Department of Social Work
Bachelor of Science in Social Work
Field Manual
Liberty University
Psychology Suite, DeMoss 4008
1971 University Blvd
Lynchburg, VA 24515
Christine Fulmer, MSW
Director of Social Work Department
(434) 592-7665
Raquel Ellis, MSW, PhD
Director of Social Work Field Education
(434) 592-3779
2
Table of Contents
ACKNOWLEDGMENTS .............................................................................. 6
I. INTRODUCTION ......................................................................................... 7
II. FIELD EDUCATION OVERVIEW ........................................................ 9
A. Field Education Eligibility ........................................................................ 9
B. Field Experience Requirements ............................................................. 12
B.1 Junior Field Experience .................................................................... 12
B.2 Senior Field Experience .................................................................... 13
B.3 Field Experience and Seminar Course Grade ............................... 14
C. Field Education Enrollment Documents ............................................. 14
C.1 Acknowledgement of Field Manual Review.................................. 14
C.2 Release of Student Information by the Department of Social
Work ........................................................................................................... 15
C.3 Student Resume ................................................................................. 15
C.4 Criminal and Child Abuse Background Check ............................. 15
C.5 Professional Liability Insurance ...................................................... 16
C.6 Driver’s License and Car Insurance................................................ 17
D. Agency Placement Process..................................................................... 17
D.1 Field Placement Agency Options ................................................... 17
D.2 Field Placement Agency Interviews ............................................... 19
D.3 Suggested Agenda Items for Field Placement Agency Interviews
..................................................................................................................... 20
3
D.4 Agency Placement Decisions .......................................................... 23
E. Field Placement Schedules...................................................................... 23
E1. Field Days ........................................................................................... 23
E2. Holidays and Vacations .................................................................... 24
E3. Absences Due to Illness or other Circumstances ........................ 25
III. MISSION STATEMENT, GOALS, AND LEARNING
OUTCOMES ..................................................................................................... 26
A. Mission Statement .................................................................................... 26
B. Program Goals .......................................................................................... 26
C. Program Learning Outcomes ................................................................. 27
IV. SOCIAL WORK COMPETENCIES AND PRACTICE
BEHAVIORS ..................................................................................................... 28
V. NACSW STATEMENT OF FAITH AND PRACTICE ..................... 33
VI. NASW CODE OF ETHICS .................................................................... 34
VII. CSWE EDUCATION POLICY AND ACCREDITATION
STANDARDS.................................................................................................... 35
VIII. MUTUAL ROLES AND RESPONSIBLITIES ............................... 36
A. Liberty University..................................................................................... 36
B. Director of Field Education/Field Seminar Professor ...................... 37
C. Students...................................................................................................... 38
D. Field Instructor ........................................................................................ 42
XI. HANDLING CHALLENGES DURING FIELD EXPERIENCE 44
A. Finishing Field Experience Late ............................................................ 44
B. Changing Agency Experiences ............................................................... 44
C. Addressing Grievances ............................................................................ 45
4
D. Racial Discrimination and Harassment ................................................ 45
E. Sexual Harassment, Discrimination, and Assault................................ 46
F. Other Personal Safety Issues .................................................................. 48
G. Professional Competency Expectations and Restoration Process .. 48
H. Field Placement Agency Dismissal or Course Withdrawal ............... 50
5
ACKNOWLEDGMENTS
The Director of Field Education, Dr. Raquel Ellis, would like to thank
Christine Fulmer, Director of the Social Work Department, and Zachary
Grafman, the Department’s Faculty Support Coordinator, for their input
and technical support in assembling this field manual.
6
I. INTRODUCTION
Field education is a central component of the instruction and training that
students receive to prepare them for a professional career in social work.
Field work offers students the opportunity to apply the theory and
knowledge gained in the classroom to different practice settings. This
manual provides an overview of Liberty University’s social work field
education policies, procedures, and requirements for the Bachelor of
Science Degree in Social Work (BSSW). The purpose of the manual is to
orient and offer guidance to BSSW Students, Faculty, Field Instructors,
and other Agency Personnel involved in social work field education as
they engage in the field experience. In addition to describing the roles
and responsibilities of each party involved, this manual provides an
overview of the Department of Social Work’s mission statement, goals
and learning outcomes, the social work competencies and practice
behaviors adopted by the Department, Code of Ethics for the North
American Association of Christians in Social Work (NACSW) and the
National Association of Social Workers (NASW), and the Council on
Social Work Education (CSWE) Education Policy and Accreditation
Standards (EPAS). This information offers guiding principles for social
work education that support the goal of successfully preparing students
for a professional career in social work.
Liberty University’s Social Work Department offers junior and senior
field experience and seminar courses. In these courses, students receive
supervised practice experience in an agency setting while concurrently
attending a seminar class that offers the opportunity to process their field
experiences and engage in further learning. The integration of classroom
and field activities provides students a unique and comprehensive learning
experience to support their development as professional social workers.
7
The Social Work Department offers field opportunities in a variety of
practice settings for both residential and online students. These settings
include opportunities to engage in different levels of practice from direct
practice with individuals and families (micro-level), practice with
neighborhoods and small groups (mezzo-level), and practice that impacts
larger systems such as policy analysis, administration, and research
(macro-level). Students are also offered field opportunities in a variety of
geographical locations, including international settings.
Any inquiries and/or comments regarding any of the information
included in this manual should be directed to Mr. Zachary Grafman,
Faculty Support Coordinator for Social Work at
residentialsocialwork@liberty.edu or luosocialwork@liberty.edu. Written
inquiries and/or comments may also be sent by postage mail to the
Department of Social Work, Psychology Suite 4008, Liberty University,
1971 University Blvd. Lynchburg, VA 24515.
8
II. FIELD EDUCATION OVERVIEW
A. Field Education Eligibility
Students must meet the following eligibility requirements prior to
engaging in field work:
1. Successfully pass the first of several Program Gates by receiving
formal approval for admission into the BSSW Program (For
details on the admission process, go to
https://www.liberty.edu/index.cfm?PID=31183.).
2. Be in good standing with the Department, which includes the
following:
a. Have a “C” or higher in all social work classes.
b. Maintain satisfactory citizenship and ethical behavior.
c. Consistently demonstrate the values of the profession:
integrity, service, the value of human relationships,
dignity and worth of a person, competence, and social
justice.
3. Complete all required prerequisite courses.
Students must complete several prerequisite courses meant to provide the
foundational knowledge and theory essential for engaging in field work.
Students must complete these courses with a minimum grade of “C” prior
to initiating their junior field experience. As shown in the following table,
both residential and online students must take PSYC 101, BIOL 102,
SOCI 200, HLTH 216, GLST 220, SOWK 101, SOWK 270, SOWK 260,
and SOWK 355. Residential students must also complete SOWK 120 and
150 while online students must complete SOWK 135 (a course that
combines SOWK 120 and 150).
9
Fieldwork Prerequisites for Residential and Online Students
Prerequisites for
Residential
Online
Fieldwork
Students
Students
PSYC 101
Required
Required
BIOL 102
Required
Required
SOCI 200
Required
Required
HLTH 216
Required
Required
GLST 220
Required
Required
SOWK 101
Required
Required
SOWK 260
Required
Required
SOWK 270
Required
Required
SOWK 355
Required
Required
SOWK 120
Required
SOWK 150
Required
SOWK 135
Required
Below is an overview of the SOWK prerequisite courses. Information on
the non-social work courses can be found in the course catalog online.
Introduction to Social Work (SOWK 101) is a residential and online course that
gives an overview of the field of social work practice. Topics regarding the
ecclesiastical beginnings of the profession, additional historical
components, the integration of faith and practice, as well as social work
values and ethics will be explored.
Social Work Field Exploration (SOWK 120) is a residential course that
provides an overview of social work practice and settings of practice.
Topics in the course are centered on social work practice in places such as
child welfare, schools, domestic violence shelters, hospice, hospitals,
mental health clinics, assisted living facilities, and early intervention
programs. During this course, students have the opportunity to attend
multiple field exploration trips to a variety of local agencies that employ
social workers.
10
Intensive Social Work Observation (SOWK 150) is a residential course that
offers students the opportunity to spend a full work week observing a
professional social worker in one particular setting of practice. Settings
may include, but are not limited to places such as child welfare agencies,
schools, domestic violence shelters, hospice facilities, hospitals, mental
health clinics, assisted living facilities, and early intervention programs.
The requirements of the course are typically fulfilled during the student’s
spring or winter break.
Social Work Field Exploration and Observation (SOWK 135) is an online course
on the study of social work practice and settings of practice. Topics in the
course are centered on social work practice in places such as child welfare,
schools, domestic violence shelters, hospice, hospitals mental health
clinics, assisted living facilities, and early intervention programs.
Participatory observation of a professional social worker for a full work
week is also included in this course.
Ethics in Professional Helping (SOWK 270) is a residential and online course on
the study of values and principles of ethical decision making. Topics in
the course are ethical dilemmas, critical thinking, professional codes of
ethics, and common morality; each topic is evaluated through a biblical
worldview.
Social Work Practice with Groups (SOWK 355) is a course that provides
students with the opportunity to develop an understanding of theories,
methods and skills in relation to generalist practice with social work
groups. This course also provides the forum for students to gain an
understanding of cultural values of individuals and the impact of those
values on the group process. Emphasis will be placed on the importance
of being a culturally sensitive group leader. Please note that this course is only
offered residentially.
Chemical Dependency (SOWK 260) is a residential and online course that
presents an overview of the concepts associated with the use and abuse of
alcohol and other drugs. Topics in the course are the various perspectives
11
on treatment and prevention options; each topic is evaluated through a
biblical worldview.
B. Field Experience Requirements
Field experience is a required component of the BSSW program. All
residential and online students admitted to the BSSW program must
complete both junior and senior field experience and seminar courses.
The Social Work Department does not provide exemptions to these
requirements based on previous work or life experience. Below is an
overview of the Department requirements for the junior and senior field
experiences.
Field Experience Course Requirements
Field Experience and
Field
Residential
Seminar Courses
Hours Students
SOWK 370 Junior Field
100
Required
Experience and Seminar
Course
SOWK 470 Senior Field
400
Required
Experience and Seminar
Course
SOWK 475 Senior Field
350
Experience and Seminar
Course
SOWK 477 Senior Field
100
Experience and Seminar
Course
Online
Students
Required
Required
Required
B.1 Junior Field Experience
Junior field experience provides residential and online students with the
opportunity to perform in the role of a social work practitioner under the
supervision of an experienced social worker. Students are expected to
complete a minimum of 100 field hours over the course of one semester
12
within one practice setting that employs social workers. Students complete
their field experience concurrently with a field seminar course (SOWK
370). Students will meet for the field seminar course for one hour weekly
to discuss the theoretical and conceptual concepts learned in the
classroom with the practical experiences in field placement. The junior
field experience and seminar course is only offered during the Spring
semester. The hours in field seminar do not count toward the required
field hours.
B.2 Senior Field Experience
Both residential and online students must satisfactorily complete the junior
field experience and seminar course prior to engaging in a senior field
experience. Senior field experience provides students with the opportunity
to perform in the role of a social work practitioner under the supervision
of an experienced master's level social worker. Students complete their
field experience concurrently with a field seminar course. Students will
meet for the field seminar for two hours weekly to discuss the theoretical
and conceptual concepts learned in the classroom with the practical
experiences in field placement. The hours in field seminar do not count
toward the required field hours. Both residential and online students are
expected to complete a minimum of 400 field hours.
Residential students must complete their field hour over the course of one
semester within one practice setting that employs social workers. The
Senior Field Experience and Seminar course (SOWK 470) is only offered
during the Fall semester.
Online students are expected to complete their senior field hours over two
courses. In the Senior Field Experience and Seminar A course (SOWK 475),
online students will complete a minimum of 300 field hours over the
course of one semester within one practice setting. Then, in the Senior
Field Experience and Seminar B course (SOWK 477), students will complete
13
a minimum of 100 field hours over the course of another semester within
one practice setting. These two courses may be taken concurrently.
B.3 Field Experience and Seminar Course Grade
For both residential and online students, junior and senior field experience and
seminar courses are graded on an A to F scale. Students receive one grade
for both the completion of field work and participation in the seminar.
Please see the course syllabi for additional requirements for these courses.
C. Field Education Enrollment Documents
In addition to completing all prerequisite courses, residential and online
students must submit several documents prior to engaging in fieldwork.
These documents must be uploaded to social work field education website
by the due dates set by the Department of Social Work. Students must
complete and submit the Initial Field Admission Checklist Form (See field
website for form.) to document their status of completing prerequisites
and to ensure that all initial enrollment documents are submitted to the
Department. Please see the Student Pre-Placement Checklist (See field
website for form.) for details on submission due dates for field forms and
additional required documents.
C.1 Acknowledgement of Field Manual Review
It is imperative that students read the entire field manual to become
familiar with all policies and procedures that govern the BSSW field
education program. Students must sign and submit the Acknowledgement
of Field Manual Review Form (See field website for form.) as
documentation that they have read and understood the contents of the
manual and understand the Department’s expectation that they adhere to
the policies and procedures detailed within the manual. A new version of
the manual will be available at the beginning of each academic year,
warranting students to sign a new form each year.
14
C.2 Release of Student Information by the Department of Social
Work
As part of the field placement assignment process, the Field Education
staff of the Social Work Department will need to share student placement
materials and other relevant information with potential agencies or Field
Instructors. This information could include: criminal background
information that comes into the possession of the Social Work
Department or its employees or contractors, student resumes, student
reference letters, liability insurance information, driver’s license and car
insurance information, and prior field placement evaluations (if applicable
or requested). These materials are meant to facilitate the matching process
which generally benefits the student and the Field Instructor.
Students must sign and submit the Release of Information Form (See field
website for form.) indicating their approval to release pertinent
information by the Field Education staff to prospective field agencies.
C.3 Student Resume
Students must develop and submit a professional resume to the
Department of Social Work when applying for junior and senior field
education. Students can find resume examples as well as information
about the resume review procedures on the website of the Career Center.
It is a requirement for students to have their resume reviewed by Liberty
University’s Career Center prior to submission to the Department. Students
must submit the feedback e-mail from the Career Center to the
Department. Students should be aware that the Career Center may take
up to two (2) weeks to provide written feedback.
C.4 Criminal and Child Abuse Background Check
All residential and online students are required to submit to a criminal and
child abuse background check to officially enroll in the BSSW program.
This is a required component of the Introduction to Social Work (SOWK
101) course. The background check is also critical to the field education
15
enrollment process. The results of the background check will be released
directly to the student. Students must then provide a copy of their results
to the Department of Social Work. If students completed the background
check more than one calendar year from the first day of the academic
semester in which they are applying for a field placement, then they must
order a background re-check.
All students must also complete a Disclosure Statement Form (See field
website). This form requests additional information that is important to
consider when matching students to an appropriate agency for field
experience. The form requests disclosure of charges or convictions of any
misdemeanor or felony charge and disclosure of being named as a
perpetrator of a founded report of child abuse or neglect. Answering in
the affirmative will not necessarily preclude students from being able to
secure a field placement but may limit the options for field placement as
well as impact the ability of students to secure personal liability insurance.
The form also requests disclosure of any personal or family issues,
illnesses or addictions that could impair students’ abilities to function well
in a social work capacity for a particular agency or with a particular
population. Depending on the nature and severity of the issue, the
Director of Field Education can assist students in determining whether
certain field placements would not be suitable for them. The goal of this
effort is to secure field placements for students that would not
compromise the well-being of the students and their potential clients.
If students fail to disclose any of the information requested, it cannot be
guaranteed that they will be able to be placed in a field setting or complete
the field education requirements for the BSSW degree.
C.5 Professional Liability Insurance
All residential and online students are required to have professional
liability insurance while engaging in field work. Professional liability
16
insurance provides legal defense and coverage for settlements or damages
from legal action brought against students due to negligent acts,
omissions, and errors while practicing at their field placement setting.
Although it is not common for students to have legal action brought
against them, it is still important to have this protection in place. Liberty
University provides insurance coverage of a minimum of $1 million per
occurrence and $3 million aggregate for residential students.
Online students and students who will engage in international fieldwork
should obtain insurance through the organization recommended by the
specific field agency and provide the Department of Social Work a copy
of their insurance policy. The insurance coverage should be a minimum of
$1 million per occurrence and $3 million aggregate. Please note that
professional liability insurance coverage must start on or before the start
of the field education and seminar course.
C.6 Driver’s License and Car Insurance
Students are responsible for having reliable means of transportation to get
to and from their field placements and any other off-site field activities. If
students plan to use their personal car as their means of transportation
during their field experience, they will need to carry appropriate liability
insurance. Students must provide a copy of their automotive insurance
card and driver’s license to the Social Work Department prior to starting
their junior and senior field experience.
D. Agency Placement Process
D.1 Field Placement Agency Options
The Social Work Department offers a variety of junior and senior field
placement options. All agencies must meet the Department’s required
criteria for agencies supervising students in field experience (See field
website for details).
17
Residential students may choose to interview at any of the approved agencies
or propose other agencies of interest. The current list of approved
agencies for residential students is available in the Field Directory.
Students must select a minimum of three agencies with whom they will
complete interviews. Student will complete and submit their list of
selected agencies in the Student Agency Interview Choice Form (See field
website for form). If students propose any additional agencies outside of
those already approved, they must include on the form the requested
information about the agency and the social worker employed at the
agency and have the social worker sign the form to confirm his/her
willingness to serve as Field Instructor.
Online students must take the initiative to identify at least three potential
agencies in their local community that could serve as their field placement.
Once identified, each student will complete and submit their list of
selected agencies in the Student Agency Interview Choice Form (See field
website for form). Online students must include on the form the
requested information about the agency and the social worker employed
at the agency and have the social worker sign the form to confirm his/her
willingness to serve as Field Instructor.
In addition to the various field placement settings available through the
Department, residential and online students have the opportunity to
complete their senior field hours through Liberty University’s Washington
Fellowship Program. This program offers assistance in securing a
semester-long internship in the Washington DC area, arranges local
housing, and hosts various professional development and networking
activities. This is an ideal program for students interested in a macro
practice setting. For more information about this program and its
requirements, please go to the Washington Fellowship website. Students
interested in this opportunity need to be aware that their acceptance in the
program will depend on the student’s performance and final grade in their
Junior Field Experience and Seminar course and whether they have
maintained good standing with the Department of Social Work.
18
Both residential and online students should note that there is no guarantee
that a proposed agency will be eligible to serve as a field placement. The
Director of Field Education will contact the proposed site to confirm that
they meet the Department’s required criteria for agencies supervising
students in field experience.
Once students’ eligibility for fieldwork has been confirmed and their
initial field education enrollment documents described in the Student PrePlacement Checklist (See field website for enrollment documents and
checklist.) and the forms have been processed, they will be notified about
the next steps in interviewing with prospective field placement agencies.
Please note that students must receive confirmation from the Director of Field
Education prior to moving forward with scheduling interviews with prospective field
placement agencies.
D.2 Field Placement Agency Interviews
Field placement agency interviews provide an opportunity for students to
learn more about each agency, the roles and responsibilities involved in
fieldwork at each agency, and ask specific questions that would facilitate
the agency selection process. These interviews also provide agency
representatives the opportunity to learn more about the students, their
interest in the particular agency, and ask questions that would help them
to determine which students would be the best fit for their agency.
These interviews have the added benefit of providing students an
opportunity to have real-world job interview experiences. Students will be
expected to contact each agency to schedule interviews. Students should
dress professionally and be on time. Students should bring a copy of their
resume to provide to the agency representatives as well as a list of
questions to ask during the interview. Students may also be asked to fill
out an agency job application. Upon receiving notification of their field
placement site, students will send an acceptance letter to the agency where
they will complete their field work as well as a denial letter to those
agencies they did not choose (See field website for sample letters.). These
19
are all standard procedures for any professional seeking employment. To
assist in preparing for the interviews, students should review the resources
on the Career Center website and/or consider contacting the Career
Center to meet with a representative.
It is highly recommended that agencies offer individual interviews rather
than interviewing multiple students at the same time. The dynamics that
come into play with group interviews (i.e. peer pressure, comparing
responses, etc.) may not provide the best environment for assessing
student potential and agency fit. As well, offering individual interviews
will assist in providing students a real-world interview experience.
For junior field experience, students should begin interviewing with different
potential field placements towards the end of the Fall semester. Students
will start their field experience no later than the second week of the
semester. Based on this assumption, students should anticipate working
approximately 15 hours a week in order to complete the minimum 100
field hours over an 8 week period.
For senior field experience, students should begin interviewing with different
potential field placements towards the end of the Spring semester of their
junior year. Students will start their field experience no later than the
second week of the semester. Based on this assumption, students should
anticipate working approximately 32 hours a week in order to complete
the minimum of 400 field hours over a14 week period.
If there is a delay in the start of field experience, it will be the
responsibility of the students to increase the number of hours they work
each week in order to complete their required minimum hours by the end
of the semester.
D.3 Suggested Agenda Items for Field Placement Agency
Interviews
20
As previously stated, students should prepare and bring a list of questions
to ask agency representatives during their interviews. Below are a list of
agenda topics and example questions that students should consider when
preparing their agency questions. Students should also draft specific
questions based on their review of the programs and services that the
agency provides and the populations that the agency serves. This
information is readily available on agency websites.
Agency/Interviewer Background








How many people work for the agency?
What are the disciplines of the staff members (social workers,
counselors, psychologists, teachers, nurses, psychiatrists,
paraprofessionals, etc.)?
Are there other staff members that I would primarily be working
with and would it be possible to meet them?
How would you describe your organizational culture?
How is the agency funded?
How are clients referred to the agency?
Are there any materials you would recommend I read about your
agency’s client population?
How did you get into this field? What do you enjoy about it?
Student Role and Responsibilities





What do you see as the benefits of having a student at this
agency? How can I be helpful?
What are some of the learning activities that a student might be
assigned?
What would a typical day be like for student?
Will I be assigned clients? If so, how many will I have?
Will I be expected to do home visits?
21

Besides the Field Instructor, will there be other staff members
that I will spend a substantial amount of time working with?
Could I meet them today?
Training and Supervision



What kind of agency orientation will be planned for a student?
How would you describe your supervisory style?
How would you describe your teaching style?
Student Selection


What qualities are you looking for in a student?
Are there specific skills or experiences that you are looking for in
a student?
Logistics







What hours do you expect a student to work? Are evenings and
weekend hours possible?
The Department of Social Work does not require students to
complete field hours during breaks (e.g. University holidays,
spring break and reading days). However, I understand that some
agencies may request students to work during these breaks in
order to prevent a disruption in service delivery to clients. Can
you share what your expectations are around this?
Do you expect students to work through Spring Break?
Does the agency require students to have criminal background
checks or immunizations prior to placement? Are there any other
special requirements I should know about?
Is parking available? Is there a cost?
Are there any overnight trips that I should be aware of? If so,
does the agency offer reimbursement for expenses incurred for
the trip (e.g. meals, lodging, etc.)?
Does your agency offer mileage reimbursement to students for
work-related travel?
22



Would I have a workspace here with a desk, phone, and
computer?
How do you address the issue of staff safety?
Would it be possible to tour the agency today?
D.4 Agency Placement Decisions
Once students complete all of their interviews, they will need to fill out
and submit the Student’s Final Choice Form (field website) to
residentialsocialwork@liberty.edu. Agencies will submit their
recommendations to the Social Work Department in the Agency’s Final
Choice Form at residentialsocialwork@liberty.edu. The Director of Field
Education will review the completed forms and make final decisions
based on the preference of the agencies and students.
Although the desire is to place all students in the agency of their first
choice, this may not always be possible. In situations where there are
multiple students who have selected the same first choice agency, the
Director will seek to be as fair as possible in deciding which student will
actually be placed at that agency. The Director will make these decisions
based on several factors including: the timeliness of the submission
(students who submit their paperwork on or before the due date will get
priority), the needs of the agency, and what is in the student’s best
interest.
Students will be notified by e-mail of their final placement. Field
Instructors will also be notified by e-mail if students are assigned to their
agency to complete their field experience.
E. Field Placement Schedules
E1. Field Days
Residential and online students should develop an academic schedule
during their junior and senior years that allows for the field experience to
be scheduled in half-day/full-day segments. Residential students enrolled
23
in the Junior Field Experience and Seminar course will engage in field
work on Tuesday and Thursdays and will attend the field seminar course
from 8:15-9:30am every Tuesday (and some Thursdays). The fieldwork
days for students enrolled in the Senior Field Experience and Seminar
course will be Tuesdays through Fridays and all will be expected to attend
the senior field seminar course that is scheduled for Monday mornings.
The Field Instructor and student are expected to work together to make
decisions about the student’s specific field schedule.
Junior and senior students are welcome to work more than the minimum
hours a week recommended if they desire to complete the required
number of hours prior to the semester ending. However, students must
keep in mind that they must satisfy any agency-specific requirements prior
to ending their field work.
Any additional hours accumulated after students reach the minimum
hours required for their junior field experience may not be used toward
the hours required for their senior field experience.
E2. Holidays and Vacations
Students are responsible for informing their Field Instructors of their
schedules and vacation plans. The Department of Social Work does not
require students to complete field hours during breaks (e.g. University
holidays, spring break, and reading days). However, depending on the
nature of the work, a field supervisor may request that a student work
during these times. For example, if a student has built a relationship with a
particular client, the Field Instructor may want the student to continue
their work with that client during spring break in order to prevent a
disruption in service delivery. Students should ask about these
expectations during their agency interviews.
If a field day falls upon an agency-observed holiday that is not observed
by Liberty University, students must make up the missed hours.
24
E3. Absences Due to Illness or other Circumstances
If students miss hours/days in field due to illness or other special
circumstances, they must make up the missed hours. Students are
expected to notify their Field Instructor in advance of any absence or late
arrival and follow all agency procedures.
Students may want to attend educational events during field placement
hours, such as workshops and conferences. Students should request prior
approval from their Field Instructor to attend these events. The Field
Instructor will determine whether attending the event aligns with the
student’s Learning Contract. If so, time spent attending the activity will
count towards the student’s required field hours.
25
III. MISSION STATEMENT, GOALS, AND
LEARNING OUTCOMES
A. Mission Statement
The mission of Liberty University’s Department of Social Work is to
prepare Christ-centered men and women to impact the world through
competent generalist social work practice by equipping them with the
knowledge, values, and skills of the profession essential for enhancing
individual, family, and community well-being.
B. Program Goals
The goals of Liberty University’s Department of Social Work are to
develop Christ-centered competent social workers, who:
1) advocate for oppressed people groups;
2) embrace the values of the profession;
3) recognize the impact of the environment on human behavior;
4) are empathetic and strength-based;
5) practice with research-informed wisdom;
6) demonstrate cultural and relational humility; and
7) are healthy emotionally, physically, and spiritually.
26
C. Program Learning Outcomes
The student will be able to:
1. Integrate faith in the practice of social work.
2. Identify as a professional social worker and conduct oneself
accordingly.
3. Apply social work ethical principles to guide professional
practice.
4. Apply critical thinking to inform and communicate professional
judgments.
5. Engage diversity and difference in practice.
6. Advance human rights and social and economic justice.
7. Engage in research-informed practice and practice-informed
research.
8. Apply knowledge of human behavior and the social environment.
9. Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services.
10. Respond to contexts that shape practice.
11. Engage, assess, intervene, and evaluate with individuals, families,
groups, organizations, and communities.
27
IV. SOCIAL WORK COMPETENCIES AND
PRACTICE BEHAVIORS
The table below depicts Liberty University’s social work competencies and
the practice behaviors that relate to each competency. The social work
curriculum, including field education, is designed to prepare students to
master each competency through demonstration of each of the practice
behaviors.
SOCIAL WORK
COMPETENCIES
Professional
Identity
SOCIAL WORK PRACTICE BEHAVIORS
Social workers advocate for client access to the
services of social work.
Social workers practice personal reflection and
self-correction to assure continual professional
development.
Social workers attend to professional roles and
boundaries.
Social workers demonstrate professional
demeanor in behavior, appearance, and
communication.
Social workers engage in career-long learning.
Social workers use supervision and consultation.
Ethical
Practice
Social workers recognize and manage personal
values in a way that allows professional values to
guide practice.
28
SOCIAL WORK
COMPETENCIES
SOCIAL WORK PRACTICE BEHAVIORS
Social workers make ethical decisions by applying
standards of the National Association of Social
Workers Code of Ethics and, as applicable, of the
International Federation of Social
Workers/International Association of Schools of
Social Work Ethics in Social Work, Statement
of Principles.
Social workers tolerate ambiguity in resolving
ethical conflicts.
Social workers apply strategies of ethical
reasoning to arrive at principled decisions.
Critical
Thinking
Social workers distinguish, appraise, and integrate
multiple sources of knowledge, including
research-based knowledge, and practice wisdom.
Social workers analyze models of assessment,
prevention, intervention, and evaluation.
Social workers demonstrate effective oral and
written communication in working with
individuals, families, groups, organizations,
communities, and colleagues.
Diversity
in Practice
Social workers recognize the extent to which a
culture’s structures and values may oppress,
marginalize, alienate, or create or enhance
privilege and power.
Social workers gain sufficient self-awareness to
29
SOCIAL WORK
COMPETENCIES
SOCIAL WORK PRACTICE BEHAVIORS
eliminate the influence of personal biases and
values in working with diverse groups.
Social workers recognize and communicate their
understanding of the importance of difference in
shaping life experiences.
Social workers view themselves as learners and
engage those with whom they work as
informants.
Human Rights
& Justice
Social workers understand the forms and
mechanisms of oppression and discrimination.
Social workers advocate for human rights and
social and economic justice.
Social workers engage in practices that advance
social and economic justice.
Research Based
Practice
Social workers use practice experience to inform
scientific inquiry
Social workers use research evidence to inform
practice.
Human Behavior
Social workers utilize conceptual frameworks to
guide the processes of assessment,
intervention, and evaluation.
Social workers critique and apply knowledge to
understand person and environment.
30
SOCIAL WORK
COMPETENCIES
Policy Practice
SOCIAL WORK PRACTICE BEHAVIORS
Social workers analyze, formulate, and advocate
for policies that advance social well-being.
Social workers collaborate with colleagues and
clients for effective policy action.
Practice Contexts
Social workers continuously discover, appraise,
and attend to changing locales, populations,
scientific and technological developments, and
emerging societal trends to provide relevant
services.
Social workers provide leadership in promoting
sustainable changes in service delivery and
practice to improve the quality of social services.
Engagement
Engage, Assess,
Intervene, Evaluate
Social workers substantively and effectively
prepare for action with individuals, families,
groups, organizations, and communities.
Social workers use empathy and other
interpersonal skills.
Social workers develop a mutually agreed-on
focus of work and desired outcomes.
Assessment
Social workers collect, organize, and interpret
client data.
Social workers assess client strengths and
limitations.
31
SOCIAL WORK
COMPETENCIES
Engage, Assess,
Intervene, Evaluate
SOCIAL WORK PRACTICE BEHAVIORS
Social workers develop mutually agreed-on
intervention goals and objectives.
Social workers select appropriate intervention
strategies.
Intervention
Social workers initiate actions to achieve
organizational goals.
Social workers implement prevention
interventions that enhance client capacities.
Social workers help clients resolve problems.
Social workers negotiate, mediate, and advocate
for clients.
Social workers facilitate transitions and endings.
Evaluation
Social workers critically analyze, monitor, and
evaluate interventions.
Faith and Practice
Social workers integrate faith and practice
through a process of ethical reasoning.
Social workers respect spiritual diversity.
Social workers assess client strengths and needs
using a bio-psycho-social-spiritual model.
32
V. NACSW STATEMENT OF FAITH AND
PRACTICE
NACSW is a membership association that seeks to equip its members to
integrate Christian faith and professional social work practice. To this end,
NACSW established a set of values, principles, and standards to guide the
conduct of social workers seeking to professionally integrate the Christian
faith into their social work practice. The NACSW Statement of Faith and
Practice guides the practice of faculty, staff and students of Liberty
University’s Department of Social Work.
33
VI. NASW CODE OF ETHICS
The NASW Code of Ethics is another key set of values, principles, and
standards that guide the conduct of faculty, staff and students at Liberty
University’s Department of Social Work. The Code is relevant to all social
workers and social work students, regardless of their professional
functions, the settings in which they work, or the populations they serve.
A copy of the Code of Ethics is in the student handbook
As described on the NASW website, the NASW Code of Ethics serves six
purposes:
1. The Code identifies core values on which social work’s mission is
based.
2. The Code summarizes broad ethical principles that reflect the
profession’s core values and establishes a set of specific ethical
standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant
considerations when professional obligations conflict or ethical
uncertainties arise.
4. The Code provides ethical standards to which the general public
can hold the social work profession accountable.
5. The Code socializes practitioners new to the field to social work’s
mission, values, ethical principles, and ethical standards.
6. The Code articulates standards that the social work profession
itself can use to assess whether social workers have engaged in
unethical conduct. NASW has formal procedures to adjudicate
ethics complaints filed against its members. In subscribing to this
Code, social workers are required to cooperate in its
implementation, participate in NASW adjudication proceedings,
and abide by any NASW disciplinary rulings or sanctions based
on it.
34
VII. CSWE EDUCATION POLICY AND
ACCREDITATION STANDARDS
The Council on Social Work Education (CSWE) uses the Educational
Policy and Accreditation Standards (EPAS) to accredit baccalaureate- and
master’s-level social work programs. As described on their website,
CSWE supports academic excellence by establishing thresholds for
professional competence. It permits programs to use traditional and
emerging models of curriculum design by balancing requirements that
promote comparability across programs with a level of flexibility that
encourages programs to differentiate. The Liberty University Department
of Social Work is committed to adhering to the EPAS standards and is
currently engaged in seeking accreditation for its new BSSW program.
35
VIII. MUTUAL ROLES AND RESPONSIBLITIES
Field education requires the ongoing cooperation and involvement of
various professionals to provide residential and online students a
comprehensive and quality learning experience in the social work field.
The various roles and responsibilities of each key player are described
below.
A. Liberty University
Liberty University is responsible for the following:






Continuing the process towards securing accreditation from the
Council on Social Work Education for its new Social Work
Department.
Employing leadership staff that have graduate degrees in social
work to oversee the administration of the Department of Social
Work and Field Education.
Employing faculty who have graduate degrees in social work and
the practice experience essential for facilitating learning of social
work theory, skills, and values.
Overseeing faculty and staff adherence to the NASW and
NACSW Codes of Ethics and CSWE Education and Policy
Accreditation Standards.
Providing liability insurance coverage of a minimum of $1 million
per occurrence and $3 million aggregate for residential students.
Offering, through the Office of Risk Management, a $10,000
accident insurance policy benefit to all residential students
attending the Lynchburg, VA campus. This benefit, subject to
the terms and conditions of the policy, provides coverage for an
accidental injury sustained by the residential student when there is
no coverage or when the student has co-payments or deductibles
remaining after having filed with their primary insurer. The
36
University does not provide health insurance coverage to
students.
B. Director of Field Education/Field Seminar Professor
The Director of Field Education also serves as the Field Seminar
Professor. The roles and responsibilities of this individual include the
following:










Development, oversight, and continuity of the field education
programs and policies.
Develop relationships with community agencies and enlist their
support in serving as potential field placements.
Confirm eligibility of agencies to serve as field placements.
Confirm eligibility of individual professionals to serve as Field
Instructors for social work students.
Execute agreements between the agencies and the university as
needed.
Coordinate, monitor, and evaluate the student’s field experience
to insure optimal learning and professional development through
site visits, conference calls, and review of student self-evaluations
and Field Instructor evaluations of the student.
Conduct an observation of residential students in their field
placement setting and participate in debriefing sessions with the
students.
Provide guidance to agency staff as they conduct student
observation and debriefing sessions for online students in their
field placement setting or residential students in international field
placement settings.
Monitor the performance of Field Instructors and their agencies
for quality assurance and field program improvement purposes.
Provide consultation and assistance to the student and Field
Instructor as necessary.
37





Serve as the initial contact for concerns from students, Field
Instructors or any other agency personnel.
Teach a weekly field seminar course for junior and senior
students engaged in field experience.
Lead a field education orientation meeting for students and Field
Instructors as well as workshops on field-related topics.
Disseminate field-related literature and materials to students and
Field Instructors to facilitate continued education.
Keep records of the students’ time spent in field through the
receipt of weekly timesheets.
C. Students
Students’ roles and responsibilities include the following:

Develop a professional resume with support from the Career
Center and submit the resume along with the feedback e-mail
from the Career Center to the Department.

Complete all required field education enrollment forms and
provide additional documentation (e.g. resume, proof of
professional liability insurance, car insurance, background check,
etc.) by the due dates set by the Department of Social Work.

Submit the Student’s Agency Interview Choice Form that
identifies the student’s preferred agencies for field experience.
(See field website.)

After receiving approval from the Director of Field Education,
contact at least three (3) agencies to arrange pre-placement
interviews and be prepared with questions that to facilitate
gathering information during the interviews.
38

After all interviews are complete, rank the top three agency
choices and submit the Student’s Final Choice Form (See field
website).

Send denial letters to the agencies not chosen and an acceptance
letter to the agency where the student will complete their field
experience and submit copies of the letters to the Department.

Complete agency requirements (e.g. drug test, agency specific
paperwork, etc.) by the due dates set by the agency assigned for
field experience.

Complete an Affiliation Agreement with support from the Field
Instructor and submit final version with necessary signatures to
the Department.

Develop an academic schedule during their junior and senior
years that allows for their field experience to be scheduled in halfday/full- day segments.

Perform in a responsible professional manner, keeping
commitments to the agency, the Field Instructor, the clients, and
the Department of Social Work.

Dress in professional attire on field days.

Be on time for field work, agency meetings, and client
appointments.

Use professional oral communication (this includes correct verb
usage and the avoidance of inappropriate language including
informal language or slang).
39

Develop a learning contract with support from the Field
Instructor and Director of Field Education and secure
appropriate signatures on the contract forms.

Schedule and participate in a learning contract meeting with the
Field Instructor and Director of Field Education.

Seek advice and consultation or help as necessary from their Field
Instructor or the Director of Field Education.

Schedule an observation visit with the Director of Field
Education at the agency as well as participate in a debriefing
session following the visit.

Report unethical or illegal practices within the agency to the
Director of Field Education as soon as possible.

Provide as much advance notice a possible to the agency Field
Instructor about absences and tardiness, as is expected in
professional employment.

Complete work assigned by the Field Instructor in the agency and
the accountability documents required by the Department of
Social Work within specified deadlines, such as the Weekly Field
Experience Time Sheet.

Participate in weekly supervision meetings with the Field
Instructor. Prepare an agenda for regular supervisory meetings
with Field Instructor using the Field Experience Supervisory
Agenda form and submit this form to the Department weekly.

Complete and submit weekly journal logs to Field Seminar
Professor.
40

Conduct self as a member of the social work profession and
abide by agency work policies and procedures.

Adhere to Liberty University’s Honor Code at all times.

Apply principles of social work learned in the classroom to the
field and strive continuously to improve skills through periodic
self-evaluation.

Attend field seminar class weekly and actively participate in class
activities, assignments and discussions.

Learn the code of ethics of the social work profession and apply
these principles in field experience at all times.

Seek opportunities to engage in practice behaviors that relate to
the social work competencies

Have a car or other reliable means of transportation for field
experience.

Be teachable and receptive to feedback given by the Field
Instructor.

As necessary, participate in site visit meetings and phone
conferences during the field experience with the Director of Field
Education and the Field Instructor.

Attend ALL required social work program events. For online
students, watch all videos and informational presentations required
by the Department.

Complete a self-evaluation of their performance in applying the
practice behaviors associated with the core competencies using
the SWEAP Field Placement/Practicum Assessment Instrument
41
(FPPAI). Also, complete an evaluation of their field experience
and agency.

Complete all field experience requirements by the set dates in
order to satisfactorily complete the course.
D. Field Instructor
The Field Instructor’s roles and responsibilities include the following:

Complete and submit a Field Instructor Information Form (See
field website).

Attend the Field Instructor orientation and training session.

Sign or have an agency official sign an Affiliation Agreement.

Develop a learning climate and environment for the student in
the agency through a workable learning/teaching plan or
structure.

Provide the student an orientation to the agency that includes a
tour of the facilities, and a review of the agency policies,
procedures and resources.

Ensure access to agency manuals, policy statements, and case files
as needed for the student.

Educate students about personal risks (i.e. physical health and
safety) and appropriate protections as describe in agency policy.

Provide suitable space and resources for students at the agency
(e.g. desk, computer, telephone, etc.).

Provide guidance in the development of the students’ Learning
Contracts and sign the contract forms.
42

Participate in a Learning Contract meeting with students and
Director of Field Education.

Evaluate students’ progress toward meeting their learning goals as
well as the social work competencies.

Meet with students at least weekly for supervision to provide
feedback and act as educator and model. Use the Supervisory
Agenda to guide the meeting and sign the form after each
meeting.

Structure assignments to help the student: (1) learn a broad range
of social work interventions common to generalist social work
practice and (2) engage in practice behaviors associated with the
core social work competencies.

Encourage innovative practices that are congruent with the
program’s objectives, ethics, and values of the profession.

Review and sign the student’s Weekly Field Experience
Timesheet.

Promptly contact with the Director of Field Education if
problems arise with students during placement.

Be available to students in emergency situations.

Promptly notify the Director of Field Education of the need to
take an unanticipated, extended leave of absence and work with
the Director to explore alternative plans for supervision of the
student.

Prepare a final evaluation of the students’ progress in completing
learning contract goals and students’ performance in applying the
practice behaviors associated with the core competencies using
43
the SWEAP Field Placement/Practicum Assessment Instrument
(FPPAI).

As necessary, participate in site visit meetings and phone
conferences during the field experience with the Director of Field
Education and student.
XI. HANDLING CHALLENGES DURING FIELD
EXPERIENCE
A. Finishing Field Experience Late
There may be some extenuating circumstances such as an athletic
schedule or a personal matter that hinder students from completing their
hours in one semester. If these or other circumstances were to occur,
students may contact the Director of Field Education to request approval
to receive additional time to complete their required field hours. Students
must receive advanced approval prior to continuing to complete field
hours beyond one semester. If approved, this accommodation will
require the establishment of a written contract that includes the following:
1) number of remaining hours to be completed, 2) the anticipated date by
which the hours will be completed, 3) the day established for weekly
agency supervision, and 4) the weekday and time to meet with the
Director of Field Education (or an assigned professor) to turn in weekly
paperwork and to discuss any field issues.
B. Changing Agency Experiences
Students are expected to remain at the agency assigned to complete their
field hours over the course of a semester. However, unusual
circumstances may arise which may necessitate a change in agency
experiences. The Director of Field Education, Field Instructor, or
student may initiate a change. If students feel their placement needs to be
44
changed for any reason, they must discuss this with the Director of Field
Education. The Director of Field Education will then initiate the change
of placement if necessary.
C. Addressing Grievances
If students have a grievance related to their field experience, they should
first discuss the matter with the person immediately involved. If the
grievance remains unresolved or students are dissatisfied with the
resolution, they should request the assistance of their Field Instructor (or
the Director of Field Education if the Field Instructor is the person that
students have a grievance with). If still unresolved after speaking to the
Field Instructor, students should contact the Director of Field Education
for assistance. If students are dissatisfied with the outcome of these
discussions, they can then bring their grievance to the Director of the
Social Work Department. The student should document all proceedings.
D. Racial Discrimination and Harassment
Liberty University insists that all members of the University Community
are entitled to and shall be afforded an environment free of racism—
whether overt or subtle. Therefore, members of the University
community will not tolerate racial discrimination or harassment of any
kind. Behavior that constitutes racial discrimination or harassment is
prohibited by Title VII of the 1964 Civil Rights Act. This includes, but is
not limited to racial/ethnic slurs, coarse jesting with racial/ethnic
overtones and other forms of communication resulting in disparagement
or intimidation based on race or ethnicity.
It is the expectation of the Department of Social Work that each agency
serving as a field placement will have racial discrimination and harassment
policies in place that guide the expected conduct of agency staff and
volunteers. Students are expected to abide by both the agency and Liberty
University’s policies while at their field placement and any other location
performing field activities.
45
Reporting Process: There is a specific protocol that the student will need
to follow in the event that any of these situations occur.
(1) Students should immediately report the incident to their Field
Instructor and follow any additional agency policies for reporting and
addressing the situation. If the supervisor is the perpetrator of the
harassment or discrimination, students should report the incident to the
alternative staff member indicated in the agency’s policy.
(2) Students should call the Director of Field Education to report the
incident within 24 hours of its occurrence.
(3) Students should complete an Incident Report Form and submit the
form on the field education website within five (5) days of the incident.
As appropriate, the Director will contact students and their Field
Instructors to discuss incidents filed with the Department and determine
if additional corrective action is necessary.
E. Sexual Harassment, Discrimination, and Assault
Liberty University is committed to providing students and employees with
an environment free from all forms of sex-based discrimination which can
include acts of sexual violence, sexual misconduct and disrespect for one
another. Non-consensual sexual intercourse, non-consensual sexual
contact, sexual exploitation, sexual harassment, dating violence, domestic
violence, and stalking are all prohibited at Liberty University. All members
of the Liberty community are expected to treat everyone with a spirit of
Christian love, mutual respect, and individual dignity. The University
provides educational and spiritual programming to promote our
commitment to Biblical principles of abstinence and purity. Our
programming also promotes the awareness of any type of sexual
discrimination prohibited by Title IX of the Education Amendments of
1972 and Title VII of the 1964 Civil Rights Act.
46
It is the expectation of the Department of Social Work that each agency
serving as a field placement will have sexual harassment and
discrimination policies in place that guide the expected conduct of agency
staff and volunteers. Students are expected to abide by both the agency
and Liberty University’s policies around sexual harassment and
discrimination while at their field placement and any other location
performing field activities.
Reporting Process: Student who believe that they have been the subject
of sexual harassment, discrimination, or assault in any form while at their
field placement or while performing field work in another location should
take the following steps described below.
(1) Students should immediately report the incident to their Field
Instructor and follow any additional agency policies for reporting and
addressing the situation. If the Field Instructor is the perpetrator of the
harassment or discrimination, students should report the incident to the
alternative staff member indicated in the agency’s policy.
(2) Students should immediately report the incident to the Title IX Office
and/or to LUPD. Students who would like assistance in contacting local
authorities may request such help from campus authorities.
Brittney Wardlaw
Director of Title IX
University Title IX Office
(434) 582-8948
titleix@liberty.edu
LUPD Emergency (434) 592-3911
LUPD Non-emergency (434) 592-7641
(2) Students should call the Director of Field Education to report the
incident within 24 hours of its occurrence. Students will be given the
option of changing their field experience placement.
47
(3) Students are also required to complete an Incident Report Form and
submit the form on the field education website within five (5) days of the
incident.
For more information on Liberty University’s Sexual Harassment policies
and procedures for students, please see the Student Code of Conduct.
F. Other Personal Safety Issues
Students may experience a situation that compromises their personal
safety while at their field placement agency or while performing field
activities off-site. These situations include personal injury by violent client
or other persons, exposure to or contraction of infectious disease, or
damage to personal property. There is a specific protocol that students
will need to follow in the event that any of these situations occur.
(1) Students should immediately seek medical treatment as necessary,
report the incident to their Field Instructor, and follow any additional
agency policies for reporting and addressing the situation.
(2) Students should call the Director of Field Education to report the
incident within 24 hours of its occurrence.
(3) Students should complete an Incident Report Form and submit the
form on the field education website within five (5) days of the incident.
As appropriate, the Director will contact students and their Field
Instructors to discuss incidents filed with the Department and determine
if additional corrective action is necessary.
If students or Field Instructors have questions about whether a particular
incident is reportable, they may contact the Director of Field Education.
G. Professional Competency Expectations and Restoration Process
48
Field Instructors and Liberty University faculty and staff have a
professional and ethical responsibility to evaluate students on the social
work competencies and associated practice behaviors
As such, the faculty of Liberty will not automatically approve program
completion for students who demonstrate deficits that may interfere with
future professional competence. Instead, a restoration plan will be
formulated in conjunction with the Department, the student, and Field
Instructor. The purpose of the restoration plan is to assist the student in
correcting any deficits in the social work skills or personal, interpersonal,
or ethical problems so that students may successfully continue in the
program. Restoration procedures can include such actions as repeating
particular courses, obtaining personal counseling, completing additional
assignments, and academic dismissal from the Department of Social Work
or Liberty University. Once the student has fulfilled all stipulations of the
restoration plan, the Department of Social Work Leadership Team will
meet to decide if the student is ready to continue.
Students who interview at and are denied placement at an agency due to
inappropriate behaviors or demonstrating poor interviewing skills will be
referred for additional support through the Career Center. Students who
interview at and are denied placement at multiple agencies due to
inappropriate behaviors may be may be given a failing grade and/or
placed on hold and a plan of restoration implemented.
Students enrolled in the Field Experience and Seminar course may be
given a failing grade and/or placed on hold and a plan of restoration
implemented if any of the following apply:

Unprofessional or unethical conduct either at the field agency or
in an interaction with Liberty University faculty and staff.

If the Field Instructor and/or Liberty University faculty
determines that the student’s current emotional, mental or
physical well-being compromises the integrity of the field
49
experience or potentially places the student, or others, in harm’s
way or an unduly vulnerable position.
No hours from a previous placement will be “rolled over” into a second
placement or credited to students if they are placed on hold from
continuing with the Field Experience and Seminar course due to either of
the above circumstances. Students who successfully complete the
restoration plan and are allowed to retake the course, they will need to
start over in completing the minimum number of field hours.
When student misconduct constitutes a violation of the University’s
Honor Code, the Director of Field Education will fill out an Honor Code
Violation form. This will be investigated by the Director of Field
Education. If warranted, the Director of Field Education will bring the
issue to the Director of Social Work. If warranted, the Director of Social
Work will bring the issue to the Department of Social Work core faculty.
In cases involving the Honor Code Violation, students will have an
opportunity to appeal. Students seeking to appeal should follow the
protocols described in the Student Honor Code. The appeal deadlines
must be observed. Written appeals are always required.
H. Field Placement Agency Dismissal or Course Withdrawal
If, during the field experience, a student fails to successfully
demonstration the required skills in the Field Experience and Seminar
course and consequently receives failing evaluations or if a student is
dismissed from their field placement, the Field Instructor will promptly
notify the Director of Field Education. The Director will write an incident
report and send it to the Social Work Department Director. The Director
of Social Work and the Leadership Team will examine the nature and
reason for the skills deficit and/or dismissal and refer to the Restoration
Committee, if warranted. At this point the student may receive a final
grade of “F” for their poor performance and/or dismissal and be placed
on hold in the program in order to fulfill restoration procedures aimed to
address and resolve the verifiable deficits. The Restoration Committee will
50
determine whether the student is eligible to retake the field experience and
seminar course.
If the dismissal involves a violation of the University’s Honor Code, the
Director of Field Education will fill out an Honor Code Violation form,
which will be investigated by the Director of the Social Work Department
and Office of Student Conduct. These restorative procedures can include
such things as requiring the student to retake certain courses and/or seek
personal counseling, etc. If, after restoration, the student is unable to
correct the deficits, the Restoration Committee and the Leadership Team
will meet to decide the best course of action for the student up to and
including removal from the program.
The student has an opportunity to appeal. The final decision regarding a
student’s hours accrued in the field are at the discretion of the Restoration
and Leadership Teams based on a thorough evaluation of the incident.
Students are required to fulfill their semester-long contract with the site. If
a student makes the decision to withdraw from the Field Experience and
Seminar course, then the student will forfeit all field hours earned for the
semester. The student will need to reapply for the Field Education and
Seminar course in a future semester.
51