision and time at field.
2.
Students are responsible for bringing this log to supervision on a bi-weekly basis so their Field
Instructor can review and sign.
3.
The Student should always keep copies of their hours.
4.
The Student may want to use this log to request a letter from their Field Instructor at the end of
the year to confirm hours of supervision and time spent in field instruction that may be needed at
a later time for licensing or other accreditation requirements.
42
Learning Plan
Policy:
Students and field instructors are required to collaboratively develop a learning plan each
semester. This must be completed by the due date given on the field calendar (see Appendix 5)
for each section of field instruction. In each section of field instruction, the learning plan must
integrate the competencies and practice behaviors outlined in the 2015 Educational Policy and
Accreditation Standards (EPAS) as set by the Council on Social Work Education (CSWE). The
learning plan identifies tasks and learning activities students need to complete in order to meet
the competencies.
Procedure:
1.
The student creates a draft of a learning plan using guidelines described in the field instruction
manual, discussion with field instructor, and field documents available on the Social Work
Department’s website.
2.
The student and field instructor work on a final draft in time to hand in by the due date specified
on the field calendar.
3.
The learning plan should be submitted via Blackboard by the student by the due date. Student’s
Field Liaisons should also receive a copy, and students should check with their field liaisons
regarding her/his preferred medium (i.e. electronic, hard copy, etc).
4.
List of nine Core Competencies Identified by CSWE (see Appendix 8):









Guidelines:
Demonstrate Ethical and Professional Behavior
Engage Diversity and Difference in Practice
Advance Human Rights and Social, Economic, and Environmental Justice
Engage In Practice-informed Research and Research-informed Practice
Engage in Policy Practice
Engage with Individuals, Families, Groups, Organizations, and Communities
Assess Individuals, Families, Groups, Organizations, and Communities
Intervene with Individuals, Families, Groups, Organizations, and Communities
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
The learning plan is a guide and agreement between the field instructor, student and school. It
should be used to help ensure learning opportunities in the areas outlined on the plan and is used
to evaluate the students’ performance in field.
43
Mandated Reporting
Policy:
If a student suspects that a child may be being abused at the agency in which he/she is placed for
field instruction, they must discuss the case immediately with their field instructor and follow the
policies of that agency in regard to mandated reporting procedures. Although there is no law in
New York State requiring mandated reporting for elders, it is our policy that if you suspect abuse
of an elder in your field placement that you report this to your field instructor and follow the
agency’s policy and procedures.
44
Responsibilities and Role of Field Liaison
Policy:
Every student and field agency will be assigned a field liaison whose purposes are to: maintain
contact between the agency and school through visits and phone calls to the agency, assist in
evaluating the progress of the student’s learning and integration of classroom learning into
practice experience, serve as a consultant and support to the student, agency and field instructor,
ensure the creation and implementation of the learning plan, and assist with problems in
placement should they arise.
Procedure:
1.
The field liaison will contact both the student and the field instructor. The student will be
notified via blackboard of their liaison so that they can also be in touch with the liaison. Students
will meet their Liaisons during Field Orientation.
2.
The field liaison will schedule a meeting with the student and field instructor at the agency once
a semester.
3.
The field liaison will be available by phone and email if the field instructor or the student needs
assistance.
4.
The field liaison will meet with the student and field instructor to review the learning agreement,
ensuring that curriculum content is being met through practice opportunities.
5.
The field liaison will utilize a field liaison assessment tool when meeting with the student and the
field instructor and give it to the Director of Field Education after each contact.
45
Responsibilities of Field Instructors
Policy:
Field instructors are an integral part of the student’s education. The field instructor guides the
students’ professional development, helping to form their professional knowledge and skills. To
create an educational experience of excellence, responsibilities of field instructors must be
consistent through all agencies and for all student experiences. All field instructors agree to:









Attend the New Field Instructor Seminar if serving as a new instructor.
Interview and select student(s) applying for placement at their agency and inform the
Director of Field Education regarding these processes.
Orient students to the agency, providing a clear description of expectations and agency
policies.
Select cases, projects and other learning opportunities that enhance either the Generalist
or Advanced Generalist Curriculum.
Assist student(s) in developing a learning plan.
Meet with student a minimum of one hour a week, for a face to face meeting through the
duration of the field placement.
Review a minimum of one process recording with student each semester.
Evaluate student’s performance through review of the learning plan every 7 weeks, a
midterm evaluation and a final evaluation. (see Appendices 8, 9, 10, & 11)
Meet with field liaison and student as needed.
46
APPENDICES
47
APPENDIX 1
Responsibilities of Students
Responsibility to Self
1. To identify learning needs and objectives
2. To be ethical in all activities
3. To fulfill as fully as possible all legitimate expectation of the learner in the field and
to go beyond them as feasible
4. To apply self fully to learning and services--including realistic allotment of time to
outside demands
5. To be willing to recognize the needs of others in the field instruction partnership
system and commitment to be helpful, if possible.
Responsibilities to the School
1. To maintain open, honest and sharing communication for achievement of goals, to
problem solving in the field instruction partnership system
2. To complete all expected reports fully and on time
3. To provide feedback from agency in the form of case illustrations for classes and
sharing of knowledge gained in the field; to question and comment on the usefulness
of concepts and methods taught in class in relation to field work
4. To fulfill all educational requirements including spending the full time expected in
the field as usefully as possible
5. To work diligently to solve problems arising out of inadequacies or misunderstanding
in the field instruction system, including evaluation of the system and its functioning
in relation to its goals
6. To work to improve ways in which the school functions with respect to field
instruction through channels provided, such as committees, suggestions for
improvements and sharing in general
7. To responsibly budget time to allow for adequate attention to both class and field and
other student responsibilities
Responsibilities to Field Setting
1. To fully cooperate with the field instructor and other partners in obligations of
learning and reporting responsibilities including dictations, agendas for conferences,
identification of goals, problems and so on
2. To carry out service and other field activities in compliance with agency policy and
practices
3. To question and evaluate agency policies and practices and work responsibly for their
improvement
4. To furnish all reports and other work required on time and fully, to devote the full
amount of time expected in the field, and to be flexible when asked to change the
specific hours worked for good reason
5. To help field instructors keep an educational focus if this help is needed
49
6. To discover how one’s own learning experiences may simultaneously promote one’s
growth as a professional and augment the agency’s capacity to function
7. To enhance agency efforts, when possible, through extra service to clients,
development of new resources, public relations contacts, feedback, sharing new
learning, and so on
Responsibilities to Clients
1. To practice social work in a disciplined manner and at the highest level of
competence possible in view of time and skill limitations
2. To work to maintain and improve social work service, of one’s own and others
3. To offer service promptly, courteously, and without prejudice, and in other ways to
put the client’s interests first, before one’s own convenience
4. To respect the privacy of clients and their right to opportunity to make use of service
(outreach)
5. To never exploit clients in one’s own interest and to share with appropriate
persons the instances in which the agency and school policies or requirements
collide with a client’s needs.1
Suspension of Field Placement
Policy:
A student may be suspended from a field placement if they have
demonstrated behavior that is or may be detrimental to the client, agency,
school, or the student themselves. The determination to suspend a student
from field is a professional judgment based upon the review of
circumstances. The determination of detrimental behavior is made by the
faculty liaison and the Director of Field Education after consulting with
the field instructor and the student as appropriate.
1
A partial listing of responsibilities of the student developed by “”Responsibilities of the
Student in Field Instruction”, Quality Field Instruction in Social Work; Sheafor,B and
Jenkins, L ed. Longman, New York 1982 Chapter 9 and the “Student Guide to Graduate
Field”, The University of Texas at Austin School of Social Work
50
Termination of Field Placement
Policy:
A student may be terminated from a field placement if they have
demonstrated behavior that violates the code of ethics, standards set forth
in our program or behaviors that are determined to be detrimental to the
client, agency, school, or the student themselves. Termination of a field
placement could result in a failing grade in field or a transfer to another
placement.
Transporting Clients
Policy:
If a student is required to transport clients to fulfill agency responsibilities,
the agency must be able to provide an agency vehicle for the student to use
and must have a minimum of one million dollars liability coverage for
students. Under no circumstances should a student transport clients in
their own car. The University does not assume responsibility for injury
to, or caused by, the student during the Practicum.
Sexual Harassment
Policy: Members of the Binghamton University community have the right to participate
in all that the campus offers without being subjected to physical violence, threats,
intimidation, damage to personal property, or any other form of harassing behavior.
Binghamton University is committed to creating a safe and supportive learning
environment, becoming a more inclusive community, and fulfill its obligations under
federal and state laws, regulations, and executive orders. Essential to these objectives is
the maintenance of an environment in which individual dignity is respected, the richness
of human diversity is welcomed, and harassment is not tolerated.
Accordingly, it is the policy of Binghamton University to prohibit harassment and to
investigate allegations of such behavior promptly and thoroughly. This policy applies to
students, faculty, staff and employees of the Research Foundation, contractors, vendors,
and visitors to the campus. The Department of Social Work further extends this to
include Field Instructors.
51
NASW code of ethics defines sexual harassment in the following way, “sexual advances,
sexual solicitation, request for sexual favors, and other verbal or physical conduct of a
sexual nature.” Conduct of this nature will be reported to relevant authorities. Field
Instructor’s will be terminated from their role within the program.
A) What is Harassment?
General Description
Harassment is generally understood to occur when the conduct of an individual or group
of individuals has the intent or effect of unreasonably interfering with an individual’s or
group of individual’s educational or work environment, or that creates an intimidating,
hostile, or offensive environment. Some forms of harassment are prohibited by law.
Understanding harassment begins with recognizing that there is no simple definition of
the term, and that there is no finite list of behaviors that covers all potential forms of
harassment. Rather, the circumstances of each case will determine whether specific
conduct amounts to harassment.
Moreover, while the range of behaviors which may constitute harassment is broad, so is
the range of speech protected by the First Amendment, and this is discussed in more
depth in section "B" of this document. Finding the balance between harassment and
protected speech can be challenging.
In compliance with the National Association of Social Worker’s code of ethics, field
instructors must be conscious of not entering into dual relationships with students.
Harassment Based on Protected Class
The Equal Employment Opportunity Commission (EEOC) describes harassment based
on protected class (including sexual harassment) as offensive conduct that is so severe,
pervasive, or objectively offensive that it creates an unreasonable and substantial
interference with the ability of member of a protected class to participate in the academic
or employment setting. As with other forms of harassment, an individualized assessment
of the circumstances in which the conduct occurred is essential to a final determination.
Criminal Harassment
Harassment may also take the form of criminal behavior. As with any kind of harassment,
the range of behavior that may constitute criminal harassment is broad. The New York
State Penal Code defines criminal harassment as conduct intended to harass, annoy,
threaten, or alarm another person.
B) Harassment and First Amendment Considerations
The concepts of academic freedom and an open exchange of ideas are essential to the
mission of any educational institution. Binghamton University is committed to these
52
ideals, and as a public institution, is legally obligated to protect its members’ First
Amendment right of freedom of expression.
Respect for this right requires that members of the University tolerate the expression of
views that are contrary to their own, and recognize that the expressions of ideas that are
intolerant, bigoted, or deeply offensive are entitled to First Amendment protection.
Equally important, however, is the understanding that free expression carries with it the
responsibility of civility and respect for others. The University views conduct intended to
disparage or demean others as contrary to the pursuit of knowledge and rational
discourse.
So called "speech codes" have been deemed unconstitutional by the courts. Therefore,
while Binghamton University does not condone incivility within the campus community,
it has not adopted a policy to prohibit offensive speech. Moreover, Binghamton has a
proud history of inviting and encouraging the expression of diverse views.
C) Reporting Procedures:
Individuals who feel they have been harassed are advised to seek guidance and
information from one of the offices listed in section "E" of this policy before taking direct
action on their own. Doing so does not oblige anyone to file a formal complaint. The
University strongly encourages anyone who has information regarding an incident of
harassment involving violence or the threat of violence, to report it immediately to the
University Police. While in some cases, reports of harassment may be resolved through
informal means, some circumstances call for the use of formal complaint procedures.
Both options are outlined below:
i) Informal Complaint Resolution
Informal complaint resolution is intended to stop the behavior in question and to rectify
the situation immediately rather than to determine culpability or intent. For advice in
addressing harassment through informal means, inquiries may be directed to any of the
offices listed in section "E" of this policy. In addition, the offices of the Employee
Assistance Program (EAP), the University Counseling Center, and the University
Ombudsman, routinely provide strictly confidential advice on a variety of sensitive
topics.
ii) Formal Complaint Resolution
Formal complaint procedures, a more official route of intervention usually requiring a
signed statement, are available through a number of campus departments. Campus
departments often work together to address incidences of alleged harassment. However,
given that certain types of situations inevitably involve a particular campus department,
the University recommends that complaints be addressed as follows:
53
Harassment occurring
in residential areas
Appropriate resident/community
director or other professional
residential life staff
Harassment involving
student conduct
outside of residence
halls
Student Judicial Affairs Office
Harassment involving
the conduct of an
employee
Director of Personnel or appropriate
supervisory personnel
Harassment or
discrimination based
on protected class
Office of Affirmative Action
Harassment involving
field placement
Field Liaison or Director of Field
Education
Any incident of harassment may be reported to the University Police. The University
especially encourages the immediate reporting of any incident involving violence or the
threat of violence. Any incident may be discussed informally and in the strictest
confidence with the University Ombudsman, and at the University Counseling Center or
Employee Assistance Program.
D) Prohibition of Retaliation
Retaliation against any person who reports harassment, or who testifies, assists, or
participates in an investigation, proceeding, or hearing relating to such a report, is strictly
prohibited. False reports knowingly made in bad faith are also prohibited. Violation of
the University’s policy on harassment policy will subject the offender to the full range of
penalties available, including criminal adjudication and separation from the University. In
addition, certain types of harassment are criminal offenses and carry enhanced penalties
under state and federal laws.
E) Campus Resources
Residential Life Office
WD-213
777-2321
Dean of Students Office
AD-229
777-4788
University
Counseling Center
LN-1202
777-2772
New York State
Human Resources Office
Judicial Affairs
54
University Police ADG35
777-2393 (nonemergency)
911 (emergency)
Employee Assistance
Program
Health Service
Building, Room 115
777-6655
AD-412
777-2187
Office
WD-3B
777-6210
Office of Affirmative Action
and University Ombudsman
AD 138
777-2388
Services for Students
with Disabilities
LH-B51 777-2686
55
APPENDIX 2
Agency Information Form
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Agency Contact Information
Agency
Contact Person
Phone
E-mail
Phone
Fax
Agency Name
Street Address
City and Zip
County
Web Address
Agency/Placement Description
Agency
Classification
(you may select more than
one; please indicate the
agency’s primary
classification)
[ ] Aging/Gerontological Social
Work
[ ] Alcohol, Drug, or Substance
Abuse
[ ] Child Welfare
[ ] Community Planning
[ ] Corrections/Criminal Justice
[ ] Family Services
[ ] Group Services
[ ] Health
[ ] Occupational/Industrial Social
Work
[ ] Intellectual Disability
[ ] Mental Health or Community
Mental Health
[ ] Public Assistance/Public
Welfare
[ ] Rehabilitation
[ ] School Social Work
[ ] Other
Please indicate in the space below information in regards to your agency. This does not need to be a complex,
detailed statement but should give students a rough estimate of what it is they should expect if they were to intern
with your agency. (i.e. types of clients, types of services provided, types of placement – clinical, mezzo, macro)
1
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Please describe in some detail what a social work student will do as part of your organization (i.e. what a typical
day/week would be like, what kind of learning opportunities would they have working with systems of different sizes?
What kind of skills would they gain at your agency?)
Working with
Individuals
Working with
Families
Working with
Groups
Working with
Communities
Working with
Organizations
2
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Please list any additional or special requirements that are required for your agency in the space below (i.e.
background checks, additional applications, TB testing, drug testing)
Placement Information
Transportation of
Clients
Accessible by
Public
Transportation
Vehicle Required
Number of Students
Accepted
Stipend Offered
[ ] Yes
[ ] No
Summer Hours
[ ] Yes
[ ] No
Weekend or Evening
Hours
Mileage
Reimbursement
[ ] Yes
[ ] No
[ ]1
[ ]2
[ ]3
[ ] Other (please specify)
[ ] Yes
[ ] No
Types of Students
Taken
Stipend Amount
Summer Block
Option
(465 hours over the summer)
Working Hours
[ ] Yes
[ ] No
[ ] Yes
[ ] No
[ ] Yes
[ ] No
[ ] First Years
[ ] Second Years
[ ] Both
$
[ ] Yes
[ ] No
Other Remarks
Feel free to write any additional comments in the space below pertaining to your agency or the internship.
We try to be flexible and meet a student’s needs.
3
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Current Field Instructors
Name
Credentials
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Name
Credentials
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Name
Credentials
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Phone
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Name
Credentials
Phone
E-mail
Name
Credentials
Phone
Phone
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Phone
Current Task Supervisors
Name
E-mail
Phone
Name
E-mail
Phone
Name
E-mail
Phone
Name
E-mail
Phone
4
APPENDIX 3
Field Instructor Credential Form
Field Education
MSW Field Instructor Credentials
All Field Instructors are required to have earned an MSW degree from a social work program accredited
by the Council on Social Work Education to have had a minimum of 2 years post MSW practice
experience with client systems of a variety of sizes and to be licensed. Please confirm this through
providing us with the information requested below:
Name: ________________________________________________________________
Agency Affiliation: _______________________________________________________
Agency Phone Number: __________________________________________________
Licensing (i.e. LMSW, LCSW etc):
____________________________________________________
Agency email address:
__________________________________________________
Personal email address: __________________________________________________
Educational background:
Institution
Dates attended
_____________________
_______________________
__________________
_____________________
_______________________
__________________
_____________________
_______________________
__________________
_____________________
_______________________
__________________
Degree conferred
Post MSW Professional experience:
Employer
Dates
Position
_____________________
_______________________
__________________
_____________________
_______________________
1
__________________
_____________________
_______________________
__________________
Field instruction experience: (list institutions, number of students supervised)
______________________________________________________________________
______________________________________________________________________
In addition please sign that you are in agreement with the following:
I value the educational process for graduate level students and in this light agree to:
 Expose students to learning opportunities that include diversity.
 Assist students in developing assessment and intervention skills that address a bio-psycho-socialspiritual-cultural and environmental context.
 Differentiate with students between student learning and employee expectations.
 Assist students in gaining a strength-based perspective in practice.
 Provide students assigned to my agency with a minimum of one hour of individual supervision per
week for 34 weeks, provide ongoing feedback to students, address performance issues with the student
and field liaison if needed should they arise.
 Attend the Field Instructor Orientation, and gain continual information by participation in seminars,
meetings, and written information organized by the Director of Field Education.
 Participate in the student and program evaluation process.
 Adhere to Binghamton University’s program mission.
 Adhere to the NASW Code of Ethics and professional values.
 Have an LMSW or LCSW.
 Have 2 years post grad experience
 Be licensed.
______________________________________
Field Instructor Signature
__________
Date
In order to receive library access we need the following information:
Your Home Address (Street, City, Zip):
Your Social Security #: _________________________
Date of Birth:
Visa Status, if any:
Please Return to:
_________________________
________________________
Binghamton University
P.O. Box 6000
Department of Social Work, DTC
Binghamton, NY 13902-6000
Att. Sophia Resciniti, Director of Field Education
2
APPENDIX 4
Request for Placement in Work-Site
Request for Work Site as Field Site
This form needs to be completed by any student interested in using their place of
work as a field site for one year of field instruction. The process for requesting this
involves the following steps:
1.
2.
3.
4.
Complete the Request for Work Site as Field Site form and submit to the Director
of Field Education.
The Director of Field Education would explore with the agency, work supervisor,
and potential field instructor whether the viability of the plan described in the
request, and determine if the agency and field instructor meet the criteria of the
program.
The Director of Field Education and the Field Advisory Board would discuss the
viability of using the work site as a field placement.
The Director of Field Education determines if the placement is viable and notifies
the student and agency.
Student’s Name:
Name of Agency:
Name of Work Supervisor:
Name of Field Instructor (must be different person than the work supervisor)
Description of current job responsibilities:
Proposal for Field Placement Responsibilities: (field responsibilities must be completely
different than what you are doing in your job):
1
Please describe how you would manage balancing the hours you are required to complete
for your work responsibilities with the hours you are required to complete for field:
(please include work and field schedules). Please note that you need to complete 15
hours of field work spanning 34 weeks.
I am agreeable to the plan described above
____________________________
Student
___________________________
Employees Supervisor
_________________________
Potential Field Instructor (LMSW)
2
APPENDIX 5
Field Calendar
Binghamton University MSW Field Education
Calendar for academic year 2015-2016
Field Instruction Orientation for Foundation year Full Time Students: Monday August 24th, 2015.
9am-5pm
students is Mandatory.
You cannot begin Field Instruction unless you
attend the orientation!
Part Time Students: Tuesday August 25th 2015
9am-12:00pm
Location: UDC 120 A&B
Fall 2015
Field Hour Requirements:
• 15 hours weekly (including one
hour of supervision)
• Total of 240 hours for fall semester
• Hours must be completed by the end of the
week of December 14th, 2015.
Field Education Instruction starts:
The week of August 31st, 2015.
Learning Plan:
Due the week of September 14th, 2015.
Field Instructor Mid-Semester Evaluation:
Field Liaison/Midterm Progress Meeting:
Due the week of October 19th, 2015.
This meeting should take place half way
through the semester and no later than the
week of October 19th, 2015.
Due the week of December 7th, 2015.
Due the week of December 7th, 2015.
The week of December 14th, 2015.
The week of December 14th 2015.
End of Semester Student Self-Evaluation:
Field Instructor Final Evaluation:
Field Education Instruction Ends:
Field Time Log Due:
Spring 2016
Field Hour Requirements:
Field Education Instruction starts:
• 15 hours weekly (including one
hour of supervision)
• Total of 270 hours for spring semester
• Must be completed by the end of the week
of May 16th 2016.
The week of January 4th, 2016.
Process Recording Due:
The week of February 8th 2016.
Field Liaison/Midterm Progress Meeting:
This meeting should take place half way through
the semester and no later than the 1st week of
March 2016.
End of Semester Student Self-Evaluation:
Due the week of May 9th, 2015.
Field Instructor Final Evaluation:
Field Instruction Education Ends:
Due the week of May 9th 2016.
The week of May 16th, 2016.
APPENDIX 6
Field Contract
Field Contract
Planning for field placements is an integral part of your education in the MSW program. We realize that in
doing so there are many things you need to consider including but not limited to your personal interests and
schedules. While not comprehensive of all field requirements we hope that by highlighting the following items,
we will identify topics that students frequently identify as significant to their planning process. Please review,
sign, date, and return the Department of Social Work with the other admission paperwork that we ask for you to
complete.
Hourly Requirements: While some flexibility in field hours may be negotiable to an extent, students should
expect that they will need to accomplish 15 hours of their internship Mondays through Fridays. There may be
agencies willing to have students complete some hours over a weekend or evening hours, but as students
anticipate their field requirements, they should expect that they may need to complete all hours during daytime
hours, Monday through Friday. This factor may have particular significance for part time student in planning a
personal schedule that will accommodate field requirements.
Semesters Required: Field arrangements are designed so that students can remain in a single site for an entire
academic year, or over two contiguous semesters. Students must successfully complete two semesters in a
sequence without interruption. It is not possible to receive credit for one semester of field, skip a semester and
return at a later time to complete the second half of the requirement.
Establishing a field placement: Students’ should save all emails and information regarding deadlines and
announcements about field. This information will be communicated via email and it is the student’s
responsibility to read and respond to emails issued through the university in a timely fashion. In order to
maintain and complete field successfully, it is the responsibility of the student to submit all required documents
including the field application, and resume by the assigned time. Late applications, or students who neglect to
arrange a meeting for field placement may not be placed according to the planned curriculum and this could
effect a student’s ability to take other courses in which field is a pre or co-requisite.
Paperwork and deadlines: It is important for students to read the field calendar and field manual carefully
each semester and be aware of due dates for all field assignments. Outstanding evaluations could result in a
student receiving an unsatisfactory grade. All assignments must be submitted electronically via Blackboard. A
signed hard copy of both the Student Self-Evaluation and Field Instructor Final Evaluation for each semester
must also be submitted to the Field Office.
I understand that turning in late paperwork (field application, signing up for a first year meeting for field,
liability insurance etc.), will result in restricted registration for field.
Signature: _____________________________
Date: __________________
Print Name: ____________________________
Adapted with permission from David Pettie, SUNY Albany
APPENDIX 7
Guide to the Intern Placement Tracking (IPT) Application for Field
Introduction
Intern Placement Tracking (IPT) system, is a secure web-based database that contains
information related to the Field Education component of the Social Work programs in
the Binghamton University Department of Social Work. IPT holds the details of the 200+
field placement agencies affiliated with the University, as well as contact and field
placement information for student interns.
IPT enables the Department to streamline the field placement process as our
department continues to expand. Students using IPT are able to browse through
potential field placements more easily and to indicate preferences for field placements
that are most likely to meet their objectives, interests, and needs.
For general field information and additional field education-related documents, you can
go to the Field Instruction section of the Department’s website at:
http://binghamton.edu/social-work/academics/field-instruction.html
Please note that any and all personal information entered into IPT is secured on a webbased server that is not publicly accessible. Your information is protected so that the
only individuals who may have access to your full information are the faculty and staff of
the Department of Social Work, College of Community and Public Affairs, Binghamton
University.
All students should complete the following tasks during the field placement
process:
IPT Quick Links for Students
1. Create New Login Name and New Password
2. Update Contact and Emergency Contact Information
3. Indicate Vehicle Access
4. Complete CSWE Statistics Survey
5. Submit Agency Preferences
6. Rank-Order your Agency Preferences
7. Submitting a Resume
8. Enter Career Goals and Hopes for your Placement
Logging into IPT
To access IPT, visit https://www.alceasoftware.com/web/login.php. You will be prompted with
the screen below. Enter the Organization ID, default Login Name, and default Password
provided to you via e-mail or during Field Placement Orientation.
You will then be prompted to submit a new Login Name and new Password with the screen
below. The Organization ID will always be binghamton.
Issues Logging into IPT
If you have difficulties logging into your account or have forgotten your Login Name and
Password, please notify the Director of Field Education (srescini@binghamton.edu).
The Director of Field Education will reset your account. You will then receive a message
with your default Login Name and Password in your Binghamton email account. The
Organization ID will always be binghamton. Once you have logged into IPT using your
default Login Name and Password, follow the same protocols described in the Logging
into IPT section of this guide to establish a new Login Name and Password.
IPT Home Page
Logout
Use this link to log out of IPT.
Help
Use this link to access information provided by the developers of the IPT software.
Change Password
Use this link to change your password.
Student Detail Tab
The Student Detail Tab contains the majority of your personal information, as well as
contact information for your Field Liaison and your Academic Advisor.
After logging into IPT for the first time, complete the following section. To store your
entries, click on the SAVE icon at the bottom of the screen.
Contact Information and Emergency Contact Information
Please update your contact and emergency contact information: your mailing
addresses, your e-mail address, and your phone numbers, and the name and
phone number of an individual to contact in case of an emergency.
Upload Picture
You have the option to upload a photo. Please click the Upload Picture link in the
top left navigation bar to upload a .jpg picture file from your computer.
Vehicle Access
Some placements require commuting or traveling as part of routine duties.
Please indicate whether you have access to a vehicle.
CSWE Statistics
The Social Work program at Binghamton University is accredited by the Council
on Social Work Education (CSWE). To improve reporting to CSWE, the
Department asks all students to complete a survey of certain demographic and
field placement-related information.
Click on the CSWE Statistics link in the top left navigation bar to access the
survey. Then, please complete the survey.
Agency List Tab
The Agency List Tab contains information on all agencies that are affiliated with the
Binghamton University Department of Social Work. Click on an agency name to learn
more about the agency and its field placements.
Browsing Agencies
Each agency page has information about the agency and its placements, such as
duties, requirements, and scheduling options.
Please note that agency information and ability to accept students changes
from year to year. Agency details are kept as updated as possible.
Submitting Agency Preferences
As part of this application process, you will submit your three top preferred
agencies for placement in the upcoming year. IPT offers various ways to sort and
search through agencies to facilitate your application process.
At the bottom of every Agency Detail Page, the ADD SUBMISSION button will
add that agency to your list of preferred placements on the Student Detail Tab.
Sorting Agencies
Step 1: Click on the “Agency List” Tab:
Step 2: Click on the “Sort” Tab to sort agencies depending on your preferences.
0
Step 3: Enter the criteria that you wish to sort your choices on the drop-down
menus.
Click on the “DO SORT” button to see your agency choices sorted.
Key terms related to sorting:
Primary/Secondary/Tertiary Classification: This term signifies the area
of social work practice that the agencies specialize in.
County: Sorting with this option, allows agencies to be filtered by the
county the agency is located.
Summer Hours: Agencies do at times offer nontraditional hours including
summer options.
Weekends or Evenings: These agencies provide opportunities for
students on weekends and evenings.
Students Taken: This filter provides information as to which type of
student the agency would prefer (foundation, concentration, or both).
Step 4: Click on the desired Agency
Step 5: Review Agency Detail
Step 6: Click on the “ADD SUBMISSION” to add this agency to your list
Searching Agencies
Step 1: Click on the “Agency List” Tab:
Step 2: Click on the “Search” Tab to sort agencies depending on your
preferences.
Step 3: Type in the desired agency
Click on the “SEARCH” button to see your agency.
Step 4: Click on the desired Agency
Step 5: Review Agency Detail
Step 6: Click on the “ADD SUBMISSION” to add this agency to your list
Rank-Ordering Agency Preferences
Return to the Student Detail Tab and rank-order your top three preferred
agencies.
Click DOWN to move your agency rank down a level. Click UP to move your
agency above a level. Click DELETE to remove an agency submission.
You may have as many agency preferences as you’d like, however the Director
of Field Education will only review your top three selections.
Submitting a Resume
Upload an electronic copy of your resume using the link below.
Once you have clicked the link, a new window will pop up:
Select BROWSE to enter the file from your computer. Once you have selected
the file, click UPLOAD to submit the resume.
Enter Career Goals and Hopes for your Placement
Use the Student Comments box to discuss your career goals and hopes for your
placement in the upcoming year. This can include your areas of growth, skills you
want to further develop, populations of interest, etc.
APPENDIX 8
Learning Plans
A. Learning Plan Description
B. Foundation Year Learning Plans
C. Concentration Year Learning Plan
Explanation of the Student Learning Plan Need to change this
The student learning plan provides a broad framework for developing an
individualized learning plan which is responsive to the needs of the student and the
resources of the field agency. It is designed to give direction and learning structure to the
field experience and is developed around the core practice competencies that are
designated in the 2015 Educational Policy and Accreditation Standards (EPAS) by
the Council on Social Work Education (CSWE).
CSWE has operationalized these competencies by identifying 31 practice behaviors
defined as “a set of measurable practice behaviors that are comprised of knowledge,
value and skills.” The internship plays a key role in teaching practice behaviors to
students while measuring and reflecting the student’s ability to demonstrate capacity in
the ten core competency areas identified by CSWE.
List of Nine Core Competencies Identified by CSWE
1.
2.
3.
4.
5.
6.
7.
8.
9.
Demonstrate Ethical and Professional Behavior
Engage Diversity and Difference in Practice
Advance Human Rights and Social, Economic, and Environmental Justice
Engage In Practice-informed Research and Research-informed Practice
Engage in Policy Practice
Engage with Individuals, Families, Groups, Organizations, and Communities
Assess Individuals, Families, Groups, Organizations, and Communities
Intervene with Individuals, Families, Groups, Organizations, and Communities
Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities
It is the joint responsibility of the student and field instructor to negotiate the learning plan
content within the first weeks of the field placement. The student is responsible for
submitting providing a copy of the Learning Plan to the Field Office via Blackboard by the
assigned due date stated in the Field Calendar. We ask that during the next three weeks
Field Instructors and students begin to select tasks/activities that will be completed during
the student’s 510 hour fieldwork. The field instructor and student can add and delete
tasks/activities that will or will not be completed and that are specific to this particular
internship. Consider this a living kind of document, which is open to revision, if needed.
This agreement will be utilized by the Field Liaison when conducting the site visit.
Directions to complete the Student Learning Plan: For each Competency and Practice
Behavior, in the space provided, state the agency learning task or activity which will give
the student experience to learn a practice behavior. State how you will see the evidence
that the learning has been accomplished. Using the accompanying document “Example of
Student Tasks and Activities in the Student Learning Plan” you can select from the
examples and/or provide your own but include at least 2 tasks or activities per
competency that students will be engaged in over the course of their 510 hours of
fieldwork.
A sample learning plan as well as a list of sample tasks/activities is included to assist
students and field instructors in developing appropriate tasks. Please refer to the
Field Education Website or contact your field liaison if you have additional questions.
Foundation Year Field Placement Learning Plan
College of Community and Public Affair
CONTACT INFORMATION
MSW Intern
Agency
Field Instructor
Agency
Email Address
Phone #
Address
Email Address
City
Office #
Address
State
Date
Zip
Days and Hours of Internship:
City
Task Supervisor
Email Address
Office #
Field Placement Professor
Email Address
Office #
Sophia Resciniti
srescini@binghamton.edu
607-777-9163
State
Zip
Semester:(please circle)
SW 591 OR SW 592
Tasks to address practice behaviors
1. Make ethical decisions by applying the standards of
the NASW Code of Ethics, relevant laws & regulations,
models of ethical decision-making, ethical conduct of
research, and additional codes of ethics as appropriate
to context.
1.
2. Use reflection and self-regulation to manage personal
values and maintain professionalism in practice
situations.
1.
3. Demonstrate professional demeanor in behavior;
appearance; and oral, written, and electronic
communication.
1.
4. Use technology ethically and appropriately to facilitate
practice outcomes
1.
2.
2.
2.
5. Use supervision and consultation to guide professional
judgment and behavior
1.
2.
Office #
Day and Time of Supervision
1. Competency: Ethical & Professional
Behavior
2.
Office #
2. Competency: Diversity & Difference in
Practice
Tasks to Address Practice Behaviors
1. Apply and communicate understanding of the
importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo and macro
levels.
1.
2. Present as learners and engage clients and
constituencies as experts of their own experiences
1.
2.
2.
3. Apply self-awareness and self-regulation to manage
the influence of personal biases and values in working
with diverse clients and constituencies.
1.
3. Competency: Human Rights and Social,
Economic, & Environmental Justice
Tasks to address Practice Behaviors
1. Apply understanding of social, economic, and
environmental justice to advocate for human rights at
the individual and system levels.
1.
2. Engage in practices that advance social, economic,
and environmental justice.
1.
2.
2.
2.
4. Competency: Practice Informed Research
and Research-informed practice
Tasks to Address Practice Behaviors
1. Use practice experience and theory to inform scientific
inquiry and research.
1.
2.
2. Apply critical thinking to engage in analysis of
quantitative and qualitative research methods and
research findings.
1.
3. Use and translate research evidence to inform and
improve practice, policy, and service delivery.
1.
2.
2.
5. Competency: Policy Practice
Tasks to Address Practice Behaviors
1. Identify social policy at the local, state, and federal
level that impacts well-being, service delivery, and
access to social services.
1.
2. Assess how social welfare and economic policies
1.
2.
impact the delivery of and access to social services.
2.
3. Apply critical thinking to analyze, formulate, and
advocate for policies that advance human rights and
social, economic and environmental justice.
1.
6. Competency: Engage with Individuals,
Families, Groups, Organizations and
Communities.
Tasks to Address Practice Behaviors
1. Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with
clients and constituencies.
1.
2. Use empathy, reflection, and interpersonal skills to
effectively engage diverse clients and constituencies.
1.
2.
2.
2.
7. Competency: Assess Individuals,
Families, groups, Organizations and
Communities
Tasks to Address Practice Behaviors
1. Collect and organize data, and apply critical thinking to
interpret information from clients and constituencies.
1.
2.
2. Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the analysis
of assessment data from clients and constituencies.
1.
3. Develop mutually agreed-on intervention goals and
objectives based on the critical assessment of
strengths, needs, and challenges within clients and
constituencies.
1.
4. Select appropriate intervention strategies based on the
assessment, research knowledge, and values and
preferences of clients and constituencies.
1.
8. Competency: Intervene with Individuals,
Families, groups, Organizations and
Communities
Tasks to Address Practice Behaviors
1. Critically choose and implement interventions to
achieve practice goals and enhance capacities of
clients and constituencies.
1.
2. Apply knowledge of human behavior and the social
1.
2.
2.
2.
2.
environment, person-in-environment, and other
multidisciplinary theoretical frameworks in interventions
with clients and constituencies.
3. Use inter-professional collaboration as appropriate to
achieve beneficial practice outcomes
2.
1.
2.
4. Negotiate, mediate, and advocate with and on behalf of
diverse clients and constituencies
1.
2.
5. Facilitate effective transitions and endings that
advance mutually agreed-on goals.
1.
2.
9. Competency: Evaluate Practice with
Individuals, Families, Groups,
Organizations, and Communities
Tasks to Address Practice Behaviors
1. Select and use appropriate methods for evaluation of
outcomes
1.
2.
2. Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the
evaluation of outcomes
1.
3. Critically analyze, monitor, and evaluate intervention
and program processes and outcomes
1.
2.
2.
4. Apply evaluation findings to improve practice
effectiveness at the micro, mezzo, and macro levels
1.
2.
SIGNATURE
MSW Intern Signature
Today’s Date
MSW Supervisor Signature (LMSW or LCSW)
Today’s Date
Tasks Supervisor Signature
Today’s Date
Concentration Year Field Placement Learning Plan
CONTACT INFORMATION
MSW Intern
Agency
Field Instructor
Agency
Email Address
Phone #
Address
Email Address
City
Office #
Address
State
Date
Zip
Office #
Days and Hours of Internship:
City
Task Supervisor
Email Address
Office #
Field Placement
Professor
Email Address
Office #
srescini@binghamton.edu
607-777-9163
State
Zip
Office #
Day and Time of Supervision
Semester:(please circle)
SW 591 OR SW 592
Sophia Resciniti
1. Competency: Ethical & Professional
Behavior
Tasks to address practice behaviors
1. Make ethical decisions by applying the
1.
standards of the NASW Code of Ethics,
relevant laws & regulations, models of
2.
ethical decision-making, ethical conduct of
research, and additional codes of ethics
as appropriate to context.
2. Use reflection and self-regulation to
manage personal values and maintain
professionalism in practice situations.
1.
3. Demonstrate professional demeanor in
behavior; appearance; and oral, written,
and electronic communication.
1.
2.
2.
4. Use technology ethically and appropriately 1.
to facilitate practice outcomes
2.
5. Use supervision and consultation to guide
professional judgment and behavior
1.
2.
6. Demonstrate the ability to offer, accept,
and respond to feedback from other
professionals in social work settings and
in interdisciplinary settings
1.
7. Recognize the importance of, and
demonstrate the capacity for, self-care in
the agency context in order to facilitate
personal social work practice efficacy and
individual well-being throughout their
careers
1.
2. Competency: Diversity & Difference in
Practice
2.
2.
Tasks to Address Practice Behaviors
1. Apply and communicate understanding of 1.
the importance of diversity and difference
in shaping life experiences in practice at
2.
the micro, mezzo and macro levels.
2. Present as learners and engage clients
and constituencies as experts of their
own experiences
1.
3. Apply self-awareness and self-regulation
to manage the influence of personal
biases and values in working with diverse
clients and constituencies.
1.
4. Identify and understand the ways in
which individuals from different ethnic,
gender, racial, cultural, sexual identity
and orientation, and socioeconomic
backgrounds and with different abilities
require different methods of engagement.
5. Adapt interventions in culturally
responsive ways that show recognition of
issues of intersectionality at the micro,
mezzo, and macro levels
1.
2.
2.
2.
1.
2.
3. Competency: Human Rights and
Tasks to address Practice Behaviors
Social, Economic, & Environmental
Justice
1. Apply understanding of social, economic, 1.
and environmental justice to advocate for
human rights at the individual and system 2.
levels.
2. Engage in practices that advance social,
economic, and environmental justice.
1.
2.
3. Assess how issues of privilege, social
injustice, and inequities in access to
services and resources affect client
difficulties and therapeutic alliances
across the micro, mezzo, and macro
levels
4. Utilize an integrative, anti-oppressive
perspective to promote equitable access
to services and resources for vulnerable
groups
1.
4. Competency: Practice Informed
Research and Research-informed
practice
Tasks to Address Practice Behaviors
1. Use practice experience and theory to
inform scientific inquiry and research.
1.
2.
1.
2.
2.
2. Apply critical thinking to engage in
analysis of quantitative and qualitative
research methods and research findings.
1.
3. Use and translate research evidence to
inform and improve practice, policy, and
service delivery.
1.
2.
2.
4. Adapt and modify research methodology
to the social work setting, with
consideration for changes in the client’s
concerns and in the environment
1.
5. Conduct practice in a recursive manner
that includes constant assessment while
implementing interventions in social work
settings
1.
5. Competency: Policy Practice
Tasks to Address Practice Behaviors
1. Identify social policy at the local, state,
and federal level that impacts well-being,
service delivery, and access to social
services.
1.
2.
2.
2.
2. Assess how social welfare and economic 1.
policies impact the delivery of and access
to social services.
2.
3. Apply critical thinking to analyze,
formulate, and advocate for policies that
advance human rights and social,
economic and environmental justice.
1.
4. Demonstrate knowledge of the ways in
which agency dynamics and larger
systemic and environmental factors may
impact issue resolution, both positively
and negatively
5. Identify avenues for intervention in the
policy-making process in order to
advocate for clients and constituencies at
all levels of service delivery
1.
6. Competency: Engage with Individuals,
Families, Groups, Organizations and
Communities.
Tasks to Address Practice Behaviors
2.
2.
1.
2.
1. Apply knowledge of human behavior and
the social environment, person-inenvironment, and other multidisciplinary
theoretical frameworks to engage with
clients and constituencies.
1.
2. Use empathy, reflection, and
interpersonal skills to effectively engage
diverse clients and constituencies.
1.
3. Apply a trauma-informed care
perspective when working with clients,
colleagues and constituencies in order to
facilitate appropriate recognition of and
response to the experiences and effects
of trauma at the micro, mezzo, and
macro levels.
1.
4. Use the client-social worker relationship
and other professional connections to
facilitate attainment of client goals
1.
7. Competency: Assess Individuals,
Families, groups, Organizations and
Communities
1. Collect and organize data, and apply
critical thinking to interpret information
from clients and constituencies.
Tasks to Address Practice Behaviors
2. Apply knowledge of human behavior and
the social environment, person-inenvironment, and other multidisciplinary
theoretical frameworks in the analysis of
assessment data from clients and
constituencies.
1.
3. Develop mutually agreed-on intervention
goals and objectives based on the critical
assessment of strengths, needs, and
challenges within clients and
constituencies.
1.
2.
2.
2.
2.
1.
2.
2.
2.
4. Select appropriate intervention strategies
based on the assessment, research
knowledge, and values and preferences
of clients and constituencies.
1.
5. Identify, evaluate, select, adopt, and
modify assessment tools, methods, and
approaches in advanced practice with
consideration for the needs,
backgrounds, and social characteristics
of clients and constituencies
6. Demonstrate the ability to develop and
explain a comprehensive assessment
with consideration of theoretical models,
practice experiences, and research
findings
1.
8. Competency: Intervene with
Individuals, Families, groups,
Organizations and Communities
6. Critically choose and implement
interventions to achieve practice goals
and enhance capacities of clients and
constituencies.
Tasks to Address Practice Behaviors
7. Apply knowledge of human behavior and the
social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in
interventions with clients and constituencies.
1.
8. Use inter-professional collaboration as
appropriate to achieve beneficial practice
outcomes
1.
9. Negotiate, mediate, and advocate with and on
behalf of diverse clients and constituencies
1.
2.
2.
1.
2.
1.
2.
2.
2.
2.
10. Facilitate effective transitions and endings that
advance mutually agreed-on goals.
1.
2.
11. Demonstrate ability to critically assess and apply
1.
appropriate models of practice in response to
clients’ unique circumstances and needs
12. Design an intervention strategy based upon
assessment data at multiple system levels
2.
1.
2.
9. Competency: Evaluate Practice with
Individuals, Families, Groups,
Organizations, and Communities
Tasks to Address Practice Behaviors
1. Select and use appropriate methods for
evaluation of outcomes
1.
2.
2. Apply knowledge of human behavior and the
social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in
the evaluation of outcomes
1.
3. Critically analyze, monitor, and evaluate
intervention and program processes and
outcomes
1.
4. Apply evaluation findings to improve practice
effectiveness at the micro, mezzo, and macro
levels
1.
5. Use appropriate tools and technology ethically to
facilitate accurate data management, both in the
evaluation of ongoing work and in the evaluation
of outcomes of work
1.
6. Use self-reflection and supervision to regularly
evaluate and, if necessary, modify practice
1.
2.
2.
2.
2.
2.
SIGNATURE
MSW Intern Signature
Today’s Date
MSW Supervisor Signature (LMSW or LCSW)
Today’s Date
Tasks Supervisor Signature
Today’s Date
APPENDIX 8a
Suggested Learning Activities
Suggested Learning Activities
The following experiences are appropriate learning opportunities through which student can
demonstrate core competencies and practice behaviors. Field instructors are encouraged to assign
activities from this list.
1.
2.
3.
4.
Keep a daily log of experiences in field and reactions to them.
Participate with the field instructor in developing and preparing the Field Learning Plan.
Keep statistical reports as required of regular agency staff.
Process-record an individual interview, group session, committee meeting, supervisory
conference, telephone contact with a community resource, or some other procedure.
5. Participate in orienting new students or staff to the agency.
6. Write your own performance evaluation.
7. Read about the psychodynamics of human behavior, specific casework skills,
organizational theory, presenting problems of clients served by the field placement
setting, or other related subjects.
8. Read old case records or agency reports to learn documentation style and format specific
to the agency setting.
9. Observe the field instructor or others conducting an interview.
10. Listen to a tape-recorded interview or lecture or watch an audio-visual presentation.
11. Attend a meeting and take notes for supervisory discussion.
12. Attend interdisciplinary conferences and case presentations as an observer or participant.
13. Sit quietly in an intake or waiting room area and observe the atmosphere, conversation
and behaviors of persons entering the service delivery system. Observe those who serve
them and their activities.
14. Take a walk through different, specific kinds of neighborhoods.
15. Visit other agencies and service delivery systems in the local community.
16. Attend a court hearing pertaining mental competency, guardianship, a client’s criminal
activity, a divorce proceeding, or a client’s effort to obtain custody of minor children.
17. Have the student go through the service delivery system as if he/she were a client.
18. Attend professional workshops, seminars, and lectures in the community, using field
placement time.
19. Form and lead or co-lead a group.
20. Conduct interviews with clients and provide direct counseling services.
21. Make home visits.
22. Write a diagnostic summary on a specific case, using the Analytical Thinking Model.
23. Do role-playing with the field instructor or others to try out new skills and techniques.
24. Carry a caseload.
25. Participate in group or peer supervision.
26. Answer the phone and act as receptionist for several days to get a feel for the role of these
staff members and the demands placed upon the agency.
27. Interview upper-level administrators and supervisors to acquire specific information
about the program and their roles.
28. Interview individuals who have received services from the program to assess their
responses to the experience.
29. Serve as a member or observer of the system’s peer review, quality control, or audit.
1
30. Assist in writing the program’s policy and procedure manual.
31. Write a report for the administrator of the program.
32. Work with the program administrator to gather information for and prepare an annual
budget.
33. Join and participate in local/national professional organizations such as NASW, NABSW,
or the Federation of Student Social Workers.
34. Participate (or assume a leadership role) on a committee to plan a major workshop,
sponsored by the student’s field placement setting.
35. Help set up a computerized data bank system or learn how to use an existing program.
36. Develop a bill (in cooperation with appropriate others) for presentation to a local, state, or
national law-making body; be present to lobby for its passage.
37. Plan, lead, and conduct a fund-raising activity.
38. Prepare a grant proposal.
39. Act as a consultant to an individual, a group, or a program.
40. Participate in a one-way mirror observation, either as an observer or as the “subject.”
41. Tape-record an interaction or experience for later review and discussion with the field
instructor.
42. Demonstrate proficiency in the use of technology to enhance social work interventions.
2
APPENDIX 8b
Sample Macro Assignments
Sample Macro Practice Assignments
Types of Intervention
1. Resource Development
a) Compiling a list of area home health care aides for a HIV program (Foundation)
b) Developing a resource manual for new students (Foundation or Concentration)
c) Identifying the funding source of the agency (Foundation)
2. Data Collection/Research
a) Developing client satisfaction surveys (Concentration)
b) Developing a socio-cultural assessment of the organization (Foundation or
Concentration)
c) Developing a client needs assessment instrument (Foundation or Concentration)
3. Program/Group Development
a) Developing the procedure to form a new therapeutic group (Concentration)
b) Developing a parents advisory committee in a day care center (Foundation or
Concentration)
c) Developing a peer support group in a school setting (Foundation or Concentration)
4. Alliances and Coalitions
a) Outreach and coalition development with other agencies (Foundation or Concentration)
b) Collaboration and attending meetings at other organizations (Foundation or
Concentration)
c) Developing a monthly luncheon of area providers (Foundation or Concentration)
5. Community Based Initiatives
a) Developing outreach relationships with community organizations (Concentration)
b) Identifying already existing neighborhood initiatives (Foundation or Concentration)
c) Identifying potential collaboration parties in the community (Foundation or
Concentration)
6. Social Action/ Lobbying/Advocacy
a) Contacting county and state legislators to participate in the legislative process(Foundation
or Concentration)
b) Develop a voter registration drive (Foundation or Concentration)
c) Organize demonstrations to protest budget cuts (Foundation or Concentration)
d) Compile a list of federal, state and local public officials serving on key committees
(Concentration)
7. Administration and Supervision
a) Supervision of agency volunteers (Concentration)
b) Chair meetings (Concentration)
c) Attend board meetings (Foundation or Concentration)
8. Fund Raising
a) Participating in agency annual fund raising events (Foundation or Concentration)
b) Develop new strategies for capital campaigns (Concentration)
c) Organizing potential sources for volunteer involvement (Foundation or Concentration)
APPENDIX 9
Field Liaison Visit Assessment Tool/Midterm Progress report
Field Liaison Midterm Progress Report
Guidelines for meeting:
Meetings may take place for a variety of reasons such as clarifying responsibilities, reviewing the learning plan,
addressing challenges and successes, discussing areas for growth, and reviewing evaluations. Additionally, a
visit is scheduled once each semester at midterm point at which time an assessment is made regarding the
student’s progress. If needs are identified, the liaison may assist in developing a plan to ensure that every
student is exposed to opportunities to gain competencies outlined in our program objectives.
The assessment is conducted through a series of questions in which students and the field instructor share
narrative experiences related to the areas listed below. The expectation is that students will over the course of
their time in both the foundation and concentration years be able to demonstrate both depth and breadth in their
growth, knowledge and skills in these areas. Liaisons will record brief descriptions of the narratives students
and field instructors share to ensure that all areas are being addressed. If an area has not yet been addressed, the
liaison will work with the student and field instructor to help them to add learning opportunities to the learning
plan if they are not already present to ensure that the student will focus on this area prior to the completion of
field and make note of it in that area on this form.
Field Liaison’s Name:
Student’s Name:
Field Instructor’s Name:
Date of Contact:
Duration of Contact:
Type of Contact: Phone
Office
 Agency email

Participants:
Student
Field Instructor  Task Supervisor All

Purpose: Midterm Evaluation Problem solving Other:
Fall Semester Spring Semester Summer Semester 


How are the student’s learning experiences related to the competencies? Can the student describe
examples for each?
SW 59__

Demonstrate Ethical and Professional Behavior

Engage Diversity and Difference in Practice

Advance Human Rights and Social, Economic, and Environmental Justice

Engage In Practice-informed Research and Research-informed Practice
1

Engage in Policy Practice

Engage with Individuals, Families, Groups, Organizations, and Communities

Assess Individuals, Families, Groups, Organizations, and Communities
 Intervene with Individuals, Families, Groups, Organizations, and Communities
 Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Tools used in supervision to monitor practice behaviors:
Process recording- (does the student have the opportunity to complete process recordings and to use
supervision to discuss them with the field instructor?)
Supervision Log- (encourage the use of the log. Is the student integrating field and class work?)


Other (ex., reflective journal)
Additional questions:
Is the field instructor familiar with the required assignments?

Is the student on track with hours?
Comments/Concerns: (Please feel free to use additional paper if needed)
2
APPENDIX 10
Student Self-Evaluations
A. Foundation Year Self-Evaluation
B. Concentration Year Self-Evaluation
Foundation Year Field Placement Student Self-Evaluation Form
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
Student Name:
Student Email:
Agency:
Address:
City:
Field Instructor Name:
Field Instructor Email:
Field Liaison Name:
Field Liaison Email:
Semester:
Course:
SW 591 □
SW 592 □
Fall □
Spring □
State:
Zip:
Phone:
Year:
20___
Summer □
Duties and Responsibilities: (Briefly describe the kinds of learning experiences you completed. The types and
numbers of cases assigned should be included.)
******************************************************************************************
Use of evaluation form: This form should be completed once at the end of each semester you are in field. If
you rate yourself either at either level 1 or 5, you must comment in the space provided. Note: You will
not be graded based on your responses below.
Using the scale below, rate how capable you assess yourself to be in performing each of the following practice
behaviors:
NA = No opportunity to complete the practice behavior
1 = Unable to perform the basic requirements of the practice behavior
2 = Sometimes able to perform the basic requirements of the practice behavior but not always
3 = Consistently able to perform basic requirements of the practice behavior
4 = Consistently able to perform basic requirements of the practice behavior and occasionally
exceeds expectations
5 = Consistently exceeds performing the basic requirements of practice behavior
Competency 1: Demonstrate Ethical and Professional
Behavior
End of First
Semester Rating
(SW 591)
End of Second
Semester Rating
(SW 592)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Demonstrate professional demeanor in behavior; appearance; NA 1 2 3 4 5
and oral, written, and electronic communication.
NA 1 2 3 4 5
4. Use technology ethically and appropriately to facilitate
practice outcomes
NA 1 2 3 4 5
NA 1 2 3 4 5
5. Use supervision and consultation to guide professional
judgment and behavior
NA 1 2 3 4 5
NA 1 2 3 4 5
End of First
Semester Rating
(SW 591)
End of Second
Semester Rating
(SW 592)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
1.
2.
Make ethical decisions by applying the standards of the NASW Code of
Ethics, relevant laws & regulations, models of ethical decision-making,
ethical conduct of research, and additional codes of ethics as appropriate
to context.
Use reflection and self-regulation to manage persona values and maintain
professionalism in practice situations.
Comments: (rating 1 to 5):
Competency 2: Engage Diversity and Difference in
Practice
6.
7.
8.
Apply and communicate understanding of the importance of diversity and
difference in shaping life experiences in practice at the micro, mezzo and
macro levels.
Present as learners and engage clients and constituencies as experts of
their own experiences
Apply self-awareness and self-regulation to manage the influence of
personal biases and values in working with diverse clients and
constituencies.
Comments: (rating 1 to 5):
1
Competency 3: Advance Human Rights and Social,
Economic, and Environmental Justice
End of First
Semester Rating
(SW 591)
End of Second
Semester Rating
(SW 592)
Apply understanding of social, economic, and environmental justice to
advocate for human rights at the individual and system levels.
NA 1 2 3 4 5
NA 1 2 3 4 5
10. Engage in practices that advance social, economic, and environmental
justice.
NA 1 2 3 4 5
NA 1 2 3 4 5
End of First
Semester Rating
(SW 591)
End of Second
Semester Rating
(SW 592)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
End of First
Semester Rating
(SW 591)
End of Second
Semester Rating
(SW 592)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
9.
Comments (rating 1 to 5):
Competency 4:Engage in Practice0informed Research and
Research-informed Practice
1.
Use practice experience and theory to inform scientific inquiry and
research.
11. Apply critical thinking to engage in analysis of quantitative and
qualitative research methods and research findings
12. Use and translate research evidence to inform and improve practice,
policy, and service delivery.
Comments (rating 1 to 5):
Competency 5: Engage in Policy Practice
1.
Identify social policy at the local, state, and federal level that impacts
well-being, service delivery, and access to social services.
2.
Assess how social welfare and economic policies impact the delivery of
and access to social services.
tocritical
social services
3. access
Apply
thinking to analyze, formulate, and advocate for policies
that advance human rights and social, economic and environmental
justice.
2
Comments (rating 1 to 5):
Competency 6: Engage with Individuals, Families,
Groups, Organizations, and Communities
1.
2.
Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks to
engage
with clients
and constituencies.
Use
empathy,
reflection,
and interpersonal skills to effectively engage
diverse clients and constituencies.
End of First
Semester Rating
(SW 591)
End of Second
Semester Rating
(SW 592)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
End of First
Semester Rating
(SW 591)
End of Second
Semester Rating
(SW 592)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments (rating 1 to 5):
Competency 7: Assess Individuals, Families, Groups,
Organizations, and Communities
1.
Collect and organize data, and apply critical thinking to
interpret information from clients and constituencies
2.
Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks in the
analysis of assessment data from clients and constituencies.
Develop mutually agreed-on intervention goals and objectives based on
the critical assessment of strengths, needs, and challenges within clients
and constituencies.
Select appropriate intervention strategies based on the assessment,
research knowledge, and values and preferences of clients and
constituencies.
3.
4.
Comments: (ratings 1 to 5):
3
Competency 8: Intervene with Individuals, Families, Groups,
Organizations, and Communities
End of First
Semester Rating
(SW 521)
End of Second
Semester Rating
(SW 592)
13. Critically choose and implement interventions to achieve practice goals
and enhance capacities of clients and constituencies.
NA 1 2 3 4 5
NA 1 2 3 4 5
14. Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks in
interventions with clients and constituencies.
NA 1 2 3 4 5
NA 1 2 3 4 5
15. Use inter-professional collaboration as appropriate to achieve beneficial
practice outcomes
NA 1 2 3 4 5
NA 1 2 3 4 5
16. Negotiate, mediate, and advocate with and on behalf of diverse clients
and constituencies
NA 1 2 3 4 5
NA 1 2 3 4 5
17. Facilitate effective transitions and endings that advance mutually agreedon goals.
NA 1 2 3 4 5
NA 1 2 3 4 5
End of First
Semester Rating
( SW 591)
End of Second
Semester Rating
(SW 592)
NA 1 2 3 4 5
NA 1 2 3 4 5
19. Apply knowledge of human behavior and the social environment, personin-environment, and other multidisciplinary theoretical frameworks in the
evaluation of outcomes
NA 1 2 3 4 5
NA 1 2 3 4 5
20. Critically analyze, monitor, and evaluate intervention and program
processes and outcomes
NA 1 2 3 4 5
NA 1 2 3 4 5
21. Apply evaluation findings to improve practice effectiveness at the micro,
mezzo, and macro levels
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments: (ratings 1 to 5):
Competency 9: Evaluate Practice with Individuals, Families,
Groups, Organizations, and Communities
18. Select and use appropriate methods for evaluation of outcomes
Comments: (ratings 1 to 5):
4
Student Comments Regarding Evaluation and Field Experience for SW 591
Hours Completed:
Summary of Strengths/Weaknesses at End of SW 591:
Student Signature: ____________________ Date______
*****************************************************************************************
Student Comments Regarding Evaluation and Field Experience for SW 592:
Hours Completed: ________________
Summary of Strengths/Weaknesses at End of SW 592:
Student Signature: _____________________ Date ______
5
Concentration Year Field Placement Student Self-Evaluation Form
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
Student Name:
Student Email:
Agency:
Address:
City:
Field Instructor Name:
Field Instructor Email:
Field Liaison Name:
Field Liaison Email:
Semester:
Course:
SW 593 □
SW 594 □
Fall □
Spring □
State:
Zip:
Phone:
Year:
20___
Summer □
Duties and Responsibilities: (Briefly describe the kinds of learning experiences you completed. The types and
numbers of cases assigned should be included.)
******************************************************************************************
Use of evaluation form: This form should be completed once at the end of each semester you are in field. If
you rate yourself either at either level 1 or 5, you must comment in the space provided. Note: You will
not be graded based on your responses below.
Using the scale below, rate how capable you assess yourself to be in performing each of the following practice
behaviors:
NA = No opportunity to complete the practice behavior
1 = Unable to perform the basic requirements of the practice behavior
2 = Sometimes able to perform the basic requirements of the practice behavior but not always
3 = Consistently able to perform basic requirements of the practice behavior
4 = Consistently able to perform basic requirements of the practice behavior and occasionally
exceeds expectations
5 = Consistently exceeds performing the basic requirements of practice behavior
Competency 1: Demonstrate Ethical and Professional
Behavior
End of First
Semester Rating
(SW 593)
End of Second
Semester Rating
(SW 594)
6. Make ethical decisions by applying the standards of the
NA 1 2 3 4 5
NASW Code of Ethics, relevant laws & regulations, models
of ethical decision-making, ethical conduct of research, and
additional codes of ethics as appropriate to context.
7. Use reflection and self-regulation to manage persona values NA 1 2 3 4 5
and maintain professionalism in practice situations.
8. Demonstrate professional demeanor in behavior; appearance; NA 1 2 3 4 5
and oral, written, and electronic communication.
NA 1 2 3 4 5
9. Use technology ethically and appropriately to facilitate
practice outcomes
NA 1 2 3 4 5
NA 1 2 3 4 5
10. Use supervision and consultation to guide professional
NA 1 2 3 4 5
judgment and behavior
11. Demonstrate the ability to offer, accept, and respond to
NA 1 2 3 4 5
feedback from other professionals in social work settings and
in interdisciplinary settings
NA 1 2 3 4 5
12. Recognize the importance of, and demonstrate the capacity
for, self-care in the agency context in order to facilitate
personal social work practice efficacy and individual wellbeing throughout their careers
NA 1 2 3 4 5
NA 1 2 3 4 5
End of First
Semester Rating
(SW 593)
End of Second
Semester Rating
(SW 594)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments: (rating 1 to 5):
Competency 2: Engage Diversity and Difference in
Practice
4. Apply and communicate understanding of the importance of
diversity and difference in shaping life experiences in
practice at the micro, mezzo and macro levels.
5. Present as learners and engage clients and constituencies as
experts of their own experiences
6. Apply self-awareness and self-regulation to manage the
influence of personal biases and values in working with
diverse clients and constituencies.
7. Identify and understand the ways in which individuals from
different ethnic, gender, racial, cultural, sexual identity and
orientation, and socioeconomic backgrounds and with
different abilities require different methods of engagement.
8. Adapt interventions in culturally responsive ways that show NA 1 2 3 4 5
recognition of issues of intersectionality at the micro, mezzo,
and macro levels
NA 1 2 3 4 5
Comments: (rating 1 to 5):
Competency 3: Advance Human Rights and Social,
Economic, and Environmental Justice
End of First
Semester Rating
(SW 593)
3. Apply understanding of social, economic, and environmental NA 1 2 3 4 5
justice to advocate for human rights at the individual and
system levels.
4. Engage in practices that advance social, economic, and
NA 1 2 3 4 5
environmental justice.
End of Second
Semester Rating
(SW 594)
NA 1 2 3 4 5
NA 1 2 3 4 5
5. Assess how issues of privilege, social injustice, and
NA 1 2 3 4 5 NA 1 2 3 4 5
inequities in access to services and resources affect client
difficulties and therapeutic alliances across the micro, mezzo,
and macro levels
6. Utilize an integrative, anti-oppressive perspective to promote NA 1 2 3 4 5 NA 1 2 3 4 5
equitable access to services and resources for vulnerable
groups
Comments (rating 1 to 5):
Competency 4:Engage in Practice0informed Research and
Research-informed Practice
2. Use practice experience and theory to inform scientific
inquiry and research.
4. Apply critical thinking to engage in analysis of quantitative
and qualitative research methods and research findings
5. Use and translate research evidence to inform and improve
practice, policy, and service delivery.
6. Adapt and modify research methodology to the social work
setting, with consideration for changes in the client’s
concerns and in the environment
2
End of First
Semester Rating
(SW 593)
End of Second
Semester Rating
(SW 594)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5 NA 1 2 3 4 5
7. Conduct practice in a recursive manner that includes constant NA 1 2 3 4 5 NA 1 2 3 4 5
assessment while implementing interventions in social work
settings
Comments (rating 1 to 5):
Competency 5: Engage in Policy Practice
End of First
Semester Rating
(SW 593)
1. Identify social policy at the local, state, and federal level that NA 1 2 3 4 5
impacts well-being, service delivery, and access to social
services.
2. Assess how social welfare and economic policies impact the NA 1 2 3 4 5
delivery of and access to social services.
End of Second
Semester Rating
(SW 594)
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Apply critical thinking to analyze, formulate, and advocate
for policies that advance human rights and social, economic NA 1 2 3 4 5 NA 1 2 3 4 5
and environmental justice.
4. Demonstrate knowledge of the ways in which agency
NA 1 2 3 4 5 NA 1 2 3 4 5
dynamics and larger systemic and environmental factors may
impact issue resolution, both positively and negatively
5. Identify avenues for intervention in the policy-making
NA 1 2 3 4 5 NA 1 2 3 4 5
process in order to advocate for clients and constituencies at
all levels of service delivery
Comments (rating 1 to 5):
Competency 6: Engage with Individuals, Families,
Groups, Organizations, and Communities
3. Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with
clients
and constituencies.
4. Use
empathy,
reflection, and interpersonal skills to
effectively engage diverse clients and constituencies.
5. Apply a trauma-informed care perspective when working
with clients, colleagues and constituencies in order to
facilitate appropriate recognition of and response to the
experiences and effects of trauma at the micro, mezzo, and
macro levels.
3
End of First
Semester Rating
(SW 593)
End of Second
Semester Rating
(SW 594)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5 NA 1 2 3 4 5
6. Use the client-social worker relationship and other
professional connections to facilitate attainment of client
goals
NA 1 2 3 4 5 NA 1 2 3 4 5
Comments (rating 1 to 5):
Competency 7: Assess Individuals, Families, Groups,
Organizations, and Communities
End of First
Semester Rating
(SW 593)
End of Second
Semester Rating
(SW 594)
1. Collect and organize data, and apply critical
thinking to interpret information from clients and
constituencies
2. Apply knowledge of human behavior and the social
environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the analysis of
assessment data from clients and constituencies.
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Develop mutually agreed-on intervention goals and
objectives based on the critical assessment of strengths,
needs, and challenges within clients and constituencies.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Select appropriate intervention strategies based on the
assessment, research knowledge, and values and preferences
of clients and constituencies.
NA 1 2 3 4 5
NA 1 2 3 4 5
5. Identify, evaluate, select, adopt, and modify assessment
tools, methods, and approaches in advanced practice with
consideration for the needs, backgrounds, and social
characteristics of clients and constituencies
NA 1 2 3 4 5 NA 1 2 3 4 5
6. Demonstrate the ability to develop and explain a
comprehensive assessment with consideration of theoretical
models, practice experiences, and research findings
NA 1 2 3 4 5 NA 1 2 3 4 5
Comments: (ratings 1 to 5):
Competency 8: Intervene with Individuals, Families, Groups,
Organizations, and Communities
4
End of First
Semester Rating
(SW 523)
End of Second
Semester Rating
(SW 594)
13. Critically choose and implement interventions to achieve
practice goals and enhance capacities of clients and
constituencies.
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
16. Negotiate, mediate, and advocate with and on behalf of diverse
clients and constituencies
NA 1 2 3 4 5
NA 1 2 3 4 5
17. Facilitate effective transitions and endings that advance mutually
agreed-on goals.
NA 1 2 3 4 5
NA 1 2 3 4 5
14. Apply knowledge of human behavior and the social environment,
person-in-environment, and other multidisciplinary theoretical
frameworks in interventions with clients and constituencies.
15. Use inter-professional collaboration as appropriate to achieve
beneficial practice outcomes
18. Demonstrate ability to critically assess and apply appropriate
models of practice in response to clients’ unique circumstances
and needs
19. Design an intervention strategy based upon assessment data at
multiple system levels
NA 1 2 3 4 5 NA 1 2 3 4 5
NA 1 2 3 4 5 NA 1 2 3 4 5
Comments: (ratings 1 to 5):
Competency 9: Evaluate Practice with Individuals, Families,
Groups, Organizations, and Communities
5. Select and use appropriate methods for evaluation of outcomes
End of First
Semester Rating
( SW 593)
End of Second
Semester Rating
(SW 594)
NA 1 2 3 4 5
NA 1 2 3 4 5
6. Apply knowledge of human behavior and the social environment,
NA 1 2 3 4 5
person-in-environment, and other multidisciplinary theoretical
frameworks in the evaluation of outcomes
7. Critically analyze, monitor, and evaluate intervention and program
NA 1 2 3 4 5
processes and outcomes
8. Apply evaluation findings to improve practice effectiveness at the
micro, mezzo, and macro levels
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
9. Use appropriate tools and technology ethically to facilitate
NA 1 2 3 4 5 NA 1 2 3 4 5
accurate data management, both in the evaluation of ongoing work
and in the evaluation of outcomes of work
10. Use self-reflection and supervision to regularly evaluate and, if
necessary, modify practice
5
NA 1 2 3 4 5 NA 1 2 3 4 5
Comments: (ratings 1 to 5):
Student Comments Regarding Evaluation and Field Experience for SW 593
Hours Completed:
Summary of Strengths/Weaknesses at End of SW 593:
Student Signature: ____________________ Date______
*****************************************************************************************
*
Student Comments Regarding Evaluation and Field Experience for SW 594:
Hours Completed:________________
Summary of Strengths/Weaknesses at End of SW 594:
Student Signature: _____________________ Date ______
6
APPENDIX 11
Field Instructor Evaluations
A. Foundation Year Field Instructor Evaluation
B. Field Instructor Midterm Evaluation
C. Concentration Year Field Instructor Evaluation
7
Foundation Year Field Instructor Final Evaluation
SW 591 & 592
Student Name: _________________________________
Student E-mail Address: __________________@binghamton.edu
Agency Name: _________________________________
Field Instructor Name: _________________________________
Field Instructor E-mail Address: _________________________________
Student Liaison Name: _________________________________
Evaluation Year: ________
Semester (please circle): SW 591 or SW 592
Hours Completed to Date: ________
Background:
The council on Social Work education (CSWE), the accrediting body on social work education, requires
master’s level Social work (MSW) student’s to demonstrate competencies in 9 areas. Associated with these
competencies are a set of 31 practice behaviors. The social work field placement is an area in which the
student is expected to demonstrate competency of the practice behaviors. To ensure the student develops the
requisite practice behaviors, field instructors are asked to evaluate the student during the final
week of each semester during their placements.
Assessment Scale:
Use the following scale to assess the student's performance in the ten core areas of social work competency
identified by the Council on Social Work Education:
Excellent
Very Good
Performance is exceptional and the skill is an integrated part of the student’s practice
Performance is above expectations for students at this level
Good
Performance generally meets expectations for students at this level
Poor
Performance shows signs of competency, but generally does not meet expectations for
students at this level
Unsatisfactory
Not Assessed
Performance is unsatisfactory
Assignment did not provide an opportunity to demonstrate the behavior
8
1.
Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and
regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of
ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and
policy arenas. Social workers recognize personal values and the distinction between personal and professional values.
They also understand how their personal experiences and affective reactions influence their professional judgment and
behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the
profession. Social Workers also understand the role of other professions when engaged in interprofessional teams. Social
workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure
they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of
technology in social work practice.
Assess the student social worker's ability to:
1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to
context.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.2 Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.3 Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.4 Use technology ethically and appropriately to facilitate practice outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.5 Use supervision and consultation to guide professional judgment and behavior.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in professional identity and ethical
practice (optional):
9
2.
Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to
the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including
but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression,
immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal
sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also
understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s
structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or
create privilege and power.
Assess the student social worker's ability to:
2.1 Apply and communicate understanding of the importance of diversity and difference in shaping life experiences
in practice at the micro, mezzo and macro levels.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2.2 Present themselves as learners and engage clients and constituents as experts of their own experience.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2.3 Apply self-awareness and self-regulation to manage the influence of personal biases and values when working
with diverse clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging diversity and difference
in practice (optional):
3.
Advance Human Rights and Social, Economic, and Environmental Justice.
Social workers understand that every person regardless of position in society has fundamental human rights such as
freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global
interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and
social justice and strategies to promote social and economic justice and human rights. Social workers understand
strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are
distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected
Assess the student social worker's ability to:
3.1 Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3.2 Engage in practices that advance social, economic and environmental justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
10
Not Assessed
Examples of how the student social worker has demonstrated competency in advancing human rights and social,
economic and environmental justice (optional):
4.
Engage in Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science
of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and
culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs
practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for
translating research findings into effective practice.
Assess the student social worker's ability to:
4.1 Use practice experience and theory to inform scientific inquiry and research.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4.3 Use and translate research evidence to inform and improve practice, policy, and service delivery.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging in research-informed
practice and practice-informed research (optional):
11
5.
Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by
policy and its implementation at the federal, state, and local levels. Social workers understand the history and current
structures of social policies and services, the role of policy in service delivery, and the role of practice in policy
development. Social workers understand their role in policy development and implementation within their practice
settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those
settings. Social workers recognize and understand the historical, social, cultural, economic, organizational,
environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation,
analysis, implementation, and evaluation.
Assess the student social worker's ability to:
5.1 Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5.2 Assess how social welfare and economic policies impact the delivery of and access to social services. .
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5.3 Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic and environmental justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging in policy practice to
advance social, economic well-being and to deliver effective social work services (optional):
6.
Engage with individuals, families, groups, organizations, and communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social
work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social
workers value the importance of human relationships. Social workers understand theories of human behavior and the
social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and
constituencies, including individuals, families, groups, organizations, and communities. Social workers understand
strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how
their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and
constituencies. Social workers value principles of relationship-building and interprofessional collaboration to facilitate
engagement with clients, constituencies, and other professionals as appropriate .
Assess the student social worker's ability to:
6.1 Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
12
Not Assessed
6.2 Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. .
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging with individuals,
families, groups and communities (optional):
7.
Assess individuals, families, groups, organizations, and communities.
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social
work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social
workers understand theories of human behavior and the social environment, and critically evaluate and apply this
knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations,
and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance
practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process
and value the importance of interprofessional collaboration in this process. Social workers understand how their personal
experiences and affective reactions may affect their assessment and decision-making.
Assess the student social worker's ability to:
7.1 Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
7.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
7.3 Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs,
and challenges within clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
7.4 Select appropriate intervention strategies based on the assessment, research knowledge, and values and
preferences of clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in assessing individuals, families,
groups and communities (optional):
13
8.
Intervene with individuals, families, groups, organizations, and communities.
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social
work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social
workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies,
including individuals, families, groups, organizations, and communities. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with
clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidenceinformed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional
teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary,
interprofessional, and interorganizational collaboration.
Assess the student social worker's ability to:
8.1 Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and
constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
8.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in interventions with clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
8.3 Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
8.4 Negotiate mediate, and advocate with and on behalf of clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
8.5 Facilitate effective transitions and endings that advance mutually agreed-on goals.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in intervening with individuals,
families, groups, organizations and communities (optional):
14
9.
Evaluate practice with individuals, families, groups, organizations, and communities.
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work
practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers
recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery
effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate
and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for
evaluating outcomes and practice effectiveness.
Assess the student social worker's ability to:
9.1 Select and use appropriate methods for evaluation of outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
9.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
9.3 Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
9.4 Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
Examples of how the student social worker has demonstrated competency in evaluating practice with
individuals, families, groups, organizations and communities (optional):
15
Recommended Grade:
Pass
Fail
The evaluation must be reviewed in a meeting of the field instructor and the student (this could be during the regularly
scheduled supervisor session) and signed by both the field instructor and the student. The student's signature does not
imply agreement, only that the student has read the evaluation. In situations where the student disagrees with the
evaluation the field instructor may want to include the student's view in the text. If the student wishes to submit an
addendum to the evaluation, that will be shared with the field instructor and become part of the student's permanent
record as well.
-------------------------------------------------------------------------Field Instructor Signature
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Task Supervisor (if applicable)
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Student Signature
------------------------------------------------------------------------Date
16
Field Instructor Midterm Evaluation
Date: _______
Semester: SW 59( ) Fall
MSW Intern:
OR
SW 59( )
Spring
Email Address:
(please fill in)
Phone #
Agency:
Agency’s Address:
Field Instructor:
FI Email:
FI Office Phone#:
Task Supervisor (if
applicable):
TS Email:
TS Office Phone #:
Liaison:
Liaison’s Email:
City, State, Zip:
1. Student’s progress towards educational competencies:
Excellent___ Very Good___ Good___ Poor ___ Unsatisfactory ___
2. Student’s general performance at this internship (work habits, professionalism, etc.)
Excellent___ Very Good___ Good___ Poor ___ Unsatisfactory ___
** If Poor or Unsatisfactory is checked for 1 and/or 2, please document reasons in comment box and
contact the student’s Field Liaison.
Field Instructor comments:
Student comments:
Field Instructor’s signature: _____________________________________________DATE:_________
Student’s Signature: ____________________________________________________DATE: :_________
17
Concentration Year Field Instructor Final Evaluation
SW 593 & 594
Student Name: _________________________________
Student E-mail Address: __________________@binghamton.edu
Agency Name: _________________________________
Field Instructor Name: _________________________________
Field Instructor E-mail Address: _________________________________
Student Liaison Name: _________________________________
Evaluation Year: ________
Semester (please circle): SW 593 or SW 594
Hours Completed to Date: ________
Background:
The council on Social Work education (CSWE), the accrediting body on social work education, requires
master’s level Social work (MSW) student’s to demonstrate competencies in 9 areas. Associated with these
competencies are a set of 31 practice behaviors, and 18 advanced practice behaviors. The social work field
placement is an area in which the student is expected to demonstrate competency of the practice behaviors.
To ensure the student develops the requisite practice behaviors, field instructors are asked to evaluate the
student during the final week of each semester during their placements.
Assessment Scale:
Use the following scale to assess the student's performance in the ten core areas of social work competency
identified by the Council on Social Work Education:
Excellent
Very Good
Performance is exceptional and the skill is an integrated part of the student’s practice
Performance is above expectations for students at this level
Good
Performance generally meets expectations for students at this level
Poor
Performance shows signs of competency, but generally does not meet expectations for
students at this level
Unsatisfactory
Not Assessed
Performance is unsatisfactory
Assignment did not provide an opportunity to demonstrate the behavior
18
1.
Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and
regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of
ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and
policy arenas. Social workers recognize personal values and the distinction between personal and professional values.
They also understand how their personal experiences and affective reactions influence their professional judgment and
behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the
profession. Social Workers also understand the role of other professions when engaged in interprofessional teams. Social
workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure
they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of
technology in social work practice.
Assess the student social worker's ability to:
1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to
context.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Use technology ethically and appropriately to facilitate practice outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5. Use supervision and consultation to guide professional judgment and behavior.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
6. Demonstrate the ability to offer, accept, and respond to feedback from other professionals in social work settings
and in interdisciplinary settings
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
7. Recognize the importance of, and demonstrate the capacity for, self-care in the agency context in order to facilitate
personal social work practice efficacy and individual well-being throughout their careers
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in professional identity and ethical
practice (optional):
19
2.
Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to
the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including
but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression,
immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal
sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also
understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s
structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or
create privilege and power.
Assess the student social worker's ability to:
1. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in
practice at the micro, mezzo and macro levels.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Present themselves as learners and engage clients and constituents as experts of their own experience.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Apply self-awareness and self-regulation to manage the influence of personal biases and values when working with
diverse clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Identify and understand the ways in which individuals from different ethnic, gender, racial, cultural, sexual
identity and orientation, and socioeconomic backgrounds and with different abilities require different methods of
engagement.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5. Adapt interventions in culturally responsive ways that show recognition of issues of intersectionality at the micro,
mezzo, and macro levels.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging diversity and difference
in practice (optional):
20
3.
Advance Human Rights and Social, Economic, and Environmental Justice.
Social workers understand that every person regardless of position in society has fundamental human rights such as
freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global
interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and
social justice and strategies to promote social and economic justice and human rights. Social workers understand
strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are
distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected
Assess the student social worker's ability to:
1. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Engage in practices that advance social, economic and environmental justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Assess how issues of privilege, social injustice, and inequities in access to services and resources affect client
difficulties and therapeutic alliances across the micro, mezzo, and macro levels
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Utilize an integrative, anti-oppressive perspective to promote equitable access to services and resources for
vulnerable groups.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in advancing human rights and social,
economic and environmental justice (optional):
4.
Engage in Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science
of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and
culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs
practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for
translating research findings into effective practice.
Assess the student social worker's ability to:
1. Use practice experience and theory to inform scientific inquiry and research.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings.
Excellent
Very Good
Good
Poor
Unsatisfactory
21
Not Assessed
3. Use and translate research evidence to inform and improve practice, policy, and service delivery.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Adapt and modify research methodology to the social work setting, with consideration for changes in the client’s
concerns and in the environment.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5. Conduct practice in a recursive manner that includes constant assessment while implementing interventions in
social work settings.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging in research-informed
practice and practice-informed research (optional):
5.
Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by
policy and its implementation at the federal, state, and local levels. Social workers understand the history and current
structures of social policies and services, the role of policy in service delivery, and the role of practice in policy
development. Social workers understand their role in policy development and implementation within their practice
settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those
settings. Social workers recognize and understand the historical, social, cultural, economic, organizational,
environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation,
analysis, implementation, and evaluation.
Assess the student social worker's ability to:
1. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Assess how social welfare and economic policies impact the delivery of and access to social services. .
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic and environmental justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Demonstrate knowledge of the ways in which agency dynamics and larger systemic and environmental factors may
impact issue resolution, both positively and negatively
Excellent
Very Good
Good
Poor
Unsatisfactory
22
Not Assessed
5. Identify avenues for intervention in the policy-making process in order to advocate for clients and constituencies at
all levels of service delivery
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging in policy practice to
advance social, economic well-being and to deliver effective social work services (optional):
6.
Engage with individuals, families, groups, organizations, and communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social
work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social
workers value the importance of human relationships. Social workers understand theories of human behavior and the
social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and
constituencies, including individuals, families, groups, organizations, and communities. Social workers understand
strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how
their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and
constituencies. Social workers value principles of relationship-building and interprofessional collaboration to facilitate
engagement with clients, constituencies, and other professionals as appropriate.
Assess the student social worker's ability to:
1. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. .
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Apply a trauma-informed care perspective when working with clients, colleagues and constituencies in order to
facilitate appropriate recognition of and response to the experiences and effects of trauma at the micro, mezzo, and
macro levels.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Use the client-social worker relationship and other professional connections to facilitate attainment of client goals
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging with individuals,
families, groups and communities (optional):
23
7.
Assess individuals, families, groups, organizations, and communities.
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social
work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social
workers understand theories of human behavior and the social environment, and critically evaluate and apply this
knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations,
and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance
practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process
and value the importance of interprofessional collaboration in this process. Social workers understand how their personal
experiences and affective reactions may affect their assessment and decision-making.
Assess the student social worker's ability to:
1. Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs,
and challenges within clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences
of clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5. Identify, evaluate, select, adopt, and modify assessment tools, methods, and approaches in advanced practice with
consideration for the needs, backgrounds, and social characteristics of clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
6. Demonstrate the ability to develop and explain a comprehensive assessment with consideration of theoretical
models, practice experiences, and research findings
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in assessing individuals, families,
groups and communities (optional):
24
8.
Intervene with individuals, families, groups, organizations, and communities.
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social
work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social
workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies,
including individuals, families, groups, organizations, and communities. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with
clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidenceinformed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional
teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary,
interprofessional, and interorganizational collaboration.
Assess the student social worker's ability to:
1. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and
constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in interventions with clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Negotiate mediate, and advocate with and on behalf of clients and constituencies.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5. Facilitate effective transitions and endings that advance mutually agreed-on goals.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
6. Demonstrate ability to critically assess and apply appropriate models of practice in response to clients’ unique
circumstances and needs
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
7. Design an intervention strategy based upon assessment data at multiple system levels
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in intervening with individuals,
families, groups, organizations and communities (optional):
25
9.
Evaluate practice with individuals, families, groups, organizations, and communities.
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work
practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers
recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery
effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate
and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for
evaluating outcomes and practice effectiveness.
Assess the student social worker's ability to:
1. Select and use appropriate methods for evaluation of outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3. Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5. Use appropriate tools and technology ethically to facilitate accurate data management, both in the evaluation of
ongoing work and in the evaluation of outcomes of work
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
6. Use self-reflection and supervision to regularly evaluate and, if necessary, modify practice
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in evaluating practice with
individuals, families, groups, organizations and communities (optional):
26
Recommended Grade:
Pass
Fail
The evaluation must be reviewed in a meeting of the field instructor and the student (this could be during the regularly
scheduled supervisor session) and signed by both the field instructor and the student. The student's signature does not
imply agreement, only that the student has read the evaluation. In situations where the student disagrees with the
evaluation the field instructor may want to include the student's view in the text. If the student wishes to submit an
addendum to the evaluation, that will be shared with the field instructor and become part of the student's permanent
record as well.
-------------------------------------------------------------------------Field Instructor Signature
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Task Supervisor (if applicable)
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Student Signature
------------------------------------------------------------------------Date
27
APPENDIX 12
Additional Tools
A. Process Recording Directions
B. Confirmation of Process Recording Completion
C. Supervision Log
D. Time Sheet
28
APPENDIX 12a
Process Recording Directions
29
PROCESS RECORDING
Process Recording Directions
Directions: Identify a client that you will use for your process recording (a “client” can be considered an
individual, consumer of services or inter-professional colleague, family, group, organization or community that
you work with in your field placement). You can complete the notes referring to preparation ahead of the
meeting, but be sure to not schedule anything after the meeting so that you can complete the rest of the process
recording immediately after the meeting. This will take time, so ensure that you have ample time to complete
this after your meeting.
This recording should be shared with the students’ field instructor during supervision. This recording should
NOT become part of the client’s official record. Process recordings are not a required field assignment,
although some field instructors will require weekly process recordings.
1. Preparation: (Include what the rationale for the contact, prospective agenda, anticipation of obstacles, ideas
about what methods will be used, what information will be obtained, what issues will be focused on during
interaction etc, feelings you have about the meeting):
The next sections you may want to put in a column form so that you can write down comments in each
area as it reflects to the content of your interaction with the client. Please address the following areas:
2. Observation: (Begin this section by identifying who was present, description of the client(s), unique and
unusual factors about the client including cultural considerations such as impact of age, race, gender, sexual
orientation etc).. To the best of your memory, record verbatim what took place in the interaction you just had
with the client. Include verbal and non-verbal interaction as it unfolded. Use quotes when you are reflecting
actual conversation. End with recording any changes that occurred since your last contact, during the contact
and what was accomplished (if anything).
3. Skills: (Record what skills you used and your rationale for utilization of particular skills or interventions at
different points in your interaction. Note why you may have chosen to change your approach)
4. Thoughts and Analysis: (Record your impressions of the interaction and what your intention and
assessment was of the interaction. This should include unspoken thoughts and reactions to the client, your own
thoughts about how you were functioning and managing during the interaction, your impressions about the
client’s strengths, capacity, and motivation. Provide a critical evaluation of the interaction and your progress
towards the goals you are working on with the client. Questions that can be addressed in this section include
“What did I learn about my ability to apply skills and/or knowledge? What do I need to know more about in
terms of my client? What went well? What was difficult? What might I do differently? Why did I choose to do
what I did)?
5. Planning: (Record what direction you may go in the next meeting with the client, what your sense is of what
the client will be doing and what you need to do to prepare for the next meeting. This may include making
collateral contacts, asking the client to do “homework”, revising contract with client in the next meeting etc.)
6. Questions: (Record questions you plan to discuss in supervision regarding both student and client needs).
7. Supervision Notes: A section should also be included for the supervisors comments and suggestions.
2
APPENDIX 12b
Confirmation of Process Recording Completion
3
Confirmation of Process Recording Completion
___________________________ has successfully completed the process recording Student Name (please
print)
using the format required by the MSW program.
________________________
Student signature
____________
date
________________________
Field Instructor name (print)
_______________
FI Signature
4
____________
Date
APPENDIX 12c
Field Placement Weekly Supervision Log
5
Field Placement Weekly Supervision Log
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
MSW Intern
Agency
Email Address
Address
Field Instructor
Agency
Task Supervisor (if applicable)
Phone #
City
State
Date
Zip
Email Address
Address
City
Email Address
Office #
Office #
Phone #
State
Field Liaison
Zip
Office #
Semester:
SW 59_
QUESTIONS
1. What went well this week? (this could be an event, occurrence, or a moment of realization or
personal learning)
2. How did you demonstrate acknowledgment of and commitment to the NASW Values and Code of
Ethics?
3. Identify aspects of diversity you encountered this week:
4. Please identify macro, micro, or mezzo level skills that you used this week:
1
5. Learning Plan: What practice behaviors have you been working on or accomplished since our last
supervisory session?
6. Learning Plan: What practice behaviors to focus on for next supervisory session?
7a. Which CSWE Competencies have you been exposed to in this past week?
Competency 1: Demonstrate Ethical and Professional Behavior,
Competency 2: Engage Diversity and Difference in Practice,
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Competency 4: Engage In Practice-informed Research and Research-informed Practice,
Competency 5: Engage in Policy Practice,
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities,
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities,
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities,
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities,
7b. What did you learn about this area of focus or about yourself in this regard?
8. Which current or previous graduate course was of value this week in field, and why?
9. Are you getting what you need from this field placement? How can your experience be improved? (If
you have any concerns and are worried about bringing it up please talk to your field liaison who can
help you complete this section).
10. Additional Comments (or agenda items, case review that you want to make sure is discussed this
week):
2
11. Field Instructor Comments (optional if you would like to offer feedback, affirmations and guidance):
The log is intended to help:

Challenge you to think critically about the work you are doing.

Document the knowledge and skills you are gaining.

Identify skills/knowledge that you need to address in supervision.

Help facilitate a dialogue between the student and field instructor

Help you learn how to prepare yourself for supervision

Help your field instructor organize and prepare for supervision

Help your field instructor assess areas that you may need to grow, and to clarify questions that may arise

Help document your work for both you and your field instructor to review when completing final evaluations

Document concerns that you or your field instructor have (this is a necessary step in addressing challenges in field).

Facilitate conversations around areas that are identified (or at times not identified).

Link coursework to field on a regular basis
3
APPENDIX 12d
Time Sheet
Field Time Sheet
Student Name:
Semester/Year:
Field Instructor Name: _
Please fill out the Time Sheet each day that you are in field. Turn in mid semester (Mid Oct & Early March)
and at the end of the semester. Please have your field instructor initial the hours as you go and both you
and your supervisor sign the bottom of the Time Sheet confirming total hours at the end of the semester.
Date
Example: 8/31/11
Hours
8:30 – 4:30 = 8
Date
Hours
Total:
Student Signature
Supervisor Signature
Total:
Date_
Date
APPENDIX 13
National Association of Social Workers
Code of Ethics
Preamble
The primary mission of the social work profession is to enhance human well-being and help meet the basic
human needs of all people, with particular attention to the needs and empowerment of people who are
vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s
focus on individual well-being in a social context and the well-being of society. Fundamental to social work is
attention to the environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms
of social injustice. These activities may be in the form of direct practice, community organizing, supervision,
consultation administration, advocacy, social and political action, policy development and implementation,
education, and research and evaluation. Social workers seek to enhance the capacity of people to address their
own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other
social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by
social workers throughout the profession’s history, are the foundation of social work’s unique purpose and
perspective:
* service
* social justice
* dignity and worth of the person
* importance of human relationships
* integrity
* competence.
This constellation of core values reflects what is unique to the social work profession. Core values, and the
principles that flow from them, must be balanced within the context and complexity of the human experience.
Purpose of the NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values,
ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and
standards to guide social workers’ conduct. The Code is relevant to all social workers and social work students,
regardless of their professional functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work’s mission is based.
2. The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a set
of specific ethical standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant considerations when professional obligations
conflict or ethical uncertainties arise.
4. The Code provides ethical standards to which the general public can hold the social work profession
accountable.
5. The Code socializes practitioners new to the field to social work’s mission, values, ethical principles, and
ethical standards.
6. The Code articulates standards that the social work profession itself can use to assess whether social
workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed
1
against its members.* In subscribing to this Code, social workers are required to cooperate in its
implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings
or sanctions based on it.
The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical
issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations.
Specific applications of the Code must take into account the context in which it is being considered and the
possibility of conflicts among the Code‘s values, principles, and standards. Ethical responsibilities flow from all
human relationships, from the personal and familial to the social and professional.
Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important
and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do
exist among social workers with respect to the ways in which values, ethical principles, and ethical standards
should be rank ordered when they conflict. Ethical decision making in a given situation must apply the informed
judgment of the individual social worker and should also consider how the issues would be judged in a peer
review process where the ethical standards of the profession would be applied.
Ethical decision making is a process. There are many instances in social work where simple answers are not
available to resolve complex ethical issues. Social workers should take into consideration all the values,
principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted.
Social workers’ decisions and actions should be consistent with the spirit as well as the letter of this Code.
In addition to this Code, there are many other sources of information about ethical thinking that may be useful.
Social workers should consider ethical theory and principles generally, social work theory and research, laws,
regulations, agency policies, and other relevant codes of ethics, recognizing that among codes of ethics social
workers should consider the NASW Code of Ethics as their primary source. Social workers also should be
aware of the impact on ethical decision making of their clients’ and their own personal values and cultural and
religious beliefs and practices. They should be aware of any conflicts between personal and professional values
and deal with them responsibly. For additional guidance social workers should consult the relevant literature on
professional ethics and ethical decision making and seek appropriate consultation when faced with ethical
dilemmas. This may involve consultation with an agency­based or social work organization’s ethics committee,
a regulatory body, knowledgeable colleagues, supervisors, or legal counsel.
Instances may arise when social workers’ ethical obligations conflict with agency policies or relevant laws or
regulations. When such con-flicts occur, social workers must make a responsible effort to resolve the conflict in
a manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable
resolution of the conflict does not appear possible, social workers should seek proper consultation before
making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies
(such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards
of directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame of
reference. Violation of standards in this Code does not automatically imply legal liability or violation of the
law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of
the Code would be subject to a peer review process. Such processes are generally separate from legal or
administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and
discipline its own members.
A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues
or disputes or capture the richness and complexity involved in striving to make responsible choices within a
2
moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which
professionals aspire and by which their actions can be judged. Social workers’ ethical behavior should result
from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the
commitment of all social workers to uphold the profession’s values and to act ethically. Principles and standards
must be applied by individuals of good character who discern moral questions and, in good faith, seek to make
reliable ethical judgments.
Ethical Principles
The following broad ethical principles are based on social work’s core values of service, social justice, dignity
and worth of the person, importance of human relationships, integrity, and competence. These principles set
forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems.
Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values,
and skills to help people in need and to address social problems. Social workers are encouraged to volunteer
some portion of their professional skills with no expectation of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals
and groups of people. Social workers’ social change efforts are focused primarily on issues of poverty,
unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity
to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to
needed information, services, and resources; equality of opportunity; and meaningful participation in decision
making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and
cultural and ethnic diversity. Social workers promote clients’ socially responsible self­determination. Social
workers seek to enhance clients’ capacity and opportunity to change and to address their own needs. Social
workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve
conflicts between clients’ interests and the broader society’s interests in a socially responsible manner
consistent with the values, ethical principles, and ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an important vehicle for change.
Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships
among people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals,
families, social groups, organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
3
Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical
standards and practice in a manner consistent with them. Social workers act honestly and responsibly and
promote ethical practices on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and enhance their
professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in
practice. Social workers should aspire to contribute to the knowledge base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers. These standards
concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibilities to
colleagues, (3) social workers’ ethical responsibilities in practice settings, (4) social workers’ ethical
responsibilities as professionals, (5) social workers’ ethical responsibilities to the social work profession, and
(6) social workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct, and some are
aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be
exercised by those responsible for reviewing alleged violations of ethical standards.
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social workers’ primary responsibility is to promote the well­being of clients. In general, clients’ interests are
primary. However, social workers’ responsibility to the larger society or specific legal obligations may on
limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when
a social worker is required by law to report that a client has abused a child or has threatened to harm self or
others.)
1.02 Self-Determination
Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to
identify and clarify their goals. Social workers may limit clients’ right to self­determination when, in the social
workers’ professional judgment, clients’ actions or potential actions pose a serious, foreseeable, and imminent
risk to themselves or others.
1.03 Informed Consent
(a) Social workers should provide services to clients only in the context of a professional relationship based,
when appropriate, on valid informed consent. Social workers should use clear and understandable language to
inform clients of the purpose of the services, risks related to the services, limits to services because of the
requirements of a third­party payer, relevant costs, reasonable alternatives, clients’ right to refuse or withdraw
consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity
to ask questions.
(b) In instances when clients are not literate or have difficulty understanding the primary language used in the
practice setting, social workers should take steps to ensure clients’ comprehension. This may include providing
clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible.
(c) In instances when clients lack the capacity to provide informed consent, social workers should protect
clients’ interests by seeking permission from an appropriate third party, informing clients consistent with the
4
clients’ level of understanding. In such instances social workers should seek to ensure that the third party acts in
a manner consistent with clients’ wishes and interests. Social workers should take reasonable steps to enhance
such clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should provide information
about the nature and extent of services and about the extent of clients’ right to refuse service.
(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and
television) should inform recipients of the limitations and risks associated with such services.
(f) Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or
permitting observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within the boundaries of
their education, training, license, certification, consultation received, supervised experience, or other relevant
professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or approaches
that are new to them only after engaging in appropriate study, training, consultation, and supervision from
people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of practice, social
workers should exercise careful judgment and take responsible steps (including appropriate education, research,
training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm.
1.05 Cultural Competence and Social Diversity
(a) Social workers should understand culture and its function in human behavior and society, recognizing the
strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate
competence in the provision of services that are sensitive to clients’ cultures and to differences among people
and cultural groups.
(c) Social workers should obtain education about and seek to understand the nature of social diversity and
oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or
expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of
professional discretion and impartial judgment. Social workers should inform clients when a real or potential
conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients’
interests primary and protects clients’ interests to the greatest extent possible. In some cases, protecting clients’
interests may require termination of the professional relationship with proper referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or exploit others to further
their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or former clients in which
there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are
5
unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate,
and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients
in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur
simultaneously or consecutively.)
(d) When social workers provide services to two or more people who have a relationship with each other (for
example, couples, family members), social workers should clarify with all parties which individuals will be
considered clients and the nature of social workers’ professional obligations to the various individuals who are
receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services
or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked
to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the
parties involved and take appropriate action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients’ right to privacy. Social workers should not solicit private information
from clients unless it is essential to providing services or conducting social work evaluation or research. Once
private information is shared, standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid consent from a client or a
person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the course of professional
service, except for compelling professional reasons. The general expectation that social workers will keep
information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and
imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least
amount of confidential information necessary to achieve the desired purpose; only information that is directly
relevant to the purpose for which the disclosure is made should be revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information
and the potential consequences, when feasible before the disclosure is made. This applies whether social
workers disclose confidential information on the basis of a legal requirement or client consent.
(e) Social workers should discuss with clients and other interested parties the nature of confidentiality and
limitations of clients’ right to confidentiality. Social workers should review with clients circumstances where
confidential information may be requested and where disclosure of confidential information may be legally
required. This discussion should occur as soon as possible in the social worker-client relationship and as needed
throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social workers should seek
agreement among the parties involved concerning each individual’s right to confidentiality and obligation to
preserve the confidentiality of information shared by others. Social workers should inform participants in
family, couples, or group counseling that social workers cannot guarantee that all participants will honor such
agreements.
(g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social
worker’s, employer’s, and agency’s policy concerning the social worker’s disclosure of confidential information
among the parties involved in the counseling.
(h) Social workers should not disclose confidential information to third-party payers unless clients have
authorized such disclosure.
6
(i) Social workers should not discuss confidential information in any setting unless privacy can be ensured.
Social workers should not discuss confidential information in public or semipublic areas such as hallways,
waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted
by law. When a court of law or other legally authorized body orders social workers to disclose confidential or
privileged information without a client’s consent and such disclosure could cause harm to the client, social
workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain
the records under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to requests from members of
the media.
(l) Social workers should protect the confidentiality of clients’ written and electronic records and other sensitive
information. Social workers should take reasonable steps to ensure that clients’ records are stored in a secure
location and that clients’ records are not available to others who are not authorized to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of information
transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and
telephone answering machines, and other electronic or computer technology. Disclosure of identifying
information should be avoided whenever possible.
(n) Social workers should transfer or dispose of clients’ records in a manner that protects clients’ confidentiality
and is consistent with state statutes governing records and social work licensure.
(o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social
worker’s termination of practice, incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing clients for teaching or training
purposes unless the client has consented to disclosure of confidential information.
(q) Social workers should not disclose identifying information when discussing clients with consultants unless
the client has consented to disclosure of confidential information or there is a compelling need for such
disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards.
1.08 Access to Records
(a) Social workers should provide clients with reasonable access to records concerning the clients. Social
workers who are concerned that clients’ access to their records could cause serious misunderstanding or harm to
the client should provide assistance in interpreting the records and consultation with the client regarding the
records. Social workers should limit clients’ access to their records, or portions of their records, only in
exceptional circumstances when there is compelling evidence that such access would cause serious harm to the
client. Both clients’ requests and the rationale for withholding some or all of the record should be documented
in clients’ files.
(b) When providing clients with access to their records, social workers should take steps to protect the
confidentiality of other individuals identified or discussed in such records.
1.09 Sexual Relationships
7
(a) Social workers should under no circumstances engage in sexual activities or sexual contact with current
clients, whether such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other
individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or
potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other individuals with
whom clients maintain a personal relationship has the potential to be harmful to the client and may make it
difficult for the social worker and client to maintain appropriate professional boundaries. Social workers—not
their clients, their clients’ relatives, or other individuals with whom the client maintains a personal
relationship—assume the full burden for setting clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former clients because of the
potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an
exception to this prohibition is warranted because of extraordinary circumstances, it is social workers—not their
clients—who assume the full burden of demonstrating that the former client has not been exploited, coerced, or
manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual
relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the
individual and is likely to make it difficult for the social worker and individual to maintain appropriate
professional boundaries.
1.10 Physical Contact
Social workers should not engage in physical contact with clients when there is a possibility of psychological
harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in
appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive
boundaries that govern such physical contact.
1.11 Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual
solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
1.12 Derogatory Language
Social workers should not use derogatory language in their written or verbal communications to or about
clients. Social workers should use accurate and respectful language in all communications to and about clients.
1.13 Payment for Services
(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with
the services performed. Consideration should be given to clients’ ability to pay.
(b) Social workers should avoid accepting goods or services from clients as payment for professional services.
Bartering arrangements, particularly involving services, create the potential for conflicts of interest,
exploitation, and inappropriate boundaries in social workers’ relationships with clients. Social workers should
explore and may participate in bartering only in very limited circumstances when it can be demonstrated that
such arrangements are an accepted practice among professionals in the local community, considered to be
essential for the provision of services, negotiated without coercion, and entered into at the client’s initiative and
with the client’s informed consent. Social workers who accept goods or services from clients as payment for
professional services assume the full burden of demonstrating that this arrangement will not be detrimental to
the client or the professional relationship.
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(c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are
entitled to such available services through the social workers’ employer or agency.
1.14 Clients Who Lack Decision-Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers
should take reasonable steps to safeguard the interests and rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the event that services are
interrupted by factors such as unavailability, relocation, illness, disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services to clients and professional relationships with them when such
services and
relationships are no longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services.
Social workers should withdraw services precipitously only under unusual circumstances, giving careful
consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers
should assist in making appropriate arrangements for continuation of services when necessary.
(c) Social workers in fee-for-service settings may terminate services to clients who are not paying an overdue
balance if the financial contractual arrangements have been made clear to the client, if the client does not pose
an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have
been addressed and discussed with the client.
(d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a
client.
(e) Social workers who anticipate the termination or interruption of services to clients should notify clients
promptly and seek the transfer, referral, or continuation of services in relation to the clients’ needs and
preferences.
(f) Social workers who are leaving an employment setting should inform clients of appropriate options for the
continuation of services and of the benefits and risks of the options.
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately and fairly the
qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or
with other professionals. Unwarranted negative criticism may include demeaning comments that refer to
colleagues’ level of competence or to individuals’ attributes such as race, ethnicity, national origin, color, sex,
sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration
status, and mental or physical disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of other professions when
such cooperation serves the well-being of clients.
2.02 Confidentiality
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Social workers should respect confidential information shared by colleagues in the course of their professional
relationships and transactions. Social workers should ensure that such colleagues understand social workers’
obligation to respect confidentiality and any exceptions related to it.
2.03 Interdisciplinary Collaboration
(a) Social workers who are members of an interdisciplinary team should participate in and contribute to
decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the
social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its
individual members should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement
through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other
avenues to address their concerns consistent with client well-being.
2.04 Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a colleague and an employer to obtain a
position or otherwise advance the social workers’ own interests.
(b) Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate
discussion of conflicts between social workers and their colleagues.
2.05 Consultation
(a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best
interests of clients.
(b) Social workers should keep themselves informed about colleagues’ areas of expertise and competencies.
Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise,
and competence related to the subject of the consultation.
(c) When consulting with colleagues about clients, social workers should disclose the least amount of
information necessary to achieve the purposes of the consultation.
2.06 Referral for Services
(a) Social workers should refer clients to other professionals when the other professionals’ specialized
knowledge or expertise is needed to serve clients fully or when social workers believe that they are not being
effective or making reasonable progress with clients and that additional service is required.
(b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly
transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients’
consent, all pertinent information to the new service providers.
(c) Social workers are prohibited from giving or receiving payment for a referral when no professional service
is provided by the referring social worker.
2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual activities or contact
with supervisees, students, trainees, or other colleagues over whom they exercise professional authority.
(b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a
conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual
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relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a
conflict of interest.
2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment
includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of
a sexual nature.
2.09 Impairment of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s impairment that is due to personal
problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes
with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking
remedial action.
(b) Social workers who believe that a social work colleague’s impairment interferes with practice effectiveness
and that the colleague has not taken adequate steps to address the impairment should take action through
appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other
professional organizations.
2.10 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s incompetence should consult with
that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to
address the incompetence should take action through appropriate channels established by employers, agencies,
NASW, licensing and regulatory bodies, and other professional organizations.
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical
conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures for handling concerns
about colleagues’ unethical behavior. Social workers should be familiar with national, state, and local
procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing
and regulatory bodies, employers, agencies, and other professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their
concerns with the colleague when feasible and when such discussion is likely to be productive.
(d) When necessary, social workers who believe that a colleague has acted unethically should take action
through appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW
committee on inquiry, or other professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to
supervise or consult appropriately and should do so only within their areas of knowledge and competence.
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(b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and
culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a
risk of exploitation of or potential harm to the supervisee.
(d) Social workers who provide supervision should evaluate supervisees’ performance in a manner that is fair
and respectful.
3.02 Education and Training
(a) Social workers who function as educators, field instructors for students, or trainers should provide
instruction only within their areas of knowledge and competence and should provide instruction based on the
most current information and knowledge available in the profession.
(b) Social workers who function as educators or field instructors for students should evaluate students’
performance in a manner that is fair and respectful.
(c) Social workers who function as educators or field instructors for students should take reasonable steps to
ensure that clients are routinely informed when services are being provided by students.
(d) Social workers who function as educators or field instructors for students should not engage in any dual or
multiple relationships with students in which there is a risk of exploitation or potential harm to the student.
Social work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive
boundaries.
3.03 Performance Evaluation
Social workers who have responsibility for evaluating the performance of others should fulfill such
responsibility in a fair and considerate manner and on the basis of clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects
the services provided.
(b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of
services and to ensure continuity of services provided to clients in the future.
(c) Social workers’ documentation should protect clients’ privacy to the extent that is possible and appropriate
and should include only information that is directly relevant to the delivery of services.
(d) Social workers should store records following the termination of services to ensure reasonable future access.
Records should be maintained for the number of years required by state statutes or relevant contracts.
3.05 Billing
Social workers should establish and maintain billing practices that accurately reflect the nature and extent of
services provided and that identify who provided the service in the practice setting.
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or colleague contacts a social worker for
services, the social worker should carefully consider the client’s needs before agreeing to provide services. To
minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the
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clients’ current relationship with other service providers and the implications, including possible benefits or
risks, of entering into a relationship with a new service provider.
(b) If a new client has been served by another agency or colleague, social workers should discuss with the client
whether consultation with the previous service provider is in the client’s best interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their agencies for adequate resources to meet
clients’ needs.
(b) Social workers should advocate for resource allocation procedures that are open and fair. When not all
clients’ needs can be met, an
allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently
applied principles.
(c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or
organizational resources are available to provide appropriate staff supervision.
(d) Social work administrators should take reasonable steps to ensure that the working environment for which
they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work
administrators should take reasonable steps to eliminate any conditions in their organizations that violate,
interfere with, or discourage compliance with the Code.
3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing
education and staff development for all staff for whom they are responsible. Continuing education and staff
development should address current knowledge and emerging developments related to social work practice and
ethics.
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to employers and employing organizations.
(b) Social workers should work to improve employing agencies’ policies and procedures and the efficiency and
effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of social workers’ ethical
obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social work
practice.
(d) Social workers should not allow an employing organization’s policies, procedures, regulations, or
administrative orders to interfere with their ethical practice of social work. Social workers should take
reasonable steps to ensure that their employing organizations’ practices are consistent with the NASW Code of
Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the employing organization’s work
assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only in organizations that
exercise fair personnel practices.
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(g) Social workers should be diligent stewards of the resources of their employing organizations, wisely
conserving funds where appropriate and never misappropriating funds or using them for unintended purposes.
3.10 Labor-Management Disputes
(a) Social workers may engage in organized action, including the formation of and participation in labor unions,
to improve services to clients and working conditions.
(b) The actions of social workers who are involved in labor-management disputes, job actions, or labor strikes
should be guided by the profession’s values, ethical principles, and ethical standards. Reasonable differences of
opinion exist among social workers concerning their primary obligation as professionals during an actual or
threatened labor strike or job action. Social workers should carefully examine relevant issues and their possible
impact on clients before deciding on a course of action.
4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competence
(a) Social workers should accept responsibility or employment only on the basis of existing competence or the
intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional practice and the performance
of professional functions. Social workers should critically examine and keep current with emerging knowledge
relevant to social work. Social workers should routinely review the professional literature and participate in
continuing education relevant to social work practice and social work ethics.
(c) Social workers should base practice on recognized knowledge, including empirically based knowledge,
relevant to social work and social work ethics.
4.02 Discrimination
Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the
basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital
status, political belief, religion, immigration status, or mental or physical disability.
4.03 Private Conduct
Social workers should not permit their private conduct to interfere with their ability to fulfill their professional
responsibilities.
4.04 Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties to interfere with their professional judgment and performance or
to jeopardize the best interests of people for whom they have a professional responsibility.
(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental
health difficulties interfere with their professional judgment and performance should immediately seek
consultation and take appropriate remedial action by seeking professional help, making adjustments in
workload, terminating practice, or taking any other steps necessary to protect clients and others.
4.06 Misrepresentation
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(a) Social workers should make clear distinctions between statements made and actions engaged in as a private
individual and as a representative of the social work profession, a professional social work organization, or the
social worker’s employing agency.
(b) Social workers who speak on behalf of professional social work organizations should accurately represent
the official and authorized positions of the organizations.
(c) Social workers should ensure that their representations to clients, agencies, and the public of professional
qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved are
accurate. Social workers should claim only those relevant professional credentials they actually possess and
take steps to correct any inaccuracies or misrepresentations of their credentials by others.
4.07 Solicitations
(a) Social workers should not engage in uninvited solicitation of potential clients who, because of their
circumstances, are vulnerable to undue influence, manipulation, or coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of
consent to use a client’s prior statement as a testimonial endorsement) from current clients or from other people
who, because of their particular circumstances, are vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit, only for work they have
actually performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions made by others.
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION
5.01 Integrity of the Profession
(a) Social workers should work toward the maintenance and promotion of high standards of practice.
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession.
Social workers should protect, enhance, and improve the integrity of the profession through appropriate study
and research, active discussion, and responsible criticism of the profession.
(c) Social workers should contribute time and professional expertise to activities that promote respect for the
value, integrity, and competence of the social work profession. These activities may include teaching, research,
consultation, service, legislative testimony, presentations in the community, and participation in their
professional organizations.
(d) Social workers should contribute to the knowledge base of social work and share with colleagues their
knowledge related to practice, research, and ethics. Social workers should seek to contribute to the profession’s
literature and to share their knowledge at professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice
interventions.
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(b) Social workers should promote and facilitate evaluation and research to contribute to the development of
knowledge.
(c) Social workers should critically examine and keep current with emerging knowledge relevant to social work
and fully use evaluation and research evidence in their professional practice.
(d) Social workers engaged in evaluation or research should carefully consider possible consequences and
should follow guidelines developed for the protection of evaluation and research participants. Appropriate
institutional review boards should be consulted.
(e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from
participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate;
without undue inducement to participate; and with due regard for participants’ well­being, privacy, and dignity.
Informed consent should include information about the nature, extent, and duration of the participation
requested and disclosure of the risks and benefits of participation in the research.
(f) When evaluation or research participants are incapable of giving informed consent, social workers should
provide an appropriate explanation to the participants, obtain the participants’ assent to the extent they are able,
and obtain written consent from an appropriate proxy.
(g) Social workers should never design or conduct evaluation or research that does not use consent procedures,
such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review
of the research has found it to be justified because of its prospective scientific, educational, or applied value and
unless equally effective alternative procedures that do not involve waiver of consent are not feasible.
(h) Social workers should inform participants of their right to withdraw from evaluation and research at any
time without penalty.
(i) Social workers should take appropriate steps to ensure that participants in evaluation and research have
access to appropriate supportive services.
(j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or
mental distress, harm, danger, or deprivation.
(k) Social workers engaged in the evaluation of services should discuss collected information only for
professional purposes and only with people professionally concerned with this information.
(l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of
participants and of the data obtained from them. Social workers should inform participants of any limits of
confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing
research data will be destroyed.
(m) Social workers who report evaluation and research results should protect participants’ confidentiality by
omitting identifying information unless proper consent has been obtained authorizing disclosure.
(n) Social workers should report evaluation and research findings accurately. They should not fabricate or
falsify results and should take steps to correct any errors later found in published data using standard
publication methods.
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(o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual
relationships with participants, should inform participants when a real or potential conflict of interest arises, and
should take steps to resolve the issue in a manner that makes participants’ interests primary.
(p) Social workers should educate themselves, their students, and their colleagues about responsible research
practices.
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global levels, and the development
of people, their communities, and their environments. Social workers should advocate for living conditions
conducive to the fulfillment of basic human needs and should promote social, economic, political, and cultural
values and institutions that are compatible with the realization of social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social policies and institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in public emergencies to the greatest extent
possible.
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks to ensure that all people have equal
access to the resources, employment, services, and opportunities they require to meet their basic human needs
and to develop fully. Social workers should be aware of the impact of the political arena on practice and should
advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs
and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with special regard for
vulnerable, disadvantaged, oppressed, and exploited people and groups.
(c) Social workers should promote conditions that encourage respect for cultural and social diversity within the
United States and globally. Social workers should promote policies and practices that demonstrate respect for
difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions
that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and
social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against
any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender
identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical
disability.
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