Social Work
Student Handbook
2013-2014
Department of Social Work & Sociology
Virginia Union University
Revised 08/29/2013
Table of Contents
Section
Page
Welcome
Mission and Competencies
Curriculum
General Education Requirements
Major Courses for Juniors and Seniors
Social Work Minor
Field Education Overview
Freshmen and Sophomore Experience
Junior Field Practicum
Senior Field Practicum
Field Placement Courses
Program Policies
Criteria for Admission
Life Experience Policy
Advising
Policy and Procedure for Termination from Program
Re-application and Re-admission to the Program
Grievance and Appeal Procedures
Transfer Credits
Graduation Application
Graduate School Applications
Graduate Record Examination
Academic and Classroom Policies
GPA
Textbooks
Class Attendance Policy
Tardiness Policy
Repeated Course Work
Late Work
Extra Credit Work
Incompletes
Cell Phone Policy
Laptop Computer Policy
Dress Code
Academic Dishonesty
Writing in the Social Work Program
Commonly Misused Words
The Social Work Club
2
3
4
4
6
7
8
8
9
9
11
12
12
12
13
13
14
14
15
16
16
16
16
16
17
17
17
17
17
17
17
18
18
18
18
19
21
22
Appendices
National Association of Social Workers Code of Ethics
National Association of Black Social Workers Code of Ethics
Required Courses for Social Work Majors
Council on Social Work Education 2008 Educational Policy and Accreditation Standards
1
24
27
28
37
Department of Social Work & Sociology
1500 N. Lombardy Street, Richmond, VA 23220
Fall 2013
Dear Social Work Student:
It is a pleasure to welcome you on behalf of the Department of Social Work faculty. We look
forward to working with you while you are a student at Virginia Union University.
Our social work curriculum is designed to enable you to acquire knowledge, skills and values
essential for professional generalist practice. It facilitates the integration of theory and practice in
community settings, while sustained, critical self-reflection helps you to develop multicultural
competency skills. This program is fully accredited by the Council on Social Work Education
(CSWE).
Social work is a very demanding, challenging and rewarding profession, and we know that you
will commit yourself to your studies as you prepare to enter the field.
Welcome, as you prepare to be a professional social worker and colleague.
Sincerely,
Dr. Aurand
Beverly Aurand, MDiv, MEd, MSW, PhD
Associate Professor & Advising Coordinator
Department of Social Work & Sociology
2
MISSION AND COMPETENCIES
It is the mission of the Bachelor of Social Work Program to produce generalist practitioners who are
committed to the amelioration of social injustice and discrimination and who are competent in work with
at-risk populations. The program builds upon and validates students’ lived experiences, and helps
students to use themselves and their unique backgrounds to question and articulate environmental issues.
Students are also required to demonstrate social responsibility and a broad range of competencies required
to render quality services at the beginning professional level.
The goals of the program are to:
1. To help students recognize and value their responsibility to be accountable in social work practice
at the micro, mezzo, and macro levels especially advocacy for clients and for social justice.
2. To assist students in the recognition of dynamics of oppression and discrimination on all
populations, with a special emphasis of populations at-risk.
3. To prepare students to conduct ethical research, apply critical thinking skills, and disseminate
findings through effective written and oral communication.
Program competencies specified by the Council on Social Work Education (2008) promote the ability of a
BSW graduate to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Identify as a professional social worker and conduct oneself accordingly.
Apply ethical principles to guide professional practice.
Apply critical thinking to inform and communicate professional judgments.
Engage diversity and difference in practice.
Promote human rights and social justice.
Engage in research-informed practice and practice-informed research.
Apply knowledge of the human condition.
Engage in policy practice to deliver effective social work services.
Respond to and shape an ever-changing professional context.
Engage, assess, intervene and evaluate with individuals, families, groups, communities and
organizations.
3
CURRICULUM
Social workers need a broad liberal arts academic background which is reflected in the General Education
Requirements of the University. In addition to these general requirements, social work majors must
complete specified courses in social work and other disciplines. They may elect courses from a broad
spectrum of both restricted and unrestricted electives.
General Education Requirements for Current Juniors and Seniors
The University’s general education requirements, covering the freshman and sophomore years, provide
each student with a strong background in the major divisions of knowledge. At the end of the sophomore
year, each student should have successfully completed a minimum of 61 semester hours or its equivalent
in the following courses:
Freshman Year Fall
Spring
English 101 or above
Credit
Hours
3
English 102 or above
Credit
Hours
3
Math 115 or above
3
Math 121 or above
3
Physical Ed 101 OR intercollegiate sport
1
CSC 160 (Keyboarding)
1
History 145 OR 146, 201, 202
3
Science 150 and 150L (Biology)
4
OR Bio 111
General Studies 004 Orientation
1
SWK 200 Freshman Seminar
1
Health 101 Personal & Community Health
1
Foreign Language 102 or above
3
Foreign Language 101or above
3
Total Semester Credit Hours
15
Total Semester Credit Hours
15
Sophomore Year Fall
Spring
SWK 255 Introduction to SW
Credit
Hours
3
SWK 256 Communication Skills
Credit
Hours
3
Psychology 101 OR 201
3
Math 201 OR PSY 203 OR CCJ 335
3
(Statistics)
Humanities 225 World Lit 1
3
Humanities 226 World Lit 2
OR Eng 323, 324, 328, 329, 354
Fine Arts: Humanities 210 OR Hum 211
3
OR Eng 323, 324, 328, 329, 354
2
African American Heritage: Art 310
OR Hum 212; Art 308, 309; Mus 201,
OR Rel 235; His 225, 226; Eng 331,
202, 301, 302; THR 305
337; Mus 321, 333, 480; Nsc 290,
Speech 217 OR 203
2-3
Sociology 200
3
Total Semester Credit Hours
16 - 17
4
3
Economics 231 OR FNB 301
3
Total Semester Credit Hours
15
General Education Requirements for Current Sophomores
Freshman Year
Hours
English 101 or above*
3
Grade
English 102 or above*
Hours
3
Math 115 or above
3
Math 121 or above
3
Physical Ed 101 OR intercollegiate sport
1
CSC 160 (or higher keyboarding
1
Grade
course) (Keyboarding)
General Studies 004 Orientation
1
Foreign Language 102 or above
3
Health 101 Personal & Community
1
SWK 255 Introduction to Social
3
Health
Work*
Foreign Language 101or above
3
History 145 OR 146 OR 201 OR 202
3
TOTAL HOURS FOR SEMESTER
15
Sophomore Year
Sociology 200 Social Science # 2
Hours
3
SWK 200 (Freshmen Seminar)
1
TOTAL HOURS FOR
SEMESTER
14
Grade
Economics – 231 (Social
Hours
3
Science # 3) OR FNB 301
Psychology 101 Social Science #1 OR
3
Science 150 and 150L Biology
4
3
Literature: Hum 226
3
Psy 201
Literature: Hum 225 World Lit 1
OR Eng 323, 324, 328, 329, 354
World Lit 2
OR Eng 323, 324, 328, 329, 354
Speech 217 OR 203
2-3
CCJ 335 OR Math 201 OR
3
PSY 203 Statistics
Humanities 210 Fine Arts OR Hum
2
SWK 490 Oral Communication
211, 212; Art 308, 309; Mus 201, 202,
3
Skills *
301, 302; SPD 305
SWK 490 Written Communication
Skills *
3
TOTAL HOURS FOR SEMESTER
16-17
TOTAL HOURS FOR
SEMESTER
5
16
Grade
General Education Requirements for Current Freshmen
Freshman Year
Hours
English 101 or above*
3
Grade
English 102 or above*
Hours
3
Math 115 or above (PREV. 111)
3
Math 121 or above (PREV. 112)
3
Physical Ed 101 OR intercollegiate sport
1
CSC 160 (or higher keyboarding
2
Grade
course) (Keyboarding)
General Studies 004 Orientation
1
Foreign Language 102 or above
3
Health 101 Personal & Community
1
SWK 255 (Introduction to Social
3
Health
Work)*
Foreign Language 101or above
3
History 145 OR 146 OR 201 OR 202
3
TOTAL HOURS FOR SEMESTER
15
Sophomore Year
Sociology 200 (Social Science # 2)
Hours
3
Psychology 101 (Social Science #1) OR
3
2
TOTAL HOURS FOR
SEMESTER
16
Grade
Psy 201
Literature: Hum 225 World Lit 1 OR
Speech 217
SWK 314 Ethics
Hours
3
Science 150 and 150L
4
(Biology)
3
Literature: Hum 226
Eng 323, 324, 328, 329, 354
3
World Lit 2
OR Eng 323, 324, 328, 329, 354
Economics – 231 (Social Science # 3)
African American Heritage: Art
3
3
310; Rel 235; His 225 , 226; Eng
OR FNB 301
331, 337, 338; Mus 321, 333, 480;
Nsc 290, Thr 402
SWK 490 Written Communication
Skills *
3
TOTAL HOURS FOR SEMESTER
15
SWK 490 Oral Communication
3
Skills *
TOTAL HOURS FOR
SEMESTER
6
15
Grade
Major Courses for Current Seniors
Junior Year Fall
Spring
SWK 302 Human Behavior I
Credit
Hours
3
SWK 303 Human Behavior II
Credit
Hours
3
SWK 309 Social Research I
3
SWK 310 Social Research II
3
SWK 311 Social Welfare Policy I
3
SWK 312 Social Welfare Policy II
3
SWK 314-Ethics
3
SWK 324 Practice I
3
Restricted Elective
3
Social Work Elective
3
OR Restricted Elective
Total Semester Credit Hours
15
Total Semester Credit Hours
15
Senior Year Fall
Spring
SWK 424-Practice II
Credit
Hours
3
SWK 425 Practice III
Credit
Hours
3
SWK 426 Field Placement I
4
SWK 427 Field Placement II
4
SWK 428 Senior Seminar I
1
SWK 429 Senior Seminar II
1
SWK 380 Social Discrimination
3
Social Work Elective
3
Social Work Elective
3
Free Elective
3
Free Elective
3
Total Semester Credit Hours
17
Total Semester Credit Hours
14
Major Courses for Current Sophomores and Juniors
Junior Year
SWK 302 Human Behavior 1 *
Hours
3
SWK 309 Social Work Research 1*
Grade
SWK 303 Human Behavior 2 *
Hours
3
3
SWK 310 Social Work Research 2*
3
SWK 311 Social Welfare Policy *
3
Social Work Elective*
3
SWK 314 Ethics*
3
SWK 324 Practice 1*
3
Restricted Elective*
3
Social Work Elective or Restricted
3
Grade
Elective*
TOTAL HOURS FOR SEMESTER
15
TOTAL HOURS FOR SEMESTER
15
Senior Year
SWK 424 Practice 2*
Hours
3
Hours
SWK 425 (Practice 3)*
Hours
3
SWK 426 Field Placement 1*
4
SWK 427 (Field Placement 2)*
4
SWK 428 Senior Seminar 1*
1
SWK 429 (Senior Seminar 2)*
1
SWK 380 Social Discrimination*
3
Social Work Elective
3
Free Elective
3
Free Elective
3
TOTAL HOURS FOR SEMESTER
14
TOTAL HOURS FOR SEMESTER
14
Grade
7
Grade
Major Courses for Current Freshman
Junior Year
SWK 302 Human Behavior 1 *
Hours
3
SWK 380 Social Discrimination*
SWK 311 Social Welfare Policy *
Grade
SWK 303 Human Behavior 2 *
Hours
3
3
Restricted Elective*
3
3
CCJ 335 OR Math 201 OR PSY
3
Grade
203 (Statistics)
SWK Jr Field Placement 1*
2
SWK Jr Field Placement 2*
2
SWK Jr Seminar 1*
2
SWK Jr Seminar 2*
2
SWK 324 Practice 1*
3
SWK 424 Practice 2*
3
TOTAL HOURS FOR SEMESTER
16
TOTAL HOURS FOR SEMESTER
16
Senior Year
SWK 425 Practice 3*
Hours
3
Hours
Social Work Elective
Hours
3
SWK 426 Field Placement 1*
4
SWK 427 (Field Placement 2)*
4
SWK 428 Senior Seminar 1*
1
SWK 429 (Senior Seminar 2)*
1
SWK 309 Social Work Research 1*
3
SWK 310 Social Work Research 2*
3
Free Elective
3
Free Elective
3
TOTAL HOURS FOR SEMESTER
14
TOTAL HOURS FOR SEMESTER
14
Grade
8
Grade
Restricted electives include courses from: Sociology, Religion, Psychology, Political Science,
Philosophy, Criminal Justice, and Public Administration that are not already required; a C or higher is
required.
Free electives can be any course at all in which the student earned a D or higher. They may be social
work electives, or courses toward a minor.
Students must earn a “C” or higher in Eng 101 and 102, all social work classes and restricted electives.
Students must earn a minimum of a 2.4 GPA to be admitted to the junior level courses as a social work
major, and must maintain that minimum GPA to remain in the social work program. Students may only
attempt a social work class twice before passing it with a C or higher.
Students must earn a minimum of 121 credits to receive a BSW. Current Freshmen will earn 124 credits
for a BSW.
Students have an opportunity to minor in several different areas, including Criminal Justice, Legal Studies
and Psychology. Minors usually involve 15-18 specific credits in a department. If a student intends to
have a minor, the student must plan with the advisor to take the appropriate courses beginning in the
sophomore year.
At least two social work electives are offered each term. They may include:
Spirituality and Social Work
Health and Aging
Family & Children
Substance Abuse
At-risk Populations
Conflict Resolution
Death and Dying
Special Topics such as: Social Work in an Urban Setting, Community Organizing, Global Mental
Health, Social Legislation, and others may also be offered as social work electives
SOCIAL WORK MINOR
Students may choose to major in another discipline and minor in Social Work. Requirements for
the minor are as follows.
Requirement: 18 hours
Course
SWK 255 Introduction to Social Work ^
SWK 302 Human Behavior I OR SWK 303 Human Behavior II
SWK 309 Research I *
SWK 311 Social Policy
SWK 314 Ethics
Any other social work class
Credits
3
3
3
3
3
3
18
^ It is recommended that SWK 255 be taken first, or concurrently with another SWK course.
*Psychology Majors who have completed the research sequence through Psychology and CCJ majors
who have completed the research course through CCJ may substitute those research courses for SWK
309.
9
FIELD EDUCATION OVERVIEW
The intent of field education is to connect the theoretical and conceptual contribution of the classroom
with the practical world of the practice setting. It is a basic precept of social work education that the two
interrelated components of curriculum—classroom and field—are of equal importance within the
curriculum, and each contributes to the development of the requisite competencies of professional
practice. Field education is systematically designed, supervised, coordinated, and evaluated based on
criteria by which students demonstrate the achievement of program competencies.
Throughout the four years of the undergraduate social work program, students are learning in the
classroom and applying their skills in volunteer experiences in the community, culminating in the two
formal field practicum semesters during their senior year. Courses require the student to apply their
volunteer/ practice experiences in specific assignments. For example, the ethics course will draw on
student experiences in case studies, the research course will use student experiences to talk about the
types of research projects that can be done in agencies, and the policy course will look at specific policy
issues that arise in the various sites where students are working. By embedding practice experience within
the courses, students will be able to see the ways that social workers apply each of the curriculum areas in
their settings, and students will be able to examine their practice experiences from the lens of the social
work courses. With the assistance of the professor and the supervisor, the student will be able to see how
practice informs policy and research and how these in turn inform practice and contribute to best practices
based on the evidence of research implemented in practice.
The BSW field education provides a broad exposure to practice with an emphasis on developing those
skills which are generalist in nature. These include general interview and intervention skills grounded in
social work ethics that can be utilized at almost every social work agency. Generalist practice skills are
initially taught and rehearsed in the classroom setting, but are brought to a level of competence only when
practiced in the field with supervisors, colleagues and clients. VUU social work students have the
opportunity to observe and practice generalist skills in a variety of settings over their undergraduate years
in their volunteer settings. These skills are tested for competency in the formal field practicum through
the evaluation tool of the learning contract at both the midterm and semester final evaluation with the
Director of Field Instruction (DFI) and field supervisor.
It is unusual for a paid work experience to be counted toward field experience; the decision to allow paid
work experience to be used for field experience will be made by the DFI in consultation with the
Department Chair.
Field experience should include experience in the area that the student thinks that he/ she is interested in
for a professional career, for example, choosing to work with children, with the elderly, in a community
organization. Field experience should be treated as professional job experience and students must dress
and behave professionally. Field supervisors are people who will be able to write job and graduate school
references and will be part of a student’s professional network. .
Field Experience
Community Service Learning materials will be distributed and collected through the DFI’s Office.
Questions regarding community service learning can be addressed by any social work faculty or the DFI.
Freshman, Sophomore and Junior Field Experience
Students who wish to be formally admitted into the social work program must complete a minimum of 40
hours per semester during their Freshman year; Sophomores at least 50 hours per semester; and Juniors
10
60 hours in community service each semester. This can be done in conjunction with work completed for
the community service scholarship. Juniors will incorporate their field experiences in their policy, ethics,
practice and research classes in various class assignments. Juniors should be working with a social worker
in the agency that they choose for their community service placement.
These hours are normally done in one agency or institution and will normally be done in the same agency
for both the fall and spring semesters. Time sheets will be completed by the student and signed off by the
agency supervisor, and maintained in the DFI’s office.
The DFI hands out and collects the log sheets, and students will turn them in to the DFI by the last class
day of the semester. Course instructors may provide assignments to incorporate the community service
into the course. Students to fail to complete their community service hours each semester will not be
allowed to enroll in any social work classes the next semester until all hours have been made up.
Senior Field Practicum
Senior students are required to complete at least 400 hours of field instruction over a period of two
semesters through field practicum I (SWK 426) and II (SWK 427). This is assured through a log that the
student maintains which is signed daily by the field supervisor. The Director of Field Instruction (DFI)
will review the log to verify that the 400 hours have been reached before the final grade is given for Field
Practicum II. Each semester includes at least 200 hours of field instruction for which the student receives
four hours of credit.
To further integrate the field experience, the student concurrently enrolls in the field instruction seminars
(SWK 428 & 429). The field seminar is offered each semester for one credit hour and it includes
discussion of field experiences with emphasis on self-awareness, social work values and ethics and
diversity issues.
The field instructor and the student agree on a work schedule that will accommodate the student’s course
schedule and the agency’s needs. The student works at least 15 hours per week for a period of 14 weeks
per semester. Students should review the University’s calendar with their field instructors at the beginning
of each semester to discuss anticipated time away from their practicums. Students are required to be in
field through Dec. 5, 2013 during the fall semester. Students are expected to remain in field through Apr.
28, 2014 for spring semester. It is the students’ responsibility to calculate the number of hours needed per
week to meet Departmental requirements. Students may earn no more than 225 hours during field
practicum I (fall) that will count towards the required 400 hours.
Students beginning field are informed of the 400 hour requirement at the beginning of the year and are
expected to have completed no less than 175 of those hours by the end of the first semester of field.
Students are also informed of appropriate educational workshops, conferences, service opportunities,
lectures and seminars that are offered either through one of the local agencies or institutions, or through
the department or university. Students must obtain approval from their field instructors to attend such
events if there is a time conflict with students’ field hours. Students must discuss in advance of
attendance, if the time away from field will count as hours towards their 400 hour requirement or if they
will be required to make up the hours missed in field.
Supervision meetings with the student to provide on-going feedback on performance should be scheduled
on a weekly basis rather than as needed. Two evaluations are required each semester (mid-term and final)
where the DFI meets with the field instructor and the intern. The DFI will collect the completed
evaluation form at the end of each visit.
11
Seniors must have a 2.4 overall GPA and must have completed all of the course requirements in order to
enroll in the first semester of field practicum. They must complete an application during their junior year
and successfully interview with a field agency assigned to them by the DFI. The senior student’s advisor
is responsible for reviewing the transcript and determining that the course work has been completed (with
a C or higher in all social work courses). In unusual cases, a senior student in placement might be
completing a junior course; whether or not the student will be allowed to take such a course during
placement will be determined by the DFI in consultation with the department chair.
The DFI prepares a Field Manual that is distributed to all students beginning the field practicum and to all
field supervisors who are working with the program that semester. The Manual specifies the policies,
criteria and procedures for selecting field settings; placing and monitoring students; maintaining field
liaison contacts with field education settings; and evaluating student learning and field setting
effectiveness congruent with the program’s competencies. The Manual is also published on the websites
for the Field Seminar I & II and Field Practicum I & II courses. Changes in the Manual are made each
summer to fit with the needs of the program and CSWE and are made by the DFI in consultation with the
department chair.
All field supervisors submit a resume or CV to the DFI when they are accepted as a part of the VUU
social work field program, so that the DFI is able to verify their educational background. Field
supervisors are expected to have a BSW from an accredited program and a minimum of 3 years of
experience in their field, or an MSW from an accredited program and at least 1 year of experience in their
field.
In unusual situations with a specialized placement, the field supervisor may not have either a BSW or
MSW degree, but has the appropriate qualifications for that placement. In those cases, the DFI will
maintain close contact with the supervisor and spend additional time reviewing the student’s written work
in the Field Seminar courses to determine whether the student is able to work from a social work
perspective. If not, then the DFI will set up extra consultations with the student to review appropriate
behaviors and verbal skills until the student is able to satisfactorily demonstrate competency in a social
work context. The site visits with the student and field supervisor will also focus on demonstrating social
work competency. Generally, students who are placed at specialized sites will only be those who have
already demonstrated higher levels of social work skills.
The program values the participation of field supervisor in the education of its social work majors.
Orientation to the program is provided for both the field supervisors and the seniors at the beginning of
the first semester of their field placement. Orientation includes distribution of the Field Manual, an
explanation of the various forms, and team building exercises to help the students begin to build a
positive relationship with their supervisors. Resource people from the university such as the campus
counselor talk about conflict management and the career services director talks about professional
behavior and appearance.
The DFI communicates with the field supervisors and interns approximately once a month through email,
sending out notices of continuing education events that are open to students and supervisors, reminding
participants about upcoming deadlines for paperwork such as field learning contracts, and establishing
dates and times for field visits.
Students and supervisors are encouraged to contact the DFI for clarification about written assignments
and expectations and for assistance in managing situations that might require an intervention by the DFI
that cannot be resolved between the student and the supervisor.
12
Students and field supervisors are recognized at the end of the second semester at a luncheon held in their
honor, which continues the process of networking among the field supervisors and strengthens their
relationship with the program.
Employment Based Field Instruction
The program recognizes that at times a student would benefit from doing a field placement at his/ her
place of employment. In order to insure that the student will gain a new experience and develop additional
professional skills, the student must do the hours of field work in a different area of the agency, preferably
under a different supervisor. The student will normally not get paid for the field work, and the field work
will need to be completed outside of the student’s expected hours of employment.
In cases where a student requests a placement at the place of employment, the DFI will meet with the
student’s employment supervisor, the student and field supervisor to develop a plan for the placement that
will provide a suitable learning opportunity.
Field Placement Courses
Field Instruction allows social work students to apply skills and theory, gain experiences and information,
and practice under the supervision of a qualified field supervisor.
The objectives of field placement are to:
1. Identify as a professional social worker and conduct oneself accordingly
2. Apply social work ethical principles to guide professional practice
3. Apply critical thinking to inform and communicate professional judgments
4. Engage diversity and difference in practice
5. Advance human rights and social and economic justice
6. Engage in research-informed practice and practice-informed research
7. Apply knowledge of human behavior and the social environment
8. Engage in policy practice to advance well-being and deliver services
9. Respond to contexts that shape practice
10. Demonstrate effective assessment, intervention and evaluation with clients.
The objectives of the field seminar are to:
1. Demonstrate effective and appropriate oral and written professional communication
2. Demonstrate effective social work skills with a variety of clients through written reports.
3. Demonstrate an understanding of the impact of diversity and an ability to function with diverse
populations through written reports.
4. Set priorities, organize the work-load and manage time effectively;
5. Use personal reflection and self-correction for professional development through written reports.
6. Research the agency to understand its history, support and mission and the key issues that it is
currently facing.
7. Demonstrate an ability to integrate the field experience with key areas of social work study.
Criteria for Enrollment in Practice Courses and Field Practicum
Only social work majors are eligible to enroll in the social work practice courses and field placement.
Students are expected to have completed their general curriculum classes prior to field placement. Failure
13
to do so that results in the need to take classes that meeting during the day on a Monday, Wednesday or
Friday may make it difficult to place the student in the field. The following criteria must be met for each
of the courses as follows:
Practice Courses
Practice 1 (SWK 324): Must complete SWK 255, 256 and 302 with a “C” or higher.
Practice 2 (SWK 424): Must complete SWK 324 and 303 with a “C” or higher; must be
enrolled in SWK 426 and 428.
Practice 3 (SWK 425): Must complete SWK 424 and 303 with a “C” or higher; must be
enrolled in SWK 427 and 429.
Field Placement
Field Placement 1 (SWK 426): Must complete SWK 324 with a “C” or higher; must be
enrolled in SWK 424 and 428.
Field Placement 2 (SWK 427): Must complete SWK 426 & 428 with a “C” or higher and must be
enrolled in SWK 425 and 429.
PROGRAM POLICIES
Criteria for Admission into the Program
Students may declare an intended major or minor in social work at the time they begin at VUU, or at any
time while at VUU. Transfer students may also declare social work as their intended major or minor.
The student will remain an intended social work major until the completion of the freshman and
sophomore years. At this point, students must be formally admitted to the social work major in order to
enroll in upper division social work courses. For acceptance into the Professional Undergraduate Social
Work Program, the following criteria must be met:
1. Cumulative grade point average (GPA) of 2.4;
2. Grade of “C” or above in each of the social work classes: (SWK 200, SWK 255, SWK 256 OR
SWK Communication 1 and 2) and in English 101 and 102;
3. Completed 61 credit hours, which includes Eng 101 and 102, Mat 115 and 121 (or higher),
Statistics, SWK 200, 255 and 256 (OR SWK Communication 1 and 2 OR finished one comm
class and currently enrolled in the other) ;
4. Completed community service hours for each semester the student was a social work major.
Normally, each applicant will complete the application for admission to the Professional Undergraduate
Social Work major during the spring of their sophomore year or at the beginning of the semester in which
they transfer to VUU, if it is later. If the student has not met the criteria by that time, the student may
apply in a subsequent fall or spring semester.
14
Processing of the application and acceptance into the program is contingent upon the decision of members
of the social work faculty at a specially called meeting. The process will normally include an interview
with members of the social work faculty and a member of the advisory board.
Students will be informed of the department’s decision within ten (10) working days following the
meeting of the faculty. Any student who disagrees with the decision has the right to appeal using the
procedures established by the Department of Social Work.
Life Experience Policy
Academic credit for life experience and previous work experience must not be given, in whole or in part,
in lieu of the field practicum or of courses in the professional foundation areas specific in the Curriculum
Policy Statement. (See EPAS 3.2.5).
Advising
It is the intention of the social work department that students graduate after four years of enrollment at
VUU as a social work major. Students are to meet with their advisor during the designated advising
period each semester in order to develop an appropriate schedule for the next semester.
Students are notified by the university via email of the advising time scheduled for each semester and are
expected to sign up to make an appointment with their designated advisor. In the case that the student’s
designated advisor is not available, the student may meet with one of the other faculty advisors. At each
academic advising session, the student’s transcript will be reviewed, GPA will be checked and if the
student has a 2.4 GPA or higher, and has completed the community service hours, the advisor will
complete a social work major curriculum sheet and note which classes should be taken in the remaining
semesters.
Freshmen and sophomores who have a GPA below 2.4 will be advised as to which courses need to be
taken in the next semesters, but will also be advised that they need to bring the GPA up to a 2.4 prior to
applying to the program for their junior year.
Juniors and seniors who have been accepted into the upper division courses must maintain a 2.4 GPA or
higher, or they will be removed from the program. These students are not allowed to return to the program
at a future date, even if they raise their GPA.
It is crucial that students work with their advisor in order to take the required courses in the required
sequence so that the student graduates on time. Students who “self advise” may end up needing additional
semesters to complete the required sequence of courses. Students who take developmental courses (such
as ENG 100 or MAT 100), students who must repeat courses due to withdrawals or poor grades, students
who change majors and students who transfer to VUU from other schools may also need extra semesters
to complete the required sequence of courses.
Students who plan to take courses at another institution while they are enrolled at VUU must meet with
their advisor to complete the paperwork necessary to have the credits transferred and applied to the
appropriate classes. This would include courses taken during the summer at another institution.
Social work faculty advisors also provide professional advising as they discuss potential graduate school
plans, assist students with completing graduate applications, and write references for students for both
graduate school applications and for job searches.
15
Social work faculty advisors develop lasting relationships with social work majors to promote their
personal and professional development as future colleagues in the profession.
Policy and Procedure for Terminating a Student from the Program
A student will be terminated from the Social Work program for:
1. Not earning a “C” or higher on a social work course after taking the course twice;
2. Not maintaining a 2.4 cumulative GPA by the beginning of the junior year and throughout the
senior year;
3. Failure to articulate and demonstrate the knowledge, values and skills of the profession; this
would include a violation of the NASW Code of Ethics, or failure to perform satisfactorily in the
field practicum experience.
4. Unprofessional conduct, which is defined as behavior (involved in your professional, academic
OR your personal life) that includes, but is not limited to, one of more of the following:
1. behavior that is unlawful (leading to arrest and conviction);
2. behavior that is deemed inappropriate either by the field agency, the Social
Work Department, or by Virginia Union University, whether or not it involves
breaking the law;
3. behavior that violates one or more standards of the Code of Ethics.
Re-application and Re-admission to the Program
Students denied admission to the program because of poor academic performance prior to their junior or
senior year may reapply once they have met the minimum criteria as set forth in the Catalog and the
Student Handbook.
Students denied admission or terminated from the program based on non-academic reasons may reapply
after two semesters. Admission or re-admission will be based on the student’s:
1. Acknowledgement of unethical/ unprofessional conduct and/or lack of demonstrated
satisfactory progress in the field, and documented evidence of corrective action taken;
2. Ability to articulate and demonstrate individual and professional self-awareness;
3. Adherence to the Code of Ethics.
Students will be monitored closely by social work faculty to assure compliance with standards set forth
by the profession.
Each student is given a copy of the University’s Student Handbook upon enrollment in the University.
The University’s “Rights of Redress” are stated therein. In addition, students are given the Department’s
Program Manual upon officially declaring social work as a major. The manual specifically delineates
steps to be taken in grieving and appealing a decision made by social work faculty.
16
Grievance and Appeal Procedures
1. During regular Departmental meetings, faculty will address the concerns of students experiencing
academic and /or non-academic problems, with the specifics of such concerns presented by any faculty
member who has some knowledge of the student and his/her problems. Faculty, at this time, will
determine if there is a need for referral for the student. A written account of the discussion will be
maintained by the student’s advisor.
2. The faculty advisor will then meet with the student within ten (10) working days to address and
explore the problem(s), the extent of its severity and how it may be resolved. If a referral is warranted, it
will be given.
3. Departmental faculty will keep abreast of the student’s status and will decide within the semester
whether or not the student will be recommended for termination from the program. A written record will
be maintained and placed in the student’s files. The student and the advisor will be asked to sign the
recommendation and the student will be given a copy of it.
4. The student is informed in person by their advisor within five (5) working days of the faculty’s
decision, and in writing by the chair of the Department within seven (7) working days. A summary of the
meeting with the advisor, and a copy of the chair’s letter will be kept in the student’s file.
5. If the student disagrees with the decision, the student may submit a written appeal to the Department
Chair. The appeal must state the specific reasons for appealing the decision. The written appeal must be
submitted within ten (10) working days of receipt of the chair’s letter.
6. The Department faculty, excluding the chair, will review the appeal and submit a written
recommendation to the chair about whether the appeal should or should not reverse the decision. The
review and written recommendation is to be received by the department chair within seven (7) working
days of receiving the appeal.
7. The Department chair then reviews the student’s appeal and the faculty’s recommendation. The chair
makes a decision to uphold or rescind the original decision. The chair’s decision will be rendered within
seven (7) working days of receiving the faculty recommendation.
8. The student is notified in writing, by the chair of the decision. Notification will be by certified mail.
9. The student, if still dissatisfied with the chair’s decision, may appeal to the Dean of the School of
Humanities and Social Sciences. The written appeal must be submitted to the Dean within ten (10) days
of receipt of the department chair’s decision. The Dean will respond in writing and by certified mail
within fourteen (14) working days of receipt of the student’s appeal of the department chair’s decision.
10. The last stage of an appeal is to the Vice-President of Academic Affairs. A written appeal must be
submitted within ten (10) working days of receipt of the Dean’s letter. The Vice-President will respond
within fourteen (14) working days of receipt of the appeal and this decision will be also sent by certified
mail.
Transfer Credits
Credits taken from other institutions may transfer for comparable required courses if the student obtained
a “C” or higher for the course. The grade will not transfer, just the credits; this means that a transferred
course will not help or hurt the student’s GPA at VUU. Transfer students need to be aware that NOT
17
ALL CREDITS will transfer to VUU. Students who believe that they should receive more credit than they
have gotten from their transfer courses should speak with their advisor, who may ask the Registrar’s
office to reconsider the courses.
Students who transfer into VUU from another institution will have their transcript reviewed by the
Registrar’s Office to determine what credits will transfer to VUU, and will then have the accepted credits
reviewed by a social work faculty advisor to determine which credits will count toward a social work
major. Students who intend to transfer to social work from another major will have their transcript
reviewed by a social work faculty advisor to determine which credits will count toward a social work
major. In each case, the advisor will complete a social work curriculum sheet that indicates which courses
have been successfully completed and which ones remain to be taken to meet the requirements of the
major.
Social work major courses must be taken at VUU.
If a student wants to take a course (not a social work course) from another institution during the summer,
the student needs to fill out a form in advance with the student’s advisor to make sure that the course is
comparable. The student must also be sure to tell the other institution to send an official transcript to the
Registrar at VUU in order to receive credit for the course here.
Graduation Application
Students who plan to graduate in a particular semester must complete an application in the Registrar’s
office and bring it to the Advisor, in the semester prior to graduation. At that meeting with the Advisor
in the semester prior to graduation the student and Advisor will complete a Course Audit. The advisor
will submit the Audit to the Registrar along with the graduation application.
Graduate School Applications
Social work faculty advisors provide professional advising as they discuss potential graduate school
plans, assist students with completing graduate applications, and write references for students for both
graduate school applications and for job searches. Students who are planning to attend graduate school
should look at different schools during their junior year and then plan to complete the application process
in the fall of their senior year, as most of the scholarships are distributed by the end of December.
It is appropriate to apply to more than one program. Be aware of what each program offers: if you are
interested in working with the elderly, then look for a program that offers a certificate in gerontology. A
graduate school fair is held each fall when you have an opportunity to meet with representatives of
various programs. The Career Center also has information on file about different schools.
Faculty need time to prepare references, so allow at least two weeks for the faculty member to write a
reference. Provide the faculty member the correct forms with the appropriate information filled in, and
give the faculty member a due date for it. It does not hurt to remind the faculty member that the reference
that he or she is writing is due shortly. It is helpful to provide an updated resume with the reference form,
and to sign up for a time to talk to the reference writer about your plans for your graduate degree and why
you think that a particular school is a good fit for you.
Plan to write several drafts of the statement that you will be including in your graduate school application.
What you write and how you write it are very important in your application process. You may ask faculty
members to review it with you; you may also ask the Writing Center staff to review it with you.
18
Graduate Record Examination
Students who are planning to attend graduate school should plan to take the Graduate Record Exam
(GRE) and any other required exams in the first semester of their senior year. Not all graduate programs
require the GRE, so check the requirements of your top choices. Preparation books are available to help
students prepare for the exam and include sample exams.
ACADEMIC AND CLASSROOM POLICIES
The Social Work program seeks to instill academic, professional and personal integrity in all of their
students. It is the expectation of the Social Work program that all students will conform to the guidelines,
policies, requirements, and regulations set forth in the Virginia Union University Student Handbook,
University Catalog, website, and other official published guidelines and regulations as well as to all
departmental policies. These policies are described below.
GPA: Students must maintain a 2.4 GPA throughout their junior and senior years or they will be
terminated from the program. Sophomores must have a 2.4 GPA to be admitted to the program. Once a
student is terminated from the program due to low GPA, they will not be readmitted.
TEXTBOOKS - Students are required to have access to textbooks and must bring them to class.
CLASS ATTENDANCE POLICY - Attendance and punctuality are very important for success in an
academic and professional setting. Students taking courses in the Social Work program are required to
adhere to the following attendance and punctuality policies to avoid having the final course grade lowered
by one full letter grade:
- Students enrolled in classes that meet one (1) time per week are allowed a
maximum of one (1) unexcused absence per semester.
- Students enrolled in classes that meet two (2) times per week are allowed a
maximum of two (2) unexcused absences per semester.
- Students enrolled in classes that meet three (3) times per week are allowed a
maximum of three (3) unexcused absences per semester.
Attendance will be taken each class day at the beginning of class and students are required to sign
in on an attendance sheet at the beginning of class. It is the student’s responsibility to make sure
that he/she has signed in for each class period of each course.
Excessive unexcused absences may result in a grade of “FA” and the student will be required to take the
course during another semester. Students should discuss with the instructor the attendance policy for each
of their courses.
It is the students’ responsibility to provide documentation for any absences that are acceptable excused
absences, including being away for University sponsored events, attending a funeral of a family member,
being in the hospital, having an illness that has been documented by a health care professional who attests
that the student could not attend class, or being required to appear in court. Attendance will be taken
each class day at the beginning of class.
TARDINESS POLICY - Students are expected to be in class on time. If a student is not present when
attendance is taken, that student will be recorded absent. Two (2) tardies will be recorded as one (1)
19
unexcused absence. A similar policy will be in place when a student leaves class early. Two (2) early
departures will be the equivalent of one (1) unexcused absence. Students are expected to be present for
the entire class.
REPEATED COURSE WORK - Students may not take the same social work course more than two (2)
times. Taking a social work course more than two (2) times is reason for dismissal from the Program.
Students who have not been formally admitted into the Program, but have taken the same social work
course twice and failed to earn a grade of at least C for the course are not eligible to apply for acceptance
into the Program.
LATE WORK - Assignments that are late will not be accepted and a grade of zero “0” will be earned.
Assignments are due at the beginning of class and will be collected at that time. The only exception is if
the student has an excused absence on the assignment’s due date. If a student’s assignment is late due to
an excused absence, the student will have 5 days from time the student returns to class to turn in the
assignment. It is the student’s responsibility to provide documentation for the excused absence and to
discuss with the instructor when intent regarding the assignment. Late assignments will be accepted
only if the student has submitted the required documentation for the excused absence prior to
submitting the assignment or with the assignment.
EXTRA CREDIT WORK - Extra credit work will NOT be available.
AN INCOMPLETE - Will be given only if a student can provide evidence of extreme circumstances.
Such cases will be rare.
CELL PHONE POLICY - Cell phone use is prohibited in the classroom. All cell phones and similar
electronic devices must be turned off or set on vibrate during class. Text messaging is strictly prohibited
during class. Violations of this policy may result in being asked to leave class and receiving an unexcused
absence that day or having points deducted from your final grade; having the cell phone confiscated by
the instructor; or after repeated violations, being referred to the Office of Judicial Affairs.
LAPTOP COMPUTERS & Electronic Devices- Some professors find the use of electronic devices in
the classroom to be distracting and may require all electronic devices to be put away, unless the student is
using it to make a presentation in class that day.
DRESS CODE - Dressing appropriately is considered a part of the learning process and is expected in a
professional discipline such as social work. Virginia Union University has a prescribed dress code and
some attire is inappropriate in the classroom setting. All students will be expected to adhere to this dress
code or be refused access to class.
Students are prohibited at all times from wearing the following items in the classroom:
Pajamas, bathrobes, bras, lingerie, and boxer shorts as outer wear;
Bedroom slippers;
Trousers worn in a “baggy” fashion (mid-hip with undergarments revealed);
Undershirts or appearing in class without a shirt, top or blouse;
Du-rags and head rags for men and women;
Caps, hats and hoods for men and women;
Curlers, rollers, head rags, and other items used to groom the hair;
Bodysuits, micro-mini skirts, midriff shirts, see-through blouses, low cut blouses, tight fitting
tops and blouses, and/or other such attire that reveal cleavage; and
Clothing, jewelry, hats or other garments or accessories with obscene or offensive language,
gestures, or profanity
20
ACADEMIC DISHONESTY POLICY - Academic dishonesty is any form of giving, taking, or
prescribing information or material by a student with intent to gain an unfair advantage in an academic
evaluation. The most common forms of academic dishonesty include the following:
Plagiarism: To use the words or ideas of others without proper attribution – it may include failure to use
quotation marks or incomplete citation of the sources used.
Inappropriate Collaboration: To work with someone in developing, organizing, or revising a project
without prior faculty approval.
Cheating: To copy from another’s paper; give, or receive unauthorized assistance; obtain advance
knowledge of questions; or use any unauthorized devices (such as cell phones).
Dishonesty on Papers: to submit as one’s own any material prepared by another person.
Falsification of Data: To deliberately falsify data or documentation.
Interfering with the Work of Other Students: To sabotage, disrupt, or intentionally obstruct another
students’ work.
Copyright Violations: To duplicate or reproduce print, audio-visual, and/or computer software without
proper authorization.
Any person who engages in academic dishonesty is subject to one of the following penalties:
First offense – The student will be awarded a grade of “F” points for the particular assignment
involved. That is, the student will receive zero (0) points for that assignment.
Second offense (in the same course), the student will receive an “F” in that course.
Third offense – The student will be referred to the Office of Student Integrity and Conduct for
disciplinary action.
WRITING IN THE SOCIAL WORK PROGRAM
Written communication is an essential part of the social work profession, so there is a great deal of
emphasis on writing skills throughout the social work program. Students who need to improve their
writing skills are strongly encouraged to get personalized assistance from the Writing Center in Ellison.
These hints are intended to promote better writing.
1. Before you start to write your paper, carefully read the assignment or question so that what you write
matches the assignment or question.
2. Know when your paper is due, and then set aside time to do the research and think about the topic
before you have to start writing it. Plan to finish writing it at least a day before its due so that you can take
the time to carefully edit and proofread it.
3. Be clear on the type of format that your professors want you to use. For example, what size margins,
what font, what size type, what spacing (double or single). Do you need a cover page? Do you need to
include a reference/ bibliography page and if so, what format are you expected to use? Do you need to use
21
footnotes or cite your references in the text? How many pages are required? Do the page numbers need to
be at the bottom or top of the page? Social work uses APA format and sites are available online to give
information on how to use this format. There are also books written that give detailed information on the
APA style.
4. Know what kind of research materials you are allowed to use in your paper. Most social work classes
require that you use peer reviewed journal articles. Recent copies of journals are kept in the periodical
room of the library; older copies are in the stacks. Many journals articles can be found on line. The library
also has a collection of books, videos and DVDs that provide social work information.
5. Make an outline before you start to write so that you know the overall flow of the paper. If you get
stuck writing one part of the paper, you can go on to another part and come back to it later.
6. One of the librarians, Ms. Lemon, is designated as the librarian for social work. You may talk to her to
get help locating relevant material for your assignments.
7. Always back up your work: you may back up your work on your school network account, on a CD or a
thumb drive. DO NOT assume that nothing can happen to your work. Save it often as you work on it and
then back it up.
8. Always print out the articles that you used on line and keep them, so that when you write your
reference page you have the full information for each entry. You will also have them available if your
professor asks to see one or more of the articles.
9. If your professor allows it, bring a draft of the paper to his or her office and ask them to review it with
you A FEW DAYS before it is due; asking for help the day before it is due is NOT the best timing. You
are also encouraged to take your paper to the writing center to have the staff their review it for spelling,
grammar, punctuation and structural problems.
10. After you write your paper, READ IT CAREFULLY and look for and then fix any spelling, grammar
and punctuation errors.
11. Read your paper out loud, so that you can find incomplete sentences or sentences that are not clear,
and then fix them. Ask someone else to read your paper and look for errors and for sentences that are
awkward or not clear, and then fix them.
12. Plan time to print your paper so that you aren’t stuck trying to print it when you should be in class
turning it in. Have a back- up plan in case your printer or the library printer isn’t working.
13. Keep a copy of the final paper on your computer, or email it to yourself. Once in a while, a professor
misplaces a paper, and you may need to supply another one.
14. Make sure your name is on the paper and PLEASE staple your paper together before you hand it in!!
DO NOT assume that your professor will have a stapler available for you to use in class.
15. Assume that your professor will read your work carefully. If sections of it appear to have been
plagiarized, the professor will check to see if you have copied directly from another source without giving
credit to that author. Plagiarism may result in a grade of F or in earning no points for the assignment. If it
appears that two or more students have copied work from each other, then each of the students is subject
to receiving an F or no points for the assignment. More penalties may be given.
22
Commonly Misused Words
You can improve your writing skills by improving your vocabulary. This is a list of words that our faculty
has found to be frequently misused. Review these words to be sure that you know the appropriate context
for each one, and add to it those words that you find yourself misusing. Keep this list handy and refer to it
as you complete your papers and other assignments.
1. cite
2. sight
3. site
4. than
5. then
6. they’re
7. there
8. their
9. your
10. you’re
11. or
12. are
13. our
14. oar
15. hour
16. here
17. hear
18. to
19. too
20. two
21. know
22. no
23. because
24. cause
25. cousin
26. whole
27. hole
28. hold
29. I
30. eye
31. fare
32. fair
33. hair
34. hare
35. bear
36. bare
37. knead
38. need
39. basis
40. bases
41. cease
42. seize
43. adolescents
44. adolescence
45. causal
46. casual
47. ethic
48. ethnic
49. where
50. wear
51. were
52. we’re
53. loose
54. lose
55. it’s
56. its
57. whether
58. weather
59. choose
60. chose
61. choice
62. whose
63. who’s
64. loser
65. looser
66. higher
67. hire
68. paste
69. paced
70. past
71. passed
72. use
73. used
74. threw
75. through
76. ethic
77. ethnic
78. guess
79. guest
80. accept
81. except
82. access
83. assess
84.
85.
23
The Social Work Club
The Social Work Club is an Academic Club open to social work majors and minors and to other students
who have an interest in expanding their understanding and knowledge base of the social work profession.
The objectives of the Club are:
1. To encourage the professional growth of students through the development of leadership skills
and attendance at workshops and conferences related to social work and social welfare issues;
2. To serve as a vehicle for social work majors to interact with each other outside of the
classroom;
3. To plan and implement campus-wide activities in recognition of National Social Work
Month each March and other community service activities throughout the year;
4. To expose and encourage student participation in community volunteer activities;
5. To better acquaint the University family and the community with the Social Work
profession and its students.
The Club advisor is a member of the social work faculty and serves as a supportive guide in meeting club
objectives.
All social work majors and minors are expected to be a part of the Club. Each spring the Club elects a
President, Vice President, Secretary and Treasurer, and each class elects a class coordinator; the freshman
class elects a Coordinator in the fall. The Officers and Coordinators meet with the Club Advisor (a
member of the social work faculty) each month to plan the monthly meetings and coordinate long term
planning. The Coordinators are responsible for disseminating information and recruiting participants from
their classmates. The President also serves as a member of the Advisory Board for the program.
The Club sponsors students attending the Rally in the Valley (part of the Virginia Consortium of Social
Work Educators fall event) and Project Homeless Connect each fall, and the Winter Point in Time Count,
as well as other events on and off campus.
The Club conducts fundraising activities to support its programs.
24
Appendices
NASW Code of Ethics
NABSW Code of Ethics
Required Courses for Social Work Majors
Council on Social Work Education
2008 Educational Policy and Accreditation Standards
25
National Association of Social Workers Code of Ethics
Ethical Principles
The following broad ethical principles are based on social work’s core values of service, social justice,
dignity and worth of the person, importance of human relationships, integrity, and competence. These
principles set forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address social
problems.
Social workers elevate service to others above self interest. Social workers draw on their knowledge,
values, and skills to help people in need and to address social problems. Social workers are encouraged to
volunteer some portion of their professional skills with no expectation of significant financial return (pro
bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed
individuals and groups of people. Social workers’ social change efforts are focused primarily on issues of
poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to
promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers
strive to ensure access to needed information, services, and resources; equality of opportunity; and
meaningful participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and
cultural and ethnic diversity. Social workers promote clients’ socially responsible self determination.
Social workers seek to enhance clients’ capacity and opportunity to change and to address their own
needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They
seek to resolve conflicts between clients’ interests and the broader society’s interests in a socially
responsible manner consistent with the values, ethical principles, and ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an important vehicle for
change. Social workers engage people as partners in the helping process. Social workers seek to
strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance
the wellbeing 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.
26
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and
enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in
practice. Social workers should aspire to contribute to the knowledge base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers.
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
1.02 Self Determination
1.03 Informed Consent
1.04 Competence
1.05 Cultural Competence and Social Diversity
1.06 Conflicts of Interest
1.07 Privacy and Confidentiality
1.08 Access to Records
1.09 Sexual Relationships
1.10 Physical Contact
1.11 Sexual Harassment
1.12 Derogatory Language
1.13 Payment for Services
1.14 Clients Who Lack Decision Making Capacity
1.15 Interruption of Services
1.16 Termination of Services
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
2.01 Respect
2.02 Confidentiality
2.03 Interdisciplinary Collaboration
2.04 Disputes Involving Colleagues
2.05 Consultation
2.06 Referral for Services
2.07 Sexual Relationships
2.08 Sexual Harassment
2.09 Impairment of Colleagues
2.10 Incompetence of Colleagues
2.11 Unethical Conduct of Colleagues
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
3.02 Education and Training
3.03 Performance Evaluation
3.04 Client Records
3.05 Billing
27
3.06 Client Transfer
3.07 Administration
3.08 Continuing Education and Staff Development
3.09 Commitments to Employers
3.10 Labor Management Disputes
4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competence
4.02 Discrimination
4.03 Private Conduct
4.04 Dishonesty, Fraud, and Deception
4.05 Impairment
4.06 Misrepresentation
4.07 Solicitations
4.08 Acknowledging Credit
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK
PROFESSION
5.01 Integrity of the Profession
5.02 Evaluation and Research
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
6.01 Social Welfare
6.02 Public Participation
6.03 Public Emergencies
6.04 Social and Political Action
As revised by NASW in 1999
28
National Association of Black Social Workers
Code of Ethics
In America today, no Black person, except the selfish or irrational, can claim neutrality in the quest for
Black liberation nor fail to consider the implications of the events taking place in our society. Given the
necessity for committing ourselves to the struggle for freedom, we as Black Americans practicing in the
field of social welfare, set forth this statement of ideals and guiding principles.
If a sense of community awareness is a precondition to humanitarian acts, then we as Black social
workers must use our knowledge of the Black community, our commitments to its determination, and our
helping skills for the benefit of Black people as we marshal our expertise to improve the quality of life of
Black people. Our activities will be guided by our Black consciousness, our determination to protect the
security of the Black community, and to serve as advocates to relieve suffering of Black people by any
means necessary.
Therefore, as Black social workers we commit ourselves, collectively, to the interests of our Black
brethren and as individuals subscribe to the following statements:
I regard as my primary obligation the welfare of the Black individual, Black family, and Black
community and will engage in action for improving social conditions.
I give precedence to this mission over my personal interest.
I adopt the concept of a Black extended family and embrace all Black people as my brothers and sisters,
making no distinction between their destiny and my own.
I hold myself responsible for the quality and extent of service I perform and the quality and extent of
service performed by the agency or organization in which I am employed, as it relates to the Black
community.
I accept the responsibility to protect the Black community against unethical and hypocritical practice by
any individual or organizations engaged in social welfare activities.
I stand ready to supplement my paid or professional advocacy with voluntary service in the Black public
interest.
I will consciously use my skills, and my whole being as an instrument for social change, with particular
attention directed to the establishment of Black social institutions.
29
Required Courses for Social Work Majors
GENERAL EDUCATION COURSES
A total of 121 credits is required to receive a BSW from VUU
Freshmen entering in the fall of 2013 will be required to earn 124 credits
COMPUTER SCIENCE: 1course
CSC 160 Introduction to Computing (2cr. NOTE: Prior to Fall 2013 this was a 1 credit
course)
Introduces students to the basic concepts and procedures required to use the computer as a
learning, problem-solving, communications, and research tool. This on-line course features word
processing, spreadsheets, presentation software, databases, and Internet applications. For nonbusiness majors.
May be replaced by CSC 163 (3 cr.) May place out of this course by exam.
FRESHMAN COMPOSITION: 2 courses
ENG 101 Freshman Composition I (3cr.)
Focuses on standards and appropriateness of acceptable written expression from the sentence to
short composition; involves student exploration and expansion of creative self-expression. A
grade of “C” or better is required. Prerequisite: ENG 100 or satisfactory placement scores.
ENG 102 Freshman Composition II (3cr.)
Principles of rhetorical expression and their application to the writing of expository themes;
special attention given to the effective use of the library, resource materials, and preparation of
the longer essay and library paper. Prerequisite: ENG 101. A grade of “C” or better is required.
GENERAL STUDIES (SOCIAL WORK SECTION): 1 course
GST 004 Orientation and Interpersonal Awareness (1cr.)
Focuses on developing the personal skills necessary for success in the classroom and as a
foundation for career success. Emphasis is placed on interpersonal awareness.
PERSONAL WELLNESS: 2 courses
PED 101 Fundamentals of Physical Education (1cr.)
Rules, techniques and fundamental skills needed for participation in sports and games appropriate
for various seasons. May be substituted by one semester on an intercollegiate sports team or
with a membership at a fitness club.
HLH 101 Personal and Community Health (1cr.)
A study of health information derived from scientific studies that are related to major health
problems. Materials are presented to assist the student in living a more effective life and making
better decisions concerning his/her physical, mental, and emotional health.
WORLD CIVILIZATIONS/ AMERICAN HISTORY: 1 course
HIS 145 World Civilizations I (3cr.)
The historical development of world cultures, including the ancient Near East, the Far East,
Greece, Rome, Africa, and Europe, up to the 16th century.
30
OR
HIS 146 World Civilizations II (3cr.)
The development of world cultures and history from the 16th century to the present.
OR
HIS 201 American History I (3 cr.)
A survey of American history on the national, state and local levels from the Colonial Period to
the Civil War.
OR
HIS 202 American History II (3cr.)
A survey of American history on the national, state and local levels since 1865.
AFRICAN-AMERICAN HERITAGE: 1 course
HIS 225 African-American History I (3cr.)
A study of the role and contributions of African Americans in the development of the American
nation from colonial times through the Reconstruction Era. Offered annually, fall semester.
OR
HIS 226 African-American History II (3cr.)
A study of the role and contributions of African Americans in modern American society since
1865. Offered annually, spring semester.
OR
MUS 321 History of African American Music and Musicians (3 cr)
An historical survey of music by African Americans from 1619 to the present (Work Songs,
Sorrow Songs, Blues, Gospel, Jazz, Classical, Avant-Grade, Electronic). Offered alternate spring
semesters.
OR:
ART 310: African American Art
ENG 337: African American Literature-1
ENG 338: African American Literature-2
MUS 333: Jazz History & Literature
MUS 480: Music of the Black Church
NSC 290: African American Perspectives in Science
REL 235: Black Religion
THR 402: African American Theater
FINE ARTS REQUIREMENT: 1 course (will not be required for freshmen who start in 2013)
HUM 210 History and Appreciation of Art (2cr.)
General education requirement, offering the student a rich background in the history and
philosophy of art as created and developed by all races and cultures from prehistoric and
primitive to modern times. Prerequisite: Sophomore standing.
OR
HUM 211 History and Appreciation of Music (2cr.)
General education requirement for all students to develop their understanding of music as a vital
part of today’s world. Special emphasis on evaluating musical form and content, style, periods,
and interpreting music from the Medieval Period to the present. Prerequisite: Sophomore
standing.
OR
HUM 212: History and Appreciation of Theater (2 cr)
General education requirement for all students to develop their understanding of theater as a vital
part of today’s society. This course is designed to give a historical overview of Western theater
31
from the Groit’s of Africa to the rise of realism and American theater to the early 20th century.
Prerequisite: Sophomore standing.
OR
ART 308: Art History 1
ART 309: Art History 2
MUS 201: Music Literature 1
MUS 202: Music Literature 2
MUS 301: Music History 1
MUS 302: Music History 2
THR 305: Theater History
LITERATURE REQUIREMENT: 2 courses (MUST TAKE EITHER 225 OR 226; MAY TAKE BOTH)
HUM 225 World Literature I (3cr.)
Provides a survey of representative literature from peoples around the world from antiquity to the
seventeenth century. Prerequisites: ENG 101 and 102. Offered fall and spring semesters.
HUM 226 World Literature II (3cr.)
Provides a survey of representative literature from peoples of the world. Included in the survey is
a focus on literature produced by the Western World from the latter portion of the seventeenth
century to the present. Prerequisites: ENG 101 and 102. Offered fall and spring semesters.
OR
ENG 323: American Literature 1
ENG 324: American Literature 2
ENG 328: British Literature 1
ENG 329: British Literature 2
ENG 354: Contemporary Literature
FOREIGN LANGUAGE REQUIREMENT: 2 courses
FRE 101-102 Elementary French (3cr. per semester)
An introduction to the language and civilization of France, including grammar, syntax,
vocabulary, pronunciation, diction, conversation, and composition. Prerequisite for FRE 102:
FRE 101. May test out of 101, but must complete 6 credit of language.
OR
SPA 101-102 Elementary Spanish (3cr. each semester)
Pronunciation, conversation, grammar, composition, and reading for students having no previous
knowledge of the language. Prerequisite for SPA 102: SPA 101. May test out of 101.
OR the completion of a higher level language course.
MATH REQUIREMENT: 2 courses
MAT 115 College Algebra (3cr.)
Provides students with the necessary foundation for higher-level mathematics for science,
business, mathematics, and interdisciplinary studies. Topics emphasized include real number
system, polynomials, factoring, rational expressions, equations and inequalities, radicals,
functions and their graphs including exponential inequalities. Prerequisite: MAT 100, satisfactory
placement score, or permission of Department Chair.
32
MAT 121 Contemporary College Mathematics (3cr.)
Designed for liberal arts and interdisciplinary studies majors. Topics Include set theory, logic,
counting methods, probability, statistics, mathematics of finance and trigonometry. Additional
topics may include fractal geometry, graph theory and/or voting and apportionment. Prerequisite:
MAT 115, satisfactory math placement test scores, or permission of Department Chair.
OR 6 credits of higher math classes
STATISTICS REQUIREMENT: 1 course
MAT 201 The Basic Practice of Statistics (3cr.)
Instruction provided to students on summarizing data using graphical methods, measures of
central tendency, dispersion, position, correlation, regression, data collection, elementary
probability, and inferential statistics. Prerequisite: MAT 112 or higher.
OR
OR
PSY 203 Research Methods 1
CCJ 335 Statistics for the Social Sciences
SOCIAL SCIENCES: 3 courses
ECO 231 Principles of Economics (3cr.)
Provides instruction on basic topics in macroeconomics. Topics include supply and demand
analysis, inflation, unemployment, national income determination, fiscal and monetary policy,
and international economic issues.
OR
FNB 301: Personal Finance
AND
PSY 101 General Psychology I (3cr.)
An introduction to the major concepts of psychology as a behavioral science, intended primarily
for psychology, criminology/criminal justice, social work, and biology majors. Laboratory
experiences required.
OR
PSY 201: Human Growth & Development
AND
SOC 200 Principles of Sociology (3cr.)
A focus on the empirical and theoretical bases of sociology. Students are taught the fundamental
concepts and principles of the discipline and are introduced to sociological methods of
interpreting data. Prerequisite for all other sociology courses.
LAB SCIENCE REQUIREMENT: 1 course
SCI 150 Introduction to Biological Science (4cr.)
Introduces students to topics that are organized around major life functions and the structures that
serve them. Topics include cellular structure and function, maintenance and regulation,
reproduction and development, genetics, and basic ecological principles. Designed for nonscience majors. Three hours lecture, two hours laboratory weekly.
33
SPEECH REQUIREMENT: 1 course
SPH 217 Informative and Persuasive Speaking (2cr.)
Provides instruction on the fundamentals of informative speaking. Students acquire awareness
and understanding of informative and persuasive speeches.
OR
SPH 203: Voice & Diction (3 cr.)
ELECTIVES: 5- 6 courses
Restricted electives: 1 or 2 courses from a related area: criminal justice, philosophy, political
science, psychology, public administration, religion, and sociology, other than PSY 101 and SOC
200 (a grade of C or better is required)
AND Social Work electives 2 or 3 courses from social work (a grade of C or better is required)
FOR A TOTAL of 4 courses of social work AND related electives
NOTE: Students who are freshmen or sophomores who start the program in 2012-13 will take 2
social work electives and 1 restricted elective (total of 3 three credit courses).
AND Free electives 2 courses (6 credits) from any area (which may include social work
electives).


SOCIAL WORK COURSES
* indicates the course is an elective
Social Work majors must receive a grade of C or higher on all social work courses and must
maintain a 2.0 total GPA
SWK 200 Freshman Seminar (1 cr) NOTE: this class will not be required starting with freshmen
who start in 2013.
The Freshman Seminar for social work majors is a one credit course, held once a week for 50 minutes. It
follows the first semester freshmen orientation class, GST 004, and is an effort to follow through with
students into their second semester, freshman year. The course focuses on expanding information from
the GST 004 Orientation class, in areas of critical thinking skills and social work as a major and a
profession. The course also provides the opportunity to advise social work students, in conjunction with
the Center for Undergraduate Studies, so that students are prepared to register for their sophomore year
courses, and are aware of the required courses, time frames, and pre-requisites in order move from one
semester to the next, with the ultimate goal of graduating with a BSW degree. Prerequisite: GST 004;
Offered spring term.
SWK 255 Introduction to Social Work (3 cr)
This course is an introduction to the profession of social work and to the history of social welfare.
Through an examination of the historical and current US social welfare system, students will gain an
understanding of the development and the mission of the profession of social work. Students will discover
that social work is a helping profession that strives to make a difference by providing service to others
and a “field of action” by promoting social change. The course will introduce students to social work
34
practice roles and methods, social service settings where social workers are employed, and to the variety
of people with social challenges that they serve. Prerequisite: none; Offered in the fall term.
SWK 256 Communication Skills (3 cr)
This course focuses on professional communication skills for social workers. It includes verbal
communication, active listening, and interviewing skills. The course also introduces professional writing
skills for client related work such as case notes and psychosocial assessments. Heavy emphasis is placed
on developing writing skills for professional papers and research using the American Psychological
Association (APA) format. Prerequisite: SWK 255; Offered in the spring term.
NOTE: Starting in the fall of 2012, sophomores will take the following 2 Communication Skills courses
instead of SWK 256:
SWK Oral Communication Skills (3 cr)
This course is designed as an introduction to the study of the human communication process with
an emphasis on effective public communication. Students will be provided opportunities to
develop various types of speaking skills in English in informal conversation, and in various kinds
of more formal academic discussion and analysis. Attention will be paid to pronunciation and
intonation as well as to the development of vocabulary and grammatical structures. The course
includes intensive practice in public speaking, reasoning, critical thinking, and critical listening.
SWK Written Communication Skills (3cr)
This course will provide instruction and practice for students to improve the quality of their
professional and academic writing. Clear and effective writing is a critical skill for success in the
professional world of social work. Students must earn a C or higher in ENG 102 to enroll in this
course.
*SWK 290 Conflict Resolution and Interpersonal Skills (3 cr)
This course focuses on skill development in two essential components of work practice: solving problems
and managing conflict. Developing conflict resolution skills and multicultural competence with
sensitivity to values, perspectives and methods of relating to different cultures are integral aspects of this
course. Students are invited to critique their own worldviews, values and perspectives and their impact on
social interaction. The class is highly interactive and includes small and large group activities. In
addition, students will examine various urban cultures, including hip hop. Prerequisite: none.
SWK 302 Human Behavior and the Social Environment 1 (3cr)
This is the first of a required two part-course for social work majors. It provides a systems, ecological and
macro perspective to the reciprocal relationships between individuals and their environments throughout the
life cycle. It provides a conceptual framework that can serve as a foundation for examining human behavior
and human events in the context of the social environment. Social Work 302 covers biological,
psychological, social and environmental aspects of the lifespan from conception through young adulthood.
Prerequisite: SWK 255 or permission of the instructor. Offered fall term.
SWK 303 Human Behavior and the Social Environment 2 (3cr)
Social work 303 is part two of a required two-part course for social work majors. It provides systems,
ecological and macro perspectives to the reciprocal relationships between individuals and their
environments throughout the life cycle. It provides a conceptual framework that can serve as a
foundation for examining human behavior and human events. SWK 303 continues the study of human
behavior throughout the life span, beginning from middle adulthood through old age and death.
Prerequisite: SWK 302. Offered spring term.
35
*SWK 306 Substance Abuse (3 cr)
This course examines the definitions, incidence and etiology of alcoholism, substance abuse, and
chemical dependence. Included are the five definitions of substance abuse, the physiological effects of
alcohol/drug use, and the influence of substance abuse on individuals, families and society. The course
also addresses pharmacological properties and psychosocial and cultural aspects of psychoactive
substances. The course uses a bio-psycho-social framework for assessment, classification, and treatment
of substance use disorders. Special emphasis is placed on the unique characteristics of diverse population
groups as related to substance abuse incidence and treatment. Prerequisite: none.
*SWK 307 At-Risk Populations (3 cr)
This course provides a strengths-based perspective for intervening with those most vulnerable within the
population within society. The course focuses on an ecological and person-in-environment assessment
for viewing human needs and problems generated by the dynamic interaction between persons and their
environment. A generalist social approach is used to guide interventions with persons who are at risk.
Special attention is given to those with diverse lifestyles. Offered alternate spring terms
SWK 309 Social Research Methods I (3cr)
Social Research Methods is a two term course in the “science of discovery”. The Research 1 course
introduces students to basic research concepts and methodologies. It considers the application of scientific
methods to knowledge development in both social work and the social sciences. It examines the
evaluation of practice by the social work practitioner with an emphasis on the relationship with the
research process, including problem identification formulation, sampling, research design and
measurement. Emphasis will also be given to the effect of gender, racial, cultural and ethnic bias on the
research process and research findings. People want to understand what is going on in the world around
them and are constantly seeking the answers to questions that begin with what, why and how. The main
concern in seeking answers to our inquiries is how much confidence can be placed in the accuracy of the
conclusions that we reach. Science is one approach to “finding out” what has developed over the years.
We can accept conclusions that we have reached through the use of the scientific method with confidence.
Prerequisite: MAT 201 OR CCJ 335 OR PSY 203; Offered fall term.
SWK 310 Social Research Methods II (3cr)
This course is the second of a two semester sequence that requires students to complete a research project.
The course will introduce students to sampling techniques, measurement and basic statistical analysis
exercises, all of which represent essential skills needed by generalist social work practitioners. In this
semester, students will concentrate more on the practical application of theories and techniques learned in
SWK 309 (Research 1). This will allow for a better empirical understanding of the effect of gender, racial,
cultural and ethnic bias on the research process. The role of ethics in the research process will continue to
be a focus of classroom activities, and students will be introduced to the IRB certification process.
Prerequisite: SWK 309 AND one of the following: MAT 201 OR CCJ 335 OR PSY 203. Offered spring
term.
SWK 311 Social Welfare Policy (3 cr)
The purpose of the Social Welfare Policy course is the acquisition of the beginning-level practice
knowledge, skills, and values necessary for policy practice in all direct practice settings, as well as for
assuming positions of leadership and influence as advocates, policy planners, administrators, lobbyists
and expert advisers to policy makers. Students are prepared to advocate for social policy changes
designed to improve social conditions, promote social and economic justice, and to empower at-risk
populations. The course will focus on historical development and context for policy making, specific
client unmet needs, analyzing existing policy and assessing need for policy change. Prerequisite: SWK
255; Offered fall term.
36
SWK 314 Social Work Ethics (3cr)
This course provides a concentrated study and understanding of social work values and ethics on the
micro and macro levels, and their application to direct practice, social policy formulation/application and
organizational policies and procedures. Emphasis will be placed on utilizing an ethical decision-making
model and the NASW Code of Ethics as they are applied to a variety case examples and a research
project. Prerequisite: SWK 255 or permission of the instructor.
SWK 324 Social Work Practice I (3cr)
This course is the first of a three term sequence in social work practice for social work majors only. It is
designed to provide a beginning orientation to generalist practice, including the concepts, skills, tasks, and
activities essential to beginning professional social work practice in the micro, mezzo and macro levels.
Attention is given to the methods social workers employ in the treatment process. In this part of the
sequence, effort is made to help the student conceptualize a generic model for generalist practice while
detailing specific ways to practice. In addition to interviewing processes, the emphasis is on teaching
contracting, relationship dynamics, problem identification and assessment, goal planning and application
of concepts. Practice I targets individuals, families and groups and focuses on clinical skills. It includes
an experiential component with 15 hours spent working in two different settings. Prerequisites: SWK
255, 256, 302 and 314; majors only. Offered spring term.
*SWK 350 Social Work and Spirituality (3cr)
This course is designed to introduce students to the importance of integrating spirituality in social work
practice while exploring their own spiritual perspectives. Social workers serve people from diverse
spiritual cultures. This course is designed to assist students to appropriately utilize their clients’ spiritual
resources and strengths to address presenting problems. Prerequisite: none; Offered alternate fall terms.
*SWK 360 Health and Aging (3cr)
This course will focus on problems and issues which most directly affect older persons and their families.
The course is designed to provide students knowledge of the aging process, with a focus on social work
intervention through social policy and social services that are designed to help elders and their families.
Prerequisite: none; Offered alternate spring terms.
*SWK 370 Families and Children (3cr)
This course examines current and historical child welfare and family policies and practices that occur in
the field of social work. The ecological perspective will be utilized to analyze both child welfare family
practices and policies. Family social work concepts and several child welfare policies will be the major
focus of the course. Prerequisite: none; Offered alternate fall terms.
SWK 380 Social Discrimination (3 cr)
This course explores the identification and etiology of institutional and individual prejudice, stereotypes,
racism and discrimination, and their effects on the recipients. The inquiry is developed primarily using a
social justice model that incorporates social work values and practice. Emphasis is placed on the difficulties
faced by racial and ethnic minority populations as well as women, youth, the aged and LGBT populations.
Prerequisite: none; Offered fall and spring terms.
SWK 424 Social Work Practice II (3cr)
This course is the second of a three semester sequence in social work practice for social work majors
only. It is designed to expand on the skills and knowledge developed in Practice I. It utilizes the systems
approach in mastering the core concepts, skills, tasks and activities that are essential to the practice of
social work. The course assists the student in becoming acquainted with how cultural, ethnic, gender,
age, disability, race and sexual orientation issues affect practice. The relationship between practice,
research and theory is also explored. Practice II targets case management, frontline practice and service
37
delivery; it focuses on advocacy for services. It also supports an experiential component of 200 hours
(Field Placement 1) in a single setting, monitored through the Senior Seminar I course. Prerequisites:
SWK 255, 256, 302, 303, 314 and 324. It is to be taken concurrently with SWK 426 and 428; majors
only. Offered fall term.
SWK 425 Social Work Practice III (3 cr)
This course is the last of a three-semester sequence in social work for social work majors only. It is
designed to provide a beginning orientation to the common core of concepts, skills, tasks, and activities
essential to beginning professional social work practice at the micro, mezzo and macro levels. A major
thrust of the instructional focus is to integrate key concepts from human behavior, research, policy and
practice courses already taken by the student. Practice III targets organizations, communities and
institutions and focuses on macro practice. It supports an experiential component of 200 hours (Field
Placement II) in a single setting, normally the same setting for both Practice II and III, monitored through
the Senior Seminar 2 course. Prerequisites: SWK 255, 256, 302, 303, 314, 324, 424 and 428. It is to be
taken concurrently with SWK 427 and 429; majors only. Offered spring term.
SWK 426 and SWK 427 Field Placement I & II (8 cr; 4 per semester)
This is a two term 400 total hour educationally directed field practicum open only to social work majors.
Field placement is an integral part of the social work curriculum. It provides students opportunities to
apply theory and skills learned in the classroom as they engage in supervised service activities.
Prerequisites: SWK 255, 256, 302, 303, 314 and 324; majors only. Taken concurrently with: SWK 424,
425, 428 and 429. Offered fall and spring terms.
SWK 428 and SWK 429 Senior Seminar 1 & 2 (2 cr: 1 per semester)
This is a two-semester course that provides an opportunity for social work students to correlate and
synthesize specific social work requirements. It allows for the integration of all previous course material,
operationalizing the social work curriculum with the applied experience of the field practicum and
focuses on managing professional ethics, the development of the professional self and an ongoing ability
to process the field experience. Active participation of the student is required since the seminar supports
and supplements field instruction. Prerequisites: SWK 255, 256, 302, 303, 314 and 324; majors only.
Taken concurrently with SWK 424, 425, 428 and 429; offered fall and spring terms.
*SWK 490 Selected Topics (3 cr)
These topics provide students with an in-depth study on a particular topic of current interest in social
work. Topics may include: Social Legislation, Global Mental Health, Social Work in the Urban Setting,
Community Organizing and others. Prerequisite: SWK 255 or permission of the instructor.
*SWK 499 Independent Study (1 – 3 cr)
This course provides an opportunity for students to select and research a relevant social work topic under
the supervision of the instructor. Prerequisite: SWK 255, SWK 309 and permission of the instructor.
38
Council on Social Work Education
2008 Educational Policy and Accreditation Standards
Purpose: Social Work Practice, Education, and Educational Policy and Accreditation
Standards
The purpose of the social work profession is to promote human and community well-being. Guided by a
person and environment construct, a global perspective, respect for human diversity, and knowledge
based on scientific inquiry, social work’s purpose is actualized through its quest for social and economic
justice, the prevention of conditions that limit human rights, the elimination of poverty, and the
enhancement of the quality of life for all persons.
Social work educators serve the profession through their teaching, scholarship, and service. Social work
education—at the baccalaureate, master’s, and doctoral levels—shapes the profession’s future through the
education of competent professionals, the generation of knowledge, and the exercise of leadership within
the professional community.
The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards
(EPAS) to accredit baccalaureate- and master’s-level social work programs. EPAS supports academic
excellence by establishing thresholds for professional competence. It permits programs to use traditional
and emerging models of curriculum design by balancing requirements that promote comparability across
programs with a level of flexibility that encourages programs to differentiate.
EPAS describe four features of an integrated curriculum design: (1) program mission and goals; (2)
explicit curriculum; (3) implicit curriculum; and (4) assessment. The Educational Policy and
Accreditation Standards are conceptually linked. Educational Policy describes each curriculum feature.
Accreditation Standards (in italics) are derived from the Educational Policy and specify the requirements
used to develop and maintain an accredited social work program at the baccalaureate (B) or master’s (M)
level.
1. Program Mission and Goals
Educational Policy 1.0—Program Mission and Goals
The mission and goals of each social work program address the profession’s purpose, are grounded in
core professional values (EP 1.1), and are informed by context (EP 1.2).
Educational Policy 1.1—Values
Service, social justice, the dignity and worth of the person, the importance of human relationships,
integrity, competence,1 human rights, and scientific inquiry are among the core values of social work.
These values underpin the explicit and implicit curriculum and frame the profession’s commitment to
respect for all people and the quest for social and economic justice.
Educational Policy 1.2—Program Context
Context encompasses the mission of the institution in which the program is located and the needs and
opportunities associated with the setting. Programs are further influenced by their historical, political,
economic, social, cultural, demographic, and global contexts and by the ways they elect to engage these
39
factors. Additional factors include new knowledge, technology, and ideas that may have a bearing on
contemporary and future social work education and practice.
Accreditation Standard 1.0—Mission and Goals
The social work program’s mission and goals reflect the profession’s purpose and values and the
program’s context.
1.0.1 The program submits its mission statement and describes how it is consistent with the
profession’s purpose and values and the program’s context.
1.0.2 The program identifies its goals and demonstrates how they are derived from the program’s
mission.
2. Explicit Curriculum
Educational Policy 2.0—The Social Work Curriculum and Professional Practice
The explicit curriculum constitutes the program’s formal educational structure and includes the courses
and the curriculum. Social work education is grounded in the liberal arts, which provide the intellectual
basis for the professional curriculum and inform its design. The explicit curriculum achieves the
program’s competencies through an intentional design that includes the foundation offered at the
baccalaureate and master’s levels and the advanced curriculum offered at the master’s level. The BSW
curriculum prepares its graduates for generalist practice through mastery of the core competencies. The
MSW curriculum prepares its graduates for advanced practice through mastery of the core competencies
augmented by knowledge and practice behaviors specific to a concentration.
Educational Policy 2.1—Core Competencies
Competency-based education is an outcome performance approach to curriculum design. Competencies
are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the
outcome approach is to demonstrate the integration and application of the competencies in practice with
individuals, families, groups, organizations, and communities. The ten core competencies are listed below
[EP 2.1.1–EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and the
resulting practice behaviors that may be used to operationalize the curriculum and assessment methods.
Programs may add competencies consistent with their missions and goals.
Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values. They know the
profession’s history. Social workers commit themselves to the profession’s enhancement and to their own
professional conduct and growth. Social workers
• advocate for client access to the services of social work;
• practice personal reflection and self-correction to assure continual professional development;
• attend to professional roles and boundaries;
• demonstrate professional demeanor in behavior, appearance, and communication;
• engage in career-long learning; and
• use supervision and consultation.
40
Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice.
Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking. Social workers are knowledgeable about the value base of the profession, its ethical standards,
and relevant law.
Social workers
• recognize and manage personal values in a way that allows professional values to guide
practice;
• make ethical decisions by applying standards of the National Association of Social Workers
Code of Ethics2 and, as applicable, of the International Federation of Social
Workers/International Association of Schools of Social Work Ethics in Social Work,
Statement of Principles;3
• tolerate ambiguity in resolving ethical conflicts; and
• apply strategies of ethical reasoning to arrive at principled decisions.
Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional
judgments.
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned
discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also
requires the synthesis and communication of relevant information. Social workers
• distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom;
• analyze models of assessment, prevention, intervention, and evaluation; and
• demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues.
Educational Policy 2.1.4—Engage diversity and difference in practice.
Social workers understand how diversity characterizes and shapes the human experience and is critical to
the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple
factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression,
immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers
appreciate that, as a consequence of difference, a person’s life experiences may include oppression,
poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers
• recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power;
• gain sufficient self-awareness to eliminate the influence of personal biases and values in
working with diverse groups;
• recognize and communicate their understanding of the importance of difference in shaping
life experiences; and
• view themselves as learners and engage those with whom they work as informants.
Educational Policy 2.1.5—Advance human rights and social and economic justice.
Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy,
an adequate standard of living, health care, and education. Social workers recognize the global
interconnections of oppression and are knowledgeable about theories of justice and strategies to promote
human and civil rights. Social work incorporates social justice practices in organizations, institutions, and
society to ensure that these basic human rights are distributed equitably and without prejudice. Social
workers
41
• understand the forms and mechanisms of oppression and discrimination;
• advocate for human rights and social and economic justice; and
• engage in practices that advance social and economic justice.
Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research.
Social workers use practice experience to inform research, employ evidence-based interventions, evaluate
their own practice, and use research findings to improve practice, policy, and social service delivery.
Social workers comprehend quantitative and qualitative research and understand scientific and ethical
approaches to building knowledge. Social workers
• use practice experience to inform scientific inquiry and
• use research evidence to inform practice.
Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment.
Social workers are knowledgeable about human behavior across the life course; the range of social
systems in which people live; and the ways social systems promote or deter people in maintaining or
achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to
understand biological, social, cultural, psychological, and spiritual development. Social workers
• utilize conceptual frameworks to guide the processes of assessment, intervention, and
evaluation; and
• critique and apply knowledge to understand person and environment.
Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and
to deliver effective social work services.
Social work practitioners understand that policy affects service delivery, and they actively engage in
policy practice. Social workers know the history and current structures of social policies and services; the
role of policy in service delivery; and the role of practice in policy development. Social workers
• analyze, formulate, and advocate for policies that advance social well-being; and
• collaborate with colleagues and clients for effective policy action.
Educational Policy 2.1.9—Respond to contexts that shape practice.
Social workers are informed, resourceful, and proactive in responding to evolving organizational,
community, and societal contexts at all levels of practice. Social workers recognize that the context of
practice is dynamic, and use knowledge and skill to respond proactively. Social workers
• continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; and
• provide leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social services.
Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families,
groups, organizations, and communities.
Professional practice involves the dynamic and interactive processes of engagement, assessment,
intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice
with individuals, families, groups, organizations, and communities. Practice knowledge includes
identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals;
using research and technological advances; evaluating program outcomes and practice effectiveness;
developing, analyzing, advocating, and providing leadership for policies and services; and promoting
42
social and economic justice.
Educational Policy 2.1.10(a)—Engagement
Social workers
• substantively and affectively prepare for action with individuals, families, groups,
organizations, and communities;
• use empathy and other interpersonal skills; and
• develop a mutually agreed-on focus of work and desired outcomes.
Educational Policy 2.1.10(b)—Assessment
Social workers
• collect, organize, and interpret client data;
• assess client strengths and limitations;
• develop mutually agreed-on intervention goals and objectives; and
• select appropriate intervention strategies.
Educational Policy 2.1.10(c)—Intervention
Social workers
• initiate actions to achieve organizational goals;
• implement prevention interventions that enhance client capacities;
• help clients resolve problems;
• negotiate, mediate, and advocate for clients; and
• facilitate transitions and endings.
Educational Policy 2.1.10(d)—Evaluation
Social workers critically analyze, monitor, and evaluate interventions.
Educational Policy B2.2—Generalist Practice
Generalist practice is grounded in the liberal arts and the person and environment construct. To promote
human and social well-being, generalist practitioners use a range of prevention and intervention methods
in their practice with individuals, families, groups, organizations, and communities. The generalist
practitioner identifies with the social work profession and applies ethical principles and critical thinking
in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights
and social and economic justice. They recognize, support, and build on the strengths and resiliency of all
human beings. They engage in research-informed practice and are proactive in responding to the impact
of context on professional practice. BSW practice incorporates all of the core competencies.
Educational Policy 2.3—Signature Pedagogy: Field Education
Signature pedagogy represents the central form of instruction and learning in which a profession
socializes its students to perform the role of practitioner. Professionals have pedagogical norms with
which they connect and integrate theory and practice.4 In social work, the signature pedagogy is field
education. The intent of field education is to connect the theoretical and conceptual contribution of the
classroom with the practical world of the practice setting. It is a basic precept of social work education
that the two interrelated components of curriculum—classroom and field—are of equal importance within
the curriculum, and each contributes to the development of the requisite competencies of professional
43
practice. Field education is systematically designed, supervised, coordinated, and evaluated based on
criteria by which students demonstrate the achievement of program competencies.
Accreditation Standard B2.0—Curriculum
The 10 core competencies are used to design the professional curriculum. The program:
B2.0.1 Discusses how its mission and goals are consistent with generalist practice as defined in
EP B2.2.
B2.0.2 Identifies its competencies consistent with EP 2.1 through 2.1.10(d).
B2.0.3 Provides an operational definition for each of its competencies used in its curriculum
design and its assessment [EP 2.1 through 2.1.10(d)].
B2.0.4 Provides a rationale for its formal curriculum design demonstrating how it is used to
develop a coherent and integrated curriculum for both classroom and field (EP 2.0).
B2.0.5 Describes and explains how its curriculum content (knowledge, values, and skills)
implements the operational definition of each of its competencies.
Accreditation Standard 2.1—Field Education
The program discusses how its field education program:
2.1.1 Connects the theoretical and conceptual contribution of the classroom with the practice
setting, fostering the implementation of evidence-informed practice.
B2.1.2 Provides generalist practice opportunities for students to demonstrate the core
competencies.
2.1.3 Provides a minimum of 400 hours of field education for baccalaureate programs and 900
hours for master's programs.
2.1.4 Admits only those students who have met the program's specified criteria for field
education.
2.1.5 Specifies policies, criteria, and procedures for selecting field settings; placing and
monitoring students; maintaining field liaison contacts with field education settings; and
evaluating student learning and field setting effectiveness congruent with the program’s
competencies.
2.1.6 Specifies the credentials and practice experience of its field instructors necessary to design
field learning opportunities for students to demonstrate program competencies. Field
instructors for baccalaureate students hold a baccalaureate or master's degree in social
work from a CSWE-accredited program. Field instructors for master's students hold a
master's degree in social work from a CSWE-accredited program. For cases in which a
field instructor does not hold a CSWE-accredited social work degree, the program assumes
responsibility for reinforcing a social work perspective and describes how this is
accomplished.
2.1.7 Provides orientation, field instruction training, and continuing dialog with field education
settings and field instructors.
2.1.8 Develops policies regarding field placements in an organization in which the student is also
employed. To ensure the role of student as learner, student assignments and field
44
education supervision are not the same as those of the student’s employment.
3. Implicit Curriculum
Educational Policy 3.0—Implicit Curriculum: The Learning Environment
The implicit curriculum refers to the educational environment in which the explicit curriculum is
presented. It is composed of the following elements: the program’s commitment to diversity; admissions
policies and procedures; advisement, retention, and termination policies; student participation in
governance; faculty; administrative structure; and resources. The implicit curriculum is manifested
through policies that are fair and transparent in substance and implementation, the qualifications of the
faculty, and the adequacy of resources. The culture of human interchange; the spirit of inquiry; the
support for difference and diversity; and the values and priorities in the educational environment,
including the field setting, inform the student’s learning and development. The implicit curriculum is as
important as the explicit curriculum in shaping the professional character and competence of the
program’s graduates. Heightened awareness of the importance of the implicit curriculum promotes an
educational culture that is congruent with the values of the profession.5
Educational Policy 3.1—Diversity
The program’s commitment to diversity—including age, class, color, culture, disability, ethnicity, gender,
gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual
orientation—is reflected in its learning environment (institutional setting; selection of field education
settings and their clientele; composition of program advisory or field committees; educational and social
resources; resource allocation; program leadership; speaker series, seminars, and special programs;
support groups; research and other initiatives; and the demographic make-up of its faculty, staff, and
student body).
Accreditation Standard 3.1—Diversity
3.1.1 The program describes the specific and continuous efforts it makes to provide a learning
environment in which respect for all persons and understanding of diversity and difference
are practiced.
3.1.2 The program describes how its learning environment models affirmation and respect for
diversity and difference.
3.1.3 The program discusses specific plans to improve the learning environment to affirm and
support persons with diverse identities.
Educational Policy 3.2—Student Development
Educational preparation and commitment to the profession are essential qualities in the admission and
development of students for professional practice. To promote the social work education continuum,
BSW graduates admitted to MSW programs are presented with an articulated pathway toward a
concentration. Student participation in formulating and modifying policies affecting academic and student
affairs are important for the student’s professional development.
45
Accreditation Standard 3.2—Student Development: Admissions; Advisement, Retention, and
Termination; and Student Participation
Admissions
B3.2.1 The program identifies the criteria it uses for admission.
3.2.2 The program describes the process and procedures for evaluating applications and
notifying applicants of the decision and any contingent conditions associated with
admission.
3.2.4 The program describes its policies and procedures concerning the transfer of credits.
3.2.5 The program submits its written policy indicating that it does not grant social work course
credit for life experience or previous work experience. The program documents how it
informs applicants and other constituents of this policy.
Advisement, retention, and termination
3.2.6 The program describes its academic and professional advising policies and
procedures. Professional advising is provided by social work program faculty, staff, or both.
3.2.7 The program spells out how it informs students of its criteria for evaluating their academic
and professional performance, including policies and procedures for grievance.
3.2.8 The program submits its policies and procedures for terminating a student's enrollment in
the social work program for reasons of academic and professional performance.
Student participation
3.2.9 The program describes its policies and procedures specifying students’ rights and
responsibilities to participate in formulating and modifying policies affecting academic and
student affairs.
3.2.10 The program demonstrates how it provides opportunities and encourages students to
organize in their interests.
Educational Policy 3.3—Faculty
Faculty qualifications, including experience related to the program’s competencies, and an appropriate
student-faculty ratio are essential for developing an educational environment that promotes, emulates, and
teaches students the knowledge, values, and skills expected of professional social workers. Through their
teaching, scholarship, and service—as well as their interactions with one another, administration,
students, and community—the program’s faculty models the behavior and values expected of professional
social workers.
Accreditation Standard 3.3—Faculty
3.3.1 The program identifies each full and part-time social work faculty member and discusses
her/his qualifications, competence, expertise in social work education and practice, and
years of service to the program. Faculty who teach social work practice courses have a
master's degree in social work from a CSWE-accredited program and at least two years of
social work practice experience.
3.3.2 The program discusses how faculty size is commensurate with the number and type of
curricular offerings in class and field; class size; number of students; and the faculty's
46
teaching, scholarly, and service responsibilities. To carry out the ongoing functions of the
program, the full-time equivalent faculty-to-student ratio is usually 1:25 for baccalaureate
programs and 1:12 for master’s programs.
B3.3.3 The baccalaureate social work program identifies no fewer than two full-time
faculty assigned to the program, with full-time appointment in social work, and whose
principal assignment is to the baccalaureate program. The majority and no fewer than two
of the full-time faculty has either a master’s degree in social work from a CSWE-accredited
program, with a doctoral degree preferred, or a baccalaureate degree in social work from a
CSWE-accredited program and a doctoral degree preferably in social work.
3.3.4 The program describes its faculty workload policy and discusses how the policy supports
the achievement of institutional priorities and the program's mission and goals.
3.3.5 Faculty demonstrate ongoing professional development as teachers, scholars, and
practitioners through dissemination of research and scholarship, exchanges with external
constituencies such as practitioners and agencies, and through other professionally
relevant creative activities that support the achievement of institutional priorities and the
program’s mission and goals.
3.3.6 The program describes how its faculty models the behavior and values of the profession in
the program’s educational environment.
Educational Policy 3.4—Administrative Structure
Social work faculty and administrators, based on their education, knowledge, and skills, are best suited to
make decisions regarding the delivery of social work education. They exercise autonomy in designing an
administrative and leadership structure, developing curriculum, and formulating and implementing
policies that support the education of competent social workers.
Accreditation Standard 3.4—Administrative Structure
3.4.1 The program describes its administrative structure and shows how it provides the
necessary autonomy to achieve the program’s mission and goals.
3.4.2 The program describes how the social work faculty has responsibility for defining program
curriculum consistent with the Educational Policy and Accreditation Standards and the
institution’s policies.
3.4.3 The program describes how the administration and faculty of the social work program
participate in formulating and implementing policies related to the recruitment, hiring,
retention, promotion, and tenure of program personnel.
3.4.4 The program identifies the social work program director. Institutions with accredited BSW
and MSW programs appoint a separate director for each.
B3.4.4(a) The program describes the BSW program director’s leadership ability
through teaching, scholarship, curriculum development, administrative
experience, and other academic and professional activities in social
work. The program documents that the director has a master’s degree in
social work from a CSWE-accredited program with a doctoral degree
preferred or a baccalaureate degree in social work from a CSWEaccredited
program and a doctoral degree, preferably in social work.
B3.4.4(b) The program provides documentation that the director has a full-time
appointment to the social work program.
47
B3.4.4(c) The program describes the procedures for determining the program
director’s assigned time to provide educational and administrative
leadership to the program. To carry out the administrative functions of
the program, a minimum of 25% assigned time is required at the
baccalaureate level. The program demonstrates this time is sufficient.
3.4.5 The program identifies the field education director.
3.4.5(a) The program describes the field director’s ability to provide leadership in
the field education program through practice experience, field instruction
experience, and administrative and other relevant academic and
professional activities in social work.
3.4.5(b) The program documents that the field education director has a master’s
degree in social work from a CSWE-accredited program and at least 2
years of postbaccalaureate or postmaster's social work degree practice
experience.
B3.4.5(c) The program describes the procedures for determining the field director’s
assigned time to provide educational and administrative leadership for
field education. To carry out the administrative functions of the field at
least 25% assigned time is required for baccalaureate programs. The
program demonstrates this time is sufficient.
3.4.5(d) The program provides documentation that the field director has a fulltime
appointment to the social work program.
Educational Policy 3.5—Resources
Adequate resources are fundamental to creating, maintaining, and improving an educational environment
that supports the development of competent social work practitioners. Social work programs have the
necessary resources to support learning and professionalization of students and program improvement.
Accreditation Standard 3.5—Resources
3.5.1 The program describes the procedures for budget development and administration it uses
to achieve its mission and goals. The program submits the budget form to demonstrate
sufficient and stable financial supports that permit program planning and faculty
development.
3.5.2 The program describes how it uses resources to continuously improve the program and
address challenges in the program’s context.
3.5.3 The program demonstrates sufficient support staff, other personnel, and technological
resources to support itself.
3.5.4 The program submits the library form to demonstrate comprehensive library holdings
and/or electronic access and other informational and educational resources necessary for
achieving its mission and goals.
3.5.5 The program describes and demonstrates sufficient office and classroom space and/or
computer-mediated access to achieve its mission and goals.
3.5.6 The program describes its access to assistive technology, including materials in alternative
formats (e.g., Braille, large print, books on tape, assistive learning systems).
48
4. Assessment
Educational Policy 4.0—Assessment
Assessment is an integral component of competency-based education. To evaluate the extent to which the
competencies have been met, a system of assessment is central to this model of education. Data from
assessment continuously inform and promote change in the explicit and implicit curriculum to enhance
attainment of program competencies.
Accreditation Standard 4.0—Assessment
4.0.1 The program presents its plan to assess the attainment of its competencies. The
plan specifies procedures, multiple measures, and benchmarks to assess the
attainment of each of the program’s competencies (AS B2.0.3; AS M2.0.4).
4.0.2 The program provides evidence of ongoing data collection and analysis and discusses how
it
uses assessment data to affirm and/or make changes in the explicit and implicit curriculum to
enhance student performance.
4.0.3 The program identifies any changes in the explicit and implicit curriculum based on the
analysis of the assessment data.
4.0.4 The program describes how it makes its constituencies aware of its assessment
outcomes.
4.0.5 The program appends the summary data for each measure used to assess the attainment
of
each competency for at least one academic year prior to the submission of the self-study.
Footnotes
1
These six value elements reflect the National Association of Social Workers Code of Ethics.
National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers.
Washington, D.C.: NASW.
2
National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers.
Washington, DC: NASW.
3
International Federation of Social Workers and International Association of Schools of Social Work. (2004). Ethics
in Social Work, Statement of Principles. Retrieved January 2, 2008 from http://www.ifsw.org
4
Shulman, L. S. (2005, Summer). Signature pedagogies in the professions. Daedelus, 52-59.
5
Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.).
New York: Macmillan.
49