Longwood University
Social Work Program
Field Education Handbook
1
Table of Contents
Longwood University Mission Statement…………………………………… 4
Social Work Program Mission Statement, Goals and Objectives…………… 4
Field Education Purpose and Learning Objectives……………………………6
A. Field Education Application and Placement Process
Outline of Field Application Process………………………………………..
Field Application Submission and Due Date……………………………....
Reviewing and Processing Applications……………………………………
Finalizing Agency Placements…………………………………………….....
Junior and Senior Placement in the Same Agency………………………....
Appeal by Student to Change Field Placement………………………….....
Selection of Agencies and Field Instructors…………………………………
Recommended Functions of Field Instructors……………………………...
Student Employment in a Field Position…………………………………....
8
9
9
9
10
10
10
11
12
B. Field Education Instruction and Assessment Process
Student Responsibilities………………………………………………………
Field Hours…………………………………………………………………….
Attendance and Time Logs…………………………………………………..
Process Recordings……………………………………………………………
Journals…………………………………………………………………………
Additional Forms and Schedules……………………………………………
Field Instructor and Agency Responsibilities………………………………
Faculty Field Liaison Responsibilities……………………………………….
12
12
12
13
13
13
14
15
C. Field Education Administration
Program Responsibilities……………………………………………………...
Program Evaluation……………………………………………………………
Field Instructor Training and Orientation…………………………………...
Ongoing Training………………………………………………………………
15
15
15
16
D. Risk Management
Statement of Liability Insurance Coverage………………………………….
Automobile Insurance Form………………………………………………….
Risk Management Precautions for Social Workers…………………………
Health Related Risks…………………………………………………………..
Environmental Considerations……………………………………………….
16
17
18
18
18
E. Appendix
Junior Field Application Form………………………………………………..
Senior Field Application Form………………………………………………..
Field Checklist of Requirements……………………………………………...
Resource Reminders and Contacts…………………………………………...
Memorandum of Understanding……………………………………………..
Sample Time Sheet……………………………………………………………..
Logs and Personal Journals…………………………………………………...
21
23
25
26
27
28
31
2
Written Assignments and Writing Skills……………………………………. 31
Professional Behavior in Field Placement…………………………………... 31
Student Processes Recording Formats………………………………………. 32
Process Recording Samples…………………………………………………… 34
Field Assignment Information Form………………………………………… 37
Student Field Visit Form……………………………………………………… 38
Faculty Liaison Field Visit Form……………………………………………… 39
Field Instruction Plan………………………………………………………….. 40
Example Field Instruction Plan………………………………………………. 42
Social Work Student Junior Field Evaluation Form………………………… 44
Social Work Student Senior Field Evaluation Form…………………………..50
F. Code of Ethics: National Association of Social Workers .........................57
3
Longwood University Mission Statement
Longwood University, founded in 1839, is a medium-size, state-assisted,
comprehensive university offering programs leading to the bachelor’s and master’s
degrees. Longwood, coeducational and largely residential, offers courses both on the
main campus and at educational sites in other locations. As a state-assisted institution
of higher education, Longwood is committed to the principles of equal opportunity
and affirmative action.
The primary educational objective of Longwood University is to provide baccalaureate
and graduate degree programs. Its strong commitment to the liberal arts is reflected in
its General Education requirements for all students and in its sponsorships of degree
programs in the humanities, fine arts, social sciences, natural sciences, and
mathematics. In addition to education, the university offers professional and preprofessional programs in such areas as business, social work, and therapeutic
recreation. Longwood also maintains cooperative programs with other institutions of
higher learning.
Longwood is dedicated to the total education of its students and seeks to provide an
atmosphere supportive of individual development. Through the offices o the Vice
President of Academic Affairs, Vice President for Student Affairs, Deans, and the
Learning Center, Longwood is committed to the intellectual, social, personal, and
career development of each student.
Longwood’s strong commitment to public service and economic development,
primarily for the citizens of Southside Virginia, is reflected in a variety of programs
and services. These include Continuing Education programs, the Small Business
Development Center, and an extensive calendar of public lectures, concerts, art
exhibits and performances. Additional services include the provision of campus
facilities for use by community groups and the encouragement of community service
by faculty, staff, and students.
Social Work Program Mission Statement
The mission of the Longwood University undergraduate Social Work Program is to
prepare practitioners who have the foundation of social work knowledge, theory, and
research through a strong liberal arts based education; to prepare competent and
effective generalist practitioners who become citizen leaders in their respective
communities, while representing and empowering oppressed individuals, groups, and
communities to improve the quality of life; to reduce the inequalities in society through
the use of social justice strategies and effective practice; and to contribute the
knowledge base of practice, research, and theory development about the needs of
diverse populations served by professional social workers.
4
Program Goals and Objectives
Goals:
1. Provide strong liberal arts based education that incorporates coursework from the
natural sciences, humanities, social sciences, mathematics and computer sciences.
2. Provide guided Field Instruction experiences that promote the delivery of effective
services to diverse populations.
3. Provide social work curricula that build on the knowledge and skills acquired in the
liberal arts education and that focuses on research, knowledge, theories and skills that
develop effective generalist social work practitioners.
4. Encourage understanding and respect for the person-in-environment
conceptualization, diversity, inequalities and the changing needs of a complex society,
and use this information to address social injustices.
5. Support faculty and student research and knowledge building to ensure excellence in
learning and teaching.
Objectives (EPAS):
1. Communicate effectively, both orally and in writing, with diverse constituencies.
2. Think critically and apply analytic skills in understanding current issues in providing
effective services to diverse clientele.
3. Use current technology to locate and disseminate information.
4. Understand the biological and psychosocial developmental stages of individuals.
5. Recognize the importance of diversity and its implications for effective social work
practice.
6. Understand the core values that form the basis of the profession of Social Work to
include service, social justice, dignity, and worth of the person, importance of human
relationships, integrity, and competence.
7. Integrate knowledge, skills and abilities to provide direct and indirect services in
diverse practice settings.
8. Use information gained from continuous self-assessment to recognize when changes in
behavior and practice are needed.
9. Enable faculty to engage in research, practice, and other knowledge building activities.
10. Synthesize and use various theoretical approaches in understanding the needs of
clientele and in the provision of services to clientele at the micro, mid and macro levels
of practice.
11. Conduct and understand the results of research projects and apply the information to
practice settings of diverse sizes.
12. Present self in a professional manner.
13. Recognize the impact of oppression and discrimination on such groups as women,
gays and lesbians, older Americans, disabled, African-Americans, Hispanics, Native
Americans and other groups identified as being treated in an inequitable manner in
society.
14. Use knowledge and skills to reduce inequalities and injustices in society.
5
Field Education Purpose and Learning Objectives: Generalist Perspective
Field education in social work is a critical component in the completion of student
training. The purpose of field education at Longwood is to assist students in
integrating social work program goals and objectives through applied field education
training and experiences. Upon completion of coursework and field education,
students should meet expectations as entry level generalist social work practitioners.
Field education learning objectives are part of the evaluation criteria for both junior
and senior field internships. Students are provided structured opportunities in agency
settings. Students apply and refine social work practice knowledge and skills through
direct contact with individuals, families, small groups, communities and organizations.
The combined junior and senior field experiences provide students comprehensive, in
depth training in the skills of generalist professional social work practice. Juniors and
seniors complete almost identical processes for entry into field education. However,
senior field requires more placement hours and greater depth and competence in the
completion of learning objectives.
Learning Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Upon completion of junior field education, the student will be able to:
Demonstrate an understanding of the role of a generalist social worker.
Utilize and adhere to the NASW Code of Ethics.
Focus on strengths, capacities, and resources of client systems in relation to the broader
environment.
Demonstrate awareness of the agency, its purpose, policies, procedures and service
populations.
Apply beginning skills in collecting and assessing information in planning service
delivery.
Identify resources within the community and assess for appropriate needs.
Demonstrate beginning skills in engaging clients in appropriate working relationships.
Demonstrate beginning skills in applying empirically based interventions utilizing a
generalist social work perspective.
Make appropriate use of weekly supervision from the field instructor.
Demonstrate the ability to integrate social work theory into direct social work practice.
Demonstrate the beginning phases of self-awareness as it relates to the profession of
Social Work.
Use interpersonal skills in a professional manner.
Set priorities, complete tasks, organize work, and manage time effectively.
In addition to the above objectives, upon completion of senior field education, students
will be able to:
1. Select, implement, monitor and begin to evaluate trough agency guidelines
intervention strategies for generalist practice with diverse populations.
6
2. Utilize theory and research to guide and evaluate generalist social work practice.
3. Independently and with weekly supervision perform the day to day tasks of the
generalist social work practitioner.
4. Examine one’s own values and ethics and the importance of continued professional
development
5. Understand and develop the phases of social work practice from the beginning of the
services to termination.
7
A. Field Education Application and Placement Process
OUTLINE OF FIELD APPLICATION PROCESS FOR STUDENTS
Application for field instruction experience is submitted to the
Field Coordinator by the end of the 4th week of the fall semester for
students who plan to do field work in the spring and by the 4th
week of the spring semester for students who plan to do field work
in the summer.
A one-on-one meeting is scheduled with the Director of Field
Education to determine student interests and to discuss placement
options.
Student is notified of potential placement by Director of Field
Education. Student will be instructed to contact the agency for
an interview. Student will notify Director of Field Education
regarding the outcome of the interview.
By the end of November/April, the Director of Field Education
will review required documentation of placements that are being
considered by students and make notification of official
placement decisions.
Director of Field Education will discuss final placement decisions
with Program Coordinator and faculty.
8
FIELD APPLICATION PROCESS
Field Application Submission and Due Date
The Field Application process, for Junior and Senior placements, begins with the
distribution of information regarding field education via email and in SOWK 330 and
430 for students applying for placement the following semester. Applicants for
placement in the spring semester must submit completed applications to the Director
of Field Education by the end of the fourth week of the fall semester. Applicants for
summer placement must submit their applications by the end of the fourth week of the
spring semester. There are no placements in the fall semester. Applications for Junior
or Senior Field Education are in the Appendix.
Reviewing and Processing Applications
By the last week in September, the Director of Field Education will notify the Program
Coordinator and faculty of the number of field education applications received from
the students for the spring semester.
By the third week in February, the Director of Field Education will notify the Program
Coordinator and faculty of the number of field education applications received from
the students for the summer semester.
Shortly after applications have been submitted to the Director of Field Education,
students will be given a scheduled appointment to meet with the Director of Field
Education to review the application, the student’s interests in social work, and the
individual issues such as location, travel, and the like. After students have met with
the Director of Field Education, they will be notified individually to contact a
particular agency for an initial interview. Students will follow up with the Director of
Field Education regarding Program Coordinator and faculty to inform them of the
initial student assignments; and meet with the Program Coordinator and faculty to
inform them of the initial student assignments; and meet with them again immediately
after placement decisions are finalized, but no later than thirty days before the current
semester ends, to discuss the assignments of faculty liaisons for the pending cohort of
student interns.
Finalizing Agency Placements
The Director of Field notifies each student when his/her placement has been finalized.
Placements are finalized by the Director of Field Education based on mutual agreement
among the student, the agency, and the Director of Field Education, and completion of
appropriate forms by the student and the agency, particularly the Memorandum of
Understanding (in the Appendix).
Any student not receiving a confirmed placement within the specified time period will
continue to work with the Director of Field Education to secure a placement. Before
the end of a given semester prior to placement, students who have been placed will
9
receive a final briefing to include a discussion of Field Education policies and
procedures and integrative seminars.
Junior and Senior Placement in the Same Agency



The program discourages duplicate placements for juniors entering the senior field
education process. However, in special circumstances as determined by the Director of
Field Education in consultation with the Program Coordinator, students may complete
a placement in the same agency under the following conditions:
Placement in a different unit of the agency.
Focus on a different population or a different set of services to the same population.
If working with the same population and providing the same types of services, focus
on assignments and activities that differ from the junior placement and clearly
demonstrate compliance with senior level learning objectives.
Appeal by Student to Change Field Placement
Any student appealing their assigned field placement must submit a letter of
justification and explanation to the Director of Field Education. If the Director of Field
Education denies the appeal, the student may submit their request to the Social Work
Coordinator. If the Program Coordinator denies the appeal, the student may submit
the appeal to the Department Chair. If the Chair denies the appeal, the student may
submit the appeal to the Dean of the College of Education and Human Services. In all
cases, Longwood University Policy applies.
Selection of Agencies and Field Instructors
The Social Work Program’s Director of Field Education is responsible for the overall
functioning of the field education process. This responsibility includes selecting
agencies and field instructors; coordinating the training of new and continuing field
instructors; selecting and placing students in agencies; coordinating the evaluation of
agencies, field instructors and students; and ensuring the compliance of field agencies
and field instructors with program requirements and objectives. When possible, both
junior and senior field agencies will meet the criteria below, although senior field
placements are always held to these standards. Agencies and field instructors are
integral parts of social work field education. As such, selection is based on the
following criteria:
Agencies:




Staff and administration with a commitment of professionalism in social work.
Staff with experience and training in social work practice and field instruction.
A commitment to professional social work values and ethics
Adequate physical (work space, telephone, office supplies, etc.), human resources
(clerical support, supervision, instruction, etc.), and training to assist students in
meeting educational goals and objectives.
10



Acceptance of the contractual agreements that are required by Longwood University
and the Social Work Program.
Allow field instructors to participate in periodic training and orientation regarding
Longwood’s program objectives and requirements.
Offer students activities and experiences that are compatible with the student’s
educational goals and objectives and with generalist social work practice.
Field Instructors
Careful judgment is given to the selection of Field Instructors. Qualifications based on
program CSWE requirements and the goals and objectives of Longwood’s Social Work
Program are applicable.



Possess a CSWE accredited baccalaureate or master of social work degree (with the
preference of at least two years of post-degree experience).
Capacity to provide both instruction and training to students in the fundamentals of
generalist social work practice.
Commitment to the field education process as described by Longwood’s Social Work
Program.
Recommended Functions of the Field Instructor Include:










Provide student with structured and organized orientation to the agency and its
programs.
Assist student in the development and completion of forms and instruments related to
the field education process and learning objectives.
Provide students with appropriate work resources (schedule, office, desk, supplies,
telephone, etc.) as required to meet the student’s educational objectives.
Participate in a minimum of two meetings with the student and faculty liaison to
evaluate and assist the student in meeting learning objectives and program
requirements.
Meet with student on a regular basis, a minimum of one hour a week, to provide
educational instruction, feedback about performance, and professional guidance.
Assist student in applying the generalist model of social work practice.
Assist student in learning fundamentals of social work practice and the phases of social
work intervention applicable in the agency.
Assist student in integrating social work theory and knowledge into practice skills and
activities.
Provide evaluative feedback to faculty liaison and/or Director of Field Education
regarding their participation in the field education process with Longwood’s social
work program.
Participate in periodic training and orientation regarding Longwood’s program
objectives and requirements.
11
Student Employment in a Field Placement
While it is acceptable for students to receive educational or training stipends from an
agency in which she/he is completing field education, it is the general policy of the
social work program that students not participate in paid employment in an agency in
which she/he is receiving field education. In instances in which it is necessary for a
student to complete field education in a place of employment, the following guidelines
apply:




The student must not be places in the same unit or be involved in the same activities
for which he/she is paid as an employee.
The student must be supervised or receive field instruction from a person other than
his/her official supervisor as a paid employee.
The learning objectives and policies of the program remain in full force throughout the
field education process.
Termination of a student’s employment that influences the student’s field placement in
an agency must be discussed with a faculty liaison.
B. Field Education Instruction and Assessment Process
The placement of a student in an agency for field instruction by the Social Work
Program occurs under the guidance of the Director of Field Education, the faculty
liaison, and a field instructor. This relationship calls into action a number of reciprocal
roles and responsibilities. The acceptance of a student to an agency field placement is
viewed as a contract and indicates that a number of agreements have been made
between the agency, the program, and the student. A number of instruments are used
to evaluate student progress in the field; each instrument is listed below with the
person(s) responsible for its completion.
Student Responsibilities
All students are expected to conduct themselves professionally and in accordance with
the rules and regulations (policies) of the agency, the social work program, and the
Values and Code of Ethics of the social work profession (Code of Ethics is in
Appendix). Additional responsibilities include:
Field Hours
Juniors must complete 180 hours in the field and seniors must complete 500-600 hours.
These hours are usually completed within one semester or the summer session. Juniors
must be in their placement a minimum of 8 weeks. Seniors will remain in their
placement through the last day of classes for that semester.
Attendance and Time Logs
Students are expected to develop a work schedule with their field instructor. Students
are expected to comply with the schedule and to document attendance via a time log
12
(see Appendix). School holidays may not apply to a student’s field schedule if an
absence causes a serious interruption in training and/or the services a student may be
providing to clients as part of an internship.
Process Recording (Forms is in Appendix)
A process recording is an important tool in the field education process. It assists in
identifying how well students are integrating social work knowledge and skills in
work with clients and other professionals. Thus, students are required to complete
process recordings as part of his/her social work training. Juniors are required to
complete at least one process recording. Seniors are required to complete at least two
process recordings. Process recordings must be made available to the faculty liaison.
Journals
Each student is required to keep a journal of thoughts and feelings pertaining to the
field experience. The journal must be completed each day in the field and can either be
typed or hand written. The journal must be made available to the faculty liaison for
review. Below is a sample journal entry:
August 25, 2009
Today I worked with a man who was diagnosed with depression and adjustment
disorder. I was asked by my supervisor to provide case management services and
refer him to a licensed clinical social worker who specializes in alcoholism. I was
trying to refer the patient to Alcoholics Anonymous. However, he started raising his
voice and yelling that I don’t understand his problem. I feel he thinks I’m too young
and that because I’m a female I don’t know what I’m doing. I felt really hurt and angry
at the same time. It made me want to run away from the profession and escape. It was
a really tough day on all levels.
Additional Forms to be Completed by Students
1. Within the 1st week of placement in an agency, students are to submit to the faculty
field liaison a copy of the Memorandum of Understanding (in Appendix) with all
appropriate agency signatures and related information.
2. By the end of the 2nd week in the agency, students are required to submit to their
faculty field liaison a completed Field Assignment Information Form (see Appendix).
A copy of this form is required before any faculty member will make a field visit.
Completion of this form is critical and provides up-to-date information for contacting
the student and making appointments.
3. By the 3rd week of placements students must submit a Field Instruction Plan (see
Appendix) to the faculty field liaison. Field Instruction Plans may be amended as the
field education experience proceeds. However, any major changes must be brought to
the attention of the faculty field liaison for discussion and review with the field
instructor. The development of the Field Instruction Plan will be discussed in
integrative seminar meetings.
13
4. Each student is to provide the visiting faculty field liaison with the following materials
at the time of the field visit
a. Up-to-date student log and time sheets
b. Field Instruction Plan
c. Field Journals
d. Student Field Visit Form
e. Other assigned materials (i.e. process recordings, project and policy analyses,
agency materials, etc.)
Field Instructor and Agency Responsibilities
The Field Instructor, under the auspices of her/his Agency, agrees to:












Meet with the Faculty Liaison at least two (2) times during the semester, and as often
as may be necessary to address special circumstances pertaining to a student.
Complete a Social Work Student Field Evaluation Form (see Appendix for form) at
least two times a semester, usually at the middle and end of the field internship
experience, and a Field Instructor’s Evaluation of the Field Placement Experience at
the end of each field placement with a student (Director of Field will mail this to the
instructor).
Assist the student with the completion of all required forms for the field liaison visits
and compliance with program policy and procedures (Memorandum of
Understanding, Field Instruction Plan).
Provide the university with sufficient access to ensure the ability of the student to
perform assignments and have an instructional experience conductive to the
development of the Generalist Perspective.
Treat students as individuals in the process of becoming professionals with associated
responsibilities.
Treat students professionally and ethically no matter their race, ethnic origin, sex,
sexual orientation, age, religion, disability, or political beliefs.
Retain the right to dismiss students who cannot function and perform assignments in a
reliable or non-disruptive manner.
Provide students with opportunities to participate in agency assignments and activities
as appropriate to their Field Instruction Plan and educational needs.
Provide regularly scheduled field instructor conferences with the student.
Provide the student with an orientation to the agency and assist in developing a Field
Instruction Plan.
Through Longwood’s social work program, participate in an initial orientation training
and periodically participate in ongoing training regarding the implementation of
Longwood’s field education earning objectives and related processes.
Provide students with physical resources during the placement that include:
o Space for completing agency assignment
o Access to phone, fax, computer, etc., compatible with assignments
o Office supplies, as required
o Clerical support where indicated in agency operations
14
o
Access to client/program records appropriate for professional practice
Faculty Field Liaison Responsibilities
The Faculty Field Liaison serves as the direct link between the student, the field
agency, and the social work program. The liaison assigns students grades, attempts to
resolve disputes between the student and the agency/field instructor, and manages the
additional following responsibilities:
 Serves as liaison between program and agency regarding assigned student
 Makes at least two agency visits (meet with the field instructor and the student,
jointly and individually as needed) to evaluate and/or assist the student, and
other forms of contact as needed to make the instruction experience effective
 Provides consultation regarding the instruction of the student educational/training
information required by Longwood’s social work program, and knowledge, skills,
and resources that pertain to social work education and related field instruction
issues
 Completes all required assessment reports (see Faculty Liaison Field Visit Form in
the Appendix) at each visit with the student in the agency
 Provides evaluative comments to the social work program regarding the quality
and effectiveness of the agency and field instructor
 Provides students with education and professional training resources, support, and
guidance as needed
 Assists student with career planning
C. FIELD EDUCATION ADMINISTRATION
Program Responsibilities
The Director of Field Education is responsible for the overall administration (i.e.,
training orientation, coordinating, monitoring, evaluating, etc.) of the field education
component of Longwood’s Social Work Program. This includes maintaining program
compliance with applicable CSWE Standards.
Program Evaluation



The Director of Field Education is responsible for organizing the collection and
assessment of evaluation data that is generated by faculty field liaisons, students, and
field instructors by:
Developing and maintaining data collection instruments (Social Work Student Field
Evaluation, Senior Student Evaluation of Field Internship, Field Instructor’s Evaluation
of Field Placement Experience, Faculty Liaison Evaluations)
Providing support and training in completing forms and instruments
Making timely report of data as required by the program coordinator and by CSWE
Field Instructor Orientation and Training
The Director of Field Education is responsible for the orientation and training of new
field instructors and the ongoing training of all field instructors. Each year, the social
15
work program will provide orientation and training to new field instructors.
Orientation and training will consist of the following:
 Review and discuss the application of field education program policies and
procedures
 Review and discuss field education objectives
 Review and discuss the evaluation of students
 Review and discuss strategies for field instruction
 Review and discuss methods for conflict resolution and problem solving with
student interns
Ongoing Training
Based on annual evaluative information forms from students, faculty liaisons, and field
instructors, the Director of Field Education will identify issues that need to be
addressed and develop resources and/or training for targeted issues. Examples of
training and resources may include:
 Conflict resolution with difficult student interns
 Non-traditional methods of field instruction
 Focused learning activities for student interns
 Strategies for teaching professional documentation
D. Risk Management
Liability Insurance Coverage
Longwood University carries bodily and property damage liability insurance for all
students engaged in observation and field activities. Professional liability is provided
to students in the scope of their assignment.
Any problems should be reported immediately to:
Mrs. Mary Stebbins
Social Work Program Coordinator
Hull Education Building- Room 229
Phone: (434) 395-4914
Email: stebbinsmb@longwood.edu
16
Automobile Insurance Form
Longwood University
Social Work Program Field Office
Hull Education Building- Room 229
o
In accordance with the Office of Risk Management in Richmond, students who drive
private vehicles to/from field service activities must provide the insurance information
requested below. This requirement is for the motorist’s legal protection, the protection
of other students in the vehicle, and/or Longwood University’s protection. If involved
in an accident, the motorist’s insurance carries the primary liability.
o
If the vehicle is not insured, the motor vehicle owner is required to pay to DMV a $500
uninsured motor vehicle fee in addition to normal registration fees. This does not
provide the motorist with any insurance coverage, but allows the vehicle to be
operated in Virginia for a one year period. If involved in an accident, the motorist
remains personally liable.
This form must be on file in the Social Work Program Office prior to driving to the
activity site (insurance or no insurance).
Student’s Name_____________________________ Dr. License ID# ___________
Field Service Activity___________________________________________________
Semester and Year: Summer_____ Fall_____
Spring_____
Year_____
Automobile Make/Model/Year ___________________________________________
Insurance Company______________________________________________________
Insurance Company Address______________________________________________
Insurance Policy Number ______________________________________
17
Risk Management Precautions for Social Workers
The profession of Social Work is a notably safe and low-risk endeavor, in spite of
public opinion. High accountability in professional practice frequently contributes to
safe work environments where training and carefully managed procedures guarantee
security. Students in field instruction agency settings are advised to be conscious of
real risks where they actually exist. In such circumstances each student will be trained
and educated for risk management appropriate for their assignments. Students are
reminded that, should they find themselves in situations where they feel they are at
risk and do not have safeguards in place, they are to seek a safe environment, contact
their Field Instructor and their Faculty Field Liaison. In the event of an incident which
the student or agency feels compromises the student psychologically, emotionally or
physically, the Faculty Field Liaison, the Director of Field Education and/or the Social
Work Program Coordinator should be contacted.
Health-Related Risks
Hepatitis B liver infection is very easily spread and is found in blood, semen, vaginal
fluids, saliva, urine and sweat. Contact with bodily fluids should be avoided, as the
virus can enter a skin opening or through the eyes and mouth.
Hepatitis C liver inflammation may result from exposure to blood or bodily fluids, and
is associated with the increased risks of injecting drug users, health-care workers,
hemodialysis patients, and transfusion recipients.
Workers exposed to HIV/AIDS risk should learn and strictly follow universal
precautions as presented in the field agency. These instructions should at lest cover:
 Preventing injuries if handling needles
 Wearing latex/vinyl gloves when coming in contact with bodily fluids
 Washing hands frequently
 Wearing appropriate protective clothing
 Using resuscitation masks and devises
Patients entrust their personal life and health information to social workers. Workers
should honor confidentiality and not discuss client information in public places,
hallways, elevators, cafeterias, at home, or with any colleague or staff not directly
responsible for the client’s care or service.
Environmental Considerations
Students have all been exposed to and reviewed risk factors associated with hostile
clients, crime, and environments. There are a number of important suggestions that
need to be attended to and employed.
1. Familiar areas can ease one into a dangerous complacency; stay alert when in the
field.
2. Know the community and neighborhoods that you frequent in your work, and
plan your travels for both safety and efficiency. Note such things as street patterns,
18
parking, contained and hidden areas, and lighting. Try to have a companion if the
environment presents multiple challenges and is isolated. Your agency will have
policies and procedures for this kind of situation
3. Dress sensibly and professionally.
4. You should familiarize yourself with your work environment regarding fire
alarms, exit routes, and safe versus unsafe areas of transit and parking.
5. If you get into an uncomfortable situation, leave!
Risk is often manageable. Do not put yourself in a risk situation as the result of not
thinking or planning. Should you encounter a difficult situation or experience a
traumatic incident, follow your agency’s policies. Contact the police as indicated. Seek
appropriate assistance, support, help, and contact your Field Instructor and Faculty
Field Liaison.
19
APPENDIX
20
Application for Junior Field Education
Social Work Program
Longwood University
Name: _________________________________ Age: _____ Class: _____________________
Campus Address: _____________________
Home Address: __________________
_____________________
Phone: (
) __________________________
___________________
Home Phone: ___________________
Email Address: ______________________
Cell phone: ______________________
Academic Advisor: ____________________
Projected Graduation Date: ________
I am requesting a field instruction agency assignment for Junior Field Education in (check
one):
Summer semester ___; Spring semester ___; 20___.
I request that my placement be in the following geographic area:
My transportation arrangements for Field will be:
I understand I must meet the G.P.A. requirements as stated in the Longwood
University Catalog under which I entered. I further understand that if my G.P.A. is or
falls below the required level, my placement will be postponed pending successful
completion of compensating academic course work or change in educational goals.
I have completed, or I am currently enrolled in, the following courses which are
prerequisites or co requisites for Junior Field Education:
___ SOCL 101
___ SOWK 200: Introduction to Human Services
___ SOWK 201: Intro to Social Work and Social Welfare
___ SOWK 300: Social Problems and Dev. Social Policy
___ SOWK 301: Human Behavior & Social Environment I
___ SOWK 302: Human Behavior & Social Environment II
___ SOWK 325: Human Diversity: Populations At-Risk
___ SOWK 330: Methods: Practice I Individuals and Families
I have also completed the following Social Work electives: _______________________.
21
Describe human service experiences you have had, volunteer or paid:
What type of field experiences are you interested in pursuing? (i.e. Client type, field of
practice, etc.)
Briefly describe what you see as your strengths and weaknesses as you prepare for
your first professional practice experience in Social Work:
Do you have any physical limitations, scheduling, health concerns, etc. that should be
considered in making placement arrangements for you? If so, explain:
I understand that this application may be shared with potential field agency
representatives and I have reviewed this application for accuracy and completeness. I
further understand the academic requirements for eligibility for assignment to an
agency as part of the field education experience.
Signed: ___________________________________
Date: _____/_____/_____
Attach a current resume and submit this Field Application by the due date specified.
22
Application for Senior Field Education
Social Work Program
Longwood University
Name: _________________________________ Age: _____ Class: _____________________
Campus Address: __________________________ Home Address:__________________
__________________________
Phone: (
) _____________________________
___________________
Home Phone: ___________________
Email Address: ___________________________ Cell Phone: _____________________
Academic Advisor: ________________________ Projected Graduation Date: _______
I am requesting a field instruction agency assignment for Senior Field Education in
(check one):
Summer semester ___; Spring semester ___; 20___.
I request that my placement be in the following geographic area:
My transportation arrangements for Field will be:
I understand I must meet the G.P.A. requirements as stated in the Longwood
University Catalog under which I entered. I further understand that if my G.P.A. is or
falls below the required level, my placement will be postponed pending successful
completion of compensating academic course work or change in educational goals.
I have completed, or I am currently enrolled in, the following courses which are
prerequisites for Senior Field Education:
___ SOWK 200: Introduction to the Human Services
___ SOWK 201: Introduction to Social Work and Social Welfare
___ SOWK 300: Human Behavior and the Social Environment I
___ SOWK 301: Human Behavior and the Social Environment II
___ SOWK 325: Human Diversity: Populations At-Risk
___ SOWK 320: Social Work Research & Evaluation Design
___ SOWK 330 Methods: Practice I Individuals and Families
___ SOWK 392: Junior Internship
___ SOWK 425: Methods II: Practice Social Work Groups
___ SOWK 430: Methods III: Practice in Communities and Organizations
I have also completed the following Social Work electives: _______________________.
23
Describe human service experiences you have had, volunteer or paid:
What type of field experiences are you interested in pursuing? (i.e., Client type, field of
practice, etc.)
Identify and briefly describe your junior field assignment:
Briefly describe your strengths and weaknesses as revealed during the junior field
experience:
Do you have any physical limitations, scheduling, health concerns, etc. that should be
considered in making placement arrangements for you? If so, explain:
I understand that this application may be shared with potential field agency
representatives and I have reviewed this application for accuracy and completeness. I
further understand the academic requirements for eligibility for assignment to an
agency as part of the Field Education experience, and that I take full responsibility for
completing the required contact hours of practice. Any failure to complete those hours
will be reflected in grade assessment or, if health related, will require my securing an
“incomplete” as stipulated in the Longwood University Catalog.
Signed: ___________________________________
Date: _____/_____/_____
Attach a current resume and submit this Field Application by the due date specified.
24
FIELD REQUIREMENTS EXPLANATIONS AND CHECKLIST
Students in Field Education are to use the following checklist of required assignments.
Completion of these requirements is a part of the students’ own assessment and
responsibility.
1. Within the first week of your placement in the agency, you are to submit to your
faculty field liaison a copy of the Memorandum of Understanding (see Appendix)
with all the appropriate agency signatures and related information. This document, in
conjunction with your Field Instruction Plan (see Appendix), which is to be submitted
to your faculty field liaison by the third week of your placement, will constitute the
agency – program contractual agreement to supply and support a generalist
perspective social work experience for a total of 500-600 hours for seniors and 180 for
juniors. This plan is to be completed by you, the student, in conjunction with your
field instructor and will be reviewed along with other assessment material when the
faculty liaison visits the agency. Field Instruction Plans may be amended as the field
education experience proceeds. However, any major changes must be brought to the
attention of your Faculty Liaison for discussion and review with the Field Instructor.
Field Instruction Plan development will be discussed in integrative seminar meetings.
2. By the end of your second week in the agency, you are required to submit to your
faculty field liaison a completed Field Assignment Information Form (see Appendix).
A copy of this form is critical and provides up-to-date information for contacting you
and making appointments.
3. At each field visit, the field instructor, student, and faculty liaison will review the
Social Work Student Field Evaluation to measure the student’s progress. After that
review, the faculty field liaison will complete a Field Visit Report Form (see
Appendix). Your professional growth and performance will be discussed and you will
be graded at each visit so that you are aware of your progress.
4. Each student is to provide the visiting faculty field liaison with the following materials
at the time of the meetings with the student:
a. Up-to-date Student Log and Time Sheets
b. Field Instruction Plan
c. Field Journals
d. Other assigned materials (i.e. process recordings, project and policy analyses,
agency materials, etc.)
CHECKLIST
_____ Week 1: Memorandum of Understanding
_____ Week 2: Field Assignment Information Form
_____ Week 3: Field Instruction Plan
_____ During Visit by Faculty Liaison: Log, Time Sheet, Journal, etc.
25
RESOURCE REMINDERS AND CONTACTS
Social Work Program Coordinator
Mrs. Mary Stebbins
Hull 229
(434) 395-2346
e-mail: stebbinsmb@longwood.edu
Director of Field Education
Mrs. Mary Stebbins
Hull 229
(434) 395-4914
e-mail: stebbinsmb@longwood.edu
Your Assigned Faculty Field Liaison
__________________________
Phone: __________________
e-mail: __________________
Department of Social Work and Communication Sciences and Disorders
Access to Secretary and Department Chair: Phone: (434) 395-2996
Fax: (434) 395-4916
26
Longwood University
College of Education and Human Services
Department of Social Work and Communication Sciences and Disorders
201 High Street, Farmville, VA 23909
MEMORANDUM OF UNDERSTANDING
This memorandum of understanding is made on this ____________________ day of
_________________, 20_____, by and between the SOCIAL WORK PROGRAM of
Longwood University and the ___________________ Agency. We,
_________________________ (name of agency) agree to take ____________
____________________ (name of student) as a Social Work Intern for the ____________
(Spring, Summer, Fall) semester, beginning ____________________________ (date).
Field Instruction in the agency will be provided by (name and telephone number)
__________ ___________________________________________. We have reviewed the
Longwood University “Field Education Handbook” and understand the
responsibilities of the University, the student, and the agency.
APPROVED:
__________________________________
Agency Name
__________________________________
Agency Director
__________________________________
__________________________________
Address
_________________________ ____________________
Phone Number
Fax Number
_________________________________
Date
27
SAMPLE
Time Sheet
__________________________________________ (Name of student)
__________________________________________________ (Senior field placement)
Date
Monday,
5/17/04
Tuesday,
5/18/04
Wednesday
, 5/19/04
Thursday,
5/20/04
Friday,
5/21/04
Monday,
5/24/04
Tuesday,
5/25/04
Wednesday
, 5/26/04
Thursday,
5/27/04
Friday,
5/28/04
Monday,
5/31/04
Tuesday,
6/1/04
Wednesday
, 6/2/04
Thursday,
6/3/04
Friday,
6/4/04
Monday,
6/7/04
Tuesday,
6/8/04
Time
In
8:00 am
Time
Out
5:30 pm
Total
Hours
9.5
8:00 am
5:30 pm
9.5
8:00 am
5:30 pm
9.5
8:00 am
5:30 pm
9.5
Absent
Absent
Absent
Absent
8:00 am
Dental
Appt.
5:30 pm
Dental
Appt.
9.5
8:00 am
5:30 pm
9.5
8:00 am
5:30 pm
9.5
8:00 am
5:30 pm
9.5
Holida
y
7:00 am
Holida
y
5:30pm
Holida
y
10.5
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
28
Wednesday
, 6/9/04
Thursday,
6/10/04
Friday,
6/11/04
Monday,
6/14/04
Tuesday,
6/15/04
Wednesday
, 6/16/04
Thursday,
6/17/04
Friday,
6/18/04
Monday,
6/21/04
Wednesday
, 6/22/04
Thursday,
6/23/04
Friday,
6/24/04
Monday,
6/27/04
Tuesday,
6/28/04
Wednesday
, 6/29/04
Thursday,
6/30/04
Friday,
7/1/04
Monday,
7/4/04
Tuesday,
7/5/04
Wednesday
, 7/6/04
Thursday,
7/7/04
Friday,
7/8/04
Monday,
7/11/04
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
Absent
Absent
Absent
7:00 am
5:30 pm
10.5
7:00 am
6:00 pm
11
7:00 am
5:00 pm
10
7:00 am
6:00 pm
11
7:00 am
5:00 pm
10
7:00 am
5:00 pm
10
7:00 am
5:30 pm
10.5
7:00 am
5:30 pm
10.5
7:00 am
5:30 pm
10.5
7:00 am
5:30 pm
10.5
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
7:00 am
6:00 pm
11
Holida
y
7:00 am
Holida
y
5:30 pm
Holida
y
10.5
7:00 am
6:00 pm
11
6:30 am
6:00 pm
11.5
7:00 am
6:00 pm
11
2:00 pm
6:00 pm
4
29
Tuesday,
12:00
7/12/04
pm
Wednesday
2:00 pm
, 7/13/04
Thursday,
2:00 pm
7/14/04
Friday,
12:30
7/15/04
pm
Monday,
1:45 pm
7/18/04
Tuesday,
12:30
7/19/04
pm
Wednesday
1:00 pm
, 7/20/04
Thursday,
1:00 pm
7/21/04
Friday,
1:00 pm
7/23/04
Field Hours (5/17/04-7/23/04)
Senior Internship Complete
6:00 pm
6
6:00 pm
4
6:00 pm
4
5:00 pm
4.5
5:15 pm
3.5
5:30 pm
5
5:00 pm
4
5:00 pm
4
4:30 pm
3.5
Total Hours: 600
Total Hours: 600
30
SAMPLE
Logs and Personal Journals of Agency Experiences




Students are required to keep a log and/or personal journal of their experiences in
their field setting. These should include reflective content and personal reactions,
observations on your field experiences, and explorations of your own reactions and
attitudes. The log should be accompanied by a portfolio of materials that should
include:
Administrative material related to your agency such as policy papers, agency
directives, training and orientation materials, forms, etc.
Time sheet(s) identifying days/date/hours in the agency.
Agency work examples cleared for confidentiality (letters, reports, case materials,
projects, client intervention plans, etc.)
Process recording(s).
Written Assignment and Writing Skill
Students are to give considerable attention to the completion of agency assignments
that require written communication skills. Agency protocols, related forms and
correspondence, and reports or case notes are to reflect accuracy, clarity in writing,
professional presentation in format and style, and convey a use of professional
language and syntax. Students will be assessed in this area through a review of agency
written materials related to writing assignments.
Professional Behavior in the Field Placement
Major consideration should be given to a student’s professional growth and the
integration of the generalist perspective in social work practice during the field
education experience. Likewise, students should learn to apply and be guided by
professional social work ethics and values (see Code of Ethics in the Appendix).
31
STUDENT PROCESS RECORDING FORMATS
Longwood University
Social Work Program
Farmville, Virginia 23909
Students are to complete process recordings as assigned by their Faculty Field Liaison
and or Field Instructor; some faculty may wish to employ a process recording format
different from the one provided here. Unless told to do otherwise, use this format.
Students are reminded that all types of professional activities and intervention lend
themselves to being recorded in a process manner (micro-mezzo-macro) and should
reflect the generalist perspective in action.
Example I
I. Purpose of Change Effort- A clear and concise statement in relation to the objectives
and goals of the change effort. Discuss relation between this meeting and previous
client contact. Reflect awareness of agency and worker roles and functions along with
some discussion of client system capacity for change.
II. Observations- General impressions of both physical and emotional climate at the
outset of the change effort and impact on the climate system. Also note theoretical
approaches being employed in making initial assessments and observations and how
they relate to possible change strategies.




III. Content- Describe the change effort as an incident in progress form as it unfolds in
interaction with the client or intervention act. This should at least include:
A description of how this intervention began.
Pertinent factual information and responses of both client and student practitioner in
relation to the actual change effort and application of intervention techniques as
directed by objectives and theories.
A description of the feeling content of both student and client as the intervention
process evolves in this contact. Discussion of the implications of that content for
directing the change effort.
Discussion of the preparation for the next stage/step/change effort and a review of
how this contact was terminated.
IV. Impressions- Applying the strengths perspective and other identified avenues to
resolving challenges and issues in completing the change effort. There should be a
discussion which integrates conclusions based upon theories being employed, agencybased assessment criteria, and related considerations of human diversity and
organizational dynamics which presents what you, the practicing student, observe at
this point in the change effort process.
V. Worker’s Role- Specifically identify and highlight the activity(s) in the change effort
that you feel reflect the application of the generalist perspective being applied. You
32
may cite specific generalist roles, theoretical applications, ethical considerations, client
and/or constituency qualities analyzed, etc. within the change effort context.
VI. Plan- Present a brief statement of plans for the next step in work with this change
effort and discuss justification and capacity of both client and student for that effort.
Example II
Clients
Write out
verbatim
what your
client said
Social
Worker
Write out
verbatim
what you
said
Your automatic
thoughts/feelings/reactions
How are you feeling? What
are your automatic thoughts/
reactions/ questions? (DO
NOT EDIT)
Example III- Tape record or videotape your session then review it with your
Supervisor/Field Liaison.
Example IV- Refer to your assigned social work textbooks.
33
Process Recording
Senior Field Placement
_____________________________ (Name of Student)
___________________ (Date)
Purpose: (Example: Student previously accompanied worker to this home on a CPS
investigation: the client came into the agency for another reason and asked to speak to
the student in reference to the home visit. The family was given a refrigerator but the
need was not really met. The grandmother wanted to ask about their housing needs.
The following is not the exact statement but a recap.)
Client
We
appreciate
the
refrigerator
and the
couch ya’ll
gave us
before, but
we really
need is a
bigger
house. I’m
not asking
ya’ll to buy
us a house,
but show us
what we’ve
got to do.
The house
was left to
me and my
sisters by my
mom and
the lawyer
said I can’t
sell it
without their
signature
and I just
can’t afford
another
place.
The lawyer
said that it
Student
From my
understanding,
you’ve worked
with several
people in the
county before
to get housing
assistance;
what type of
information
did they give
you.
Comments
I didn’t know
what I was
going to tell
my client,
because from
my
understanding,
there is no
assistance in
the area, and
that those who
could assist,
really weren’t
interested.
Have you or
your lawyer
worked to get
those
signatures?
I wonder who
their lawyer is.
If you don’t
mind my
34
was too
much work
because they
are so far
away.
*Jane Doe
asking, who’s
the lawyer?
Yeah, there
is a trailer I
was telling
ya’ll about
when you
came out to
the house,
but they
want too
much for it.
Have you
spoke with the
people selling
it or renting it?
No, someone
else told me
what they
wanted for
it.
Okay.
Another
worker has
listings of
HUD
properties, and
a couple other
places you can
call. Have you
talked with
your EW about
this?
Oh okay, I’m
familiar with
her. Have you
found any
other places,
regardless of
rent?
I knew *Jane
Doe and I
know she has
bigger fish to
fry. She is a
true business
woman,
helping people
isn’t big on her
to do list; she
has her own
agenda in all
cases. The
agency works
with her a lot.
I wonder if she
had made any
contact to
work toward
working out a
payment plan
of some type. I
did remember
her telling me
that they
wanted $400 a
month for it.
I felt so bad
because I was
about to pass
the buck like
so many
people had
done before. I
really wanted
to tell ____ the
real deal: that
if she wanted
to have
anything done
she was going
to have to do it
35
Yea, she
knows and
______ and
they say
they’ve
talked to the
director but
nobody did
anything.
I’m sure they
did talk to the
director; the
thing is, we’re
working with
government
dollars and we
don’t have a
service that
offers housing
assistance and
we can’t move
money from
anywhere else
to assist you.
There are
government
programs that
offer housing
assistance, but
there is only in
Cumber, CPAC. I’ll get
you that
number too.
herself and her
past (she’s an
ex-con) might
bias people
against her.
________ had
talked to the
director about
this. The thing
is, the director
has moved
money from
other founds
to help another
county
resident pay
her rent.
Impression: ____ is in a bad situation, but I don’t believe she does everything she can
to help herself. With some financial prioritizing ____ could probably fund her own
move. Also, there are three adults in the household and no one works. Regardless, the
family needs services and more adequate housing. I also fear that the agency will feel
some repercussions when/if ___ starts to contact outside agencies and tell them about
her living situation (three adults and 10 children in a small two-bedroom house).
Many people, even inside the agency, wonder why some of the children have not been
taken into custody.
Follow up: I have not heard from ____ and do not know whether or not she has
contacted any of the numbers that I have given her. I would suggest financial
counseling services for the family. Many people do not know how to budget and truly
save. Also, if the agency assisted them with contacting a realtor or property owner and
developing a payment plan of some type, they may be able to move.
36
Field Assignment Information Form
Complete this form during the first week of your field placement, and return it to your
assigned Faculty Liaison at Longwood University at the following address:
Social Work Program
Department of Communication Sciences and Disorders & Social Work
Longwood University
201 High Street
Farmville, VA 23909
Student: _______________________________
Agency: ________________________
Agency Address: ______________________________________________________________
_____________________________________________________________________________
Agency Telephone Number: ____________________________________________________
Student’s Work Schedule:
Day
Hours
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Student’s Field Instructor(s) Name: ______________________________________________
Phone Number: _______________________________ Email: _________________________
Student’s residential address and phone number during this semester.
Address:
______________________________________________________________________
Phone Number: ________________________________ Email: ________________________
On the reverse side of this form, please give explicit and accurate directions on how to
locate your agency for visitation.
Thank you,
The Social Work Program
37
Student Field Visit Form
(Student please complete and have ready for Faculty Liaison visit)
Longwood University
Social Work Program
201 High Street
Farmville, VA 23909
Student: ______________________ Agency: _____________________ Date: ___________
Visit #: ________ Agency Field Instructor(s): _____________________________________
1. I have reviewed my experiences and would like to discuss the following Learning
Objectives that I have identified as strengths:
2. I would like to discuss the following Learning Objectives that I have identified as
weaknesses or challenges:
3. I would like to discuss the following issues, problems, topics, and/or concerns
regarding my field instruction experience:
Field Liaison action:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Field Instructor: Attach a copy of this document to the Field Visit Report Form
38
Faculty Liaison Field Visit Form
Longwood University
Social Work Program
201 High Street
Farmville, VA 23909
Student: __________________________________ Please Circle: Junior
Senior
Agency: __________________________________ Date: _____________________________
Faculty Field Liaison: ___________________________________ Visit #: ______________
Date student began placement: ________ Date projected to complete placement: ______
Hours to date: ___________ Scheduling problems: ________________________________
Faculty Field Liaison’s Observations:
Field Instructor’s Comments:
Student’s Comments:
Progress on Learning Objectives:
Strengths:
Weaknesses:





Status of:
Logs:
Process Recordings:
Field Instruction Plan:
Professional Documentation, Agency Jargon/Language, and Writing Skills:
Personal Objectives:
Assessed level of student performance:
__________________________________________________________________________
Areas student needs to work on:
__________________________________________________________________________
Student’s Signature: _________________Faculty Signature: ________________________
Student is to receive a copy of this assessment
39
Field Instruction Plan
Longwood University
Social Work Program
201 High Street
Farmville, VA 23909
Student: _____________________ Please circle: Junior Senior Semester: _________
Agency: _______________________ Agency Field Instructor: ________________________
The student and the agency-based field instructor are to conduct and develop a
developmental plan for guidance of the student’s field education experience. This plan
should carry the student through orientation, a middle phase of actual exposure and
participation in activities, and a final phase of direct practice with client systems. This
plan should serve to focus field instruction and goal attainment. An example of a field
plan has been provided on the following pages.
I. Early Phase
Goals:
Timeframe:
Divisions or units exposed to:
Level of responsibility:
II. Middle Phase
Goals:
Timeframe:
Divisions or units exposed to:
Level of responsibility:
40
III. Final Phase
Goals:
Timeframe:
Level of responsibility:
Divisions or units exposed to:
Level of responsibility:
_____________________________________
(Field Instructor’s Signature)
___________________________________
(Student’s Signature)
41
Example of Field Instruction Plan
Early Phase
Goals:
To gain exposure to agency, to agency program and its members, as
well as to explore possible roles for self within agency framework.
Timeframe:
Weeks 1 and 2
Divisions of units exposed to, specific duties, and level of responsibilities:
Intakes:
Sit in on two intake interviews, learn necessary procedures regarding
paperwork and forms; acquaintance with obtaining necessary
information from outside sources such as hospitals.
Case Management:
Begin to acquaint self with all members of club house, specific bonus on
first five of my caseload; review case records of members.
Unit Involvement:
Discussion of unit activities; minimal level of co-supervision in clerical
and good units; assist in covering club house activities twice weekly.
Middle Phase
Goals:
To become active in service delivery within the agency structure, with
increased responsibility throughout the phase.
Timeframe:
Weeks 3 through 8
Divisions or units exposed to, specific duties, and level of responsibility:
Intakes:
Hold twice weekly interviews, if available, including all necessary
paperwork, formulate recommendations for all admission, target
program and community services needed, highlight client strengths and
weaknesses, present cases at weekly staff meetings.
Case Management:
Develop individual rehabilitation plans with at least 10 clients (through
interviews, observations, an review of records); follow at least 10 clients;
assess areas of strengths and weaknesses; asses need for and arrange
agency and community interventions; coordinate with communitybased therapist, inpatient facility (if applicable), family, agencies, and
any other significant others; have periodic updates of Individual
Rehabilitation Plans; complete all necessary paperwork relevant to
caseload; provide information and recommendations to staff at weekly
meetings; work with clients and ombudsman related to entitlements;
coordinate and provide referral and transitional services to clients
regarding agency jobs, apartments, and community; provide vocational
placement preparation and follow up for clients placed in TEPs
42
(transitional employment placements), including coordination with the
unit supervisor, apartment coordinator, and job developer.
Unit Involvement:
Increased responsibility in co-supervision of clerical food units;
implement “alternative lunch” as new training component in food unit;
coordinate and supervise preparation of Weekly Sheet in clerical unit;
assist in covering club house activities.
Advocacy:
Become aware of entitlement process for public assistance; periodically
assist ombudsman and members of negotiations of entitlement process;
attend at least one legislative/political function designed to assist
severely/chronically mentally ill; attend Progress for Change meeting
once a week.
Community Linkages and Relations:
Accompany community coordinator to local plenary sessions and functions,
attend at least one Advisory Community (business and industry), accompany
job counselor to meetings and interview, attend monthly employment dinner,
and direct contact with clients placed in a job.
Groups:
Attend apartment residents’ groups at least one time, attend Transitional
Employment Placement readiness group at least once, regular attendance in
Progress for Change and Independent Living Skills group, co-lead at least one
education group, prepare and present five other group sessions, prepare group
activity of own choice.
Final Phase
Goals:
To develop competence in all areas of direct service with minimal supervision
in the provision of service.
Timeframe:
Weeks 9-16
Division exposed to, specific duties, and level of responsibility:
There are no clear cut divisions between the middle and final phase. The
primary difference between the two phases consists of the increased level of
responsibility in all areas of service delivery and in all roles performed as
service provider. The level of responsibility gradually increases throughout the
middle phase, so that by the end of the 9th week, I should have attained mastery
of all areas and will require minimal supervision in my work. The specific
duties of the final phase are consistent with the middle phase with two
additions:
I will provide administrative support in managing the overall intake system. I
will lead the prepared group activity of own choice for five sessions.
_______________________________ _______________________________________
(Field Instructor)
(Student)
43
Longwood University
Social Work Program
Social Work Student
Junior Field Evaluation Form
Student:
Field Instructor/Credentials:
Agency:
Faculty Liaison:
Date:
Semester (circle): Spring
Summer
Hours Completed to Date:
This instrument has been developed to assess a student’s progress pertaining to field
education learning objectives for baccalaureate level generalist social work practice.
Each objective is divided into Target Activities that can be evaluated by a rating scale
and field instructor comments. This instrument should be completed at least twice a
semester—at the mid-point and at the end of the placement.
Rating Scale
Rate student using a scale of 1-4
1 = Never meets expectations
2 = Occasionally meets expectations
3 = Consistently Meets expectations
4 = Exceeds expectations
NA = Not Assessed
1. Demonstrates as understanding of the role of a generalist social work practitioner as
demonstrated through
Target Activities
Focused Discussions with field
instructor and other pertinent
agency professionals
Assigned practice activities in the
agency to include assessment,
intervention, evaluation and
related activities.
Student generated reports and
document related to assessment,
intervention, terminations and
evaluation of clients and selfevaluations
Rating and Comments
44
2. Utilizes and adheres to the NASW Code of Ethics as demonstrated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like.
Student generated reports
and document related to
assessment, intervention,
terminations and evaluation
of clients and selfevaluations
Rating and Comments
3. Focuses on strengths, capacities, and resources of client systems in relation to the
broader environment as demonstrated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like.
Student generated reports
and documents related to
assessments, interventions,
terminations and evaluation,
and self-evaluations
Ratings and Comments
4. Demonstrates awareness of the agency, its purpose, policies, procedures and service
populations as indicated through
Target Activities
Focused Discussions with
field instructors and other
pertinent agency
professionals
Ratings and Comments
45
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation, and the like
Student generated reports
and documents related to
assessments, interventions,
terminations and evaluation,
and self-evaluations
5. Applies beginning skills in collecting and assessing information in planning for service
delivery as demonstrated through
Target Activities
Focused Discussions with
field instructors and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like.
Student generated reports
and documents related to
assessment and
interventions.
Ratings and Comments
6. Identifies resources within the community and assesses for appropriate needs of clients
as demonstrated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like.
Student generated reports
and documents related to
assessments, interventions,
termination, and referrals.
Ratings and Comments
46
7. Demonstrates beginning level skills in engaging clients in an appropriate working
relationships as indicated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like.
Student generated reports
and documents related to
assessment, intervention,
termination and selfevaluations
Ratings and Comments
8. Demonstrates beginning level skills in applying empirically based interventions
utilizing a generalist social work perspective as indicated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like.
Student generated reports
and documents related to
assessment, intervention,
termination, evaluation, and
self-evaluations
Ratings and Comments
9. Makes appropriate use of weekly supervision from the field instructor as demonstrated
through
Target Activities
Active participation and
preparation for discussions
with field instructor and
other pertinent agency
professionals
Student generated reports
Ratings and Comments
47
and documents such as
process recordings and
related self-evaluations
Student generated reports
and document related to
assessment, intervention,
terminations and evaluation
of clients and selfevaluations
10. Demonstrates the ability to integrate social work theory into direct social work
practice as indicated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like
Student generated reports
and documents related to
assessment, intervention,
termination, evaluation, and
self-evaluations
Ratings and Comments
11. Demonstrates the beginning phases of self-awareness as it relates to the profession of
Social Work as indicated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like
Student generated reports
and documents such as
process recordings and other
self-evaluation activities
Ratings and Comments
48
12. The ability to use interpersonal skills in a professional manner as demonstrated
through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like
Student generated reports
and documents related to
assessment, intervention,
termination, evaluation, and
self-evaluations
Ratings and Comments
13. Set priorities, complete tasks, organize work, and manage time effectively as
demonstrated through
Target Activities
Focused Discussions with
field instructor and other
pertinent agency
professionals
Assigned practice activities
in the agency to include
assessment, intervention,
evaluation and the like
Student generated reports
and documents related to
assessment, intervention,
termination and selfevaluations
___________________________________
Field Instructor/Credentials
Date
Ratings and Comments
__________________________________
Student
Date
49
Longwood University
Social Work Program
Social Work Student
Senior Field Evaluation Form
Student:
Field Instructor/Credentials:
Agency:
Faculty Liaison:
Date:
Semester (circle):Spring
Summer
Hours Completed to Date:
This instrument has been developed to assess a student’s progress pertaining to field
education learning objectives for baccalaureate level generalist social work practice.
Each objective is divided into Target Activities that can be evaluated by a rating scale
and field instructor comments. The first column is for students to evaluate themselves
and the Instructor Rating column is for the Field Instructor to use in evaluating the
student. This instrument should be completed at least twice a semester—at the midpoint and at the end of the placement. This evaluation should be discussed among the
student, field instructor and the faculty field liaison.
Rating Scale
Rate student using a scale of 1-4
1 = Never meets expectations
2 = Occasionally meets expectations
3 = Consistently Meets expectations
4 = Exceeds expectations
NA = Not Assessed
1. Identifies as a professional social worker and conducts oneself accordingly.
Target Activities
Student SelfAssessment
Instructor Rating
Advocates for client access to the services of
social work.
Practices personal reflection and self-correction
to assure continual professional development.
Understands and attends to professional roles
and boundaries.
Demonstrates professional demeanor in
behavior (timeliness, availability,
responsibility), appearance and communication.
50
Engages in professional developments
opportunities that will establish a pattern of
career-long learning.
Uses supervision and consultation.
Shows integrity in interactions with clients and
professionals.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Applies social work ethical principles to guide professional practice.
Target Activities
Student SelfAssessment
Instructor
Rating
Recognizes and manages personal values in a way
that allows professional values to guide practice.
Makes ethical decisions by applying standards of the
NASW Code of Ethics.
Tolerates ambiguity in resolving ethical conflicts.
Applies strategies of ethical reasoning to arrive at
principled decisions.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Applies critical thinking to inform and communicate professional judgments.
Target Activities
Student SelfAssessment
Instructor
Rating
Distinguishes, appraises, and integrates multiple
sources of knowledge, including research-based
knowledge, and practice wisdom.
Analyzes models of assessment, prevention,
intervention, and evaluation.
Demonstrates effective oral and written
communication in working with individuals, families,
groups, organizations, communities and colleagues.
Please add any comments or note any activities in which the student has exhibited
51
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Engages diversity and difference in practice.
Target Activities
Student SelfAssessment
Instructor Rating
Recognizes the extent to which a culture’s structures
and values may oppress, marginalize, alienate, or
create or enhance privilege and power.
Gains sufficient self-awareness to eliminate the
influence of personal biases and values in working
with diverse groups.
Recognizes and communicates their understanding of
the importance of difference in shaping life
experiences.
Views self as a learner and engages those with whom
he/she works as informants.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. Advances human rights and social and economic justice.
Target Activities
Student SelfAssessment
Instructor Rating
Understands the forms and mechanisms of oppression
and discrimination.
Advocates for human rights and social and economic
justice.
Engages in practices that advance social and economic
justice.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
52
____________________________________________________________________________
6. Engages in research-informed practice and practice-informed research.
Target Activities
Student SelfAssessment
Instructor Rating
Uses practice experience to inform scientific inquiry.
Uses research evidence to inform practice.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
7. Applies knowledge of human behavior and the social environment.
Target Activities
Student SelfAssessment
Rating
Instructor Rating
Utilizes conceptual frameworks to guide the
processes of assessment, intervention and evaluation.
Critiques and applies knowledge to understand person
and environment.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8. Engages in policy practice to advance social and economic well-being and to
deliver effective social work services.
Target Activities
Student SelfAssessment
Instructor
Rating
Analyzes, formulates, and advocates for policies
that advance social well-being.
Collaborates with colleagues and clients for
effective policy action.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
53
____________________________________________________________________________
____________________________________________________________________________
9. Responds to contexts that shape practice.
Target Activities
Student SelfAssessment
Instructor
Rating
Continuously discovers, appraises, and attends to
changing locales, populations, scientific and
technological developments, and emerging
societal trends to provide relevant services.
Provides leadership in promoting sustainable
changes in service delivery and practice to
improve the quality of social services.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
10. Engages with individuals, families, groups, organizations and communities.
Target Activities
Student SelfAssessment
Instructor
Rating
Substantively and affectively prepares for action
with individuals, families, groups, organizations
and communities.
Uses empathy and other interpersonal skills.
Develops a mutually agreed-on focus of work and
desired outcomes.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
11. Assesses individuals, families, groups, organizations and communities.
Target Activities
Student SelfAssessment
Instructor
Rating
Collects, organizes, and interprets client data.
Assesses client strengths and limitations.
54
Develops mutually agreed-on intervention goals
and objectives.
Selects appropriate intervention strategies.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
12. Intervenes with individuals, families, groups, organizations and communities.
Student SelfInstructor
Target Activities
Assessment
Rating
Initiates actions to achieve organizational goals.
Implements prevention interventions that enhance
client capacities.
Helps clients resolve problems.
Negotiates, mediates, and advocates for clients.
Facilitates transitions and endings.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
13. Evaluates individuals, families, groups, organizations and communities.
Target Activities
Student
Instructor
SelfRating
Assessment
Critically analyzes, monitors, and evaluates interventions.
Please add any comments or note any activities in which the student has exhibited
behaviors in this competency (through focused discussions, assigned activities and
documentation, etc):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Please comment on student’s strengths and areas where the student needs continued
knowledge and skill development:
55
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________
Field Instructor/Credentials
Date
___________________________________
Student
Date
56
F. Code of Ethics: NASW
Code of Ethics of the National Association of Social Workers
Preamble
The primary mission of the social work profession is to enhance human well-being and
help meet the basic human needs of all people, with particular attention to the needs
and empowerment of people who are vulnerable, oppressed, and living in poverty. A
historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the well-being of society. Fundamental to social work is
attention to the environmental forces that create, contribute to, and address problems
in living.
Social workers promote social justice and social change with and on behalf of clients.
“Clients” is used inclusively to refer to individuals, families, groups, organizations,
and communities. Social workers are sensitive to cultural and ethnic diversity and
strive to end discrimination, oppression, poverty, and other forms of social injustice.
These activities may be in the form of direct practice, community organizing,
supervision, consultation, administration, advocacy, social and political action, policy
development and implementation, education, and research and evolution. Social
workers seek to enhance the capacity of people to address their own needs. Social
workers also seek to promote the responsiveness of organizations, communities, and
other social institutions to individuals’ needs and social problems.






The mission of the social work profession is rooted in a set of core values. These core
values, embraced by social workers throughout the profession’s history, are the
foundations of social work’s unique purpose and perspective:
Service
Social justice
Dignity and worth of the person
Importance of human relationships
Integrity
Competence
This constellation of core values reflects what is unique to the social work profession.
Core values, and the principles that flow from them, must be balanced within the
context and complexity of the human experience.
Purpose of the NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to
articulate its basic values, ethical principles, and ethical standards. The NASW Code of
Ethics sets forth these values, principles, and standards to guide social workers’
conduct. The Code is relevant to all social workers and social work students, regardless
57
of their professional functions, the settings in which they work, or the populations they
serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work’s mission is based.
2. The Code summarizes broad ethical principles that reflect the profession’s core values
and establishes a set of specific ethical standards that should be used to guide social
work practice.
3. The Code is designed to help social workers identify relevant considerations when
professional obligations conflict or ethical uncertainties arise.
4. The Code provides ethical standards to which the general public can hold the social
work profession accountable.
5. The Code socializes practitioners new to the field to social work’s mission, values,
ethical principles, and ethical standards.
6. The Code articulates standards that the social work profession itself can use to assess
whether social workers have engaged in unethical conduct. NASA 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.
Ethical Principles
The following broad ethical principles are based on social work’s core values of
service, social justice, dignity, and worth of the person, importance of human
relationships, integrity, and competence. These principles set forth ideals to which all
social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address social
problems.
Social workers elevate service to others above self-interest. Social workers draw on
their knowledge, values, and skills to help people in need and to address social
problems. Social workers are encouraged to volunteer some portion of their
professional skills with no expectation of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and
oppressed individuals and groups of people. Social workers’ social change efforts are
focused primarily on issues of poverty, unemployment, discrimination, and other
forms of social injustice. These activities seek to promote sensitivity to and knowledge
58
about oppression and cultural and ethnic diversity. Social workers strive to ensure
access to needed information, services, and resources; equality of opportunity; and
meaningful participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of the
individual differences and cultural and ethnic diversity. Social workers promote
clients’ socially responsible self-determination. Social workers seek to enhance clients’
capacity and opportunity to change and address their own needs. Social workers are
cognizant of their dual responsibility to clients and to the broader society. They seek to
resolve conflicts between clients’ interests and the broader society’s interests in a
socially responsible manner consistent with the values, ethical principles, and ethical
standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an
important vehicle for change. Social workers engage people as partners in the helping
process. Social workers seek to strengthen relationships among people in a purposeful
effort to promote, restore, maintain, and enhance the well-being of individuals,
families, social groups, organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession’s mission, values, ethical
principles, and ethical standards and practice in a manner consistent with them. Social
workers act honestly and responsibly and promote ethical practices on the part of the
organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and
enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills
and to apply them in practice. Social workers should aspire to contribute to the
knowledge bases of the profession.
Ethical Standards
59
The following ethical standards are relevant to the professional activities of all social
workers. These standards concern (1) social workers’ ethical responsibilities to clients,
(2) social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical
responsibilities in practice settings, (4) social workers’ ethical responsibilities as
professionals, (5) social worker’s ethical responsibilities to the social work profession,
and (6) social workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct,
and some are aspirational. The extent to which each standard is enforceable is a matter
of professional judgment to be exercised by those responsible for reviewing alleged
violations of ethical standards.
1. Social Workers’ Ethical Responsibilities to Clients
1.01 Commitment to Clients
Social workers’ primary responsibility is to promote the well-being of clients. In
general, clients’ interests are primary. However, social workers’ responsibility to the
larger society or specific legal obligations may on limited occasions supersede the
loyalty owed clients, and clients should be so advised (Examples include when a social
worker is required by law to report that a client has abused a child or has threatened to
harm self or others.)
1.02 Self-Determination
Social workers respect and promote the right of clients to self-determination and assist
clients in their efforts to identify and clarify their goals. Social workers may limit
clients’ right to self-determination when, in the social workers’ professional judgment,
clients’ actions or potential actions pose a serious, foreseeable, and imminent risk to
themselves or others.
1.03 Informed Consent
(a) Social workers should provide services to clients only in the context of a
professional relationship based, when appropriate, on valid informed consent. Social
workers should use clear and understandable language to inform clients of the
purpose of the services, risks related to the services, limits to the services because of the
requirements of a third-party payer, relevant costs, reasonable alternatives, clients’
rights to refuse or withdraw consent, and the time frame covered by the consent.
Social workers should provide clients with an opportunity to ask questions.
(b) In instances when clients are not literate or have difficulty understanding the
primary language used in the practice setting, social workers should take steps to
ensure clients’ comprehension. This may include providing clients with a detailed
verbal explanation or arranging for a qualified interpreter or translator whenever
possible.
60
(c) In instances when clients lack the capacity to provide informed consent, social
workers should protect client’s interests by seeking permission from an appropriate
third party, informing clients consistent with the clients’ level of understanding. In
such instances social workers should seek to ensure that the third party acts in a
manner consistent with clients’ wishes and interests. Social workers should take
responsible steps to enhance such clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should
provide information about the nature and extent of services and about the extent of
clients’ right to refuse service.
(e) Social workers who provide services via electronic media (such as computer,
telephone, radio, and television) should inform recipients of the limitations and risks
associated with such services.
(f) Social workers should obtain clients’ informed consent before audio taping or
videotaping clients or permitting observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only
within the boundaries of their education, training, license, certification, consultation
received, supervised experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention
techniques or approaches that are new to them only after engaging in appropriate
study, training, consultation, and supervision from people who are competent in those
intervention or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area
of practice, social workers should exercise careful judgment and take responsible steps
(including appropriate education, research, training, consultation, and supervision) to
ensure the competence of their work and to protect clients from harm.
1.05 Cultural Competence and Social Diversity
(a) Social workers should understand culture and its function in human behavior and
society, recognizing the strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients’ cultures and be able
to demonstrate competence in the provision of services that are sensitive to clients’
cultures and to differences among people and cultural groups.
(c) Social workers should obtain education about and seek to understand the nature of
social diversity and oppression with respect to race, ethnicity, national origin, color,
sex, sexual orientation, age, marital status, political belief, religion, and mental or
physical disability.
61
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with
the exercise of professional discretion and impartial judgment. Social workers should
inform clients when a real or potential conflict of interest arises and take responsible
steps to resolve the issue in a manner that makes the clients’ interests primary and
protects clients’ interests to the greatest extent possible. In some cases, protecting
clients’ interests may require termination of the professional relationship with proper
referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or
exploit others to further their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or
former clients in which there is a risk of exploitation or potential harm to the client. In
instances when dual or multiple relationships are unavoidable, social workers should
take steps to protect clients and are responsible for setting clear, appropriate, and
culturally sensitive boundaries. (Dual or multiple relationships occur when social
workers relate to clients in more than one relationship, whether professional, social, or
business. Dual or multiple relationships can occur simultaneously or consecutively.)
(d) When social workers provide services to two or more people who have a
relationship with each other (for example, couples, family members), social workers
should clarify with all parties which individuals will be considered clients and the
nature of the social workers’ professional obligations to the various individuals who
are receiving services. Social workers who anticipate a conflict of interest among the
individuals receiving services or who anticipate having to perform in potentially
conflicting roles (for example, when a social worker is asked to testify in a child
custody dispute or divorce proceedings involving clients) should clarify their role with
the parties involved and take appropriate action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients’ rights to privacy. Social workers should not
solicit private information from clients unless it is essential to providing services or
conducting social work evaluation or research. Once private information is shared,
standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid
consent from a client or a person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the
course of professional service, except for compelling professional reasons. The general
62
expectation that social workers will keep information confidential does not apply when
disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client
or other identifiable person. In all instances, social workers should disclose the least
amount of confidential information necessary to achieve the desired purpose; only
information that is directly relevant to the purpose for which the disclosure is made
should be revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of
confidential information and the potential consequences, when feasible before the
disclosure is made. This applies whether social workers disclose confidential
information on the basis of a legal requirement of the client consent.
(e) Social workers should discuss with clients and other interested parties the nature of
confidentiality and limitations of clients’ right to confidentiality. Social workers
should review with clients’ circumstances where confidential information may be
requested and where disclosure of confidential information may be legally required.
This discussion should occur as soon as possible in the social worker-client relationship
and as needed throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups,
social workers should seek agreement among the parties involved concerning each
individual’s right to confidentiality and obligations to preserve the confidentiality of
information shared by others. Social workers should inform participants in family,
couples, or group counseling that social workers cannot guarantee that all participants
will honor such agreements.
(g) Social workers should inform clients involved in family, couples, marital, or group
counseling of the social worker’s, employer’s, and agency’s policy concerning the
social worker’s disclosure of confidential information among the parties involved in
the counseling.
(h) Social workers should not disclose confidential information to third-party payers
unless clients have authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless
privacy can be ensured. Social workers should not discuss confidential information in
pubic or semipublic areas such as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings
to the extent permitted by law. When a court of law or other legally authorized body
orders social workers to disclose confidential or privileged information without a
client’s consent and such disclosure could cause harm to the client, social workers
should request that the court withdraw the order or limit the order as narrowly as
possible to maintain the records under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to
requests from members of the media.
63
(l) Social workers should protect the confidentiality of clients’ written and electronic
records and other sensitive information. Social workers should take reasonable steps
to ensure that clients’ records are stored in a secure location and that clients’ records
are not available to others who are not authorized to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality
of information transmitted to other parties through the use of computers, electronic
mail, facsimile machines, telephones and telephone answering machines, and other
electronic or computer technology. Disclosure of identifying information should be
avoided whenever possible.
(n) Social workers should transfer or dispose of clients’ records in a manner that
protects clients’ confidentiality and is consistent with state statutes governing records
and social work licensure.
(o) Social workers should take responsible precautions to protect client confidentiality
in the event of the social worker’s termination of practice, incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing clients
for teaching or training purposes unless the client has consented to disclosure of
confidential information.
(q) Social workers should not disclose identifying information when discussing clients
with consultants unless the client has consented to disclosure of confidential
information or there is a compelling need for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with
the proceeding standards.
1.08 Access to Records
(a) Social workers should provide clients with reasonable access to records concerning
the clients. Social workers who are concerned that clients’ access to their records could
cause serious misunderstanding or harm to the client should provide assistance in
interpreting the records and consultation with clients regarding the records. Social
workers should limit clients’ access to their records, or portions of their records, only in
exceptional circumstances when there is compelling evidence that such access would
cause serious harm to the client. Both clients’ requests and the rationale for
withholding some or all of the record should be documented in the clients’ file.
(b) When providing clients with access to their records, social workers should take
steps to protect the confidentiality of other individuals identified or discussed in such
records.
1.09 Sexual Relationships
64
(a) Social workers should under no circumstances engage in sexual activities or sexual
contact with current clients, whether such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients’
relatives or other individuals with whom clients maintain a close personal relationship
when there is a risk of exploitation or potential harm to the client. Sexual activity or
sexual contact with clients’ relatives or other individuals with whom clients maintain a
personal relationship has the potential to be harmful to the client and may make it
difficult for the social worker and client to maintain appropriate professional
boundaries. Social workers- not their clients, their clients’ relatives, or other
individuals with whom the client maintains a personal relationship- assume the full
burden for setting clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former
clients because of the potential for harm to the client. If social workers engage in
conduct contrary to this prohibition or claim that an exception to this prohibition is
warranted because of extraordinary circumstances, it is a social worker- not their
clients- who assume the full burden of demonstrating that that the former client has
not been exploited, coerced, or manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they
have had prior sexual relationship. Providing clinical services to a former sexual
partner has the potential to be harmful to the individual and is likely to make it
difficult for the social worker and the individual to maintain appropriate professional
boundaries.
1.10 Physical Contact
Social workers should not engage in physical contact with clients when there is a
possibility of psychological harm to the client as a result of the contact (such as
cradling or caressing clients). Social workers who engage in appropriate physical
contact with clients are responsible for setting clear, appropriate, and culturally
sensitive boundaries that govern such physical contact.
1.11 Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment includes sexual
advances, sexual solicitation, requests for sexual favors, and other verbal or physical
conduct of a sexual nature.
1.12 Derogatory Language
Social workers should not use derogatory language in their written or verbal
communications to or about clients. Social workers should use accurate and respectful
language in all communications to and about the clients.
1.13 Payment of Services
65
(a) When setting fees, social workers should ensure that the fees are fair, reasonable,
and commensurate with the services performed. Consideration to be given to the
clients’ ability to pay.
(b) Social workers should avoid accepting goods or services from clients as payment
for professional services. Bartering arrangements, particularly involving services,
create the potential for conflicts of interest, exploitation, and inappropriate boundaries
in social workers’ relationships with clients. Social workers should explore and may
participate in bartering only in very limited circumstances when it can be
demonstrated that the arrangement is an accepted practice among professionals in the
local community, considered to be essential for the provision of services, negotiated
without coercion, and entered into at the client’s initiative and with the client’s
informed consent. Social workers who accept goods or services from clients as
payment for professional services assume the full burden of demonstrating that this
arrangement will not be detrimental to the client or the professional relationship.
1.14 Clients Who Lack Decision-Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed
decisions, social workers should take reasonable steps to safeguard the interests and
rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the
event that services are interrupted by factors such as unavailability, relocation, illness,
disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services to clients and professional relationships
with them when such services and relationships are no longer required or no longer
serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are
still in need of services. Social workers should withdraw services precipitously only
under unusual circumstances, giving careful consideration to all factors in the situation
and taking care to minimize possible adverse effects. Social workers should assist in
making appropriate arrangements for continuation of services when necessary.
(c) Social workers in fee-for-service settings may terminate services to clients who are
not paying an overdue balance if the financial contractual arrangements have been
made clear to the client, if the client does not pose an imminent danger to self or others,
and if the clinical and other consequences of the current nonpayment have been
addressed and discussed with the client.
66
(d) Social workers should not terminate services to pursue a social, financial, or sexual
relationship with the client.
(e) Social workers who anticipate the termination or interruption of services to clients
should notify clients promptly and seek transfer, referral, or continuation of services in
relation to the clients’ needs and preferences.
(f) Social workers who are leaving an employment setting should inform clients of
appropriate options for the continuation of services and of the benefits and risks of the
options.
2. Social Workers’ Ethical Responsibilities to Colleagues
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately
and fairly the qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in
communications with clients or with other professionals. Unwarranted negative
criticism may include demeaning comments that refer to colleagues’ level of
competence or to individuals’ attributes such as race, ethnicity, national origin, color,
sex, sexual orientation, age, marital status, political belief, religion, and mental or
physical disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of
other professions when such cooperation serves the well-being of the clients.
2.02 Confidentiality
Social workers should respect confidential information shared by colleagues in the
course of their professional relationships and transactions. Social workers should
ensure that such colleagues understand social workers’ obligations to respect
confidentiality and any exceptions related to it.
2.03 Interdisciplinary Collaboration
(a) Social workers who are members of an interdisciplinary team should participate in
and contribute to decisions that affect the well-being of clients by drawing on the
perspectives, values, and experiences of the social work profession. Professional and
ethnical obligations of the interdisciplinary team as a whole of its individual members
should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to
resolve the disagreement through appropriate channels. If the disagreement cannot be
resolved, social workers should pursue other avenues to address their concerns
consistent with client well-being.
67
2.04 Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a colleague and an
employer to obtain a position or otherwise advance the social workers’ own interests.
(b) Social workers should not exploit clients in disputes with colleagues or engage
clients in any inappropriate discussion of conflicts between social workers and their
colleagues.
2.05 Consultation
(a) Social workers should seek the advice and counsel of colleagues whenever such
consultation is in the best interests of the clients.
(b) Social workers should keep themselves informed about colleagues’ areas of
expertise and competencies. Social workers should seek consultation only from
colleagues who have demonstrated knowledge, expertise, and competence related to
the subject of the consultation.
(c) When consulting with colleagues about clients, social workers should disclose the
least amount of information necessary to achieve the purposes of the consultation.
2.06 Referral for Services
(a) Social workers should refer clients to other professionals when the other
professionals’ specialized knowledge or expertise is needed to serve clients fully or
when social workers believe that they are not being effective or making reasonable
progress with clients and that additional service is required.
(b) Social workers who refer clients to other professionals should take appropriate
steps to facilitate an orderly transfer of responsibility. Social workers who refer clients
to other professionals should disclose, with clients’ consent, all pertinent information
to the new service providers.
(c) Social workers are prohibited from giving or receiving payment for referral when
no professional service is provided by the referring social worker.
2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in
sexual activities or contact with supervisors, students, trainees, or other colleagues
over whom they exercise professional authority.
(b) Social workers should avoid engaging in sexual relationships with colleagues when
there is a potential for conflict of interest. Social workers who become involved in, or
68
anticipate becoming involved in, a sexual relationship with a colleague have a duty to
transfer professional responsibilities, when necessary, to avoid conflict of interest.
2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or
colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests
for sexual favors, and other verbal or physical conduct of a sexual nature.
2.09 Impairment of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s impairment
that is due to personal problems, psychosocial distress, substance abuse, or mental
health difficulties and that interferes with practice effectiveness should consult with
that colleague when feasible and assist the colleague in taking remedial actions.
(b) Social workers who believe that a social work colleague’s impairment interferes
with practice effectiveness and that the colleague has not taken adequate steps to
address the impairment should take action through appropriate channels established
by employers, agencies, NASW, licensing and regulatory bodies, and other
professional organizations.
2.10 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s
incompetence should consult with that colleague when feasible and assist the colleague
in taking remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not
taken adequate steps to address the incompetence should take action through
appropriate channels established by employers, agencies, NASW, licensing and
regulatory bodies, and other professional organizations.
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and
correct the unethical conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures
for handling concerns about colleagues’ unethical behavior. Social workers should be
familiar with national, state, and local procedures for handling ethics complaints.
These include policies and procedures created by NASW, licensing and regulatory
bodies, employers, agencies, and other professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek
resolution by discussing their concerns with the colleague when feasible and when
such discussion is likely to be productive.
69
(d) When necessary, social workers who believe that a colleague has acted unethically
should take action through appropriate formal channels (such as contacting a state
licensing board or regulatory body, an NASW committee on inquiry, or other
professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with
unethical conduct.
3. Social Workers’ Ethical Responsibilities in Practice Settings
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary
knowledge and skill to supervise or consult appropriately and should do so only
within their areas of knowledge and competence.
(b) Social workers who provide supervision or consultation are responsible for setting
clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with
supervisees in who there is a risk of exploitation of or potential harm to the supervisee.
(d) Social workers who provide supervision should evaluate supervisees’ performance
in a manner that is fair and respectful.
3.02 Education and Training
(a) Social workers who function as educators, field instructors for students, or trainers
should provide instruction only within their areas of knowledge and competence and
should provide instruction based on the must current information and knowledge
available in the profession.
(b) Social workers who function as educators or field instructors for students should
evaluate students’ performance in a manner that is fair and respectful.
(c) Social workers who function as educators or field instructors for students should
take reasonable steps to ensure that clients are routinely informed when services are
being provided by students.
(d) Social workers who function as educators or field instructors for students should
not engage in any dual or multiple relationships with students in which there is a risk
of exploitation or potential harm to the student. Social work educators and field
instructors are responsible for setting clear, appropriate, and culturally sensitive
boundaries.
3.03 Performance Evaluation
70
Social workers who have responsibility for evaluation the performance of others
should fulfill such responsibility in a fair and considerate manner and on the basis of
clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that documentation in
records is accurate and reflects the services provided.
(b) Social workers should include sufficient and timely documentation in records to
facilitate the delivery of services and to ensure continuity of services proved to clients
in the future.
(c) Social workers’ documentation should protect clients’ privacy to the extent that is
possible and appropriate and should include only information that is directly relevant
to the delivery of services.
(d) Social workers should store records following termination of services to ensure
reasonable future access. Records should be maintained for the number of years
required by state statures or relevant contracts.
3.05 Billing
Social workers should establish and maintain billing practices that accurately reflect
the nature and extent of services provided and that identify who provided the service
in the practice setting.
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or colleague
contacts a social worker for services, the social worker should carefully consider the
client’s needs before agreeing to provide services. To minimize possible confusion and
conflict, social workers should discuss with potential clients the nature of the clients’
current relationship with other service providers and the implications, including
possible benefits or risks, of entering into a relationship with a new service provider.
(b) If a new client has been served by another agency or colleague, social workers
should discuss with the client whether consultation with the previous service provider
is in the client’s best interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their agencies for
adequate resources to meet clients’ needs.
71
(b) Social workers should advocate for resources allocation procedures that are open
and fair. When not all clients’ needs can be met, an allocation procedure should be
developed that is nondiscriminatory and based on appropriate and consistently
applied principles.
(c) Social workers who are administrators should take reasonable steps to ensure that
adequate agency or organizational resources are available to provide appropriate staff
supervision.
(d) Social work administrators should take reasonable steps to ensure that the working
environment for which they are responsible is consistent with and encourages
compliance with the NASW Code of Ethics. Social work administrators should take
reasonable steps to eliminate any conditions in the organizations that violate, interfere
with, or discourage compliance with the Code.
3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or
arrange for continuing education and staff development for all staff for whom they are
responsible. Continuing education and staff development should address current
knowledge and emerging development related to social work practice and ethics.
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to employers and
employing organizations.
(b) Social workers should work to improve employing agencies’ policies and
procedures and the efficiency and effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of
social workers’ ethical obligations set forth in the NASW Code of Ethics and of the
implications of those obligations for social work practice.
(d) Social workers should not allow employing organization’s policies, procedures,
regulations, or administrative orders to interfere with their ethical practice of social
work. Social workers should take reasonable steps to ensure that their employing
organizations’ practices are consistent with NASW Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in employing
organization’s work assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only
in organizations that exercise fair personal practices.
(g) Social workers should be diligent stewards of the resources of their employing
organizations wisely conserving funds where appropriate and never misappropriating
funds or using them for unintended purposes.
72
3.10 Labor-Management Disputes
(a) Social workers may engage in organized action, including the formation of and
participation in labor unions, to improve services to clients and working conditions.
(b) The actions of social workers who are involved in labor-management disputes, job
actions, or labor strikes should be guided by the profession’s values, ethical principles,
and ethical standards. Reasonable differences of opinion exist among social workers
concerning their primary obligation as professionals during an actual or threatened
labor strike or job action. Social workers should carefully examine relevant issues and
their possible impact on clients before deciding on a course of action.
4. Social Workers’ Ethical Responsibilities as Professionals
4.01 Competence
(a) Social workers should accept responsibility or employment only on the basis of
existing competence or the intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional
practice and the performance of professional functions. Social workers should
critically examine and keep current with emerging knowledge relevant to social work.
Social workers should routinely review the professional literature and participate in
continuing education relevant to social work practice and social work ethics.
(c) Social workers should base practice on recognized knowledge, including
empirically based knowledge, relevant to social work and social work ethics.
4.02 Discrimination
Social workers should not practice, condone, facilitate, or collaborate with any form of
discrimination on the basis of race, ethnicity, national origin, color, sex, sexual
orientation, age, marital status, political belief, religion, or mental or physical
disability.
4.03 Private Conduct
Social workers should not permit their private conduct to interfere with their ability to
fulfill their profession responsibilities.
4.04 Dishonestly, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty,
fraud, or deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial
distress, legal problems, substance abuse, or mental health difficulties to interfere with
73
their professional judgment and performance or to jeopardize the best interests of
people for whom they have a professional responsibility.
(b) Social workers whose personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties interfere with their professional
judgment and performance should immediately seek consultation and take
appropriate remedial action by seeking professional help, making adjustments in
workload, terminating practice, or taking any other steps necessary to protect clients
and others.
4.06 Misrepresentation
(a) Social workers should make clear distinctions between statements made and
actions engaged in as a private individual and as a representative of the social work
profession, a professional social work organization, or the social worker’s employing
agency.
(b) Social workers who speak on behalf of professional social work organizations
should accurately represent the official authorized positions of the organizations.
(c) Social workers should ensure that their representations to clients, agencies, and the
public of professional qualifications, credentials, education, competence, affiliations,
and services provided, or results to be achieved are accurate. Social workers should
claim only these relevant professional credentials they actually possess and take steps
to correct any inaccuracies or misrepresentations of their credentials by others.
4.07 Solicitations
(a) Social workers should not engage in uninvited solicitation of potential clients who,
because of their circumstances, are vulnerable to undue influence, manipulation, or
coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements
(including solicitation of consent to use a client’s prior statement as a testimonial
endorsement) from current clients or from other people who, because of their
particular circumstances, are vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit,
only for work they have actually performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions
made by others.
5. Social Workers’ Ethical Responsibilities to the Social Work Profession
74
5.01 Integrity of the Profession
(a) Social workers should work toward maintenance and promotion of high standards
of practice.
(b) Social workers should uphold and advance the values, ethics, knowledge, and
mission of the profession. Social workers should protect, enhance, and improve the
integrity of the profession through appropriate study and research, active discussion,
and responsible criticism of the profession.
(c) Social workers should contribute time and professional expertise to activities that
promote respect for the value, integrity, and competence of the social work profession.
These activities may include teaching, research, consultation, service, legislative
testimony, presentations in the community, and participation in their profession
organizations.
(d) Social workers should contribute to the knowledge base of social work and share
with colleagues their knowledge related to practice, research, and ethics. Social
workers should seek to contribute to the profession’s literature and to share their
knowledge at professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of
social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of
programs, and practice interventions.
(b) Social workers should promote and facilitate evaluation and research to contribute
to the development of knowledge.
(c) Social workers should critically examine and keep current with emerging
knowledge relevant to social work and fully use evaluation and research evidence in
their professional practice.
(d) Social workers engaged in evaluation or research should carefully consider possible
consequences and should follow guidelines developed for the protection of evaluation
and research participants. Appropriate institutional review boards should be
consulted.
(e) Social workers engaged in evaluation or research should obtain voluntary and
written informed consent from participants, when appropriate, without any implied or
actual deprivation or penalty for refusal to participate; without undue inducement to
participate; and with due regard for participants’ well-being, privacy, and dignity.
Informed consent should include information about the nature, extent, and duration of
the participation requested and disclosure of the risks and benefits of participation in
the research.
75
(f) When evaluation or research participants are incapable of giving informed consent,
social workers should provide appropriate explanation to the participants, obtain the
participants’ assent to the extent they are able, and obtain written consent from an
appropriate proxy.
(g) Social workers should never design or conduct evaluation or research that does not
use consent procedures, such as certain forms of naturalistic observation and archival
research, unless rigorous and responsible review of the research has found it to be
justified because of its prospective scientific, educational, or applied value and unless
equally effective alternative procedures that do not involve waiver of consent are not
feasible.
(h) Social workers should inform participants of their rights to withdraw from
evaluation and research at any time without penalty.
(i) Social workers should take appropriate steps to ensure that participants in
evaluation and research have access to appropriate supportive services.
(j) Social workers engaged in evaluation or research should protect participants from
unwarranted physical or mental distress, harm, danger, or deprivation.
(k) Social workers engaged in the evaluation of services should discuss collected
information only for professional purposes and only with people professional
concerned with this information.
(l) Social workers engaged in evaluation or research should ensure anonymity or
confidentiality of participants and of the data obtained from them. Social workers
should inform participants of any limits of confidentiality, the measures that will be
taken to ensure confidentiality, and when any records containing research will be
destroyed.
(m) Social workers who report evaluation and research results should protect
participants’ confidentiality by omitting identifying information unless proper consent
has been obtained authorizing disclosure.
(n) Social workers should report evaluation and research findings accurately. They
should not fabricate or falsify results and should take steps to correct any errors later
found in published data using standard publication methods.
(o) Social workers engaged in evaluation or research should be alert to and avoid
conflicts of interest and dual relationships with participants, should inform
participants when a real or potential conflict of interest arise, and should take steps to
resolve the issue in a manner that makes participants’ interest primary.
(p) Social workers should educate themselves, their students, and their colleagues
about responsible research practices.
6. Social Workers’ Ethical Responsibilities to the Broader Society
76
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global
levels, and the development of people, their communities, and their environments.
Social workers should advocate for living conditions conductive to the fulfillment of
basic human needs and should promote social, economic, political, and cultural values
and institutions that are compatible with the realization of social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social
policies and institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in public emergencies
to the greatest extent possible.
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks to ensure that
all people have equal access to the resources, employment, services, and opportunities
they require to meet their basic human needs and to develop fully. Social workers
should be aware of the impact of the political arena on practice and should advocate
for changes in policy and legislation to improve social conditions in order to meet basic
human needs and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with
special regard for vulnerable, disadvantaged, oppressed, and exploited people and
groups
(c) Social workers should promote conditions that encourage respect for cultural and
social diversity within the United States and globally. Social workers should promote
policies and practices that demonstrate respect for difference, support expansion of
cultural knowledge and resources, advocate for programs and institutions that
demonstrate cultural competence, and promote policies that safeguard the rights of
and confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of,
and discrimination against any person, group, or class on the basis of race, ethnicity,
national origin, color, sex, sexual orientation, age, marital status, political belief,
religion, or mental or physical disability.
77