Department of Social Work Education
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Department of Social Work Education 2012-2013 Manual CALIFORNIA STATE UNIVERSITY, FRESNO Department of Social Work Education College of Health and Human Services 5310 Campus Drive, MS/102 Fresno, California 93740-8019 (559) 278-3992 Student Manual 2012-2013 Cheryl A. Whittle, LCSW, PPSC Title IV-E BASW Program Coordinator (559-278-6485) Maxine Watson, Administrative Assistant Support Coordinator (559) 278-3076 Andrew Hoff, Ph.D., Dean Virginia Rondero Hernandez, Ph.D., Chair Andrea Carlin,LCSW, Field Coordinator Corinne Florez, MSW, Title IV-E MSW Program Coordinator Sal Montana, Ph.D BASW, Undergraduate Coordinator Yeng Xiong, MSW, Field Liaison/Instructor Estella F. Saldivar, MSW, Field Liaison/Instructor Hao Ho, MSW, Fresno County Liaison 1 2012-2013 2012-2013 Manual Title IV-E Bachelor of Arts in Social Work Child Welfare Stipend Program Department of Social Work Education College of Health and Human Services 5310 North Campus Drive M/S PH102 Fresno, California 92740-8019 Title IV-E Office (559)278-3076 Title IV-E Fax (559)278-6600 Cheryl Whittle, LCSW/PPSC Title IV-E BASW Coordinator (559)278-6485 Yeng Xiong, MSW Field Liaison/Instructor (559)278-6846 Estella F. Saldivar, MSW Field Liaison/Instructor (559)278-8494 Hao Ho, MSW Social Work Practitioner (559)253-9085 Maxine Watson, Administrative Assistant Support Coordinator (559) 278-3076 Vacant Position Title IV-E BSW, Administrative Specialist (559) 278-3076 2 2012-2013 2012-2013 Manual 2012-2013 Table of Contents Preface ..........................................................................................................................................5 Letter to Title IV-E Students ...........................................................................................................6 Letter to Title IV-E Students, Field Instructors, County CW Directors ............................................. 7 Title IV-E Program Faculty and Staff ..............................................................................................9 Project Coordinators ....................................................................................................................10 Section I .......................................................................................................................................12 Mission of the University, College and Department ...................................................................... 13 Bachelor of Arts in Social Work Education Department of Social Work Education Mission ........... 15 EXAMPLE Undergraduate course plan -4 year ............................................................................ 16 CalSWEC Mission Statement .......................................................................................................18 Introduction ..................................................................................................................................19 California Child Welfare Curriculum Principles ............................................................................. 20 Foundation Competencies ...........................................................................................................21 I. Ethnic Sensitive and Multicultural Practice ...................................................................................................................21 II. Core Child Welfare Practice ........................................................................................................................................22 III. Human Behavior and the Social Environment ............................................................................................................23 IV. Workplace Management ............................................................................................................................................24 Fall Semester: BASW Child Welfare Foundation Competencies .................................................. 25 Spring Semester: Advanced Child Welfare Competencies ........................................................... 27 Twice Monthly Integrative Seminar Process .................................................................................28 Child Welfare Services/Case Management Systems .................................................................... 29 CWS/CMS Training .........................................................................................................................................................29 Social Work Portfolio Requirements .............................................................................................30 Roles of Title IV-E Faculty and Staff .............................................................................................31 Section II ......................................................................................................................................32 Overview of Key Policies and Responsibilities ............................................................................. 33 Section III .....................................................................................................................................39 Purpose of Bi-monthly Integrative Seminar Workbook ................................................................. 40 Directions for Using the Journal Entry Log: .....................................................................................................................40 3 2012-2013 Manual 2012-2013 Knowledge Base/Curriculum Content: .............................................................................................................................40 Social Work Skills and Methods: .....................................................................................................................................40 Personal and Professional Growth: .................................................................................................................................41 Administrative/Legislative/Policy Issues or Concerns: .....................................................................................................41 Cultural Awareness/Competence: ...................................................................................................................................41 Research/Evaluation of Practice/Outcomes: ...................................................................................................................42 Areas for Further Exploration:..........................................................................................................................................42 Presentation and Review of Journal Recordings: ............................................................................................................43 Title IV-E Field Instruction Journal Entry Log................................................................................44 Recording Log Page Two .............................................................................................................45 Integrative Seminar Evaluation Form ...........................................................................................46 BASW Integrative Seminar 2011-2012 .........................................................................................47 Appendix Section .........................................................................................................................48 Relevant Social Work Course.......................................................................................................49 Program Agreement For Title IV-E BASW Child Welfare Program Participation ........................... 50 Permission For Release of Information ........................................................................................51 Notice to Students on Taxation of Scholarship, Fellowships and Stipends ................................... 52 Employment Verification Form .....................................................................................................53 Employment Completion Form .....................................................................................................54 Repayment Agreement ................................................................................................................54 Fall Semester BASW Child Welfare Foundation Competencies ................................................... 56 Spring Semester BASW Advanced Child Welfare Competencies ................................................. 58 4 2012-2013 Manual 2012-2013 Preface The Title IV-E Child Welfare Student Manual provides the mission and goals which serve to guide child welfare training for Title IV-E undergraduate students in the Bachelor of Arts Degree in Social Work Education Program. In addition, it contains a brief background of the historical development of the Title IV-E Master of Social Work Child Welfare Program and how this has led to the addition and development of the new Title IV-E BASW Child Welfare Training Program that began August 23, 2004. Sections address the BASW Competencies that are integrated into the BASW curriculum, roles and responsibilities of CalSWEC, the public child welfare Directors, Title IV-E faculty and staff, the child welfare agencies, and policies that direct the participation of students selected into the Title IV-E BASW Child Welfare Program. Section I consists of the historical foundation of the Department of Social Work Education’s Bachelor of Arts in Social Work Program, and CalSWEC to include their mission, goals, principles, competencies, values and standards, and the curriculum that provides the knowledge and skill preparation for professional practice. Section II consists of the policies and procedures that guide all selected students participating in the Title IV-E BASW Child Welfare Training Program. These policies cover attendance in field internship, weekly integrative seminars, CalSWEC, University, Agency, and student responsibilities. Section III consists of the Appendix section that holds additional descriptive information, handouts, articles, assignments, journal entry form, to name a few. This manual was prepared to be used as a guide by Title IV-E BASW students, field liaisons and instructors, child welfare field agencies, DSWE faculty, and child welfare administrators. The enclosed listing of Title IV-E BASW competencies represents a foundational level of generalist practice in the profession of Child Welfare for the Bachelor of Arts Degree in Social Work. Our curriculum adheres to the integration of our mission and the commitment to the goals of cultural competency, social justice, and empowerment practice in the provision of effective and accountable social work services for children and families. 5 2012-2013 Manual 2012-2013 Letter to Title IV-E Students August 10, 2012 Dear Title IV-E BASW Student: On behalf of the College of Health and Human Services, Department of Social Work Education, California Social Work Education Center, (CalsWEC) and Title IV-E faculty and staff, I would like to welcome you to the Title IV-E Bachelor of Arts Social Work Training Program at California State University, Fresno. We want you to know that all of you were selected due to your outstanding presentation of accomplishments, coupled with the unique experiences, talents, abilities, interest and desire to specialize within the field of Child Welfare practice. The commitment you are making to serve at risk children and families is highly valued and sorely needed. As you look forward to your undergraduate studies you will find that the faculty and staff take great pride in the “mission” of our graduate and undergraduate program that encompass the goals of empowerment, social justice, and cross cultural competency. We also embrace the mission of the California Social Work Education Center, (CalSWEC) for we find the goals and competencies set forth by the Title IV-E Child Welfare Social Work Curriculum in California to be quite congruent with our Council on Social Work Education Curriculum guidelines found throughout all coursework at both the graduate and undergraduate levels of practice. We are hopeful that through the linkage and support provided by the Department of Social Work Education, Field Coordinator’s Office and our Title IV-E office will facilitate your learning needs and progress in a successful and meaningful manner. Please feel free to come by the office or dial the number to reach us for any questions or concerns you may have. We are here to help and again congratulations on your appointment to this program. Our best wishes go with you for a successful and stimulating academic year. Sincerely, Cheryl A. Whittle, ABD, LCSW, PPSC Title IV-E BASW Child Welfare Program Coordinator Department of Social Work Education California State University, Fresno 6 2012-2013 Manual 2012-2013 Letter to Title IV-E Students, Field Instructors, County CW Directors To: Title IV-E Students, Field Instructors and Public Child Welfare Directors From: Cheryl A. Whittle, ABD, LCSW, PPSC Title IV-E BASW Coordinator Date: August 10, 2012 RE: Title IV-E Social Work Program Information Child Welfare: “Families that come to the attention of the public child welfare agencies usually have multiple problems and complicated lives. Rarely does one see a “simple case”. To be effective helpers, it is imperative that child welfare workers be very clear and specific about what it is they are assessing, what it is that needs to be assessed, and what kind of information is needed in order to make that assessment. Collecting all possible information, whether or not relevant to the presenting problem is an unnecessary intrusion into the family’s privacy and dignity.” (Krishna Samantrai, 2004, “Culturally Competent Public Child Welfare Practice”.) Background History: In 1989 the County Welfare Directors Association (CWDA) joined with the Deans and directors of the then “ten” graduate schools of social work in California to form the California Social Work Education Center (CalSWEC). The mission of CalSWEC is to re-professionalize public child social services in primarily two ways; 1. the provision of financial support to BASW and MSW students enrolled in an BASW or MSW social work program designed for public child welfare competence based practice and, 2. facilitating efforts that encourage the retention of skilled professionals in public social service agencies. In January of 1993, the California Department of Social Services entered into a contract with CalSWEC (California Social Work Education Center, UC Regents) to provide federal Title IV-E money for stipends for fulltime MSW students and for staff to implement the program. Sixteen (16) half-year stipends of $6,250 were available in each of the then ten participating graduate schools of social work; however, in the academic year beginning September 1993, a provision was made for additional twenty two-year stipends of $12,500 per year at each school. In the Fall of 1994, the amount of the stipend for fulltime MSW students increased to $15,000, and a part-time option for county employees of departments of social services was added. It was also at this time that the contract was expanded to include employees of the California Department of Social Services. Priority for these slots is provided to Child Welfare Service (CWS) employees who are qualified for admission and to applicants who reflect the diverse client populations currently served by public child welfare in California. 7 2012-2013 Manual 2012-2013 In the Fall of 2000, the stipend for fulltime MSW students was increased to $18,500. Since the Fall of 2004, stipends in the amount of $15,000 is offered to students currently enrolled in a BASW or BSW program and/or employed in public child welfare services, CDSS, or DSS programs. The contracting and funding agencies—the California Department of Social Services and the federal Region IX Office of Health and Human Services—have firm project expectations. They anticipate that; 1. 2. 3. students will be selected according to the priorities they agreed upon, the educational competencies will be delivered, and project money will be accounted for as it would be for any public social service program. Created in 1990, CalSWEC is a consortium of the state’s 20 accredited social work graduate schools, the 58 county departments of social service and mental health, the California Departments of Social Services (CDSS) and Mental Health (CDMH), the California Chapter of the National Association of Social Workers, professional associations, and foundations. It is the nation’s largest coalition of its kind working together to provide professional education, student support, in-service training, and workforce evaluation research—all directed toward developing effective, culturally competent public service delivery to the people of California. At this time we are experiencing budget crises that cut across many disciplines of practice however, within the departments of social service and child welfare, the need remains critical due to the continued pervasive shortage of trained and skilled professionals holding either a BASW or MSW Degree in Social Work. Public child welfare programs continue to be subject to intense media, public, and political scrutiny, particularly in connection with the disparities and disruption of services impacting families that might have been preserved, and coupled with the injury or death of children in placement. Models of practice continue to be explored in reference to best and evidenced based practices that work toward the stabilization of whole and healthy family systems with the primary goal of protecting children at the helm. The establishment of community partnerships and development and utilization of neighborhood resources is vital to such efforts. In an effort to address these concerns and bring about positive changes, the Title IV-E Social Work Program was established. Students, field instructors, field, liaisons, county welfare directors, and educators; this manual has been prepared with you in mind. We deeply value and appreciate your participation and commitment to the re-professionalism of child welfare services. It is through this collaborative process that the student, university, and agencies will continue to promote the development and retention of competent, capable, child welfare practitioners and administrators. We invite and welcome you all in this effort. The linkage and support provided through the California Social Work Education Center, Title IV-E Social Work Training Program, the Field Coordinator’s office, and the Department of Social Work Education, is designed to assure the successful integration of the competencies within curriculum and practice. All of your internship settings and field instructors have been carefully selected to assure optimal success. We are here to support and guide you through the process so please feel free to call or visit our offices should you have questions or concerns. We look forward to seeing and working with you in this exciting venture. Again, Welcome from All of Us. 8 2012-2013 Manual 2012-2013 Title IV-E Program Faculty and Staff Administration Staff: Virginia Rondero Hernandez,Ph.D. Title IV-E Program Director (559)278-3992 virginiarh@csufresno.edu Corinne L. Florez, MSW Title IV-E Program Coordinator (559)278-2910 corinnef@cusfresno.edu Maxine E. Watson Administrative Coordinator (559)278-3076 maxinew@csufresno.edu Chris Cole, MSW Title IV-E Liaison/Instructor (559) 278-6698 ccole@csufresno.edu Maggie Armistead, MSW Title IV-E Liaison/Instructor (559) 278-6851 marmisted@csufresno.edu Daniel Espinoza, MSW, ACSW Title IV-E Liaison/Instructor (559)278-1663 despinoza@csufresno.edu Frankie Freitas, MSW Title IV-E Liaison/Instructor (559)278-3076 frankief@csufresno.edu Dolores Siegel, LCSW Title IV-E Liaison/Instructor (559)278-7279 dsiegel@csufresno.edu Cher Teng (Bee) Yang, MSW Title IV-E Liaison/Instructor (559)278-6489 beey@csufresno.edu Kristin Carraway Title IV-E Administrative Assistant (559)278-3076 titleivesa@csufresno.edu Field Liaisons: Olivia Shaver, LCSW Title IV-E Liaison/Instructor (559) 278-6485 olivias@csufresno.edu Title IV-E BASW Child Welfare Program Administrative Staff: Virginia Rondero Hernandez,Ph.D Title IV-E Program Director 559)278-3992 virginiarh@csufresno.edu Cheryl Whittle, LCSW BASW Program Coordinator (559)278-6485 cherylw@csufresno.edu Vacant Position Administrative Specialist (559)278-6870 suejohnson@csufresno.edu Field Liaisons: Yeng Xiong, MSW Title IV-E Liaison/Instructor (559)278-6864 yxiong@csufresno.edu Estella F. Saldivar, MSW Title IV-E Liaison/Instructor (559) 278-8494 mjackson@csufresno.edu Hao Ho, MSW Title IV-E Liaison/Instructor (559) 253-9085 hah3647@co.fresno.ca.us 9 2012-2013 Manual Project Coordinators Title IV-E Child Welfare Training Project MSW FAQs BSW FAQs Participating Schools Project Coordinators American Indian Grad Recruitment Curriculum Competencies Curriculum Development Student Day Program Contact Us Bruce Hartsell Department of Social Work California State University, Bakersfield Phone: 661-664-3434 FAX: 661-665-6928 Valerie Peck School of Social Work California State University, Chico++ Phone: 530-898-6754 FAX: 530-898-5574 Carol Bittmann College of Health and Human Services California State University, Dominguez Hills Phone: 310-243-2186 Nichole Sparks School of Social Welfare California State University, East Bay Phone: 510-885-2152 FAX: 510-885-7580 Corinne L. Florez Department of Social Work Education California State University, Fresno*++ Phone: 559-278-2910 FAX: 559-278-6600 Ken Smith Department of Social Work Humboldt State University Phone: 707-826-4458 FAX: 707-826-4418 Terrence J. Forrester Department of Social Work Loma Linda University Phone: 909-558-7144 FAX: 909-558-0450 Ken Nakamura School of Social Work San Diego State University Phone: 619-594-8709 FAX: 619-594-5991 Stephanie Coram School of Social Work San Francisco State University Phone: 415-405-3482 FAX: 415-338-0591 Pnina Green College of Social Work San Jose State University Phone: 408-924-5833 FAX: 408-924-5892 Catharine Ralph School of Social Welfare University of California, Berkeley Phone: 510-642-8251 FAX: 510-643-6126 Joycelyn McKay Crumpton Department of Social Welfare School of Public Affairs David Chenot University of California, Los Master of Social Work Program Angeles California State University, Fullerton Phone: 310-206-6282 Phone: 714-278-8610 Paul Carlo, Director, Center on Child Fax: 714-278-8530 Welfare Joy Rubin Phone: 213-743-2429 Department of Social Work FAX: 231-745-6879 California State University, Long 10 2012-2013 2012-2013 Manual Beach++ Phone: 562-985-5652 FAX: 562-985-5514 Yolanda Montoya School of Social Work California State University, Los Angeles Phone: 323-343-5742 FAX: 323-343-6312 Kate Mortimer Department of Social Work California State University, Northridge Phone: 818-677-3298 FAX: 818-677-2059 Tracy Kent Division of Social Work California State University, Sacramento Phone: 916-278-4157 FAX: 916-278-7167 Andrew Anderson Department of Social Work California State University, San Bernardino Phone: 909-880-5544 FAX: 909-880-7029 Paul Sivak Phone: 209-667-3205 FAX: 209-667-3869 Tom Phillips, American Indian Graduate Recruiter Phone: 209-667-3860 Master of Social Work Program California State University, Stanislaus 11 Jolene Swain, Clinical Professor of Field Education, School of Social Work Phone: 213-740-0294 FAX: 213-740-0789 University of Southern California School of Social Work * These schools offer part-time programs ++ These schools participate in the Title IV-E BSW programs. 2012-2013 2012-2013 Manual 2012-2013 Section I Mission of the University, College, and the Department Educational Mission CalSWEC Mission, Goals, and Principles Title IV-E BSW Social Work Training Program Competencies Portfolio Development Roles of Title IV-E Faculty and Staff Weekly Integrative Seminars CWS/CMS Training Sessions 12 Mission of the University, College and Department 2012-2013 Manual 2012-2013 The university, as an urban and rural-regional institution, is dedicated to the development of competent students, citizens, and leaders through the provision of comprehensive bachelor’s and master’s degrees programs. As a publicly supported institution, the university also has a special mission to serve students from groups that historically have not participated in university education, whether because of age, socioeconomic background, physical disability, or geographic location. Similarly, the College of Health and Human Services seeks to provide professional education in health and human services for students pursuing either bachelor’s or master’s degrees and for those professionals in the community who have continuing education needs. The mission of both the university and school includes the recognition of the unique service area within which they are located. Thus, the primary institutional effort is directed to the higher education needs of the four county region of the San Joaquin Valley. The Department of Social Work Education, in subscribing to the aforementioned purposes of the university and the school, is specifically committed to the education of social workers at the bachelor’s and master’s level who will provide social welfare services and leadership within the central San Joaquin Valley. Graduates of both programs intervene with individuals, families, groups and other small systems as well as with human service agencies, voluntary organizations, neighborhoods, and communities. The department is committed to enhancing both the quality of life in the region and the capacity of citizens to identify and address their own social welfare and social justice concerns and needs. To fulfill its mission in the region, the department prepares social workers for agency and community-based practice and for informed, active participation as social workers and citizens who are compassionate and proactive in response to human needs. Three important goals of the educational program include the development of 1) a commitment to social justice, 2) cross-cultural awareness, and 3) an empowerment perspective. These three goals of social work education are equally important to practice at all levels of intervention. A commitment to social justice involves 1) the ability to critically analyze social problems or conditions and existing or proposed policy responses, 2) recognition of individual and institutional forms of oppression, and 3) the willingness and ability to participate in social action to correct injustices, fight oppression, and promote social welfare for all. The empowerment perspective implies active collaboration with client systems in an atmosphere of equality and mutuality in which the goals of intervention include maximizing social support and a balance between self-sufficiency and interdependency. Cross-cultural awareness refers to the ability of a practitioner to 1) identify, understand, and celebrate differences that exist among individuals with respect to race, ethnicity, religion/spirituality, sexual orientation, physical or mental disability, age, gender, socioeconomic background, and other key features of human experience, and 2) to intervene with sensitivity to and respect for these differences, utilizing cardinal social work values and specific cross-cultural knowledge and skills. 13 2012-2013 Manual 2012-2013 The empowerment perspective, which serves as a context and foundation to facilitate social justice and cross-cultural awareness, implies active collaboration with client systems in an atmosphere of equality and mutuality in which the goals of intervention include maximizing social support and achieving a balance between self-sufficiency and interdependency. As an orientation to the needs of marginalized populations, it focuses on the means to mediate the role powerlessness plays in creating and perpetuating social problems at the intra-personal, interpersonal, family, group, organizational, and community level. While viewed primarily as a goal, our program also considers empowerment as a process and as a form of intervention. The goal of the undergraduate program is to prepare baccalaureate level students for beginning generalist social work practice in public and private agencies. The goal of the graduate program is to prepare students for advanced, autonomous social work practice with a special focus on practice roles and interventive modes. Both programs provide preparation for service in a region characterized by enormous demographic diversity, widespread poverty, population growth, changing and growing service needs, and the presence of oppressed groups, including women and growing ethnic populations) particularly Hispanics, African-Americans, and Southeast Asian refugees: Hmong, Laotian, and Vietnamese). The context for this practice is a unique urban-rural configuration of people, agri-business, socialpolitical institutions in transition, and a host of social service needs. Accordingly, the department educates beginning and advanced practitioners who can meet complex needs, perform a multiplicity of social work roles, promote institutional change, and enhance the problem-solving capacities of individuals, families, groups, organizations, and communities. 14 2012-2013 Manual 2012-2013 Bachelor of Arts in Social Work Education1.3 Department of Social Work Education Mission EMPOWERMENT PERSPECTIVE Social Justice Diversity-Cultural Awareness Foundation & Practice Courses S WRK 20, 123, 128, 160, 161, 135, 136, 180, 183, 170, 171, 181, (1st SEM) 182, (2nd SEM) BSW Sequences Policy 15 Research Human Behavior Practice Field Practicum 2012-2013 Manual 2012-2013 CALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF SOCIAL WORK EDUCATION EXAMPLE Undergraduate course plan -4 year This is the recommended sequence in which you should take your social work major courses; sequencing of lower and upper division GE, additional major requirements, and elective courses will vary. Begin taking GE IB, IC, ID, or MI in 2nd semester of sophomore year ONLY if completing 60 units in that semester and you have met prerequisites (foundation + corresponding GE area). PR = prerequisite FRESHMAN 1st 2nd SOPHOMORE 1st 2nd English 1 D1 A2 American History (PR: Eng 1) B1 Physical Science + lab Critical Thinking A3 C2 Humanities (PR: Eng 1) B2 Life Science (B3 lab) D2 American Government (PR: Eng 1) B4 Quantitative Reasoning GE C1 Arts Speech A1 *SW 20 Major GE IC (Intro to (PR: Social Work) foundation + area C) Elective Elective Elective or C1 or C2 (PR: Eng 1 for C2) Elective 15 units 15 units 15 units 15 units E Lifelong Understanding (**HS 90 suggested) **Econ 25, 40, or 50 (area D3) (PR: Eng 1) GE IB (PR: foundation + area B) JUNIOR 1st 2nd SW 135 Major & SW 160 (fmr: 130) Part I SW 123 Major GE ID (PR: foundation + area D)/Add Major Req GE M/I (PR: foundation + area D)/Add Major Req Upper division writing class or exam + elective 15/18 units SENIOR 1st 2nd SW 161 (fmr: 130) Part II SW 181 field (6 units) SW 170 (fmr: 175) SW 136 Upper Division writing class or exam Add Major Req or Elective SW 180 (fmr: 139) SW 182 field (6 units) (fmr: SW 181) SW 183 (fmr: 140) SW 171 (fmr: 176) SW 128 Course or another Elective Add Major Req or Elective Add Major Req or Elective Add Major Req or Elective Add Major Req or Elective (if need) Add Major Req or Elective (if need) 15/18 units 15/18 units 15/18 units */**May be available at a community college; **also additional social work major requirement. 16 2012-2013 Manual 2012-2013 This plan leads to 120 to 126 units. Beginning in Fall 2002, you need 120 units to graduate; prior catalog years require 124 units overall. This plan assumes that all courses are 3 units with the exception of SW 181/182 which earn 6 units each semester. Timing of courses and units will vary depending on need to take remedial courses, AP credits earned, double counting of upper division GE courses toward additional major requirements and courses transferred from other institutions or taken during summer or intersessions. Be VERY aware of prerequisites for upper division GE and major courses (e.g., SW 181 field). As a social work major, you MAY NOT use SW 136 to satisfy M/I requirement for GE. NOTE: GE courses are added AND dropped from the approved list over time; ALWAYS check the current Schedule of Courses for courses on the approved list for a given semester. Social Work courses are offered in Fall and Spring semesters only. For catalog years pre-1999, take at least 2 capstone courses plus a 3rd capstone OR upper division GE course instead of IB, IC, ID, and M/I area requirements (IB, IC, ID, and M/I courses can be used to meet capstone requirements). Students whose catalog year is fall 2003 or later must earn a minimum grade of C in S Wrk 20, S Wrk 123, S Wrk 160, S Wrk 161, S Wrk 135, S Wrk 136, S Wrk 170, SWrk 171, S Wrk 180, S Wrk 181, S Wrk 182, and S Wrk 183. Refer to the Undergraduate Advising Booklet for complete information on policies. 17 2012-2013 Manual 2012-2013 CalSWEC Mission Statement The California Social Work Education Center (CalSWEC) is a partnership between the schools of social work, public human service agencies, and other related professional organizations that facilitates the integration of education and practice to assure effective, culturally competent service delivery to the people of California. Mission In June 1999, CalSWEC’s Board of Directors met to reaffirm its commitment to a variety of public human services in California and revised its Mission Statement, as follows: The California Social Work Education Center (CalSWEC) is a partnership between the schools of social work, public human service agencies, and other related professional organizations that facilitates the integration of education and practice to assure effective, culturally competent service delivery and leadership to the people of California. Goals CalSWEC’s Mission is supported by the following Goals: • • • Preparing a diverse group of social workers for careers in human services, with special emphasis on child welfare, mental health, and aging fields Defining and operationalizing a continuum of social work education and training Engaging in evaluation, research, and dissemination of best practices in social work Goals of the Child Welfare Social Work Curriculum in California 1) Recruiting, preparing and retaining a diverse population of social workers in public human service with special emphasis on child welfare; 2) Defining and operationalizing a continuum of social work education and training; 3) Engaging in research and evaluation of best practices in social work; 4) Advocating for responsive social policies and appropriate resources; and 5) Exploring organizational models that provide maximum opportunity for achieving goals one through four. 18 2012-2013 Manual 2012-2013 Introduction To advance the education of the public child welfare workforce, the California Social Work Education Center (CalSWEC) has developed a contract for a Title IV-E BSW program. Similar to the existing Title IV-E MSW program, this federally funded initiative will provide specialized education in child welfare at the undergraduate level. Consistent with the accreditation standards of the Council on Social Work Education, the program will include at least 400 hours of field placement, spread over two consecutive semesters or three school quarters. This project was designed in response to expressed county need. In a number of regions in the state, particularly in rural areas, social services and child welfare staff may lack college degrees and/or specialized social work education. By making the Title IV-E support available at the undergraduate level, CalSWEC plans to enhance the educational opportunities for county employees and others who wish to enter the field of public child welfare. The BSW program, which will begin its Phase I in fiscal year 2004–05, is intended to complement, not replace, the existing Title IV-E MSW. In 2003, a taskforce composed of social work faculty, state agency leaders, and CalSWEC Title IV-E project coordinators began meeting to shape the program, devise a set of curriculum competencies tailored to the BSW level, and make recommendations to the CalSWEC Board of Directors. Due to the current budgetary uncertainty in the state, the project will be rolled out slowly, with a very limited number of participating schools during Phase I. Building on the experience of Phase I, CalSWEC expects that additional schools will have the opportunity to participate over the following two years. Through the process of careful incremental growth, CalSWEC’s intent is to implement an effective, high-quality Title IV-E BSW program. The BSW Curriculum Competencies that follow resulted from the efforts of the BSW Taskforce and Competencies Subcommittee. Working from the existing curriculum competencies for the MSW level, the subcommittee drafted the Foundation BSW Competencies. The BSW competencies were then accepted by the taskforce as a whole and approved by the CalSWEC board in August 2003. The BASW program began its Phase I in fiscal year 2004-05, with the intent of complementing, not replacing, the existing Title IV-E MSW program. The competencies were revised in 2008-09 to reflect evolving practice needs, resulting in the version that follows. The newly adopted BASW competencies were approved by the CalSWEC Board in May 2009. As part of an emerging continuum of competencies and knowledge related both to in-service training and to social work education, future revisions of the BASW competencies will be linked to a common core of knowledge, values, and skills shared by public child welfare professionals throughout California. 19 California Child Welfare Curriculum Principles 2012-2013 Manual 2012-2013 1. The goal of child welfare is to promote the health and safety of children and their development toward a positive, productive adulthood. 2. Every child has a right to a permanent home for his or her care and upbringing. 3. A caring family is the best and least restrictive environment for raising children. 4. A wide range of parenting practices, varying as a result of ethnic, cultural, community, and familial differences, can provide adequate care for children. 5. In the circumstances of danger to a child, the state has a right to intervene in family affairs to protect the child. In such circumstances the safety of the child takes precedence over the rights of the parents. 6. Every reasonable effort should be made to preserve and strengthen a child's existing family before an alternative placement is considered. 7. Services must be available, accessible, timely, and effective. 20 Foundation Competencies 2012-2013 Manual 2012-2013 I. Ethnic Sensitive and Multicultural Practice A working knowledge of and sensitivity to ethnic and cultural differences are at the core of child welfare services. Culturally competent practice acknowledges the individual's culture as an integral part of development and selfhood and strives to use cultural concepts in a manner that enhances individual and family functioning. Given California's increasingly diverse service population, cultural understanding of the state's major ethnic groups is critical to competence throughout the curriculum. This section includes foundation knowledge, values, and skills for culturally competent child welfare practice. Assessment and referral 1.1 Student demonstrates respect, fairness, and cultural sensitivity in assessing, working with, and making service decisions involving clients with diverse experiences. 1.2 Student demonstrates self-awareness and the ability to address and overcome personal bias and values in assessing and working with diverse clients. 1.3 Student demonstrates the ability to conduct a culturally sensitive assessment of a child and family and to develop and implement an effective intervention plan. 1.4 Student recognizes and manages limitations in personal knowledge of specific diverse groups and seeks consultation and expertise as needed to perform assessments and practice effectively. Family engagement and case plan development 1.5. Student understands the importance of a client's primary language and supports use of a first language in providing child welfare assessment and intervention services. 1.6 Student understands the influence and value of traditional and culturally appropriate parenting practices and uses this knowledge in working with families. Policy and participation in judicial process 1.7 Student demonstrates the ability to collaborate with individuals, groups, community-based organizations, and government agencies to advocate for equitable access to culturally responsive resources and services. 21 2012-2013 Manual 2012-2013 II. Core Child Welfare Practice This category includes skills and knowledge basic to social work practice, with emphasis on child welfare. Content in this foundation category includes interviewing, assessment, and intervention, with attention to child protection and family preservation. Students learn to apply a strengths perspective and to work collaboratively. At this level, students are able to evaluate child and family information and to take appropriate steps toward permanency planning. In addition, students demonstrate the professional use of self within the values and ethics of social work practice. Assessment and referral 2.1 Student understands and is able to apply beginning principles and techniques of interviewing children and families for purposes of assessment, intervention, and service planning. 2.2 Student demonstrates the ability to perform a preliminary safety assessment and to monitor the safety of the child through ongoing assessment of risk. 2.3 Student is able to identify the major family, health, and social factors contributing to child abuse and neglect, as well as positive factors that act to preserve the family and protect the child. 2.4 Student recognizes the physical and behavioral indicators of abuse, family violence, and neglect. 2.5 Student demonstrates the ability to recognize signs and symptoms of substance abuse in children and adults. 2.6 Student demonstrates a beginning understanding of basic child development and how developmental level affects a child's physical and psychological responses to abuse and neglect. 2.7 Student is able to gather, assess, and present pertinent information from interviews, case records, and collateral sources in evaluating an abuse or neglect allegation and making effective referrals for services or further evaluation. Family engagement and case plan development 2.8 Student demonstrates the ability to engage and assess families from a strengths-based perspective, and to develop and implement a case plan based on this assessment. 2.9 Student demonstrates awareness of appropriate use of power and authority in relationships, as well as the dynamics of engaging and working with involuntary clients. 2.10 Student understands how attachment, separation, and placement affect a child and family and how these experiences may influence a child's physical, cognitive, social, emotional, and spiritual development. 2.11 Student recognizes the importance of working with biological families, foster families, and kin networks, as well as involving them in assessment and planning strategies. 2.12 Student demonstrates the ability and self-awareness to assess his or her own value conflicts or emotional responses and seeks consultation when needed. 22 2012-2013 Manual 2012-2013 Case management, placement, and supervision 2.13 Student understands the principles of concurrent and permanency planning. 2.14 Student is aware of forms and mechanisms of oppression and discrimination pertaining to lowincome, non-traditional, and culturally diverse families and uses this knowledge to provide effective child welfare services and to engage in practices that advance social and economic justice. 2.15 Student demonstrates knowledge and understanding of the termination process, with clients and with systems. Policy and participation in judicial process 2.16 Student understands the value base, ethical standards, and principles of the profession and practices accordingly. 2.17 Student understands the dual responsibility of the child welfare social worker to protect children and to provide services that support families. 2.18 Student understands state and federal policy issues that affect child welfare practice. 2.19 Student understands child welfare legal process and the roles of social workers and other professionals in relation to the courts. III. Human Behavior and the Social Environment The competencies in this section concern the stages of child and adolescent development and the multiple socio-economic factors influencing that development. The knowledge acquired regarding human developmental processes provides a foundation for assessment and intervention. Assessment and referral, case plan development and case management 3.1 Student demonstrates understanding of child and youth development, including physical, cognitive, social, and emotional components, and can recognize developmental indicators of abuse or neglect. 3.2 Student demonstrates understanding of the primary stages and processes of adult development and family life. 3.3 Student demonstrates understanding of the potential effects of poverty, bias, inequity, and other forms of oppression on human behavior and social systems. 3.4 Student demonstrates understanding of the influence of culture on human behavior and family dynamics. 23 2012-2013 Manual 2012-2013 3.5 Student demonstrates understanding of how the strengths perspective and empowerment approaches can positively influence growth, development, and behavior change. IV. Workplace Management This section focuses on aspects of agency practice. In this foundation competency area, the student begins to be able to assess agency and community service capacity and begins to acquire strategies for self-care and safety while working. Assessment 4.1 Student is able to identify strengths and limitations of the organization and to discern the effects these factors may have on services for children and families. 4.2 Student will assess agency commitment to cultural competence and human diversity and its impact upon client satisfaction and success in meeting identified goals. Case management and supervision 4.3 Student demonstrates knowledge of the structure of the employer organization or agency and is able to work effectively within its policies, procedures, and legal guidelines. 4.4 Student is able to utilize standards and principles in the NASW Code of Ethics in working with agency staff, supervisors, and clients. 4.5 Student demonstrates awareness of agency and community resources available for children and families and has a working knowledge of how to utilize these resources to achieve case goals. 24 2012-2013 Manual 2012-2013 Fall Semester: BASW Child Welfare Foundation Competencies 1.1 Student demonstrates sensitivity to clients’ differences in culture, ethnicity, and sexual orientation. (Diversity Awareness) 1.4 Student demonstrates understanding of the influence and value of traditional, culturally based childrearing practices and uses this knowledge in working with families. (Micro Practice) 2.2 Student demonstrates understanding of the strengths-based “person in environment” perspective, and is aware of strengths which act to preserve the family and protect the child. (Micro Practice) 2.3 Student demonstrates awareness and beginning understanding of the physical, emotional, and behavioral indicators of child neglect and abuse, child sexual abuse, substance abuse, and mental illness in child victims and their families. (Micro Practice) 2.4 Student is developing knowledge of the forms and mechanisms of oppression and discrimination in the lives of low-income and single-parent families and uses this knowledge in providing appropriate services. (SW Research) 2.6 Student demonstrates understanding of the dynamics of all forms of family violence, and the importance of culturally sensitive case plans for families and family members to address these problems. (Diversity Awareness) 2.7 Student recognizes the need to monitor the safety of the child by initial and ongoing assessment of risk, especially for children with special needs. (Micro Practice) 2.8 Student demonstrates a beginning understanding of legal process and the role of social workers and other professionals in relation to the courts, including policy issues and legal requirements affecting child welfare practice. (Agency Policy) 2.10 Student is developing an understanding of the importance of evidence-based practice and has a basic understanding of empirical research. (Social Work Research) 2.13 Student shows understanding of the value base of the profession and its ethical standards and principles, and practices accordingly. (Social Work Values) 2.14 Student demonstrates awareness of appropriate use of power and authority in professional relationships, as well as the dynamics of engaging and working with involuntary clients. (Social Work Values) 2.15 Student demonstrates the ability to assess his or her own emotional responses to clients, coworkers, and situations. (Micro Practice) 3.1 Student demonstrates understanding of the stages, processes, and milestones of physical, cognitive, social, and emotional development of children and young adults. (Micro Practice) 3.2 Student demonstrates understanding of the stages and processes of adult development and family life. (Micro Practice) 25 2012-2013 Manual 2012-2013 3.3 Student demonstrates understanding of the potential effects of poverty, racism, sexism, homophobia, violence, and other forms of oppression on human behavior. (Social Work Research & Diversity Awareness) 3.4 Student demonstrates understanding of the influence of culture on human behavior and family dynamics. (Diversity Awareness) 4.1 Student demonstrates knowledge of the basic structure of the organization in which he or she works. (Macro Practice) 4.2 Student is able to work productively with agency staff, supervisors, and clients in an environment characterized by human diversity. (Work habits & Learning Patterns) 4.3 Student demonstrates awareness of community resources available for children and families and has a working knowledge of how to utilize these resources in achieving case goals. (Macro Practice) 4.5 Student is able to plan, prioritize, and complete activities within appropriate time frames. ( Work Habits & Learning Patterns) 4.6 Student is aware of potential work-related stress factors and is beginning to develop appropriate self-care strategies. (Evaluation of Micro Practice) 26 Spring Semester: Advanced Child Welfare Competencies 2012-2013 Manual 2012-2013 1.2 Student demonstrates the ability to conduct an ethnically and culturally sensitive assessment of a child and family and to develop an appropriate intervention plan. (Micro Practice) 1.3 Student demonstrates understanding of the importance of a client’s primary language and supports its use in providing child welfare assessment and intervention services. and to develop an appropriate intervention plan. (Diversity Awareness and/or Micro Practice) 1.5 Student demonstrates the ability to collaborate with individuals, groups, community-based organizations, and government agencies to advocate for equitable access to culturally sensitive resources and services. (Macro Practice) 2.1 Student is able to identify the multiple factors of social and family dynamics in relation to child abuse and neglect, including the interaction of individual, family, and environmental factors. (Micro Practice or SW Research) 2.5 Student demonstrates an understanding of the dual responsibility of the child welfare case worker to protect children and to provide appropriate services to enable families to care for their children, including pre-placement preventive services. (Agency Policy & Social Welfare Policy) 2.9 Student is developing a knowledge base about the effects of attachment, separation, and placement experiences for the child and the child’s family and the effects on the child’s physical, cognitive, social, and emotional development. (Micro Practice) 2.11 Student demonstrates awareness of the principles of concurrent and permanency planning with regard to younger children as well as planning for older children about to terminate from the child welfare system. (Macro or Agency Policy) 2.12 Student is developing the capacity to utilize the case manager’s role in creating a helping system for clients, including working collaboratively with other disciplines and involving and working collaboratively with biological families, foster families, and kin networks. (Additional Learning areas) 2.16 Student demonstrates an understanding of the importance of the termination process, with clients and with systems. (Micro Practice & Macro Practice) 3.5 Student demonstrates understanding of how the strengths perspective and empowerment approaches can influence growth, development, and behavior change. (Micro Practice or Social Work Research) 4.4 Student has a working knowledge of collaboration with multidisciplinary teams and can work productively with team members in implementing case plans. (Micro Practice & Macro Practice) 27 Twice Monthly Integrative Seminar Process 2012-2013 Manual 2012-2013 In addition to the elective course in Child Welfare Practice (mandatory for Title IV-E Students), and the practice courses that accompany the field internship, students will participate in twice monthly, 4 hour sessions that will focus on content specific to Child Welfare practice. Part of our philosophy is that learning should be stimulating, challenging, and fun. Our hope is that this will allow for more indepth discussion, training, and sharing of information among the Title IV-E student population and others who wish to join. The Title IV-E Field Liaisons will facilitate the guided exercises to be provided to students, field instructors, field liaisons, and county directors during seminars. Content may be provided by a combination of delivery strategies, i.e., presenters, films, panel discussions, role plays, student reports, and assigned tasks. Participation in the twice monthly integrative seminars is mandatory for all Title IV-E students. These seminars are open to non IV-E students and field instructors who wish to participate. If a seminar is missed by a Title IV-E student, a 4 to 6 page paper is due in lieu of the absence to cover the assignment for that week. This paper is due within a two week time frame from the missed absence. Failure to make-up the missed integrative seminars could result in not passing field and/or a delay of your stipend or support award until all work is completed. Title IV-E students seminar hours do not count toward field and may be used only at the discretion of the Field Instructor, Field Liaison and IV-E Coordinator for purpose of make-up due to compelling reasons. Students are not authorized to use these hours in lieu of mandated internship hours set forth by the Field Coordinator’s office at CSUF within the assigned agency, nor can these hours be used to complete field internship early. The Twice Monthly Integrative Seminars will begin September 7, 2012 (Fridays), from 8:30am to 12:30 pm in PHS 129 (with the exception of the December seminar will be scheduled mid morning with the time and location to be announced). 28 Child Welfare Services/Case Management Systems 2012-2013 Manual 2012-2013 CWS/CMS Training This particular training will provide students who expect to work in the California Public Child Welfare System with a theoretical and experiential introduction to the use of computer-linked database that was first implemented throughout California in 1997. Automation of client data is a growing phenomenon within the Public Social Service field. This is accompanied by new ethical dilemmas, social justice issues, and practice based challenges for practitioners in child welfare. These specialized training courses are offered through the Central California Training Academy at CSUF in two formats, (1) basic or foundational knowledge base for new users, and (2) advanced knowledge. (See Appendix A). Title IV-E BASW students will begin with the basic training in the Fall 2012 semester. The Advanced module will be offered in the Spring 2013 semester. The Basic training module consists of four (4) sessions, six (6) hours each. The Advanced training module consists of three (3) sessions of five (5) hours each session. The trainer is Terry Luna. Students will have an opportunity to select to take these courses for one day during the week for four or three weeks depending upon the training module, a Friday/Saturday combination, or evening format to be arranged. Both sessions are mandatory for Title IV-E BASW students. Certificates of Completion will be provided. We will provide opportunities for independent and group learning experiences throughout the integrative seminars over both semesters that we feel will serve to prepare you toward the development of your portfolio. 29 2012-2013 Manual Social Work Portfolio Requirements 2012-2013 st Introduction: Working as a social worker in the 21 Century often requires meeting and working through many professional challenges as we work with individuals, families, groups and small and large organizations. It is imperative that we keep abreast of ever changing and always new emerging information in the areas of theoretical and empirical knowledge. To meet these challenges, social workers must demonstrate competence, continuous growth and development as professionals to be efficient and effective in all that is required. In order to accomplish this, it is important for social workers to be active, self directed and effective learners. Developing a “Social Work Portfolio”, can help you plan, assess, and document your lifelong learning activities. In social work education, the portfolio is a carefully planned and prepared, collection of documents that are well organized and related to one’s readiness for professional social work practice. The portfolio reflects documentary evidence of an active, self directed approach to learning and ongoing growth and professional development as a social work student intern or practitioner. The following are essential components and documents we want included in your portfolio, which is due at the end of your school year, (May 2013) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 30 Award Letter Student Affirmation of Award/Acceptance Letter or Personal Statement (to include brief description of your educational goals, social work learning needs and expectations, and future aspirations toward your professional practice in the field.) Resume Three Letters of Recommendation (copies) Field Assignment and Description of Agency and Unit Assigned to for internship Description of Relevant Social Work Courses, Classroom Work or other Seminars (See Appendix) BSW Competencies List of Integrative Seminars Attended (Fall & Spring) (to include your perspective of the learning outcome gained and how this information contributes to your professional practice) Completion of Assessments (Samples of Risk Assessment, Court Report, Psychosocial Assessments, etc.,) Description of Child Welfare Symposium (to include how this information was useful to your professional development) Special Awards/Acknowledgements/Certificates of Completion or Appreciation Copies of Field Evaluations for Fall & Spring Additional Information if Desired 2012-2013 Manual 2012-2013 Roles of Title IV-E Faculty and Staff Role of the BSW Title IV-E Coordinator Duties and responsibilities include the general implementation and coordination of the Title IV-E BSW Child Welfare Program with the school and the child welfare agencies. Implementation tasks include student recruitment, screening, selection, and tracking, job placements and retention support, curriculum development, student support and advisement, oversees fiscal and programmatic accountability of the stipend program, provision and assistance with the coordination of IV-E field child welfare placements, participation in various committees such as curriculum, admissions, California Welfare Directors Regional Meetings, Professional Development, Child Welfare Director’s meetings, CalSWEC Quarterly Project Coordinator’s Meetings, preparation of budget reports, student database, employment payback, and curriculum evaluation of program. Role of Title IV-E Faculty Liaison/Instructor Assists in the implementation of the Title IV-E Program, provides field or seminar instruction to undergraduate students participating in the IV-E program, assists in recruitment of culturally and ethnically diverse students for the IV-E program, contributes to the policy and procedure development regarding the integration of the IV-E program with CSUF’s program. Assists in the development of integrative seminars, participates in field and practice sequence and community based committees, monitors students in field internships, assists students and MSW Field Instructors with the integration of IV-E Competencies and field experiences into learning contracts, monitors all aspects of field requirements, attends faculty and IV-E staff meetings, visits students and field instructors in field agencies, contributes to policy, procedure and program development, provides student support and advisement and provides feedback to Project Coordinator as to the fiscal and programmatic concerns needing improvement or revision. Role of Administrative Assistant Support Coordinator Provides general administrative functions related to the implementation of the Title IV-E Program under the direction of the Title IV-E Program Coordinator. The Administrative Assistant and student assistants fall under the supervision of the Administrative Support Coordinator who oversees the clerical staff and related functions, duties and responsibilities. Tasks include provision of administrative assistance to the Title IV-E Coordinator in preparation of materials, communication, and travel arrangements, assists in preparation and monitoring of student database, budget reports, match, re-budget, and curriculum snapshot, oversees reimbursements of stipend monies, and other general office management duties and responsibilities. 31 2012-2013 Manual 2012-2013 Section II POLICIES AND PROCEDURES REGARDING TITLE IV-E BASW SOCIAL WORK TRAINING PROGRAM 32 2012-2013 Manual 2012-2013 Overview of Key Policies and Responsibilities Special Note: Policies, procedures, and responsibilities outlined in the Department of Social Work Education: Undergraduate Field Education Manual, apply also to Title IV-E students in the same manner they apply to all BASW and MSW students. The following are additional policies and responsibilities that affect only Title IV-E supported students. The information described below is a supplement to the CalSWEC Student Agreement. Student Responsibilities: For students who are non-county employees, the following expectations include an internship in a public child welfare agency beginning in the senior year of the BASW Program for one year in the same setting, attendance in required four hour, twice monthly integrative seminars, maintenance of “good standing” in the BA Program, completion of required SW 128 course, “Seminar in Child Welfare Practice”, completion of Title IV-E Field Manual Assignments and Portfolio, successful completion of all requirements for the Bachelor of Arts Degree in Social Work, and securing employment after graduation in public child welfare for a minimum of two years for both fulltime and part-time students. University Responsibilities: Provide agency internship for currently enrolled students in Social Work, maintain formal contact with agency throughout the internship process via the Title IV-E Faculty Liaison, provide eligible full-time County or non-county employee BASW students with a $15,000 stipend, paid in quarterly payments for one year, and provide county based part-time student/employees with full tuition fees, books and travel allowance in field for a maximum of four years. The University will also assist all students with preparing for securing and monitoring employment in a California County Child Welfare Services Agency. Child Welfare Agency Responsibilities: Provides Title IV-E BA students a field internship experience focused upon public child welfare practice, adequate space, one-hour of formal supervision per week, and appropriate learning assignments for a multi-systems level of practice. Student Agreements: All BASW and MSW Title IV-E students receiving stipends or educational reimbursements must sign the “Student Agreement,” issued by the California Social Work Education Center (CalSWEC) and abide by its requirements. Title IV-E students will also sign a “Payback Agreement Plan” issued by the Department of Social Work Education and CSUF Foundation with an understanding that the payback plan takes effect if the student is terminated, suspended, voluntarily withdraws, or fails to the meet the requirements of the program. 33 2012-2013 Manual 2012-2013 Maintenance of Good Standing: As a participant in the Title IV-E Program, students must meet requirements beyond those expected of non-IV-E students. Students are required to maintain good standing in the BSW program and the Title IV-E Program that includes maintenance of a 2.3 grade point average or better every semester. In addition, students in the Title IV-E Program must receive credit in their field internship in order to continue in the program and remain eligible to receive the funding. Students in poor standing will receive a letter from the Title IV-E BSW Program Coordinator to be informed of a probationary status or suspension of their stipend/educational reimbursement support. The student will be required to meet with representatives of the Title IV-E faculty and his/her academic advisor to discuss the problem or nature of the situation, and develop a plan for corrective action. A termination or suspension letter automatically activates the “Payback Agreement,” and students are required to begin paying back the amount of money received within six (6) months of notification. If a student is disqualified from the BSW program by the Department of Social Work Education, he/she is terminated from the Title IV-E program and payback of funds received is required. Attendance: All students are required to attend all classes, including meeting field internship hours, field seminars, Title IV-E weekly Integrative Seminars, participation in periodic surveys necessary for Title IV-E program evaluations, and other requirements deemed necessary. If a Title IV-E student misses one of the scheduled weekly integrative seminars, it is expected that the student would inform the Title IV-E liaison/faculty or program coordinator when an absence cannot be prevented. A make-up assignment of a maximum of six (6) pages is required. Any incomplete make-up assignments beyond one month could result in suspension of stipend or reimbursements. Students who have more than one excused absence per semester will be asked to discuss their inability to meet the requirements of the program and may be disqualified. Incomplete and Withdrawals: An “incomplete” is granted by a professor primarily for family or personal emergencies which interfere with a student’s ability to meet full requirements of a class. An incomplete is granted providing the student has completed a minimum of 2/3rds of class assignments and expectations. If a student receives an “incomplete” grade at the end of the semester, this grade must be changed to a regular grade before the start of the new semester in order to meet requirements of the Title IV-E program. Students are not allowed to carry “incompletes” into the next semester and still be considered to be in “good standing” in the Title IV-E program. Withdrawal from a class constitutes a decision by the student to interrupt or delay their BSW program. A plan to delay or change the completion date of graduation will affect the student’s status with the Title IV-E program. Title IV-E students are required to inform the University and the Title IVE Program Coordinator in writing about any planned changes in their program. 34 2012-2013 Manual 2012-2013 Any decision to withdraw from a class or from the program entirely must be submitted in writing to request a “hardship exemption” that defers repayment for no more than one year, or repay the stipend according to repayment procedures. The student may be in jeopardy for termination or suspension from Title IV-E support if these conditions are not met and the “Payback Agreement” will take effect. (See Section of “Request for Delay of Payback.”) It is in the interest of the student that they discuss difficulties in the program early with the BSW Title IV-E Program Coordinator or any other BSW Title IV-E faculty member to help prevent the need for withdrawals. Grievance Procedures: All students must follow Grievance Procedures as outlined in the Undergraduate Field Education Manual. If a Title IV-E student has a grievance with the Title IV-E Program and its requirements, the student is expected to submit this grievance in writing to Cheryl Whittle, ABD, LCSW, PPSC, Assistant Coordinator, Title IV-E BSW Child Welfare Program, Department of Social Work Education. The student will be asked to meet with the Program Coordinator, the Program Director and Department Chair, Dr. Virginia Rondero Hernandez, and/or designated Title IV-E BSW faculty members to discuss the grievance and find a mutual resolution to the problem. A copy of the student’s grievance may also be sent to Dean James Midgley, DSW, Executive Director, Harry Specht Center for Social Work Education, University of California, Berkeley, School of Social Welfare, Marchant Building, Suite #420, 6701 San Pablo, Berkeley, California 94720-7420. Title IV-E Field Requirements: Title IV-E students are expected to fulfill requirements as described in the Undergraduate Field Education Manual. Any questions or concerns about field placements should follow appropriate field procedures. If concerns or problems should arise in the field setting, Students are expected to first discuss this with their field instructor. If not resolved at this level, then you would go to the next level and speak to your Field Liaison. If not resolved at this level, then go and speak to the Title IV-E BASW Program Coordinator, Cheryl Whittle, LCSW. If unable to resolve at this level, then you would speak to the Field Coordinator, Andrea Carlin, LCSW. Title IV-E BASW Students will have one year, (two semesters) of four hour sessions of integrative seminars twice monthly. It is required through the Department of Social Work Education, Field Internship Program; that BASW students complete 15-16 hours of field internship as stipulated in the Student Field Manual( In the senior year, students complete a total of 450 hours in the field, 225 hours each semester, or the equivalent of 15 internship hours a week. Title IV-E Students will have 19-20 hours of internship per week which includes the integrative seminar hours. The first hour of our integrative seminar consists of sharing field concerns or issues for processing and feedback. For Title IV-E BASW students, the integrative seminar hours cannot be used in place of the required 1516 field hours as stipulated through the Department of Social Work Education Department. Title IV-E student seminar hours do not count toward field and may be used only at the discretion of the Field Instructor, Field Liaison and IV-E Coordinator for compelling reasons. The absence needs to be documented and signed by the people mention above and submitted with your final evaluation at the end of the semester along with your hours log. 35 2012-2013 Manual 2012-2013 Our integrative seminar hours have also been approved to be used for students who need MSW Supervision if their Field Instructor does not have an MSW. Due to the fact that our seminars are now provided twice a month, students will need to complete no less than two hours per seminar participation. Documentation is required through attendance logs and signed off by your field instructor, field liaison and Field Coordinator. The signed attendance logs will be submitted with your final evaluation at the end of the semester. Fiscal Responsibilities: The CSUF Foundation is the fiscal agent for the Title IV-E Program. All check disbursements will be mailed directly to the student’s home on designated dates from the Foundation office. The Foundation office will not respond to student requests made to them directly without prior approval from the Title IV-E BASW Program Coordinator or Program Director. Stipend checks will be available on a schedule set by the Title IV-E Office. For part-time students reimbursement checks are mailed 2-3 weeks after claims are submitted. Fulltime students will receive their stipend checks on a quarterly basis mailed directly to their homes. It is important for students to budget wisely and include other sources of income if this is needed to meet your monthly obligations. Continue to plan ahead for possible emergencies in the event funds are abruptly terminated or suspended for any reason. Tuition Payments are made directly by the Title IV-E Office through a Fee Authorization Process provided that the student is in “good standing” prior to the end of the current semester and has a current “Repayment and Student Agreement” signed. Educational Reimbursement Process: Part-time students are expected to submit a “Title IV-E Claim Form” for timely reimbursements which are available in the Title IV-E office. At the beginning of each semester, claims should be submitted with the original receipts attached for textbooks, research software and parking reimbursements. Mileage is claimed on a monthly basis at 50.0 cents based on the number of miles driven to class and/or internship from work or home, to include field fees, (NASW Insurance) and graduation fees. Student Communication Responsibilities: Title IV-E students are required to inform the Title IV-E BSW Program office in writing of any changes in personal or professional data including name, address and phone number, etc., for the duration of program attendance and for five years after graduation. This is due largely to CalSWEC’s database and tracking responsibilities relevant to the evaluation of how this program is doing in respect to accomplishing its’ stated goals. Additionally any plans to make changes in program schedules, requests for policy clarifications, special request, delays in payback or forgiveness in meeting stated obligations must also be put in writing. The Title IV-E Program office is also required to respond to all student requests in writing as well. Depending upon the nature of the request, some policy questions and requests may need to be sent to the CalSWEC office for further clarifications and final decisions. 36 2012-2013 Manual 2012-2013 Employment Payback: Title IV-E BSW students entering their last year are responsible for applying for jobs in a California county or State Department of Social Services. Students are expected to notify the Title IV-E BSW Program office of their plan/interest to apply for a County Public Child Welfare position. For most county employment agencies, application forms should be filled out during the winter break. An informal meeting will be included during a Job Readiness Seminar that will include county personnel representatives to meet with students to provide application forms and agency information. (Please refer to the Full-time Student or Part-time Student Contract Agreement for further detailed information regarding payback requirements in the event there are no jobs or student is unable to secure an eligible position in a public county child welfare agency). The “employment payback requirement” calls for satisfactory employment of one year for BASW level county employees and non-county employees attending fulltime. The option to attend part-time is granted only to county employees prepared to enter in their junior year of coursework. In this case, this calls for satisfactory employment for one year. An academic year equates to a full calendar year of employment. If at any time throughout the Title IV-E BSW Program a student feels they cannot fulfill their work requirement, they are expected to inform the Title IV-E BSW Program Coordinator immediately. A student who engages in any of the following acts or omissions is deemed in violation of the Title IV-E Agreement and the student must repay the stipend amount as well as interest and collection charges as set by the schools in the student agreement: 1. Student intentionally falsifies information on application forms; 2. Student fails the program or is dismissed for cause; 3. Student violates the NASW Code of Ethics; or 4. Student fails to satisfy the work requirement. 37 2012-2013 Manual 2012-2013 Professional Attitude and Behavior: First of all it is important to say that each one of you was selected for your unique qualities, experiences, educational skills and commitment you have shown to us via you written and oral abilities. It is our goal to facilitate your refinement in the development of specific skills needed to work with at risk children and families from varied cultural backgrounds. The support that is provided to you is not to be considered a right but an opportunity for those who agree with the Department of Social Work Education and CalSWEC mission, goals, and objectives. As part of our professional growth and development we strongly adhere to and are guided by the NASW Code of Ethics that dictate a level of personal and professional responsibility to clients, community, agencies, and ultimately ourselves in the delivery of culturally and ethnically sensitive practice and service delivery. Personal integrity and a sense of professional and personal ethics are highly valued within the Title IV-E Program. We remain excited by your willingness to be part of this team effort, and to put forth a positive attitude toward learning and a spirit of cooperative-ness in sharing your feelings related to your experiences. It is expected that all in attendance will benefit from your participation and ultimately community services to support children and families will be enhanced. We hope this Manual and Integrative Seminar Workbook will be useful to you in the pursuit of your educational goals and professional skill development. Again, best wishes for a successful year and completion of this program. 38 2012-2013 Manual Section III 39 2012-2013 Purpose of Bi-monthly Integrative Seminar Workbook 2012-2013 Manual 2012-2013 In the interest of keeping the cohort of the Title IV-E BSW Class of 2013 together, a bi-monthly integrative seminar format was designed to accomplish a number of things; (1) first and foremost to foster positive bonds among the selected students, (2) to promote a better connection between the students, school liaisons, field agencies and faculty, (3) to address child welfare content in more depth, (4) to encourage student sharing of field experiences, (5) and to offer a forum to share opinions related to the overall process. In keeping in mind the above, the “Title IV-E Field Instruction Journal Entry Log” was developed to assist students in processing observations, experiences, information, and areas of personal growth specifically related to the development of knowledge and skills of child welfare practice. Directions for Using the Journal Entry Log: Please refer to the Department of Social Work Education Undergraduate Field Education Manual. Most of the field instructors and field liaisons will direct students to keep a journal of their experiences as stated in the above noted section of the field manual. Title IV-E students are asked to use the Title IV-E format (See sample copy of the “Journal Entry Log” immediately following this section) for the journaling process as a way of providing structure, organization and integration of specific content areas. Content areas consist of eight (8) categories from which students can process personal learning experiences by way of their thoughts, actions/reactions, and feelings. This information will be utilized during field internships, classes, and bi-monthly integrative seminars. Definitions of the categorical areas are as follows; Knowledge Base/Curriculum Content: Knowledge refers to information or things you know about; for example, you may know the steps involved in completing an interview with a client, or the principles involved within a particular theory, i.e., Developmental, Behavioral, or Learning theories. Curriculum content refers to information you are learning within the various mandated course descriptions found in the Catalogue of Classes, and more specifically the course syllabus for each class. Assignments and information acquired within the classroom are to be integrated into the field experience. Students are encouraged to provide their field instructor with a copy of their course syllabus from each class. Social Work Skills and Methods: Skills are things you know how to do; for example you may know how to conduct an interview with an individual or family utilizing the methods involved in completing a cultural assessment. We encourage you to use, refine, and develop new skills as you practice within the field agency and to share your experiences with your cohort. 40 2012-2013 Manual 2012-2013 Personal and Professional Growth: Personal growth and evaluation refers to what you have learned about yourself, your attitudes, values, reaction patterns, personality traits/characteristics, sense of ethics, coping patterns, and so on. Professional growth and evaluation refers to what you are learning about the field of human services and how you view your “personal fit” in this area of practice. This also includes your view of professional mastery of the specific competencies you formulated within your “Learning Agreement.” Legal/Ethical Dilemmas: A dilemma, be it ethical, legal, moral, or professional, refers to a struggle that occurs among alternative courses of action that might resolve a problem, but is in conflict within one or more of its elements. There are three basic types of dilemmas; 1) those that result from your own decisions, behaviors, values, or attitudes, 2)those that result from another person’s decisions, behaviors, values, or attitudes, or attitudes that directly affect you, and 3)those you observed or heard about from a distance which do not directly affect you. Students will record his/her own exposure and struggles as it relates to dilemmas experienced during field internship and how they were able to resolve issues and concerns. Administrative/Legislative/Policy Issues or Concerns: Administrative refers to the formal aspects of the agency which includes it’s structure, mission, function, services provided, legislative mandates, policies and procedures, and how these important functions are carried out within a systems format. Students will become knowledgeable of the rules, how they are established, who can make changes in the rules, who enforces them, and so on. Students are encouraged to integrate information/assignments provided or discussed in their classes to the field setting. Cultural Awareness/Competence: Cultural awareness refers to the need to understand one’s self in terms of diversity and thus developing sensitivity to the diversity of others within the helping process. This involves the active exploration of one’s own ethnic and cultural heritage which generally includes certain customs/traditions, values and beliefs in addition to acquiring a knowledge base of similar aspects involved in cultures outside of our own. The term cultural competence is used because it implies having the capacity to function in a particular way: the capacity to function in the context of culturally integrated patterns of human behavior as defined by the group. (Terry Cross et al, March 1989). Cultural Competence is the active process of applying our acquired knowledge base of diversity to client populations utilizing strategies that are culturally sensitive and adhere to the guidelines set forth within the NASW Code of Ethics. 41 2012-2013 Manual 2012-2013 Research/Evaluation of Practice/Outcomes: Evaluation of practice refers to the process of active and continuous evaluation of the “self” and one’s impact upon the therapeutic alliance established within client systems of practice. Within the termination process, research and exploration is vital as to which intervention strategies or tools were effective and why? What aspects of the therapeutic relationship reinforced positive or negative change? Outcomes refer to the identification of specific helping skills or tools, strategies, and/or services provided that were most beneficial to your client population. Research activities will encompass evaluation of the child welfare competencies (incorporated into the Learning Agreement) for the purpose of exploring into the efficacy of our own practice, by looking at areas of strength and areas that require improvement or a different strategy. This process will also provide an assessment as to how well we incorporate our Mission and the three pillars; social justice, cultural diversity, and empowerment into the learning experience. Areas for Further Exploration: This category refers to a combination of your own self assessment and the field instructor’s assessment of your learning needs and specific areas that require more exposure, research, strengthening, and so on for your own personal growth, expertise, and professionalism. Students will be asked to identify these areas and to apply and evaluate strategies used to acquire personal awareness or competency. Process of Journal Recordings: Students are to follow the instructions stated on the Journal Entry Form. Select from one of the eight categories noted and record the letter of the item you plan to process in the space provided under “Brief Description of Assignment.” Now you are ready to proceed with your accounting of what happened, what you observed, what you did, or what you experienced as a result of your personal involvement. On page two, please use this section to record your actions/reactions, thoughts, and feelings about your observation, questions/concern or experience. In the “Thought” section, please record your thoughts about the “actions” you describe above. In this section you may want to incorporate information discussed in coursework, examination of theoretical perspectives or frameworks, principles set forth within the NASW Code of Ethics, presence of a dilemma, or competencies stated in your Learning Agreement. Please include what you think should happen, and how you would do something different given another opportunity. In the “Feeling” section, please describe how you felt about the actions that took place and your personal honest reactions to the situation. Please indicate the nature of such feelings experienced, whether or not you felt it was positive, negative, a normal reaction, abnormal reaction, and so on. Indicate how you plan to resolve these feelings if they should result in a conflicting disturbing manner. Special Note: Over the course of each semester it is important to address all of the items listed from A-H on the Journal Entry Form. This does not have to occur every week; however you want to avoid reporting on the same item week after week. 42 2012-2013 Manual 2012-2013 Presentation and Review of Journal Recordings: Students will submit their journal recordings (to include specific assignments required within this workbook) to the agency/school field instructor and the Title IV-E field liaison. It will be to their discretion as to how often they desire to review journal content which could occur weekly during field supervision meetings, bi-weekly, once monthly, twice during the semester (midpoint and at the end), or one time per semester, which of course would occur at the end of the semester. It is mandatory for the Title IV-E field liaisons and students to complete all of the integrative seminars prior to the final “Student Performance Evaluation” (at the end of each semester) for successful completion of assignments and recommendation of grade to the Field Coordinator. Students are responsible for submission of the “Integrative Seminar Workbook” to their field instructor. 43 2012-2013 Manual 2012-2013 Title IV-E Field Instruction Journal Entry Log Date: _____________________________ Name:__________________________________________________________ Agency: _________________________________________________________ Brief description of assignment, experiential task, or observable events: ________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________ Directions: Select one or more items from the list of categories stated below as you proceed to record your “actions/reactions”, “thoughts”, and “feelings” in response to the observable or experiential assignment or event for each week of field internship. Students are directed to be mindful of the inclusion of social justice, empowerment, and cultural diversity within field assignments and practice. Categories of Personal Learning Experiences: A. B. C. D. E. F. G. H. 44 Knowledge base/Curriculum Content (e.g. HBSE, Practice, Policy, Research) Social Work Skills & Methods (e.g., Ethnographic Interviewing, assessment & intervention planning) Personal and Professional Growth/Evaluation Legal/Ethical Dilemmas Legislative/Policy Issues or Concerns Cultural Awareness/Competence Research/Evaluation of Practice/Outcomes Areas for Further Exploration Recording Log Page Two 2012-2013 Manual 2012-2013 Date: _____________________________ Name: _________________________________________________________ Actions/Reactions: (To view or experience an event of a thing done) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Thoughts: (Reflections, opinions, ideas, or expectations _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Feelings: (Subjective reactions to events void of reasoning) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 45 2012-2013 2012-2013 Manual Integrative Seminar Evaluation Form Title IV-E Bachelors of Social Work Training Program California State University, Fresno 2012-2013 Date: ______________________________________ Seminar Topic:___________________________________________________________________________ Presenter(s): ______________________________________________________________________________ Instructions: Utilizing the following rating scale from one to five, 1) strongly disagree; 2) disagree; 3) agree; 4) strongly agree; 5) very strongly agree, please answer the following questions by placing a circle around the number that best reflects your opinion of the workshop stated above. Your evaluation is very important to us. It is not necessary to disclose your name unless you desire to do so. 1. Seminar presenter(s) was well organized and prepared 1 2 3 4 5 2. The content or material was presented in a clear, understandable manner 1 2 3 4 5 3. The seminar presenter was sensitive to questions and able to five direct and relevant answers. 1 2 3 4 5 4. Students had ample opportunity to express their viewpoints. 1 2 3 4 5 5. The objectives for attending this seminar were met. 1 2 3 4 5 Handouts contained information that was useful and valuable to me. 1 2 3 4 5 6. 7. I left the session with some specific skills, tools and a beginning Knowledge from which I can build on. 1 2 3 4 5 8. The duration of the seminar was long enough to cover the content. 1 2 3 4 5 9. I would highly recommend this seminar to others. 1 2 3 4 5 Comments: _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ________________________________________________________________________________________ 46 BASW Integrative Seminar 2012-2013 2012-2013 Manual 2012-2013 Fall 2012 August 8, 2012 Title IV-E Colloquium Day 1 August 9, 2012 Title IV-E Colloquium Day 2 August 10, 2012 Title IV-E Orientation September 7, 2012 W&I Codes/Division 31, Part I September 21, 2012 Cultural Brokers October 5, 2012 Interviewing Process: Abuse & Neglect October 19, 2012 Assessment/Case Planning/Division 31,Part II (Chapter 200) November 2, 2012 Family Reunification/Permanent Placement (Adoption/Legal Guardianship) November 16, 2012 Substance Abuse December 7, 2012 Evaluation of Integrative Seminars & Potluck Spring 2013 January 2013 February 2013 February 2013 March 2013 March 2013 April 2013 April 2013 May 2013 47 Job Readiness Child Abuse In America Domestic Violence ICWA/MEPA Court Reporting & Documentation Child Welfare Symposium Portfolio Presentation/Exit Interview Evaluation Potluck & Review of Job Search Criteria 2012-2013 Manual Appendix Section 48 2012-2013 Relevant Social Work Course Social Work 20‡ Social Work 123‡ Social Work 135‡ Social Work 136‡ Social Work 160‡ Social Work 161‡ Social Work 170 Social Work 171 Social Work 180* Social Work 181/182* Social Work 183* 49 2012-2013 Manual Introduction to Social Work Seminar in Social Welfare Policies & Programs Human Behavior and the Social Environment Foundations for Social Work with Oppressed Groups Social Work Processes: Professional Identity Seminar in Social Work Processes Seminar in Quantitative Research Seminar in Qualitative Research (prerequisite S Wrk 170) Seminar in Macro Practice (1st semester) Field Instruction – 2 semesters (see notes) Seminar in Micro Practice (2nd semester) 2012-2013 3 3 3 3 3 3 3 3 3 12 3 2012-2013 Manual 2012-2013 Program Agreement For Title IV-E BASW Child Welfare Program Participation I understand that this award requires that I complete all of the following requirements: 1. Maintain “good standing” during full-time and/or part-time enrollment in the BASW Program and complete the BASW curriculum. “Good Standing” is defined as having a GPA of 2.3 or above. Student must agree to completion of the total program for part-time and fulltime levels. No exception for withdrawing from the program will be honored except in extenuation circumstances, such as terminal illness etc. 2. Successfully complete and receive a grade CREDIT in one year of field internship placement. Full-time students are required to participate in field internship during their senior year. Placement will be within a Child Welfare setting for the duration of fall and spring semesters. 3. Maintain automobile insurance while enrolled in internship in the BASW program. 4. Complete required Specialized Child Welfare Curriculum including: a. b. c. d. e. Social Work 128 – Foundation Course: Child Welfare Practice Title IV-E BSW Integrative Seminars Participation in all required CSW/CMS Trainings Attendance and participation in Child Welfare Symposium Participation in all requirements associated with job preparation, seminars, job search and employment documentations for a period of 5 years beyond date of graduation f. Participation in the Title IV-E surveys as requested by CalSWEC g. Agreement to abide by the payback requirements of the stipend award, • Part-time county employee students; one year of work within a county Child Welfare agency. • Full-time students; one year of fulltime employment within a county Child Welfare agency. I hereby attest that I have never been convicted of a felony crime or any crime involving harm to children. I hereby attest that I have never been discharged from employment at a county or other social services agency due to violation of county code/merit system rules or violation of agency or professional codes of ethics. Failure of any of the above stated requirements could result in a suspension of your payment of financial support. I hereby affirm that all information provided in this Title IV-E Bachelor of Arts of Social Work Child Welfare Program Application is true. Students Name: ____________________________________ Students Signature: _________________________________Date_______________ 50 2012-2013 Manual Permission For Release of Information 2012-2013 CALIFORNIA UNIVERSITY, STATE FRESNO May _____, 2013 I, ____________________________________, give permission for information to be released to: The Title IV-E, office at California State University, Fresno regarding my employment with your agency. ___________________________________ Signature Title IV-E Master of Social Work Training Program Department of Social Work Education 5310 N. Campus Dr. M/S PHI02 Fresno, CA 93740-8019 559. 278-3076 Fax 559. 278-7191 51 ___________________________ Date 2012-2013 Manual 2012-2013 Notice to Students on Taxation of Scholarship, Fellowships and Stipends (Reprinted with permission from the San Diego State University, Title IV-E Program) The Tax Reform Act effective January 1, 1987, included some new provisions that impact students. The changes in brief are: • Fellowship, scholarship or stipend payments from any sources in excess of an amount equal to tuition, fees, books and course-related expenses are considered taxable income. (Room and board are now considered taxable income.) • Any stipend, fellowship, scholarship, fee or payment received in return for any expectation of work on the part of the student is now regarded as taxable income. For example, Research Assistants, regardless of the nature of their research and its relation to their degree requirements, will have their stipends subject to taxation. The same is true for Teaching Assistants, Readers, Tutors, Interns, and other similar positions. The exemption formerly allowing exclusion from taxes of stipends earned for teaching or research in support of a degree requirement was repealed as of January 1, 1987. • Any scholarship, grant, or fellowship awarded before August 16, 1986, my not be considered taxable under some circumstances. Thus, if you received an offer of a fellowship or scholarship before August 16, 1986, it may not be taxable even for the portion of the award you will receive after December 31, 1986. The student recipient is responsible for determining whether the payment, in whole or in part, should be included in his/her expenses incurred on or after January 1, 1987, are in aggregate, in excess of tuition, fees, books, supplies and equipment required for enrollment or attendance at CSU, Fresno. If you have any questions about your personal tax liability, we recommend you consult with your own tax professional. I hereby certify that I have been notified of the potential tax liability for any amount in excess of tuition, fees, books, supplies and equipment for courses of instruction. _____________________________________________________________________ Student's Signature Date _______________________________________________________________________ CSU, Fresno Date _______________________________________________________________________ CSU, Fresno Department of Social Work Education Date 52 2012-2013 Manual Employment Verification Form 2012-2013 CSU, Fresno Department of Social Work Education Title IV-E BASW Child Welfare Program Part A: To be completed by County Personnel Department. Employee’s Name_____________________________ Date of Birth _____________ County ______________________________________ Date of Hire _____________ Classification __________________________ Position __________________________ (Extra help, probationary, permanent) The above information accurately reflects the status of employment with a Public Child Welfare Program. ____________________________________ Signature of Personnel Officer _____________________________ Date _____________________________ ___________________________________ Phone Number Email Address Part B: The following information is to be completed by the CSU, Fresno Title IV-E graduate. Current Address: _______________________________________ _______________________________________ Email Address: _______________________________________ Current Phone No.: _______________ Home _________________ ______________ Work Cell Please return this document to: Cheryl Whittle, L.C.S.W., P.P.S.C. Title IV-E BASW Coordinator (559)278-6485 California State University, Fresno Department of Social Work Education 5310 North Campus Drive M/S PH 102 Fresno, California 93740-8019 53 2012-2013 Manual Employment Completion Form 2012-2013 CSU, Fresno Department of Social Work Education Title IV-E BASW Child Welfare Program Name: _____________________________ Graduation Date: ______________ Place of Employment Position Held Dates of Hire _______________________ _____________________ ________________ The above information certifies that the conditions of public service/child welfare employment of the Title IV-E stipend have been fulfilled and the student’s obligations have been discharged. __________________________________ __________________________ Signature of IV-E Graduate Date Current Address: ______________________________________ ______________________________________ Email Address: ______________________________________ Current Phone No.: ______________ _______________ ______________ Home Work Cell Please return this document to: Cheryl Whittle, L.C.S.W., P.P.S.C. Title IV-E BSW Coordinator (559)278-6485 California State University, Fresno Department of Social Work Education 5310 North Campus Drive M/S PH 102 Fresno, California 93740-8019 Repayment Agreement 54 2012-2013 Manual 2012-2013 TITLE IV-E BASW CHILD WELFARE STIPEND PROGRAM BACHELOR OF ARTS, SOCIAL WORK EDUCATION FRESNO STATE UNIVERSITY DEPARTMENT OF SOCIAL WORK EDUCATION CSU, FRESNO FOUNDATION This agreement is established between ____________________________ and the CSU, Fresno Foundation for the purpose of arranging for repayment of the total amount of a stipend award or educational reimbursement received from the CSU, Fresno Department of Social Work Education, Title IV-E BASW Stipend Program. This agreement will be executed in the event that the abovename student fails to meet the requirements of the program as determined by the Department of Social Work Education under guidelines established by the California Social Work Education Center and stipulated in the Title IV-E BASW of Social Work Student Agreement. The total amount of stipend award or educational reimbursement received by the above named student at the time this repayment plan becomes effective, collection costs, attorney's fees, plus interest on the unpaid balance at the rate of six per cent (6%) per annum are repayable to the CSU, Fresno Foundation in sixty (60) equal monthly installments, commencing no later than the fourth calendar month following the date of termination from the program. Failure to execute this repayment agreement will cause the total amount owed to become immediately due and payable. Payments are to be mailed to the CSU, Fresno Department of Social Work Education, Title IV-E Child Welfare Program, Fresno, CA 93740-8019 The above named student may at their option, repay all or part of the principal at any time. If the above named student fails to make timely payments of any scheduled installment or fails to submit the appropriate amount, the total stipend or educational reimbursement amount owed becomes immediately due and payable. In the event of default, CSU, Fresno Foundation will obtain such total due by any means as stipulated by law. The CSU, Fresno Foundation at their sole discretion may charge the above named student for attorney's fees and all costs incurred to collect the total stipend or educational reimbursement amount due. The above named student is bound by law to pay CSU, Fresno Foundation such collection costs as determined by the CSU, Fresno Foundation. The undersigned acknowledges and agrees to the above arrangements. ______________________________________________________ Student Name & Signature ______________________________________________________ _______________________________ Date _______________________________ CSU, Fresno, Foundation (Account Manager) ______________________________________________________ Date _______________________________ CSU, Fresno Department of Social Work Education Date (Department Chair) ______________________________________________________ _______________________________ CSU, Fresno, Title IV-E BASW Child Welfare Program Coordinator Date 55 2012-2013 Manual 2012-2013 Fall Semester BASW Child Welfare Foundation Competencies 1.1 Student demonstrates sensitivity to clients’ differences in culture, ethnicity, and sexual orientation. (Diversity Awareness) 1.4 Student demonstrates understanding of the influence and value of traditional, culturally based childrearing practices and uses this knowledge in working with families. (Micro Practice) 2.2 Student demonstrates understanding of the strengths-based “person in environment” perspective, and is aware of strengths which act to preserve the family and protect the child. (Micro Practice) 2.3 Student demonstrates awareness and beginning understanding of the physical, emotional, and behavioral indicators of child neglect and abuse, child sexual abuse, substance abuse, and mental illness in child victims and their families. (Micro Practice) 2.4 Student is developing knowledge of the forms and mechanisms of oppression and discrimination in the lives of low-income and single-parent families and uses this knowledge in providing appropriate services. (SW Research) 2.6 Student demonstrates understanding of the dynamics of all forms of family violence, and the importance of culturally sensitive case plans for families and family members to address these problems. (Diversity Awareness) 2.7 Student recognizes the need to monitor the safety of the child by initial and ongoing assessment of risk, especially for children with special needs. (Micro Practice) 2.8 Student demonstrates a beginning understanding of legal process and the role of social workers and other professionals in relation to the courts, including policy issues and legal requirements affecting child welfare practice. (Agency Policy) 2.10 Student is developing an understanding of the importance of evidence-based practice and has a basic understanding of empirical research. (Social Work Research) 2.13 Student shows understanding of the value base of the profession and its ethical standards and principles, and practices accordingly. (Social Work Values) 2.14 Student demonstrates awareness of appropriate use of power and authority in professional relationships, as well as the dynamics of engaging and working with involuntary clients. (Social Work Values) 56 2012-2013 Manual 2012-2013 2.15 Student demonstrates the ability to assess his or her own emotional responses to clients, coworkers, and situations. (Micro Practice) 3.1 Student demonstrates understanding of the stages, processes, and milestones of physical, cognitive, social, and emotional development of children and young adults. (Micro Practice) 3.2 Student demonstrates understanding of the stages and processes of adult development and family life. (Micro Practice) 3.3 Student demonstrates understanding of the potential effects of poverty, racism, sexism, homophobia, violence, and other forms of oppression on human behavior. (Social Work Research & Diversity Awareness) 3.4 Student demonstrates understanding of the influence of culture on human behavior and family dynamics. (Diversity Awareness) 4.1 Student demonstrates knowledge of the basic structure of the organization in which he or she works. (Macro Practice) 4.2 Student is able to work productively with agency staff, supervisors, and clients in an environment characterized by human diversity. (Work habits & Learning Patterns) 4.3 Student demonstrates awareness of community resources available for children and families and has a working knowledge of how to utilize these resources in achieving case goals. (Macro Practice) 4.5 Student is able to plan, prioritize, and complete activities within appropriate time frames. ( Work Habits & Learning Patterns) 4.6 Student is aware of potential work-related stress factors and is beginning to develop appropriate self-care strategies. (Evaluation of Micro Practice) 57 2012-2013 Manual 2012-2013 Spring Semester BASW Advanced Child Welfare Competencies 1.2 Student demonstrates the ability to conduct an ethnically and culturally sensitive assessment of a child and family and to develop an appropriate intervention plan. (Micro Practice) 1.3 Student demonstrates understanding of the importance of a client’s primary language and supports its use in providing child welfare assessment and intervention services. and to develop an appropriate intervention plan. (Diversity Awareness and/or Micro Practice) 1.5 Student demonstrates the ability to collaborate with individuals, groups, community-based organizations, and government agencies to advocate for equitable access to culturally sensitive resources and services. (Macro Practice) 2.1 Student is able to identify the multiple factors of social and family dynamics in relation to child abuse and neglect, including the interaction of individual, family, and environmental factors. (Micro Practice or SW Research) 2.5 Student demonstrates an understanding of the dual responsibility of the child welfare case worker to protect children and to provide appropriate services to enable families to care for their children, including pre-placement preventive services. (Agency Policy & Social Welfare Policy) 2.9 Student is developing a knowledge base about the effects of attachment, separation, and placement experiences for the child and the child’s family and the effects on the child’s physical, cognitive, social, and emotional development. (Micro Practice) 2.11 Student demonstrates awareness of the principles of concurrent and permanency planning with regard to younger children as well as planning for older children about to terminate from the child welfare system. (Macro or Agency Policy) 2.12 Student is developing the capacity to utilize the case manager’s role in creating a helping system for clients, including working collaboratively with other disciplines and involving and working collaboratively with biological families, foster families, and kin networks. (Additional Learning areas) 2.16 Student demonstrates an understanding of the importance of the termination process, with clients and with systems. (Micro Practice & Macro Practice) 3.5 Student demonstrates understanding of how the strengths perspective and empowerment approaches can influence growth, development, and behavior change. (Micro Practice or Social Work Research) 4.4 Student has a working knowledge of collaboration with multidisciplinary teams and can work productively with team members in implementing case plans. (Micro Practice & Macro Practice) 58
