SOCIAL WORK
STUDENT HANDBOOK
AND FIELD MANUAL
FALL 2013
Social Work Student Handbook and Field Manual—1
TABLE OF CONTENTS
A MESSAGE FROM THE PROGRAM DIRECTOR ............................................................................... 4
PREFACE ................................................................................................................................................... 5
HISTORY ................................................................................................................................................... 5
UNIVERSITY MISSION STATEMENT .................................................................................................. 5
NATURE AND PURPOSE OF SOCIAL WORK ..................................................................................... 6
CSWE Core Competencies ................................................................................................................... 6
MISSION STATEMENT OF THE BACHELOR OF ARTS SOCIAL WORK PROGRAM .................... 8
MISSION STATEMENT OF THE MASTER OF SOCIAL WORK PROGRAM .................................... 8
SECTION I: GOALS AND OBJECTIVES OF THE SOCIAL WORK PROGRAM
Goals of the Social Work Program ....................................................................................................... 9
Objectives of the Social Work Program ............................................................................................... 9
SECTION II: CURRICULUM IN THE SOCIAL WORK PROGRAM
Integration with Courses .....................................................................................................................
Curriculum Structure—B.A. Program ................................................................................................
Foundation—B.A. Program ................................................................................................................
Recommended Schedule for Social Work Majors .............................................................................
Curriculum Structure—MSW Program ..............................................................................................
Foundation Year MSW Students ........................................................................................................
Concentration MSW Students ............................................................................................................
Community Mental Health Social Work Practice ..............................................................................
Management, Community Planning, and Social Administration Social Work Practice ....................
Clinical Gerontological Social Work Practice ....................................................................................
Addiction Studies Social Work Practice ............................................................................................
11
11
12
16
17
17
21
22
27
32
37
SECTION III: EXPECTATIONS AND POLICIES FOR FIELD INSTRUCTION
A Message from the Field Director and the B.A. Faculty Liaison .....................................................
FAQ’s about Bachelor’s Level Field Instruction ...............................................................................
FAQ’s about MSW Field Instruction .................................................................................................
Overview of Field Instruction ............................................................................................................
Criteria for Selection of Agencies and Field Supervisors ..................................................................
Field Instruction Experience: Foundation Year B.A. and MSW Students .........................................
Field Instruction Experience: Concentration Year MSW Students ....................................................
Expectations of Field Instruction ........................................................................................................
Responsibilities and Evaluation of Field Internship Participants .......................................................
Evaluation of Field Instruction ...........................................................................................................
Developing the Field Placement Learning Plan .................................................................................
MSW Field Evaluation Forms ............................................................................................................
When Student Problems Develop .......................................................................................................
Grading Policies .................................................................................................................................
Additional Policies and Placement Tips .............................................................................................
41
42
45
47
48
50
51
52
54
57
58
60
60
62
64
Social Work Student Handbook and Field Manual—2
SECTION IV: ACADEMIC POLICIES AND PROCEDURES
Departmental Policies ......................................................................................................................... 68
University Policies ............................................................................................................................. 72
SECTION V: NASW CODE OF ETHICS ............................................................................................... 77
Social Work Student Handbook and Field Manual—3
A MESSAGE FROM THE PROGRAM DIRECTOR
This student handbook and field manual serves as a guide to University policies and social work field
instruction for MSW students, MSW field supervisors, faculty liaisons/seminar instructors, and
community agency personnel. Let me take this opportunity to express my sincere appreciation to all of the
Department’s faculty and staff for their significant contributions to the success of the field instruction
program. This program, under the leadership of Dr. Lancaster, offers students a unique opportunity to
merge theory with mental health practice, management practice, gerontological practice, or addictions
practice in both public and private social service delivery systems. Field experience also allows students
to address and impact many of the serious social problems and challenges that confront society in our
local communities as well as across our nation and world. The Department of Social Work at Northwest
Nazarene University is committed to providing its students with a wide range of field placement
opportunities along with the academic and practice resources necessary to assure that our graduates will
become future leaders in professional rural and small town social work settings. The MSW and B.A.
programs in social work at NNU are both fully accredited by the Council on Social Work Education.
Throughout its history, the Department of Social Work has demonstrated an ongoing commitment to
addressing the complex needs of clients, families, and communities, with a specific emphasis on
vulnerable and underserved populations in rural and small town settings. This commitment is
representative of the larger commitment expressed by the University to be socially responsive through the
development of academic programs which promote economic justice, enhance human well-being and
functioning, and focus on alleviating poverty, oppression, and all other forms of injustice domestically
and globally.
The faculty and staff of NNU hope that your graduate experience, including your field instruction
experience(s), will be challenging and rewarding. I encourage you to discuss your progress and any
concerns you might have related to field instruction with Dr. Lancaster (Field Director), your MSW field
supervisor, or your faculty liaison/seminar instructor. Please remember that your professional growth and
success is our mission.
Finally, on behalf of the Department of Social Work, I would like to commend the commitment of our
MSW field supervisors and agency administrators in helping the Department of Social Work achieve
excellence in field instruction. Without their willingness to help educate the next generation of social
work professionals, our graduates would not be fully prepared to meet the demands and challenges facing
rural and small town social work professionals in the 21st century.
Mary Curran
Program Director
Social Work Student Handbook and Field Manual—4
PREFACE
This student handbook and field manual represents a compilation of the policies and procedures related to
both the BSW and MSW program and is divided into the following sections:
 Section I: Mission and Objectives of the BSW and MSW Programs
 Section II: Curriculum in the BSW and MSW Programs
 Section III: The Role of Field Practicum in the Social Work Curriculum
 Section IV: Policies and Procedures Related to Field Instruction
 Section V: Academic Policies and Procedures
 Section VI: Academic Resources
 Section VII: the NASW Code of Ethics.
This student handbook/field manual is designed to provide pertinent information for faculty, field
supervisors, and students regarding either the undergraduate or the graduate program leading to the
completion of a Bachelor’s or Master’s degree in social work and is a supplement to the Northwest
Nazarene University Undergraduate and Graduate Catalogs and current curriculum materials.
Social Work Student Handbook and Field Manual—5
HISTORY
Northwest Nazarene University is fully accredited by the Northwest Association of Schools and Colleges,
the National Council for the Accreditation of Teacher Education, the National Association of Schools of
Music, and the Association of Collegiate Business Schools and Programs.
Northwest Nazarene University has a long involvement with social work education. Initial accreditation
of the University’s baccalaureate social work program by the Council on Social Work Education (CSWE)
was granted for the graduating class of 1979 and retroactively granted to the classes of 1977 and 1978.
The master’s program was granted initial accreditation from the academic year of 2001–2002; it is now
accredited through 2017.
UNIVERSITY MISSION STATEMENT
The mission of Northwest Nazarene University is the transformation of the whole person. Centered in
Jesus Christ, the NNU education instills habits of heart, soul, mind, and strength to enable each student to
become God’s creative and redemptive agent in the world.
Social Work Student Handbook and Field Manual—6
NATURE AND PURPOSE OF SOCIAL WORK
Social work practice promotes human well-being by strengthening opportunities, resources, and
capacities of people in their environments and by creating policies and services to correct conditions
that limit human rights and the quality of life. The social work profession works to eliminate poverty,
discrimination, and oppression. Guided by a person-in-environment perspective and respect for
human diversity, the profession works to effect social and economic justice worldwide.
The Department of Social Work at NNU recognizes that the profession emerged out of an intentional
alliance with the delivery of services to people who were powerless, vulnerable, devalued,
disenfranchised, and oppressed. These at-risk populations served by the founders of social work were
often lower socioeconomic classes, people of color, and persons from other minority groups (viz.,
nationality, language, culture, and religion).
Social work, then, is concerned with the enhancement of social functioning AND the removal of barriers
for optimal social functioning for its clients. These goals for the profession place specific responsibilities
on NNU’s Department of Social Work. The Council on Social Work Education (CSWE) identifies
competencies to be addressed in social work education:
CSWE Core Competencies
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.
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.
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.
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.
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,
Social Work Student Handbook and Field Manual—7
institutions, and society to ensure that these basic human rights are distributed equitably and without
prejudice.
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.
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.
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.
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.
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 social and economic justice.
Social Work Student Handbook and Field Manual—8
MISSION STATEMENT
BACHELOR OF ARTS SOCIAL WORK PROGRAM
The primary program mission is to prepare students for beginning practice in the profession of social
work.
MISSION STATEMENT
MASTER OF SOCIAL WORK PROGRAM
The central mission of the MSW program is to prepare graduates for advanced micro, mezzo, and macro
practice, professional leadership, and lifelong learning by providing a knowledge-based and valueinformed education that emphasizes advanced practice with oppressed populations living in rural and
small town areas. Coursework stresses alleviating injustice, discrimination, and poverty; creating social
policies and resources that will help meet basic human needs and enhance the quality of life; and assisting
in the creation of accessible, responsible, and accountable human service programs.
The program addresses the historical significance of Christian organizations in the emergence of
professional social work and the nation’s social welfare system. In addition, it considers the role of
contemporary faith-based programs (including Christian churches and organizations) in local, state,
national, and international rural and small town settings.
The MSW program seeks to prepare social workers for employment in the public and private sectors, in
for-profit and non-profit settings, and in secular and non-secular agencies.
Social Work Student Handbook and Field Manual—9
SECTION I
GOALS AND OBJECTIVES OF THE SOCIAL WORK PROGRAM
In keeping with the Bachelor of Arts in Social Work (BSW) mission statement, the goals of the program
are to prepare baccalaureate graduates for generalist practice as entry-level social workers. The objectives
of the Social Work Program are to prepare students for careers in human services and for leadership in
addressing issues which confront individuals, families, groups, organizations, and communities,
especially in small town and rural communities.
The goals of the Master’s of Social Work (MSW) program reflect the main themes found in the mission
statement. The program goals below also reflect the chief purpose of social work education, which is to
prepare competent and effective professionals, develop social work knowledge, and provide leadership in
the development of service delivery systems.
A. Goals of the Social Work Program
1. To prepare students for beginning and advanced social work practice in rural and small town
settings through the presentation of a comprehensive curriculum which includes, foundation and
advanced content in HBSE, policy, research, practice methods, and field instruction.
2. To foster in students a Christ-like worldview which embraces the values and ethics of the
profession, including personal integrity, global diversity, a just society, and spiritual enrichment.
3. To foster in students a passion for alleviating discrimination, poverty, oppression, and all other
forms of injustice for at-risk populations, especially those living in rural and small town settings.
4. To provide students with a quality education and field experience in a creative learning
environment which promotes the development of critical thinking and problem solving skills, the
development of effective communication (including technological advances), the acquisition of
teamwork skills, and a commitment to lifelong learning and leadership in community/church
settings.
B. Objectives of the Social Work Program
1. Train students to assist individuals, families, groups, organizations, and communities in rural and
small town settings through the utilization of micro, mezzo, and macro practice models that
emphasize strengths-based perspectives and the processes of collaboration, empowerment,
planned change, and evaluation.
2. To promote identification with the profession of social work, giving special attention to its code
of ethics, value base, and stated purposes, including the profession’s commitment to ending
discrimination through the promotion of social justice and the provision of compassionate care
for society’s vulnerable and oppressed populations.
3. Assist students in understanding and appreciating the role of theology and religious organizations
in both the historical development and provision of social services throughout the world, by
Social Work Student Handbook and Field Manual—10
impressing upon them the significance of spirituality in the lives of individuals, families, groups,
and societies.
4. Equip students to integrate knowledge about human behavior, including self as a biological,
psychological, sociological, and spiritual being, with special emphasis on the life cycle and the
environmental challenges present in rural and small town settings.
5. Provide students with an opportunity to think and write critically about the major recurrent
problems within American society (especially in rural and small town settings) by acquainting
them with the historical development, organizational manifestations, ethical dilemmas, and skills
necessary to assess and address the social policies affecting America’s social welfare systems.
6. Prepare students with beginning and advanced research knowledge and skills so that they can
evaluate research as it is presented in both professional and popular contexts, assess their own
practice, and contribute to social work’s knowledge base.
7. Prepare students, primarily through modeling by field education supervisors and the
Department’s faculty, to collaborate with social service agencies, other community organizations,
and interdisciplinary professionals to achieve goals for clients and the larger community.
8. Prepare students for foundation and advanced professional leadership through a commitment to
lifelong learning, volunteerism/community services and remaining up to date on relevant
programmatic and technological advances.
Social Work Student Handbook and Field Manual—11
SECTION II
CURRICULUM IN THE SOCIAL WORK PROGRAM
A. Integration with Courses
Field instruction provides the opportunity for the student to engage in selected and organized
activities—with or on behalf of clients—that apply the social work skills, knowledge and values
learned in the classroom. These include knowledge about social welfare programs and issues, the
dynamics of human behavior, relevant social work research, methods of service delivery, and
intervention skills and strategies.
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. 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 practice. Field education is systematically designed, supervised,
coordinated, and evaluated based on criteria by which students demonstrate the achievement of
program competencies.
Under supervision, students function as practitioners assuming full professional responsibility for the
service they provide to clients and client systems.
The student is expected to utilize relevant field material in course work through class discussion and
case presentations. This should be done in consultation with the field supervisor. Additionally, all
field material should be printed in a way that protects client and/or agency confidentiality.
B. Curriculum Structure—B.A. Program
In order to earn the undergraduate degree in social work, students must complete between sixty and
sixty-three credits, including forty-two credit hours (42) in social work courses. Total credits needed
for graduation are one hundred and twenty-four (124). Students take core and foundation social work
classes to include SOWK3970 Social Work Research and Statistics. To qualify for entrance into
upper division courses applicable for completion of a degree within the Department of Social Work,
students must complete requirements for acceptance to take methods courses. A cumulative grade
point average of 2.00 must be maintained in the upper division courses. Students may also elect to
complete a Minor in Social Welfare. The goal of the program puts an emphasis on practice in rural
and small town settings preparing students to be generalist social workers.
Majors within the Department of Social Work enroll in three levels of field education courses, viz.,
SOWK2960 or SOWK2970 (sophomore level); SOWK3590/3591 (junior level); and
SOWK4960/4961 (senior level). A co-requisite course, SOWK4980/4981 Senior Field Seminar, is
taken during the senior year. The three levels of field education courses involve each student in 680
total hours of field education experiences in social services agencies.
Social Work Student Handbook and Field Manual—12
C. Foundation—B.A. Program
Field experience for foundation students emphasizes generalist social work practice. From this
generalist emphasis, the program prepares students to assist clients at the individual level (micro) or
at the level of families or small groups (mezzo), or with organizations and communities (macro level).
Although these levels appear to be separate areas of concern, they are parts of a larger whole. As a
result, the generalist practitioner must be prepared to work actively in all three areas.
Students in their field experience acquire knowledge and skills related to the generalist social work
processes for conducting generalist intervention assessments, case management, understanding
systems, interventions with small groups and organizations, and applying these practice models in
interventions at the generalist level. Concurrent with field experience, senior students attend a
seminar that provides a venue for them to integrate social work course content and field work
experience. Students participate in a variety of activities designed to assist and assess in preparing for
a generalist social worker position.
Foundation students prepare for generalist social worker positions committed to the values of the
profession. Students learn to practice professional generalist social work, employing a manner
consistent with the NASW (National Association of Social Workers) Code of Ethics.
Throughout this part of the curriculum, students learn to utilize a broad array of social work
knowledge and skills to assess problems and strengths, identify resources and implement processes of
planned change. Planned change may focus on any level of client systems (viz., individual, family,
group, organization, and community). Intervention as a generalist social worker emphasizes linkages
and coordination with caregivers, services, and resources both within and beyond the worker’s
agency.
Issues related to social work values and ethics, diversity, social and economic justice, populations at
risk, human behavior and social environment, social welfare policy and services, practice and
research are examined within the context of the respective student’s field practicum.
The goal of both the junior- and senior-level field experience is to help students complete preparation
to become entry-level social work practitioners. The practicum provides a hands-on experience that
serves as an integral link in the transition from a social work student to generalist social worker. The
on-site agency and Department of Social Work share a mutual commitment to social work education
in the preparation of the next generation of social work professionals. Thus, the senior level
experience is recognized as a key component of the student’s professional education. The following
assumptions and objectives undergird this level and serve as directives for the shared task of the
agency and Department of Social Work.
1. The values, knowledge, and skills of the profession are taught best through modeling. Both the
on-site personnel and faculty must demonstrate professional attitudes and actions.
2. The practicum setting provides students opportunities to integrate and utilize understanding of
human behavior, social welfare policy, research, and practice skills through participation in both
macro and micro contexts with diverse categories of clients.
3. On-site education gives students familiarity with one agency’s niche in society’s social welfare
institution.
Social Work Student Handbook and Field Manual—13
4. The practicum setting offers intensive preparation within at least one specific area of social work
practice.
5. The practicum context allows students to learn the functions of an organization(s) or
community(ies) and the society’s culture(s) and subcultures in addressing the needs and potential
development of people (particularly the resources available to clients in need).
6. Students will become familiar with an agency’s history, policies, structures, and procedures (e.g.,
a system for documentation) related to working with clients.
7. Students will continue to develop skills in working with clients, in working as colleagues, and in
working with other personnel, viz., administrators, supervisors, staff, and support personnel.
8. During practicum experiences, the students will receive guidance and feedback from on-site
supervisors and faculty to assist in the development of self-understanding, professional
competence, and evaluation of one’s practice.
The achievement of these objectives will be coordinated and monitored by regular telephone and onsite visits by the B.A. Faculty Liaison. The completion of a written evaluation of the student’s
performance by his/her on-site supervisor as well as an evaluation of the agency and supervisor by the
student will be completed at regular intervals at each level of field experience.
Learning Experiences for Sophomore Level Students
Sophomore level students enroll in SOWK2960: Social Work Field Experience to gain a “first-hand”
experience in an agency involved in the delivery of social services. This field experience must be
completed prior to entry into the junior level skills practicum.
Learning Experiences for Junior Level Students
Junior level students must complete SOWK3590/3591: Social Work Skills Practicum with co-requisites
SOWK3550/3551 and 3560/3561: Social Work Methods I–IV. This practicum gives students
opportunities to practice under the supervision of a skilled practitioner. Students must complete this
practicum and social work methods courses to move on to the senior level advanced practicum in social
work.
Learning Experiences for Senior Level Students
Senior level students enroll in SOWK4960/4961: Advanced Practicum in Social Work along with the corequisite SOWK4980/4981: Senior Field Seminar. Students fill out a Senior Field Placement Field
Application before starting the Advanced Practicum.
Students complete a Learning Plan during the first 50 hours of Advanced Practicum. They will complete
one process recording per semester. The student’s field supervisor will provide comments and the process
recording will be discussed in Senior Field Seminar. During the course of the Advanced Practicum,
students will complete weekly time sheets, have their field supervisor sign the sheets, then submit the
sheets to the B.A. Faculty Liaison at the end of each week. Further, the student and field supervisor will
complete evaluations at intervals during the practicum.
The course work for Advanced Practicum in Social Work is divided into four modules (A, B, C and D).
Students register for two semesters, each for four semester credits, usually taken in sequence in two
Social Work Student Handbook and Field Manual—14
consecutive semesters. The Module A paper is required from the student at the end of 100 hours. A
second paper is due at the end of Modules B and C (300 hours). The final paper, for Module D, is due at
the end of the practicum (400 hours). The module paper requirements are as follows:
SOWK4960 Module A: Paper #1, the Agency Paper, involves an analytical paper that focuses on (1) the
nature and purposes of the organization and (2) the primary intervention or treatment modality practiced
at the host agency. Students’ papers are discussed in Senior Field Seminar. This paper, the “Social Work
Field Evaluation” form, the goals and objectives form, and the student’s performance during the first 100
hours of placement determine the student’s grade.
SOWK4960 Module B, C: Paper #2, the Case Management Paper, involves the micro-focused student
in a project which includes completion of a descriptive psychosocial assessment, development of a case
plan, follow-up, and either actual or projected termination with the client. Macro-focused students
complete a major administrative project which is developed and monitored by the site supervisor and the
B.A. Faculty Liaison. This paper is due at the end of 300 hours. Also, the second evaluation by the Field
Supervisor is due.
SOWK4961 Module D: Paper #3, the Philosophy of Helping paper, is required after the student
completes 400 hours of the practicum. The purpose of the assignment is to provide an opportunity for
students to demonstrate personal and professional growth in the integration of theory, systems, values,
ethics, and practice. This integration should result in a personal style as a helper which will continue to
develop throughout the student’s professional career.
In addition to the papers noted above, each student shall document participation in some macro social
action, community planning, or community organizing group in behalf of the client populations served by
the host agency. The student shall log involvement with some group (e.g., NASW committees, consumer
advocacy groups, public interest group, etc.) that relates to the work of the host agency. A summary paper
shall document the following:
1. Purposes/Goals of the group
2. The activities of the group
3. The level of participation in the group, identifying the categories of persons involved, and
resistance by various factions of the public to the group’s efforts
4. Assessment of the outcomes and/or prospective outcomes of the group’s efforts
5. Recommendations for future activities
Foundation Curriculum—BSW Program
Northwest Nazarene University focuses on the “generalist perspective” of social work practice in the B.
A. foundation curriculum. The generalist perspective stresses that the social worker’s focus is social
problems and human needs, not particular services or practice methods preferred by an agency or
practitioner. The generalist approach recognizes the connection between private troubles and public
issues, between the individual’s well-being and the environmental conditions of their lives, between
personal and social change.
Because the generalist approach stresses doing what needs to be done to solve a problem, the entry-level
social worker must be prepared to respond to the potential of individuals and families as well as groups,
organizations, and communities. Those who practice generalist social work must be able to focus efforts
on individuals, families, groups, organizations, communities, and/or on social policy. The generalist
social worker must be prepared to use a variety of theories, skills, and methods for assessment and
intervention. The foundation curriculum of the B.A. Program introduces students to an understanding of
Social Work Student Handbook and Field Manual—15
general social work knowledge, including systems theory, case management, and skills in problem
solving common to both macro (societal, community, organizational) and micro (individual, family, small
group) levels of practice, specifically focusing on generalist social work in small towns and rural
communities.
Social Work Student Handbook and Field Manual—16
RECOMMENDED SCHEDULE FOR SOCIAL WORK MAJORS
YEAR
FRESH
SOCIAL WORK COURSES
SOWK1720 Soc Wel Contemp
SOWK2110 Intro to Social Work
SUPPORT COURSES
3
3
PSYC1550 Intro toPsych
SOGY1550 Intro toSociology (or)
SOGY2030 Cult Anthro I
GENERAL ED
3
2/3
6
SOPH
SOWK2850 and 2851 HBSE I, II
SOWK2960 Field Experience (or)
SOWK2970 Urban Field Exp
4
1
5/6
BIOL1060 Human Biology
POLS1030 Fndtns of Politics (or)
ECON1050 Analy Econ Issues
5
JUNIOR
SOWK3550 and 3551 Methods I, II
4
SOWK3560 and 3561 Methods III, IV 4
SOWK3590 and 3591 Skills Pract
2
SOWK3250 Sub Abuse (or)
SOWK3350 Child Welfare Srvcs (or)
SOWK3450 Grntlgy/Ger Soc Wk 3
SOWK3750 Soc Welfare Pol
3
SOWK4094 Soc Work Topics
1
17
MATH1100 Lib Arts Math
HUMN1010 Cornerstone
ENGL1020 Eng Comp
BIBL1100 Intro to Biblcl Studies
KINE1000 Fund/Wellness
Music/Art Elective
History Elective
KINE 1020 Heart Healthy Act
3
3
Sci Lab Elective
ENGL2020 Resrch Wtg & Crtcl Thnk
COMM1210 or COMM3210
THEO2100 Intro Christ Theology
KINE 1030 Lifetime Sport Act
History Elective
Philosophy Elective
Science Elective
6
PSYC3450 Abnormal Psych
SOGY3180 Race/Class/Ethnicity (or)
ENGL4270 Mnr Voices Amer Lit
2nd Year Lang Course
3
SOWK3970 and 3971
SW Res/Stats I, II
SOWK4960 and 4961 Adv Pract
SOWK4980 and 4981 Sr Fld Sem
4
8
2
14
TOTAL
CREDITS
3
3
3
3
1
3
3
1
20
31–32
1
3
3
3
1
3
3
3
20
31
Cross-Cultural Experience
0
Lit Elective (ENGL prefix)
3
3
6
SENIOR
ELECTIVES
3
UD Bib Lit/Theology
HUMN4011 Capstone
3
1
4
30
17–18 credits
31–32
GRAND TOTAL OF CREDITS: 124 including 18 elective credits
Social Work Student Handbook and Field Manual—17
D. Curriculum Structure—MSW Program
In order to earn the MSW graduate degree, students must complete sixty-three (63) credit hours of
course work including field practice education with a cumulative GPA of 3.0 or higher. Students
accepted with Advanced Standing must complete a minimum of thirty-eight (38) semester credits
with a cumulative GPA of 3.0 or higher. Students who have foundation research waived or who are
accepted into advanced standing are strongly advised to take the research tutorial prior to entering the
advanced research sequence. In addition, all students must satisfactorily complete either a research
thesis or capstone course covering the ten core competencies. The primary goal of the program is to
prepare students for advanced professional social work practice with an emphasis on practice in rural
and small town settings. The four areas of concentration are:
1.
2.
3.
4.
Addiction Studies Social Work Practice
Clinical Medical Social Work Practice
Community Mental Health Social Work Practice
Management, Community Planning, and Social Administration Social Work Practice
Students may pursue dual concentrations as well. This requires completing the practice and support
courses for each concentration.
E. Foundation Year MSW Students
The foundation field experience is a generalist one, supporting what students are learning in the
classroom. Students are required to gain practice experience with individuals, families, groups,
communities, and organizations, using a range of intervention modalities. Working with diverse
populations, students are expected to address problems of racism, sexism, homophobia, and any other
forms of oppression affecting the well-being of their clients.
Concurrent with the practicum, the seminar provides a forum for students to integrate foundation year
social work course content and field work experience through various activities, including seminar
discussion, assignments utilizing agency based case examples, and role play.
In the foundation curriculum, students acquire knowledge and skills related to the generic social work
processes for planned change, including relationship building, problem identification, assessment,
goal setting, contracting, intervention, evaluation, and termination. To broaden this traditional theory
and practice framework, a strengths perspective, culturally competent practice with diverse and atrisk populations, and social work values are integrated with the social work processes. Students learn
to apply explanatory theories to the assessment of client problems and apply practice models to their
intervention with clients.
Students gain knowledge and skills related to macro practice, including theory and practice in social
action, social planning, community development, organization maintenance, small groups, and social
change with specific focus on rural and small town settings. In social work interventions with small
groups and organizations, students master the appropriate theories as well as skills associated with
group, organizational, and community interventions.
Throughout this part of the curriculum, issues related to social work values and ethics, diversity,
social and economic justice, populations at risk, human behavior and social environment, social
welfare policy and services, practice and research are examined within the context of the student’s
Social Work Student Handbook and Field Manual—18
field practicum. Consistent with social work values, all students should seek to respect differences in
the needs, attitudes, and behaviors of diverse populations.
Students learn to practice professional social work in a manner consistent with the NASW Code of
Ethics, including the ability to identify and analyze the difference between professional and personal
values and how these may impact upon practice effectiveness.
Foundation Competencies and Practice Behaviors
2.1.1—Identify as a professional social worker and conduct oneself accordingly.
a. Advocate for client access to the services of social work
b. Practice personal reflection and self-correction to assure continual professional development
c. Attend to professional roles and boundaries
d. Demonstrate professional demeanor in behavior, appearance, and communication
e. Engage in career-long learning
f. Use supervision and consultation
2.1.2—Apply social work ethical principles to guide professional practice.
a. Recognize and manage personal values in a way that allows professional values to guide practice
b. Make ethical decisions by applying standards of the NASW Code of Ethics
c. Tolerate ambiguity in resolving ethical conflicts
d. Apply strategies of ethical reasoning to arrive at principled decisions
2.1.3—Apply critical thinking to inform and communicate professional judgments.
a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom
b. Analyze models of assessment, prevention, intervention, and evaluation
c. Demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues
2.1.4—Engage diversity and difference in practice.
a. Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working
with diverse groups
c. Recognize and communicate their understanding of the importance of difference in shaping life
experiences
d. View themselves as learners and engage those with whom they work as informants
2.1.5—Advance human rights and social and economic justice.
a. Understand the forms and mechanisms of oppression and discrimination
b. Advocate for human rights and social and economic justice
c. Engage in practices that advance social and economic justice
2.1.6—Engage in research-informed practice and practice-informed research
a. Use practice experience to inform scientific inquiry
b. Use research evidence to inform practice
2.1.7—Apply knowledge of human behavior and the social environment
a. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation
b. Critique and apply knowledge to understand person and environment
Social Work Student Handbook and Field Manual—19
2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective
social work services.
a. Analyze, formulate, and advocate for policies that advance social well-being
b. Collaborate with colleagues and clients for effective policy action
2.1.9—Respond to contexts that shape practice.
a. Continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services
b. Provide leadership in promoting sustainable changes in services delivery and practice to improve
the quality of social services
c. Demonstrate an appreciation for the complexity of practice in rural and small town communities
2.1.10(a)—Engage with individuals, families, groups, organizations, and communities.
a. Substantively and affectively prepare for action with individuals, families, groups, organizations,
and communities
b. Use empathy and other interpersonal skills
c. Develop a mutually agree-on focus of work and desired outcomes
2.1.10(b)—Assess individuals, families, groups, organizations, and communities.
a. Collect, organize, and interpret client data
b. Assess client strengths and limitations
c. Develop mutually agreed-on intervention goals and objectives
d. Select appropriate intervention strategies
2.1.10(c)—Intervene with individuals, families, groups, organizations, and communities.
a. Initiate actions to achieve organizational goals
b. Implement prevention interventions that enhance client capacities
c. Help clients resolve problems
d. Negotiate, mediate, and advocate for clients
e. Facilitate transitions and endings
2.1.10(d)—Evaluate with individuals, families, groups, organizations, and communities.
a. Social workers critically analyze, monitor, and evaluate interventions
Foundation Curriculum
Northwest Nazarene University focuses on the “generalist perspective” of social work practice in the
foundation curriculum. The generalist perspective stresses that the social worker’s focus is social
problems and human needs, not particular services or practice methods preferred by an agency or
practitioner. The generalist approach recognizes the connection between private troubles and public
issues, between the individual’s well-being and the environmental conditions of their lives, between
personal and social change. Thus, the social worker does not assume that an individual client needs to
change simply because he or she has identified a problem nor that the responsibility for social change is
relieved by the development of legitimate personal change objectives by a client.
Because the generalist approach stresses doing what needs to be done to solve a problem, the social
worker must be prepared to respond to the potential of individuals and families as well as groups,
organizations and communities. Those who practice social work must be able to focus efforts on
individuals, families, groups, organizations, communities and/or on social policy. The social worker must
be prepared to use differentially a variety of theories, skills, and methods for assessment and intervention.
Social Work Student Handbook and Field Manual—20
The foundation curriculum of the MSW Program introduces students to an understanding of general
social work knowledge, including systems theory, and skills in problem solving common to both macro
(societal, community, organizational) and micro (individual, family, small group) levels of practice. Thus,
the “generalist perspective,” offered in the first year curriculum, is the foundation upon which all
advanced practice education is based.
FOUNDATION YEAR
FALL SEMESTER
SPRING SEMESTER
SUMMER SEMESTER
SOWK6561
Practice I:
Individuals/Families/Groups
SOWK6530
Social Welfare
Policy and Services
SOWK6551
Practice II:
Organizations and
Community Development
3 credits
3 credits
3 credits
SOWK6540
Introduction to Research
Methodology I
SOWK6541
Introduction to Research
Methodology II
SOWK7622
HBSE III:
Social Work & Religion:
Justice/Values/Ethics
(offered every semester)
1 credit
1 credit
3 credits
SOWK6520
Human Behavior in the Social
Environment I:
A Life Cycle Perspective
SOWK6522
HBSE II:
Person and Environment
SOWK7610
SW Elective
3 credits
3 credits
1–2 credits
SOWK6570
Field Instruction I
SOWK6572
Field Instruction II
3 credits
3 credits
SOWK6571
Field Instruction Seminar I
SOWK6573
Field Instruction Seminar II
1 credit
1 credit
TOTAL—11 credits
TOTAL—10–12 credits
TOTAL—7 credits
Social Work Student Handbook and Field Manual—21
F. Concentration MSW Students
In addition to completion of courses in the selected concentration, each student must complete a
minimum of one practice course from an alternate area. (This requirement does not apply with the
Addiction Studies concentration because there is an additional practice class built into this
concentration.)
1. Community Mental Health Social Work Practice
Building on the foundation curriculum, the mental health concentration courses consist of three
practice courses (9 semester credits) and two 1-credit classes:
a. Mental Health Theories: Emphasis on Rural and Small Town Populations
b. Assessment/Intervention/Evaluation in Rural and Small Town Communities
c. Group Treatment in Rural and Small Town Communities
d. DSM-IV: Children and Adolescents (1 credit)
e. DSM-IV: Adults (1 credit)
* Opportunities for additional specialized training in Community Mental Health Social Work
will be available in the form of elective offerings
2. Management, Community Planning, and Social Administration
Building on the foundation curriculum, the management concentration courses consist of three
practice courses (9 semester credits) and one 2-credit class:
a. Leadership Skills and Management Practices in Rural and Small Town Settings
b. Community Organizing in Rural and Small Town America
c. Financial Management and Resource Development in Rural and Small Town Settings
d. Program Evaluation in Rural and Small Town Communities (2 credits)
* Opportunities for additional specialized training in Management Skills will be available in the
form of elective offerings
3. Clinical Medical Social Work
Building on the foundation curriculum, the gerontology concentration courses consist of three
practice courses (9 semester credits) and two 1-credit classes:
a. Clinical Theories in Medical Social Work with Adults in Rural and Small Town Settings
b. Social Policy Issues in Health Care
b. Clinical Assessment/Intervention/Evaluation of Cognitively and Physically Impaired Adults
in Out-of-Home Care Settings
c. End-of-Life Issues and Grief Counseling with Adults and their Families
d. Demography, Medical Terminology, and Psychopharmacology with Mature Adults (1 credit)
e. DSM-IV: Adults (1 credit)
* Opportunities for additional specialized training in Clinical Medical Social Work will be
available in the form of elective offerings
4. Addiction Studies
Building on the foundation curriculum, the addiction studies concentration courses consist of four
practice courses (12 semester credits) and three 1-credit classes.
a. Assessment, Diagnosis, and Treatment Planning in Substance Abuse
b. Individual and Family Counseling for Alcohol and Drug Problems
c. Group Work in Substance Abuse Treatment
d. Alcohol and Drug Education/Pharmacology
e. Introduction to Drugs and Alcohol in Society (1 credit)
Social Work Student Handbook and Field Manual—22
f.
g.
h.
*
Case Management of Drug and Alcohol Problems (1 credit)
Ethical and Legal Issues in Substance Abuse Treatment (1 credit)
DSM-IV: Children and Adolescents or DSM-IV: Adults (1 credit)
Opportunities for additional specialized training in addictions will be available in the form of
elective offerings
5. Dual (e.g., a combination of two concentrations)
Students may choose to complete two concentrations. They need to clearly demonstrate that their
field instruction focuses on skill development in both areas selected. Students in a dual
concentration will complete approximately 250 hours in each concentration area, e.g.,
clinical/management. Total number of hours required for the concentration year: 500.
Learning Experiences for Community Mental Health Social Work Practice
Mental health students will focus on the following theories: cognitive-behavioral, crisis intervention, and
strengths-based brief therapy in their concentration field placement. Students will learn to differentially
apply the above theories to the assessment of client systems across the individual or family life cycle.
They also will learn to distinguish the appropriate treatment modality (individual, family, couples, and/or
group) as it relates to a particular client’s identified problem/need and utilize one or more of the practice
model(s) listed above in the treatment, planning, and intervention of a case.
All Community Mental Health students are required to complete one advanced mental health
practice course prior to entering advanced field.
Community Mental Health Practice Behaviors
2.1.1—Identify as a professional social worker and conduct oneself accordingly.
a. demonstrate professional use of self with client(s)
b. understand and identify professional strengths, limitations and challenges
2.1.2—Apply social work ethical principles to guide professional practice
a. apply ethical decision-making skills to issues specific to clinical social work
b. employ strategies of ethical reasoning to address the use of technology in clinical practice and its
effect on client rights
c. recognize and manage personal biases as they affect the therapeutic relationship in the service of
the clients’ well-being
2.1.3—Apply critical thinking to inform and communicate professional judgments
a. engage in reflective practice
b. communicate professional judgments to other social workers and to professionals from other
disciplines, in both verbal and written formats
2.1.4—Engage diversity and difference in practice
a. research and apply knowledge of diverse populations to enhance client well-being
b. work effectively with diverse populations, including identifying and using practitioner/client
differences from a strengths perspective
Social Work Student Handbook and Field Manual—23
2.1.5—Advance human rights and social and economic justice
a. understand the forms and mechanisms of oppression and discrimination
b. advocate for and engage in practices that advance human rights and social and economic justice
2.1.6—Engage in research-informed practice and practice-informed research
a. use the evidence-based practice process to differentially apply clinical treatment models
b. participate in the distribution of new clinical knowledge, through research and practice
c. use research methodology to evaluate clinical practice effectiveness and/or outcomes
2.1.7—Apply knowledge of human behavior and the social environment
a. synthesize and differentially apply theories of human behavior and the social environment to
guide clinical practice
b. use and apply developmental and person-in-environment theories to guide and enhance clinical
assessment
2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective
social work services
a. communicate and advocate with administrators, legislators, and stakeholders the implication of
policies and policy change in the lives of clients
b. use evidence-based practice and practice-based evidence in advocacy for policies that advance
social and economic well-being
2.1.9—Respond to contexts that shape practice
a. assess the quality of clients’ interactions within their social contexts
b. assess and evaluate the unique benefits and challenges encountered by clients in rural and smalltown communities, especially as they relate to clinical practice
c. recognize the context of practice is dynamic and identify how changes in that context will affect
clinical practice
2.1.10 a)—Engage with individuals, families, groups, organizations, and communities
a. attend to the interpersonal dynamics and contextual factors that both strengthen and potentially
threaten the therapeutic alliance
b. develop a culturally responsive therapeutic relationship that encourages clients to be equal
participants in the establishment of treatment goals and expected outcomes
2.1.10 b)—Assess with individuals, families, groups, organizations, and communities
a. use multidimensional bio-psycho-social-spiritual assessment tools, including differential and
multiaxial diagnoses
b. assess clients’ readiness for change
c. assess client coping strategies to reinforce and improve adaptation to life situations,
circumstances, and events
d. select and modify appropriate intervention strategies based on continuous clinical assessment,
including needed modifications for clients from rural and small-town communities
2.1.10 c)—Intervene with individuals, families, groups, organizations, and communities
a. critically evaluate, select, and apply best practices and evidence-based interventions, particularly
with clients from rural and small-town communities
b. demonstrate the use of appropriate clinical techniques for a range of presenting concerns
identified in the assessment, including crisis intervention strategies as needed
Social Work Student Handbook and Field Manual—24
c. collaborate with other professionals to coordinate treatment interventions
2.1.10 d)—Evaluate with individuals, families, groups, organizations, and communities
a. use clinical evaluation of the process and/or outcomes to assess client progress in treatment
b. use evaluation processes to develop a discharge or transition plan with clients
Social Work Student Handbook and Field Manual—25
CONCENTRATION YEAR 1
Community Mental Health Social Work Practice
FALL SEMESTER
SPRING SEMESTER
SUMMER SEMESTER
SOWK7661
SW Practice III:
Mental Health Theories:
Emphasis on Rural and Small Town
Populations
SOWK7662
SW Practice IV:
Clinical Assessment/Intervention/
Evaluation in Rural and Small Town
Communities
SOWK7664
SW Practice V:
Group Treatment
in Rural/Small Town Communities
3 credits
3 credits
3 credits
SOWK7629
Policy Issues w/Mature/Aging Adults
SOWK7640
Advanced Research Design
SOWK7641
Advanced Research Methodology
3 credits
3 credits
2 credits
SOWK7622
HBSE III:
Social Work & Religion:
Justice/Values/Ethics
SOWK7670
Field Instruction III
SOWK7672
Field Instruction IV
3 credits
3 credits
3 credits
*Opportunity for students
to take practice class
in alternate concentration
SOWK7671
Field Instruction Seminar III
SOWK7673
Field Instruction Seminar IV
3 credits
1 credit
1 credit
SOWK7610
SW Elective
SOWK7610
SW Elective
SOWK7666
DSM-IV: Adults
[Total Program Requirement: 4 credits]
[Total Program Requirement: 4 credits]
1–2 credits
1–2 credits
1 credit
TOTAL—6–12 credits
TOTAL—10–12 credits
TOTAL—10–12 credits
or
SOWK7630
Policy Issues in Rural America
(offered every semester)
(offered every semester)
*Students are required to take at least one practice course in an alternate concentration.
Social Work Student Handbook and Field Manual—26
CONCENTRATION YEAR 2
Community Mental Health Social Work Practice
FALL SEMESTER
NOTES AND OPTIONS
SOWK7665
DSM-IV:
Children & Adolescents
1 credit
SOWK7690
MSW Capstone
1 credit
*Opportunity for students
to take practice class
in alternate concentration
(offered every semester)
NOTE: Students will be able to participate in
commencement ceremonies
in May of this year
if they are within 6 credits
of completing the degree.
3 credits
SOWK7610
SW Elective
[Total Program Requirement: 4 credits]
1–2 credits
SOWK7642
Research Thesis
(optional)
(offered every semester)
1–3 credits
SOWK7639
Introduction to SPSS Software
[w/7642 if quantitative]
1 credit
TOTAL—3–8 credits
*Students are required to take at least one practice course in an alternate concentration.
Social Work Student Handbook and Field Manual—27
Learning Experiences for Management, Community Planning, and Social Administration Soial
Work Practice
The Management, Community Planning, and Social Administration Concentration reflects macro practice
in social work. What is Macro Practice? Macro social work practice is a professionally guided
intervention designed to bring about planned change in organizations and communities. Macro practice
also requires a fundamental understanding of political systems and the overriding ideologies and values
that influence the politics of communities and organizations. Deeply imbedded in this understanding is
the undertaking of policy analysis (Netting, Kettner, & McMurtry, 2004).
All management students are required to complete one advanced management practice course
prior to entering advanced field.
Management Practice Behaviors
2.1.1—Identify as a professional social worker and conduct oneself accordingly.
a. advance the social work profession through service in a leadership role to build coalitions and
social networks
b. conduct oneself ethically and professionally in all leadership activities
2.1.2—Apply social work ethical principles to guide professional practice
a. demonstrate an understanding and application of theories of power ethically guided by social
work practice
b. recognize and identify personal biases as they affect practice with individuals, groups, and
communities
2.1.3—Apply critical thinking to inform and communicate professional judgments
a. use critical thinking skills in written assignments for organizations and communities
b. demonstrate competence in written and oral communication
c. prepare testimony for legislative hearings
2.1.4—Engage diversity and difference in practice
a. analyze the impact of community organizing and development on oppressed/marginalized
populations
b. create and manage diversity within organizations and community planning activities
c. analyze the impact of human resources on oppressed/marginalized populations
2.1.5—Advance human rights and social and economic justice
a. advocate for legislation specific to the advancement of human rights and social and economic
justice
b. organize citizen groups, build coalitions and social networks, and network with communities or
agencies to advance human rights and social and economic justice
c. work with the media to improve community organization and development around human rights
and social and economic justice concerns
d. speak or testify in public on behalf of human rights and social and economic justice
Social Work Student Handbook and Field Manual—28
2.1.6—Engage in research-informed practice and practice-informed research
a. utilize computers and management information systems as a part of program auditing,
forecasting, risk assessment, statistical analysis, human resources, and program evaluation
b. monitor and map agency and community resources to better understand the unique placement of a
given agency within the community
c. understand and participate in the budgeting process, using program assessment and evaluation,
specifically in faith-based organizations and/or rural and small town communities
d. conduct fact finding studies as a part of organizational planning and policy analysis
e. supervise and evaluate staff as a part of managing an organization and as a function of program
evaluation
2.1.7—Apply knowledge of human behavior and the social environment
a. train and develop staff using macro-level theories of human behavior and the social environment
b. manage meetings taking into account pertinent theories of human behavior and the social
environment
c. provide technical assistance on human resources activities of social service organizations
d. motivate and retain staff using principles of organizational and leadership theories
2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective
social work services
a. plan programs and consider alternative plans based on existing policies in an effort to enhance
social service provision
b. analyze inter-governmental relations and the impact of those relations on social service planning
and provision
c. monitor court interventions and conduct legislative analyses in an effort to understand the impact
of existing and pending policies on social work services and the well-being of clients
d. demonstrate skills in fund development through grant writing
e. design and conduct cost/benefit studies with special consideration of how those costs and benefits
are impacted by current and pending policies
2.1.9—Respond to contexts that shape practice
a. work with boards, committees, or task forces applicable to particular organization and community
needs
b. promote a positive work environment
c. identify and respond to the systemic barriers encountered by agencies and clients within rural and
small town communities
2.1.10 a)—Engage with individuals, families, groups, organizations, and communities
a. schedule staff/project activities within organizations and communities
b. conduct strategic planning with organizations and communities
c. organize groups or coalitions to improve planning and management in organizations and
communities
2.1.10 b)—Assess with individuals, families, groups, organizations, and communities
a. participate in asset assessment with organizations and communities
b. participate in needs assessments within organizations and communities
Social Work Student Handbook and Field Manual—29
2.1.10 c)—Intervene with individuals, families, groups, organizations, and communities
a. implement plans for action within organizations and communities
b. monitor staff work within organizations and communities to maintain and enhance service
provision
c. develop work-flow-based on efficiency criteria
d. demonstrate resource development and fund-raising skills
2.1.10 d)—Evaluate with individuals, families, groups, organizations, and communities
a. track progress related to goals and objectives in a given organization or community
b. design, conduct, and evaluate service outcome studies
Social Work Student Handbook and Field Manual—30
CONCENTRATION YEAR 1
Management, Community Planning, & Social Administration
FALL SEMESTER
SPRING SEMESTER
SUMMER SEMESTER
SOWK7652
SW Practice III:
Leadership Skills and
Management Practices
in Rural and Small Town Settings
SOWK7651
SW Practice IV:
Community Organizing in
Rural and Small Town America
SOWK7654
SW Practice V:
Financial Management and
Resource Development
in Rural and Small Town
Social Welfare Administration
3 credits
3 credits
3 credits
SOWK7630
Policy Issues
in Rural America
SOWK7640
Advanced Research Design
SOWK7641
Advanced Research Methodology
3 credits
3 credits
2 credits
SOWK7622
HBSE III:
Social Work & Religion:
Justice/Values/Ethics
SOWK7670
Field Instruction III
SOWK7672
Field Instruction IV
3 credits
3 credits
3 credits
*Opportunity for students
to take practice class
in alternate concentration
SOWK7671
Field Instruction Seminar III
SOWK7673
Field Instruction Seminar IV
3 credits
1 credit
1 credit
SOWK7610
SW Elective
SOWK7655
Program Evaluation in
Rural and Small Town Communities
SOWK7610
SW Elective
(offered every semester)
(offered every semester)
[Total Program Requirement: 4 credits]
[Total Program Requirement: 4 credits]
1–2 credits
2 credits
1–2 credits
TOTAL—6–12 credits
TOTAL—11 credits
TOTAL—9–12 credits
*Students are required to take at least one practice course in an alternate concentration.
Social Work Student Handbook and Field Manual—31
CONCENTRATION YEAR 2
Management, Community Planning, & Social Administration
FALL SEMESTER
NOTES AND OPTIONS
SOWK7690
MSW Capstone
1 credit
*Opportunity for students
to take practice class
in alternate concentration
(offered every semester)
3 credits
SOWK7610
SW Elective
[Total Program Requirement: 4 credits]
1–2 credits
NOTE: Students will be able to participate in
commencement ceremonies
in May of this year
if they are within 6 credits
of completing the degree.
SOWK7642
Research Thesis
(optional)
(offered every semester)
1–3 credits
SOWK7639
Introduction to SPSS Software
[w/7642 if quantitative]
1 credit
TOTAL—3–8 credits
*Students are required to take at least one practice course in an alternate concentration.
Social Work Student Handbook and Field Manual—32
Learning Experiences for Clinical Medical Social Work Practice
Students concentrating in Clinical Medical Social Work will be focusing on the various kinds of
biological, cognitive, social, and spiritual challenges maturing and older adults experience. They will
develop an understanding of the aging process across the lifespan and be able to apply this knowledge to
how older adults construct and reconstruct meaning in their lives. Students will also become familiar with
key assessment tools and methods used in interviewing adults and their families, including psychosocial
histories, life reviews, lifestyle inventories, and strengths assessments. Topics such as diabetes, cancer,
sleep disturbance, depression, chemical dependence, suicide, anxiety disorders, dementia, Alzheimer’s
disease, grandparents raising grandchildren, children caring for aging parents, retirement activities, the
accessibility and effectiveness of health care and delivery systems for the elderly, and end-of-life issues
will be addressed. In addition, this concentration will consider a myriad of topics related to state and
federal policies which impact older adults living in rural and small town communities.
All students in clinical medical social work are required to complete one advanced practice course
in the clinical medical sequence prior to entering advanced field.
Medical Social Work Practice Behaviors
2.1.1—Identify as a professional social worker and conduct oneself accordingly.
a. assess and address values and biases across the lifespan
b. understand the perspective and values of social work in relation to working effectively with other
disciplines in medical interdisciplinary practice
c. understand self as a professional, identifying and evidencing ability to hold a therapeutic
relationship with clients and their families
2.1.2—Apply social work ethical principles to guide professional practice
a. apply ethical principles to decisions on behalf of all clients in a medical setting with special
attention to those who have limited decisional capacity
b. allow for client self-determination related to medical choices
c. apply ethical decision-making skills using the biomedical and psychosocial specifics of issues
related to clients and their families
2.1.3—Apply critical thinking to inform and communicate professional judgments
a. engage in reflective practice with clients
b. communicate to public audiences and policy makers through multiple media, including writing
synthesis reports and legislative statements and orally presenting the mission and outcomes of the
services of an organization or for diverse client groups
2.1.4—Engage diversity and difference in practice
a. respect diversity among clients, families, and professionals (e.g., class, race, ethnicity, gender,
and sexual orientation)
b. address the cultural, spiritual, and ethnic values and beliefs of clients and their families
2.1.5—Advance human rights and social and economic justice
a. assess and address any negative impacts of social and health care policies on practice with
historically disadvantaged populations
b. advocate at a macro level by lobbying for healthcare issues, networking with other health care
professionals, and monitoring legislation related to issues surrounding healthcare policy
Social Work Student Handbook and Field Manual—33
2.1.6—Engage in research-informed practice and practice-informed research
a. promote the use of research (including evidence-based practice) to evaluate and enhance the
effectiveness of social work practice in healthcare settings
b. use research to continually evaluate program and policy effectiveness within the healthcare
setting
2.1.7—Apply knowledge of human behavior and the social environment
a. identify issues related to losses, changes, and transitions over the life cycle in designing
interventions
b. understand lifecycle and developmental theories and how they are used to complete thorough
assessments and Plans of Care
2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective
social work services
a. review and adapt organizational policies, procedures, and resources to facilitate the provision of
services to diverse clients and their healthcare providers
b. manage individual (personal) and multi-stakeholder (interpersonal) processes at the community,
interagency, and intra-agency levels to inspire and leverage power and resources to optimize
services for clients in the healthcare system
c. engage in an understanding of policy as it relates to rural healthcare service delivery systems
2.1.9—Respond to contexts that shape practice
a. create a shared organizational mission, vision, values, and policies responding to ever-changing
service systems to promote coordinated optimal services for clients in the healthcare setting
b. advocate and organize with service providers, community organizations, policy makers, and the
public to meet the needs of the client system
2.1.10 a)—Engage with individuals, families, groups, organizations, and communities
a. establish rapport, use empathy and sensitive interviewing skills to engage clients in identifying
their strengths and maintain effective working relationships with clients and their families
2.1.10 b)—Assess with individuals, families, groups, organizations, and communities
a. administer and interpret standardized assessment and diagnostic tools that are appropriate for use
with clients (e.g., depression scale, Mini-Mental Status Exam)
b. use scientifically recommended tools and assessments to evaluate and implement a plan of care
that is individual and person centered from a strengths-based perspective including a
biopsychosocialspiritual assessment
2.1.10 c)—Intervene with individuals, families, groups, organizations, and communities
a. use therapeutic group interventions with clients and their
b. provide social work case management to link clients and their families to resources and services
2.1.10 d)—Evaluate with individuals, families, groups, organizations, and communities
a. evaluation the effectiveness of practice and programs in achieving intended outcomes for clients
b. develop clear, timely, an d appropriate services plans with measureable objectives for clients
c. reevaluate and adjust service plans for clients on a continuing basis
Social Work Student Handbook and Field Manual—34
Social Work Student Handbook and Field Manual—35
CONCENTRATION YEAR 1
Clinical Medical Social Work Practice
FALL SEMESTER
SPRING SEMESTER
SUMMER SEMESTER
SOWK7631
SW Practice III
Clinical Theories in Medical Social
Work with Adults
in Rural and Small Town Settings
SOWK7632
SW Practice IV
Clinical Assessment/Intervention/
Evaluation of Cognitively and
Physically Impaired Older Adults
in Out-of-Home Care Settings
SOWK7633
SW Practice V
End-of-Life and Grief Counseling
with Adults and
Their Families
3 credits
3 credits
SOWK7629
Social Policy Issues
With Health Care
SOWK7640
Advanced Research Design
SOWK7641
Advanced Research Methodology
3 credits
3 credits
2 credits
SOWK7622
HBSE III:
Social Work & Religion:
Justice/Values/Ethics
SOWK7670
Field Instruction III
SOWK7672
Field Instruction IV
3 credits
3 credits
3 credits
*Opportunity for students
to take practice class
in alternate concentration
SOWK7671
Field Instruction Seminar III
SOWK7673
Field Instruction Seminar IV
3 credits
1 credit
1 credit
SOWK7610
SW Elective
SOWK7666
[Total Program Requirement: 4 credits]
SOWK7635
Demography/Medical Terminology/
Psychopharmacology with
Mature Adults
1–2 credits
1 credit
1 credit
TOTAL—6–12 credits
TOTAL—11 credits
TOTAL—10–12 credits
3 credits
(offered every semester)
(offered every semester)
DSM-IV: Adults
*Students are required to take at least one practice course in an alternate concentration.
Social Work Student Handbook and Field Manual—36
CONCENTRATION YEAR 2
Clinical Gerontology Social Work Practice
FALL SEMESTER
NOTES
SOWK7690
MSW Capstone
1 credit
*Opportunity for students
to take practice class
in alternate concentration
(offered every semester)
3 credits
SOWK7610
SW Elective
[Total Program Requirement: 4 credits]
1–2 credits
NOTE: Students will be able to participate in
commencement ceremonies
in May of this year
if they are within 6 credits
of completing the degree.
SOWK7642
Research Thesis
(optional)
(offered every semester)
1–3 credits
SOWK7639
Introduction to SPSS Software
[w/7642 if quantitative]
1 credit
TOTAL—3–8 credits
*Students are required to take at least one practice course in an alternate concentration.
Social Work Student Handbook and Field Manual—37
Learning Experiences for Addiction Studies Social Work Practice
All students in addiction studies are required to complete one advanced practice course in the
addiction studies sequence prior to entering advanced field.
Addiction Studies Practice Behaviors
2.1.1—Identify as a professional social worker and conduct oneself accordingly.
a. readily identify as social work professionals
b. demonstrate professional use of self with client(s)
c. understand and identify professional strengths, limitations and challenges
d. develop, manage, and maintain therapeutic relationships with clients within the person-inenvironment and strengths perspectives
2.1.2—Apply social work ethical principles to guide professional practice
a. apply ethical decision-making skills to issues specific to clinical social work
b. employ strategies of ethical reasoning to address the use of technology in clinical practice and its
effect on client rights
c. identify and use knowledge of relationship dynamics, including power differentials
d. recognize and manage personal biases as they affect the therapeutic relationship in the service of
the clients’ well-being
2.1.3—Apply critical thinking to inform and communicate professional judgments
a. engage in reflective practice
b. identify and articulate clients’ strengths and vulnerabilities
c. evaluate, select, and implement appropriate multidimensional assessment, diagnostic,
intervention, and practice evaluation tools
d. evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply
them to client situations
e. communicate professional judgments to other social workers and to professionals from other
disciplines, in both verbal and written format
2.1.4—Engage diversity and difference in practice
a. research and apply knowledge of diverse populations to enhance client well-being
b. work effectively with diverse populations
c. identify and use practitioner/client differences from a strengths perspective
2.1.5—Advance human rights and social and economic justice
a. use knowledge of the effects of oppression, discrimination, and historical trauma on client and
client systems to guide treatment planning and intervention
b. advocate at multiple levels for mental health parity and reduction of health disparities for diverse
populations
2.1.6—Engage in research-informed practice and practice-informed research
a. use the evidence-based practice process in clinical assessment and intervention with clients
b. participate in the generation of new clinical knowledge, through research and practice
c. use research methodology to evaluate clinical practice effectiveness and/or outcomes
Social Work Student Handbook and Field Manual—38
2.1.7—Apply knowledge of human behavior and the social environment
a. synthesize and differentially apply theories of human behavior and the social environment to
guide clinical practice
b. use bio-psycho-social-spiritual theories and multiaxial diagnostic classification systems in
formulation of comprehensive assessments
c. consult with medical professionals, as needed, to confirm diagnosis and/or to monitor medication
in the treatment process
2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective
social work services
a. communicate to stakeholders the implication of policies and policy change in the lives of clients
b. use evidence-based practice and practice-based evidence in advocacy for policies that advance
social and economic well-being
c. advocate with and inform administrators and legislators to influence policies that impact clients
and service
2.1.9—Respond to contexts that shape practice
a. assess the quality of clients’ interactions within their social contexts
b. develop intervention plans to accomplish systemic change
c. work collaboratively with others to effect systemic change that is sustainable
d. Assess and evaluate the unique benefits and challenges encountered by clients in rural and smalltown communities, especially as they relate to clinical practice
2.1.10 a)—Engage with individuals, families, groups, organizations, and communities
a. develop a culturally responsive therapeutic relationship
b. attend to the interpersonal dynamics and contextual factors that both strengthen and potentially
threaten the therapeutic alliance
c. establish a relationally based process that encourages clients to be equal participants in the
establishment of treatment goals and expected outcomes
2.1.10 b)—Assess with individuals, families, groups, organizations, and communities
a. use multidimensional bio-psycho-social-spiritual assessment tools
b. assess clients’ readiness for change
c. assess client coping strategies to reinforce and improve adaptation to life situations,
circumstances, and events
d. select and modify appropriate intervention strategies based on continuous clinical assessment,
including needed modifications for clients from rural and small-town communities
e. use differential and multiaxial diagnoses
2.1.10 c)—Intervene with individuals, families, groups, organizations, and communities
a. critically evaluate, select, and apply best practices and evidence-based interventions, particularly
with clients from rural and small-town communities
b. demonstrate the use of appropriate clinical techniques for a range of presenting concerns
identified in the assessment, including crisis intervention strategies as needed
c. collaborate with other professionals to coordinate treatment interventions
2.1.10 d)—Evaluate with individuals, families, groups, organizations, and communities
a. contribute to the theoretical knowledge base of the social work profession through practice-based
research
b. use clinical evaluation of the process and/or outcomes to develop best practice interventions for a
range of bio-psycho-social-spiritual conditions
Social Work Student Handbook and Field Manual—39
CONCENTRATION YEAR 1
Addiction Studies Social Work Practice
FALL SEMESTER
SPRING SEMESTER
SUMMER SEMESTER
SOWK7681
SW Practice III:
Assessment/Diagnosis/Treatment
Planning in Substance Abuse
SOWK7682
SW Practice IV:
Individual & Family Counseling
For Alcohol and Drug Problems
SOWK7683
SW Practice V:
Group Work in
Substance Abuse Treatment
or
SOWK7664
SW Practice V:
Group Treatment in Rural/Small Towns
3 credits
3 credits
3 credits
SOWK7629
Policy Issues w/Mature/Aging Adults
SOWK7640
Advanced Research Design
SOWK7641
Advanced Research Methodology
3 credits
3 credits
2 credits
SOWK7622
HBSE III:
Social Work & Religion:
Justice/Values/Ethics
SOWK7670
Field Instruction III
SOWK7672
Field Instruction IV
3 credits
3 credits
SOWK7671
Field Instruction Seminar III
SOWK7673
Field Instruction Seminar IV
1 credit
1 credit
SOWK7685
Introduction to
Drugs and Alcohol in Society
SOWK7686
Case Management of
Drug and Alcohol Problems
SOWK7687
Ethical and Legal Issues in
Substance Abuse Treatment
1 credit
1 credit
1 credit
SOWK7610
SW Elective
SOWK7610
SW Elective
[Total Program Requirement: 2 credits]
[Total Program Requirement: 2 credits]
SOWK7666
DSM-IV: Adults
or
DSM-IV: Children & Adolescents (fall)
1–2 credits
1–2 credits
1 credit
TOTAL—10–12 credits
TOTAL—11–12 credits
TOTAL—11 credits
or
SOWK7630
Policy Issues in Rural America
(offered every semester)
3 credits
Social Work Student Handbook and Field Manual—40
CONCENTRATION YEAR 2
Addiction Studies Social Work Practice
FALL SEMESTER
NOTES AND OPTIONS
SOWK7684
SW Practice VI:
Alcohol and Drug
Education/Pharmacology
3 credits
SOWK7665
DSM-IV:
Children & Adolescents
(or DSM-IV: Adults)
1 credit
SOWK7690
MSW Capstone
1 credit
SOWK7610
SW Elective
[Total Program Requirement: 2 credits]
1–2 credits
NOTE: Students will be able to participate in
commencement ceremonies
in May of this year
if they are within 6 credits
of completing the degree.
SOWK7642
Research Thesis
(optional)
(offered every semester)
1–3 credits
SOWK7639
Introduction to SPSS Software
[w/7642 if quantitative]
1 credit
TOTAL—4–9 credits
Social Work Student Handbook and Field Manual—41
Students may choose to complete two concentrations. To do this, they must
additional credits to their program. These credits allow the student to take
all of the practice classes in both concentrations. In addition, students need
to clearly demonstrate that their field instruction focuses on skill
development in both areas selected.
Students in a dual concentration will complete approximately 250 hours in
each concentration area, e.g., clinical management. Total number of hours
required for the concentration year: 500.
Social Work Student Handbook and Field Manual—42
SECTION III
EXPECTATIONS AND POLICIES
FOR FIELD INSTRUCTION
A MESSAGE FROM THE FIELD DIRECTOR
AND THE B.A. FACULTY LIAISON
Field instruction is a critical and integral component of the social work program at Northwest
Nazarene University. A strong field instruction program requires a partnership between students,
field agencies, and the Department of Social Work. Faculty in the Bachelor of Arts in Social
Work program and the Master of Social Work program are continually developing, strengthening,
and maintaining a positive, mutually rewarding relationship with all those involved in field
instruction.
This student handbook/field manual, prepared by the Department of Social Work for our students,
field supervisors, and faculty liaison/seminar instructor, and agency partners, is meant to serve as
a reference guide for the field instruction program at NNU. This combined B.A. and MSW
handbook/manual includes information about our general social work curriculum as well as a
wealth of information related to field instruction curriculum, the responsibilities of participants,
departmental policies and procedures, evaluation, etc. The combined handbook/manual contains a
field overview for both Bachelor’s level students and Master’s level students.
We greatly appreciate your willingness to provide internship sites for our students and continue to
welcome your comments and suggestions. We look forward to working together with you to
prepare students for professional social work practice.
Patrece Moody Meza, LCSW, MPA
B.A. Faculty Liaison
Lawanna Lancaster, LMSW, Ph.D.
Field Director
Social Work Student Handbook and Field Manual—43
FAQ’s ABOUT BACHELOR’S LEVEL FIELD INSTRUCTION
√
How many hours must students spend in their field agencies over the year?
We have different requirements for social work students at different levels. They are as follows:
√

Foundation B.A. Students:
o Sophomore students generally spend one semester in a field agency, working a total of 40
hours. This happens during either fall or spring semester of the student’s sophomore year.
o Students in their junior year typically spend two semesters in field. During each semester
they are expected to complete approximately 10 hours per week. Total number of hours for
each semester: 120. Total number of hours for the year: 240.
o Seniors are required to complete a total of 400 hours of field over the course of two
semesters. This means spending approximately 16 hours per week at the field site.

Total number of field hours during B.A. studies: 680
Do I register for Advanced Practicum and Senior Seminar at the same time?
Students register for SOWK4960/4961: Advanced Practicum in Social Work. Eight credit hours (8)
are earned for advanced practicum. All students registering for SOWK4960/4961 must also register
for SOWK4980/4981: Senior Seminar. Two credit hours are earned for SOWK4980/4981.
√
Are there any exemptions or reduction of hours for Advanced Practicum?
There are NO exemptions or reductions of hours from Advanced Practicum based on the students’
prior experience and or employment. This is an Accreditation Standard of the Council on Social
Work Education (CSWE) ruling.
√
What if my Advanced Practicum is during Chapel?
Students may qualify for either full or partial exemption from chapel/convocation requirements. A
formal request must be made to the Student Development office and will require the approval of the
B.A. Faculty Liaison for the Department of Social Work.
√
Do I have to have liability insurance to do the required field placements?
NNU carries limited professional liability insurance on each field placement student. Your field
placement agency can review this policy or obtain a certificate by contacting the B.A. Faculty
Liaison: Drey Campbell, 467-8028, dvcampbell@nnu.edu.
Students also have the option of purchasing malpractice liability insurance. This insurance is
available through the National Association of Social Workers; however, the student must be a
member of this association (NASW) to be eligible for the insurance. The cost of this insurance is
entirely the responsibility of the student. Students are also responsible for current insurance coverage
on any vehicle used during any of the required field placements.
Social Work Student Handbook and Field Manual—44
√
Is a paid field placement possible?
Most field placement positions are not paid positions. Paid field placements may be permissible, but
it must meet all the criteria of the social work program for field placements including the field
supervisor’s qualifications. All paid field placements must be approved by the B.A. Faculty Liaison.
√
What are NNU’s requirements regarding supervision?
Minimally, we require that students have 1 hour per week of face-to-face supervision with their field
supervisors. Some agencies provide peer or group supervision beyond this. Especially in the
beginning of the semester, we ask that field supervisors be available as needed to assist students as
they become oriented to their new field setting.
√
What are the supervision expectations if my field supervisor is off-site?
An on-site day-to-day supervisor must be identified. It is expected that the student will have regular
interaction with and supervision from the day-to-day supervisor in addition to the 1 hour of
supervision with the off-site field supervisor. Additionally, it is required that the day-to-day
supervisor and the off-site field supervisor have contact at least once a month regarding the student’s
placement.
√
Am I allowed to do my field placement at my place of employment?
Arrangements can be made for a B.A. student to do his/her internship at his/her place of employment
if that employment is with a social service agency. These arrangements are made on an individual
basis with the B.A. Faculty Liaison, Patrece Moody Meza. It is highly recommended that students
explore a variety of placements throughout their four internship opportunities. Thus, students will not
be allowed to do all four placements at the same agency.
√
Am I allowed to change my field placement?
Students are expected to remain in one field education assignment for the entire 400 hours of
Advanced Practicum. In unusual circumstances, however, changes in field education will be
considered. The B.A. Faculty Liaison will make the final decision in such rare instances.
√
As a field supervisor, whom do I contact if I’m just not sure about some aspect of the field instruction
program?
For supervisors of Bachelor’s level students, your contact person is the B.A. Faculty Liaison, Patrece
Moody Meza. She can be contacted via phone at 467-8028 or e-mail pmmeza@nnu.edu.
√
As a student, whom do I contact if I’m just not sure about some aspect of the field instruction
program?
For Bachelor’s level students, your contact person is the B.A. Faculty Liaison, Patrece Moody Meza.
She can be contacted via phone at 467-8028 or e-mail pmmeza@nnu.edu.
√
What do I do if I’m having a problem with my student or field supervisor?
Whether you are the student or the field supervisor, the first course of action is to discuss any
problems during a supervisory session. Sometimes, a field experience gets off to a rocky start
Social Work Student Handbook and Field Manual—45
because, for example, learning and teaching styles are not perfectly matched. This does not mean that
the field supervisor and student cannot develop a good working relationship. It just means you will
both want to discuss how you learn/teach best. Your relationship will be an interdependent and
collaborative one, with learning taking place on both sides, no matter how “seasoned” the field
supervisor is.
√
What if we can’t work out our problems?
First, you are to be commended for trying to discuss whatever differences you are having which are
impeding the learning process. The next course of action is to complete a “Problems in the Field
Form” (Form 9) and submit that form to the B.A. Faculty Liaison, Patrece Moody Meza. We also ask
that the field supervisor contact the B.A. Faculty Liaison with any concerns about a particular student,
in addition to filling out this form. A meeting can then be set up to discuss problems and issues. If
either the student or the field supervisor still has concerns, the Faculty Liaison will contact the B.A.
Program Director to facilitate a resolution. Refer also to the section of this manual regarding
resolution of problems in the field placement.
√
How much of a break from field do I get during the University’s semester breaks?
The B.A. field calendar has been developed to coincide with the undergraduate scheduled semester
breaks. Faculty is not available during scheduled breaks, and the social work office is on a reduced
schedule. As a result, students are not expected to count field hours during semester breaks. However,
if students are employed at their field agency, their employment breaks must be arranged with their
employer. Additional information about scheduled breaks may be found later in the manual.
Social Work Student Handbook and Field Manual—46
FAQ’s ABOUT MSW FIELD INSTRUCTION
√
How many hours must students spend in their field agencies over the year?
We have different requirements for social work students at different levels. They are as follows:
√

Foundation MSW Students: Foundation students are generally in the field agency over two
semesters, usually spring and summer terms, working approximately 16 hours per week. Total
number of hours for the year: 400. When necessary, a student may spread his or her 400-hour
experience over three semesters. This arrangement must be approved by the Department’s Field
Director, the faculty liaison/seminar instructor, and the agency’s MSW field supervisor.

Advanced MSW Students: Advanced or concentration students may be in the agency over the
fall and spring semesters or over the spring and summer semesters, generally working 20 hours
per week. Students in a dual concentration will complete approximately 250 hours in each
concentration area, e.g., clinical/management. Total number of hours required for the
concentration year: 500. When necessary, a student may spread his or her 500-hour experience
over three semesters. This arrangement must be approved by the Department’s Field Director, the
faculty liaison/seminar instructor, and the agency’s MSW field supervisor.

Total number of field hours during MSW studies: 900
What are NNU’s requirements regarding supervision?
Minimally, we require that students have 1 hour per week of face-to-face supervision with their field
supervisors. Some agencies provide peer or group supervision beyond this. Especially in the
beginning of the semester, we ask that field supervisors be available as needed to assist students as
they become oriented to their new field setting.
√
What are the supervision expectations if my field supervisor is off-site?
An on-site day-to-day supervisor must be identified. It is expected that the student will have regular
interaction with and supervision from the day-to-day supervisor in addition to the 1 hour of
supervision with the off-site field supervisor. Additionally, it is required that the day-to-day
supervisor and the off-site field supervisor have contact at least once a month regarding the student’s
placement.
√
Am I allowed to do my field placement at my place of employment?
Students are strongly encouraged to participate in field placement at agencies with which they are
unfamiliar. However, students can be permitted to do their field placement at their place of
employment if the agency is, or can become, an approved field site. Additionally, the student is
required to develop a plan for new learning and submit the Request for Field Placement at Agency of
Employment with the Field Application.
√
Are there any paid placements available?
A few agencies offer stipends to students for internship work. Student may receive either an agency
stipend, or if eligible, a Title IV-E stipend. Consult the Program Assistant for further details.
Social Work Student Handbook and Field Manual—47
√
As a field supervisor, whom do I contact if I’m just not sure about some aspect of the field instruction
program?
For supervisors of Master’s level students, your first contact person is the faculty liaison/seminar
instructor assigned to work with you and your student. If you don’t know who your assigned faculty
liaison/seminar instructor is, do not know how to contact your faculty liaison/seminar instructor, or
are unable to reach him/her, please contact the Department of Social Work office at (208) 467-8679.
If you have e-mail access, you are always welcome to send your questions via email to the Field
Director at cecollins@nnu.edu.
√
As a student, whom do I contact if I’m just not sure about some aspect of the field instruction
program?
For Master’s level students, your first contact person is the faculty liaison/seminar instructor assigned
to work with you and your field supervisor. Since your faculty liaison is also your seminar instructor,
you will see this person often and making contact with him or her ought to be quite easy. You are also
welcome to contact the Field Director for assistance at any time.
√
What do I do if I’m having a problem with my student or field supervisor?
Whether you are the student or the field supervisor, the first course of action is to discuss any
problems during a supervisory session. Sometimes, a field experience gets off to a rocky start
because, for example, learning and teaching styles are not perfectly matched. This does not mean that
the field supervisor and student cannot develop a good working relationship. It just means you will
both want to discuss how you learn/teach best. Your relationship will be an interdependent and
collaborative one, with learning taking place on both sides, no matter how “seasoned” the field
supervisor is.
√
What if we can’t work out our problems?
First, you are to be commended for trying to discuss whatever differences you are having which are
impeding the learning process. The next course of action is to complete a “Problems in the Field
Form” and the student can submit that form to his or her faculty liaison/seminar instructor. We also
ask that the field supervisor contact the faculty liaison/seminar instructor with any student concerns,
in addition to filling out the form. The student should also be speaking with his or her faculty
liaison/seminar instructor, whom the student should see often in the field seminar class. A meeting
can then be set up to discuss problems and issues. If either the student or the field supervisor still has
concerns, please contact the Field Director at cecollins@nnu.edu. Refer also to the section of this
manual regarding resolution of problems in the field placement.
√
How much of a break from field do I get during the University’s semester breaks?
The field calendar has been developed to coincide with the MSW program’s scheduled semester
breaks. Faculty is not available during scheduled breaks, and the social work office is on a reduced
schedule. As a result, students are not expected to count field hours during semester breaks and will
only be allowed to count 50 hours of field placement during semester breaks. Any student needing to
complete more than 50 hours during a break must make a request in writing to both his or her field
liaison/seminar instructor and the Field Director. Additional information about scheduled breaks may
be found later in the manual where leave policy is discussed.
Social Work Student Handbook and Field Manual—48
OVERVIEW OF FIELD INSTRUCTION
Field instruction is an integral component of the social work curriculum, engaging the student in
supervised social work practice and providing opportunities to apply classroom learning in the field
setting. The primary goals of field instruction are to:
•
•
•
•
•
•
•
•
Educate social work students to provide social services across fields of practice;
Provide knowledge, values, and skills for intervention with individuals, groups, families,
communities, and other systems;
Help the student develop a professional identity consistent with social work values;
Facilitate the development of skills in the evaluation of one’s social work practice;
Provide an experience with various client populations, including diverse racial and ethnic groups
and at-risk populations, etc.;
Develop a professional commitment to social work practice;
Evolve a practice style consistent with student’s personal strengths and capacities;
Develop the ability to work within a social welfare agency or organization.
The preferred theory base for Field Instruction is the Adult Learning Model, which emphasizes mutuality,
reciprocity, and collaboration. This (andragogical) model is akin to the strengths-based model of problem
solving utilized widely in our profession. This methodology is respectful of people’s innate strength,
resourcefulness, life experiences, and potential for growth and change. The major modality of student
learning is the relationship between field supervisor and student-intern. This relationship is established
and maintained through the supervisory conference and other tools of teaching/learning. The Field
Placement Learning Plan, developed in the internship, is an example of how the social work program
employs adult education theory. Adult education theory promotes the process of contracting on the
premise that what adults learn on their own initiative is likely to be learned deeply and permanently.
Effective supervision includes teaching of practice skills (service delivery and enhancement of technique)
and management skills (the handling of interpersonal aspects of the work).
Social Work Student Handbook and Field Manual—49
CRITERIA FOR SELECTION OF AGENCIES AND
FIELD SUPERVISORS
Field instruction succeeds because of the ongoing cooperation of the agency, the field supervisor, the
faculty liaison/seminar instructor, and the student. Because field instruction is such a critical component
of a student’s education, the faculty liaison/seminar instructor monitors students closely in their
placements. For MSW students, agencies and field supervisors must be approved by the Field Director in
consultation with selected faculty members before students begin their practicum experiences. For B.A.
students, the B.A. Faculty Liaison must approve all agencies and field supervisors before students begin
their practicum experiences. A primary interest of the Program is to ensure that the agency and the
prospective MSW field supervisor support our educational objectives and have the resources necessary to
offer our students a valuable internship experience.
Criteria for Approval of Field Agencies
1. An agency should have a positive attitude toward professional social work education, as evidenced by
its policies and standards.
2. An agency should support the field supervisor by permitting him/her time to supervise student(s),
attend required meetings at NNU, and meet with the faculty liaison, etc.
3. The agency’s commitment to service should be compatible with the values and ethics of the social
work profession.
4. Agency practices should incorporate the ethical standards of the social work profession.
5. The agency must be able to provide a variety and depth of learning experiences as well as necessary
resources for the student(s) throughout the academic year.
6. The agency has and observes nondiscriminatory policies on race, ethnicity, sexual orientation, age,
and physical disability.
7. The agency agrees to follow the University’s guidelines on compliance with the Americans with the
Disabilities Act and Section 504 of the Rehabilitation Act. The agency must cooperate with NNU in
providing reasonable accommodations that will allow qualified students with disabilities to fully
participate in field instruction.
8. An agency must be willing to provide opportunities for student participation in staff and other
meetings to observe and experience the decision and policymaking process.
9. An agency must be willing to provide opportunities for the student to participate in a variety of
intervention modalities for services to micro, mezzo, and macro client systems from diverse cultural
and socioeconomic groups.
10. An agency must be willing to offer professional and staff support to assist the student with
expectations of the agency and the learning experiences.
11. An agency must be able to provide learning experiences in each of the 10 core competencies in
conjunction with practice behaviors for a student’s identified concentration.
Criteria for Approval of Field Supervisors
1. Minimal Academic/Licensing Qualifications: The field supervisor must have an LSW if supervising
bachelor-level social work students and a Master of Social Work degree if supervising a masters-level
social work student. It is also expected that field supervisors will be licensed at the master’s level, if
they are supervising an MSW student.
2. Minimum Practice Experience: Field supervisors should have a minimum of 2 years post-degree
professional social work experience and demonstrate competence in their practice area.
3. Minimal Employment Qualifications: For B.A. students, the field supervisor should have been
employed at the field agency for at least 18 months. For MSW students, the field supervisor should
have been employed at the agency for a minimum of 2 years prior to serving as a field supervisor.
Social Work Student Handbook and Field Manual—50
4. The field supervisor should have an interest in the education and training of students preparing to
become social workers.
5. The field supervisor agrees to attend one of the University’s field instruction orientation seminars as
well as ongoing informational meetings.
6. The field supervisor agrees to be in the agency regularly during the academic year. When absent,
alternate arrangements must be made for supervision of the student intern; these arrangements
must be conveyed to the student. If there is to be any extended absence, the student’s faculty
liaison/seminar instructor and/or the Department of Social Work office must be notified.
7. The field supervisor agrees to meet regularly for at least one hour per week for supervisory
conferences with the student intern.
8. The field supervisor must be in good standing with the appropriate state’s social work licensing
organization.
Social Work Student Handbook and Field Manual—51
THE FIELD INSTRUCTION EXPERIENCE
FOUNDATION YEAR B.A. AND MSW STUDENTS
Objectives and Guidelines
The 16 hours/week foundation field experience is a generalist one, supporting what students are learning
in the classroom. Students are required to gain practice experience with individuals, families, groups,
communities, and organizations using a range of intervention modalities. Working with diverse
populations, students are expected to work toward addressing problems of racism, sexism, homophobia
and any other forms of oppression affecting the well-being of their clients.
Concurrent with the practicum, the Field Seminar provides a forum for students to integrate foundationyear social work course content and field work experience through various activities, including seminar
discussion, assignments utilizing agency-based case examples, and role play.
In the practicum, students acquire knowledge and skills related to generic social work processes for
planned change, including relationship building, problem identification, assessment, goal setting,
contracting, intervention, evaluation, and termination. To broaden this traditional theory and practice
framework, a risk and reliance (strengths) paradigm, culturally competent practice with diverse and atrisk populations, and social work values are integrated into social work processes. Students learn to apply
explanatory theories to assessment of client problems and apply practice models to their intervention with
clients.
Students gain knowledge and skills related to macro practice, including theory and practice in social
action, social planning, community development, organization maintenance, small groups, and social
change. In social work interventions with small groups and organizations, students master the appropriate
theories as well as skills associated with group, organizational, and community interventions.
Social Work Student Handbook and Field Manual—52
THE FIELD INSTRUCTION EXPERIENCE
CONCENTRATION YEAR MSW STUDENTS
Objectives and Guidelines
The advanced curriculum field experience builds on the generalist skills gained in the foundation year.
Students are placed in the field agencies that provide them with supervised practice experience consistent
with their chosen concentrations. Taken concurrently with the practicum, the advanced field seminar
prepares students to integrate skills learned in chosen theory and practice courses with their field
practicum experience, providing opportunities for the sharing of mental health cases, macro projects,
addictions, and/or medical social work practice behaviors. Issues related to social work values, ethics,
diverse populations, social and economic justice, and populations at risk are examined through seminar
discussion.
Mental health and addictions students, choosing from among several theory and practice courses, learn to
differentially apply explanatory theories (psychodynamic, cognitive-behavioral, family systems, and
others) to the assessment of client systems across the individual or family life cycles. They learn to
distinguish the appropriate treatment modality (individual, couples, group, family) for particular client
problems and to differentially apply practice models to treatment planning and intervention. Students gain
skills at an advanced clinical level in relationship building, problem identification, assessment, goal
setting and treatment planning, intervention, termination, and evaluation with various age groups.
Macro students learn to apply theories of community organization, social policy, planning, and
management in an understanding of problems and needs and also as a guide to methods of intervention
for social change purposes. They gain expertise and skill in social management, social planning, and
policy analysis, including skills in professional grant writing, speaking, and program evaluation.
Students concentrating in medical social work will focus on course work designed to provide them with
an understanding of the various kinds of biological, cognitive, social, and spiritual challenges adults
experience. Critical issues related to medical social work practice among rural and small town adult
populations throughout the Pacific Northwest region will be emphasized.
Students completing practice courses in more than one concentration area (dual emphasis) will develop a
Field Placement Learning Plan which includes practice behaviors from both areas.
Consistent with social work values, all students seek to respect differences in the needs, attitudes, and
behaviors of diverse populations. They conduct their practice adhering to the NASW Code of Ethics.
Social Work Student Handbook and Field Manual—53
EXPECTATIONS OF FIELD INSTRUCTION
Orientation Programs for Students and Field Supervisors
1. Students participating in field attend several orientation meetings. The first is at New Student
Orientation in August. The purpose of this meeting is to provide basic information about the field
program and the expectations for the students during the fall semester. Students must download
and/or print the Student Handbook and Field Manual at that time. The second orientation will be in
the middle of fall semester. During this meeting, students will receive information about interacting
with field agencies and beginning field placement. The final orientation for students will be held the
first week of field seminar. Additionally, each student will meet individually with the Field Director
for the purpose of identifying potential placement sites which fit the student’s needs.
2. All field supervisors should be given an opportunity to participate in an orientation meeting prior to
beginning their work with a student. The purpose of the orientation meeting is to share information
about the field program at NNU, to discuss internship-related issues of concern to those involved in
field instruction, and to share knowledge about supervision of students. All field supervisors will
receive information on where to access the Student Handbook and Field Manual from the NNU
Website.
Field Student Placement Contract
The university requires that a Statement of Understanding between NNU and the Agency be signed by
both parties and maintained on file in the Department of Social Work office. This statement formally
recognizes mutual expectations and responsibilities of all parties involved in field instruction. The
agreement is in the field manual and should be completed and signed by all parties before the student
begins placement. Receipt of this document by the NNU Field Office is necessary before the student can
officially begin field placement.
Field Instruction Expectations
Professional social work practice requires responsible behavior regarding attendance and punctuality.
Students are required to work out their field hour schedule with the field supervisor. We ask that students
adhere to the field calendar and their field schedule, even when that means they might accumulate some
‘extra’ hours by the end of the placement.
1. Students must accumulate the required number of field hours via a regular schedule in the agency, as
per CSWE requirements. Modifications to the field schedule must be approved by the Field Director.
Foundation students (1st year): Students in the foundation sequence are in the agency
approximately 16 hours per week for a minimum of 400 hours over the two semesters. Advanced
MSW Students (2nd year): Students in the concentration sequence are in the agency approximately
20 hours per week for a minimum of 500 hours over the two semesters.
2. Sometimes, a student may arrange to spend less than the required number of hours/week in the
agency by extending the placement over a longer than typical period of time. Any student wishing to
contract for an alternate schedule must submit a brief proposal, discuss it with and obtain approval
from the field supervisor, and submit it to the Field Director for final approval. No student will be
allowed to complete fewer than 10 hours per week in a field placement agency.
3. Agencies may have different policies regarding lunch breaks. Students are asked to inquire about and
follow the agency policy.
4. If an agency has holidays not observed by NNU, the student may need to make up the hours missed in
order to accumulate the required number of field hours.
Social Work Student Handbook and Field Manual—54
5. Students must be attending and participating in field seminar to accrue field hours. As a result,
students will not be allowed to accrue more than 50 hours during any semester breaks. Any student
wishing to complete more than 50 hours during a semester break must submit a rationale to his/her
faculty liaison/seminar instructor and the Field Director and have it approved.
6. Block placements are not permitted; students may not, therefore, complete more than 250 hours for
foundation or 300 hours for advanced prior to the beginning of the second semester of field.
Additionally, students must continue to complete field hours and attend seminar throughout the entire
second semester, even when this requires completing more than the minimum number of hours.
7. Field placement is a combination of the learning plan and the minimum number of hours. Completion
of the learning plan tasks is required, therefore, even when it necessitates extending the field
placement beyond the minimum number of hours.
8. Students must maintain a Log of Field Hours and submit it each week.
9. Students are expected to notify their field supervisor in advance if they intend to miss a scheduled
day of field for any reason. Additionally, the field supervisor should be notified as soon as possible if
the student will miss a scheduled day of internship due to illness or an emergency.
10. If a student has multiple absences related to an extended illness, make-up arrangements need to be
negotiated with the student and field supervisor. The faculty liaison/seminar instructor should be kept
informed of the student’s extended absence and the plan for completing the field placement. The
Field Director should be notified if the student will be unable to complete internship in the expected
semester.
Internship in Place of Employment
Under special circumstances, an NNU student employed in a social service agency may arrange a
program of study that allows him/her to meet one year of field work requirements at the employing
agency. These arrangements are possible under the following conditions:
1. The agency of employment includes the direct practice of social work and has been approved by the
B.A. Faculty Liaison for B.A. students or the Field Director for MSW students.
2. Prior to approval of such an internship, the student must submit a signed Request for Field Placement
in Agency of Employment to the B.A. Faculty Liaison or Field Director. This document will include a
summary of planned internship activities and identify a field supervisor other than the student’s
regular work supervisor. The field supervisor and field work responsibilities must be approved by
B.A. Faculty Liaison or Field Director.
3. The agency of employment has a commitment to social work education, specifically expressed in:
a. Adjustment of student’s normal agency workload so that field instruction hours are included
within the usual agency work week when possible and that the workload carried in the 16- or 20hour-per-week field assignment is commensurate with the usual student workload.
b. Assignment of practice opportunities and identified learning experiences during the 16 or 20
hours of field instruction help the student meet NNU’s field instruction requirements.
c. The identified field supervisor is someone other than the student’s work/employment supervisor
and the internship work is other than normal job functions.
4. As a rule, only one year of field placement is permitted in a given employment-based agency. For
MSW students, this is consistent with the typical requirement that students have two different field
placements during their program. Exception: The employment-based agency/organization is large
and complex enough to offer two distinct settings and experiences. However, separate field
supervisors and separate settings are required for each year when the two-year employment-based
arrangement within one agency is approved.
Social Work Student Handbook and Field Manual—55
RESPONSIBILITIES AND EVALUATION OF FIELD INTERNSHIP PARTICIPANTS
Field instruction is a collaborative endeavor between NNU, the agency staff, and students. Key
responsibilities of each are outlined below.
The NNU Social Work Program
1. Maintain a field instruction program which meets the accrediting requirements of the Council on
Social Work Education
2. Providing each student with field experience in an agency with professional practices based upon the
NASW Code of Ethics
3. Evaluating the ability of field agencies to meet the educational needs of the students
4. Ensuring an integration of the student’s field learning with his/her academic learning
5. Providing adequate school personnel to oversee the field experience for each student
6. Ensuring field placement provides student opportunities to work with diverse populations
7. Providing supervisory training and continuing education to field supervisor
8. Providing field agency personnel the opportunities to participate in the development of field and
curriculum policies and the accreditation reviews of the Graduate Social Work Program
The NNU Field Director and B. A. Faculty Liaison
1. Administering the field work program for all students enrolled in the Graduate Social Work Program
or the Bachelor’s Program
2. Securing field instruction sites for all social work students including negotiating and maintaining field
affiliation agreements
3. Administering the field selection and placement process for all students
4. Interpreting the Social Work Program’s educational standards and policies to both Foundation and
Advanced field agencies and students
5. Maintaining current information on affiliated field agencies
6. Negotiating with student and field agencies conflicts which are not resolved at the student/field
liaison level
7. Providing a current field manual to all field students, field supervisors, and field liaisons
8. Orienting field agencies regarding the field instruction component of the curriculum and its
relationship to the overall academic program
9. Coordinating the student field evaluation process including distributing, gathering, and maintaining
files of all student evaluations
10. Monitoring and evaluating the capacity of agencies and field supervisors to facilitate student learning
11. Assigning a faculty field liaison for each student in the field (MSW Program only)
B. A. Faculty Liaison/Seminar Instructor
1. Interpreting and explaining the undergraduate Social Work Program’s objectives, policies, and
curriculum to field supervisors and other appropriate agency staff
2. Maintaining close communication with the field supervisor on the progress of the field student with a
minimum of a least one phone contact each semester and one site visit each semester. In the event that
a student is placed in an agency more than 100 miles from the NNU campus, the liaison may use
alternate methods of communication with the student and his or her field supervisor in lieu of one site
visit, including increased phone contact, conference calls, and e-mail
3. Completing a Faculty Liaison Report on each site visit
4. Consulting with the field supervisor to maximize the learning experience for the student
5. Conferring with the student regarding progress and/or any problems in relation to field instruction
Social Work Student Handbook and Field Manual—56
Evaluating the student’s progress and performance as reflected in the student’s process recordings
Evaluating the student’s ability to work within the framework of the agency
Reviewing all formal semester evaluations submitted by the field supervisor to the University
Keeping the B.A. Program Director informed of any problems which arise in the field experience
Keeping the B.A. Program Director apprised of the student’s progress and the quality of field
supervision
11. Assigning a field grade based on the written evaluation completed by the field supervisor
6.
7.
8.
9.
10.
MSW Faculty Liaison/Seminar Instructor
1. Interpreting and explaining the Graduate Social Work Program’s objectives, policies, and curriculum
to field supervisors and other appropriate agency staff
2. Maintaining close communication with the field supervisor on the progress of the field student with a
minimum of a least one phone contact each semester and one site visit each semester. In the event that
a student is placed in an agency more than 100 miles from the NNU campus, the liaison may use
alternate methods of communication with the student and his or her field supervisor in lieu of one site
visit, including increased phone contact, conference calls, and e-mail
3. Submitting to the Field Director a Site Contact Form for each semester a student is in field
4. Submitting to the Field Director a Faculty Field Liaison Report on each site visit
5. Consulting with the field supervisor to maximize the learning experience for the student
6. Conferring with the student regarding progress and/or any problems in relation to field instruction
7. Evaluating the student’s progress and performance as reflected in the student’s process recordings
8. Evaluating the student’s ability to work within the framework of the agency
9. Reviewing all formal semester evaluations submitted by the field supervisor to the University
10. Keeping the Field Director informed of any problems which arise in the field experience
11. Keeping the Field Director apprised of the student’s progress and the quality of field supervision
12. Assigning a field grade based on the evaluation completed by the student and the field supervisor
The Agency and Its Designated Internship Coordinator
1.
2.
3.
4.
5.
6.
7.
Maintaining communication with NNU throughout the placement experience
Creating a climate conducive to learning
Relating to field students with collegial respect
Completing and submitting affiliation forms to the B.A. or Graduate Social Work Programs
Providing a field supervisor for each student
Providing sufficient clerical services to support the student’s field work responsibilities
Providing and encouraging ongoing evaluation feedback from appropriate agency personnel to
enhance the learning experiences
8. Informing the faculty field liaison of any problems which arise with the student or the field learning
situation
Field Supervisor
1. Participation in the pre-placement interviews of students and informing the B.A. Faculty Liaison or
Field Director (MSW students) of his/her decision regarding acceptance
2. Communicating the agency’s mission, procedures, and policies to the student and overseeing the
student’s performance of administrative tasks
3. Providing the student with an opportunity to work with client systems of various sizes (individuals,
families, groups, and communities)
4. Planning a diversified learning experience for the student with specific attention to providing learning
opportunities with diversified populations
Social Work Student Handbook and Field Manual—57
5. Negotiating an individualized learning plan with the student during field placement
6. Ensuring the student has an adequate number and type of weekly client contacts to meet his/her
learning needs
7. Maintaining a record of the student’s field hours and assigned duties
8. Teaching content in all areas of the curriculum as practiced in the field agency and assisting the
student in integrating classroom theory with social work practice
9. Assisting students in managing the demands and stresses of the agency’s organizational life
10. Conducting regularly scheduled individual and, in some cases, group conferences to review the
student’s performance with a minimum of one hour of scheduled supervision weekly
11. Holding the student accountable for providing services to agency clients which meet the agency’s
standards and are compatible with its mission
12. Providing ongoing feedback to students on their performance and, in addition, preparing and
discussing fully with the student the formal semester evaluation, as requested by the University at the
end of each semester
13. Consulting with the B.A. Faculty Liaison or the assigned MSW faculty field liaison regarding the
student’s education plan, assignment, progress, and any problem arising with the student or the field
learning situation
14. Attending and participating in meetings and seminars offered for field supervisors to enhance their
competence as educators and to keep abreast of curricular developments
The Student
1. Bachelor’s students are responsible for assertively and energetically becoming responsible for
creating the highest possible quality of learning experience. This is done through frequently
communicating feedback to the field supervisor and the B.A. Faculty Liaison. Students should not
passively wait for learning needs to be met but should express them and work towards achieving
conditions for growth
2. MSW students are responsible for assertively and energetically becoming responsible for creating the
highest possible quality of learning experience. This is done through frequently communicating
feedback to the field supervisor, field liaison, and the Field Director. Students should not passively
wait for learning needs to be met but should express them and work towards achieving conditions for
growth
3. Meeting with faculty liaison to discuss the general type of field placement the student wishes to
pursue and possible field sites
4. Completing all required forms pertaining to the field placement process
5. Scheduling and attending one or more pre-placement interviews
6. Becoming cognizant of and following all pertinent agency policies, procedures, and expectations
7. Carrying out all tasks assigned by the field supervisor in order to fulfill the field objectives
8. Acting in a professional manner when representing the field agency with clients, community contacts,
and agency personnel
9. Following the NASW Code of Ethics in carrying out professional responsibilities within the assigned
field agency
10. Notifying the field supervisor promptly in case of unavoidable absences from the field
11. Participating in discussions with the field supervisor regarding semester evaluations of student
progress and performance
12. Discussing learning experiences and any problems or concerns with the field supervisor
13. Completing and submitting to the University an evaluation of the field placement experience
14. Setting up and preparing an agenda for weekly conferences with the field supervisor (MSW students
only)
Social Work Student Handbook and Field Manual—58
EVALUATION OF FIELD INSTRUCTION
General Explanation of Evaluation Process
B.A. Program
Performance evaluations of B.A. students in field placements will coincide with the respective learning
modules outlined in the Advanced Practicum Social Work syllabus and this manual. Informal evaluations
take place in daily contacts with students. Formal evaluations are done in weekly supervision with the
students and at the completion of learning modules. Students and their respective supervisors will
complete separate evaluations after each module paper is completed. Evaluation should be based on the
premise that the student should perform at the level of readiness to begin a generalist social work career.
The first evaluation to be done after the first 100 hours at the agency and completion of Module A Paper
#1 is the Advanced Practicum in Social Work Evaluation Form. After completion of Module B and C
Paper #2 and 300 hours, the Advanced Practicum in Social Work Evaluation and the B.A. Faculty Liaison
Report are done at mid-placement in the agency. The last evaluation, Advanced Practice in Social Work
Evaluation is completed at the 400-hour mark when Paper #3 is done. In addition, a final BA .Faculty
Liaison Report and the student’s Self- Evaluation of the learning experience are completed.
B.A. Evaluation Forms






Advanced Practicum Evaluation Form: Module A
Advanced Practicum Evaluation Form: Module B & C
Mid-Placement Faculty Liaison Report
Advanced Practicum Evaluation Form: Module D
Final Faculty Liaison Report
Self-Evaluation
MSW Program
There are three parts to the evaluation of MSW field placements at NNU: Evaluation of the student,
evaluation of the field placement and supervisor, and evaluation of the faculty liaison/seminar instructor.
Performance evaluation of all students in their field internships—whether they be foundation or
advanced—is an ongoing learning/teaching process. This process takes place informally in contacts
between student and field supervisor and during weekly field seminars. It is formalized in the weekly
supervisory sessions, the Learning Plan and other Field Placement Forms, and the final grades assigned
by the faculty liaison/seminar instructor.
Evaluation of the field placement and supervisor is two-pronged. This process takes place through regular
contacts between the field supervisor and the faculty liaison/seminar instructor, completion of the Field
Placement Forms, and the student’s completion of his/her Field Evaluation.
Evaluation of the faculty liaison/seminar instructor is also two-pronged. This process takes place through
end-of-the-semester Course Evaluations, which are completed each semester by all students.
Additionally, the field supervisors can evaluate the faculty liaison and the field program by completing
and submitting the Liaison/Field Program Evaluation, which can be found on the supervisor flash drive.
Social Work Student Handbook and Field Manual—59
MSW Evaluation Forms










Initial Field Placement Learning Plan
Initial Site Contact
First ½ Field Liaison Report
First ½ Field Evaluation
Updated Field Placement Learning Plan
Distance 2nd Site Visit Report
Final Field Liaison Report
Final Field Evaluation
Problems in the Field
Liaison/Field Program Evaluation
Developing the Field Placement Learning Plan
Step 1 Orientation and Assessment: Before work on the Field Placement Learning Plan can begin, the
student must be oriented to the agency. As part of the orientation process, the field supervisor
assesses the student’s experience and level of social work competence. The field supervisor and
student should talk about opportunities and goals for learning in the internship.
Step 2 Selection of Learning Activities: Review the Field Placement Learning Plan to become familiar
with the internship Practice Behaviors. From the objectives, identify tasks you wish to include in
the Field Placement Learning Plan. Select experiences which will enhance the student’s
knowledge of social work theories and practice. Important: The University’s expectation is that
students will be performing at the Competent Level or above in all areas by the end of the field
placement.
Step 3 Evaluation Criteria: Student and field supervisor should discuss who will do what in order to
evaluate that each objective has been met. For example, if the task is to complete 3 assessments,
the evaluation criteria might be having the supervisor review each of those assessments for
accuracy and thoroughness.
Step 4 Time Frame: Time frame is a “guesstimate” of when an objective might be met and may be
revised over the course of the semester. As each task is completed, the supervisor should initial
the task.
Step 5 Completion: The Field Placement Learning Plan is a working document expected to be
completed in collaboration between the student and the field supervisor. At the end of the
placement, a final copy of the Field Placement Learning Plan will be electronically created and
signed by the student and field supervisor. The learning plan is then reviewed by the faculty
liaison. The expectation is that the Field Placement Learning Plan will be utilized during
supervision so that student and field supervisor can review/revise assigned activities to meet
objectives.
NOTE: A final hard copy of the Field Placement Learning Plan should be submitted at the
completion of the entire placement with each task initialed by the field supervisor for the student’s
permanent file.
Social Work Student Handbook and Field Manual—60
Keep in Mind

Developing the Field Placement Learning Plan is analogous to the process of contracting with
clients, groups, and committees in social work practice.

Learning and evaluation are ongoing. The Field Placement Learning Plan is intended to be used
regularly to review progress and to reconsider learning objectives. It can be revised over the course of
the semester using the Learning Plan Addendum Form to help the student meet and modify learning
objectives and to guide the student’s learning and growth. Minimally, the Field Placement Learning
Plan must be updated at the beginning of the second semester of work (200 hrs. for Foundation B.A.
or MSW; 250 hrs. for Advanced) using the Updated Learning Plan appropriate to the student’s
placement type.

Use action words in developing your Field Placement Learning Plan activities, for example:
Apply
Attend
Collect
Complete
Conduct
Identify
Implement
Interview
Observe
Participate
Read
Research
Review
Role play
Shadow
Survey
Write
Social Work Student Handbook and Field Manual—61
MSW Field Evaluation Forms
The First ½ Field Evaluation form, due when the student has completed ½ of their hours, and the Final
Field Evaluation, due when the student completes placement, provide thorough assessments of student
mastery of skills. In addition to designating a numerical evaluation for each learning objective, the field
supervisor has an opportunity to comment in writing about the student’s strengths and development, as
well as a summary of educational gaps and difficulties. It is the responsibility of the faculty
liaison/seminar instructor to assign grades for the semester, based on seminar performance and on
performance in the field, as indicated by the field supervisor’s evaluation of the student and the student’s
evaluation of him or herself via the Field Evaluation forms.
The Field Evaluation Forms are designed to evaluate the level of a student’s mastery of a set of skills
deemed integral to the practice of social work. At the mid-placement point (200 hours for Foundation
students or 250 hours for Concentration students), a student should be performing at least at the Emerging
Competence level in all areas. If a supervisor has significant concerns about a student, those should be
noted in this evaluation. In particular, if there are any problems which could threaten the student’s ability
to complete his or her placement at the agency, those should be indicated.
At the final evaluation point (400+ hours for Foundation students or 500+ hours for Concentration
students), a student should be performing at least at the Competent level in all areas. For all students, a
rating of Competent indicates that the student is ready to begin the next level of practice, whether that is a
concentration-level field placement or entry-level MSW practice. The MSW supervisor is also asked to
respond to a variety of open-ended questions about the quality of the student’s work.
The student is also expected to complete the evaluation for his or her placement and respond to openended questions about the quality of the placement. The ratings below guide scoring of the evaluation:
N—No basis for judgment
U—Unacceptable Progress
Student is unable and/or unwilling to demonstrate awareness, knowledge, and skills as a graduate
social work intern.
I = Insufficient Progress
Student rarely is able and/or willing to demonstrate awareness, knowledge, and skills as a
graduate social work intern.
E = Emerging Competence
Student is willing and developing the ability to demonstrate awareness, knowledge, and skills as a
graduate social work intern with structure and supervision.
C = Competent
Student is willing and consistently demonstrates awareness, knowledge, and skills as a graduate
social work intern with minimal structure and supervision.
A = Advanced Competence
Student models expertise in awareness, knowledge, and skills as a graduate social work intern.
When Student Problems Develop in Field
After an initial period of orientation, most students adapt well to their particular field agency setting.
Sometimes, however, it will become clear that the match between student and agency or student and field
supervisor is not a good ‘fit.’ In those situations, steps 1–5 should be followed. If there is no
improvement, the Field Director should be contacted to discuss options. Other times, performance
problems develop that are cause for concern. Outlined below are procedures for addressing such
problems:
Social Work Student Handbook and Field Manual—62
1.
The primary responsibility for the resolution of problems rests with the student and the field
supervisor. The expectation is that open communication during development of the Field
Placement Learning Plan, goal setting, weekly supervisory conferences, and ongoing evaluation
of performance will facilitate resolution of any problems that may arise.
2.
When the student and field supervisor cannot resolve problems, the assigned faculty
liaison/seminar instructor should be contacted (for B.A. students this is the B.A. Faculty Liaison).
A Problems in the Field form should be completed and submitted to the faculty liaison/seminar
instructor. If, for some reason, the MSW faculty liaison/seminar instructor is unavailable, the
Field Director should be contacted.
3.
The B.A. Faculty Liaison (B.A. students) or the faculty liaison/seminar instructor (MSW
students) will work to help the student and field supervisor resolve their concerns in a way that is
acceptable to both parties. Many situations are successfully resolved through mediation. For
MSW students, the faculty liaison/seminar instructor will remain in contact with the Field
Director when dealing with problem situations in field settings, keeping the Director apprised as
appropriate.
4.
For MSW students, if a resolution cannot be determined with the help of the faculty
liaison/seminar instructor, the Field Director will be consulted and will meet with the student,
field supervisor, and faculty liaison/seminar instructor to work toward a resolution.
5.
If a problem cannot be resolved following the steps above, a final decision for problem resolution
will be made by the respective Program Director in consultation with the B.A. Faculty Liaison or
Field Director.
A placement disruption is the last option in resolving any placement conflict. However, in the event that a
placement disruption is necessary, for B.A. students, a plan for another field placement assignment will
be developed in consultation between the B.A. Faculty Liaison and the B.A. Program Director. In the
event of a placement disruption for MSW students, a plan for another field placement assignment will be
developed in consultation between the faculty liaison/seminar instructor, the Field Director, and the MSW
Program Director. Depending on the circumstances, a student may be required to wait a semester before
continuing field placement.
NOTE: If students are asked to leave their field placement, they will not be allowed to begin and/or
continue in a new field placement the next semester. Students being asked to leave a field placement is a
serious concern and should be met with a period of evaluation, self-reflection, and gate-keeping on the
part of the field liaison, field director, and student.
Social Work Student Handbook and Field Manual—63
Grading Policies
Academic Requirements Related to Grading
NNU affirms its right to require its students to meet acceptable academic requirements that consist of
scholastic and behavioral components in order to enter and continue in Field Placement. Consistent with
social work values, NNU respects the worth and value of all persons regardless of age, race, religion,
gender, sexual orientation, ethnic or national origin, handicap conditions, or diversity of opinion.
Students’ behavior should reflect the core values of the social work profession—service, social justice,
dignity and worth of the person, importance of human relationships, integrity, and competence. Standards
for professional performance require that students adhere to ethical standards as outlined in the National
Association of Social Workers Code of Ethics and the requirements stated below.
Behavioral Requirements
NNU’s students are expected to maintain acceptable standards of professional conduct and personal
integrity in the classroom, in the field placement, and in the University setting. Students should:
1. Attend classes and field regularly and contribute positively to the classroom/field agency culture.
2. Recognize and avoid behavior that jeopardizes the learning/teaching environment of other students or
the instructor.
3. Demonstrate competence in planning and in following through on academic and field-related
activities.
4. Respond reasonably to others and respect their reactions to one’s comments or actions in the
classroom and field setting.
5. Use an appropriate amount of class time and instructor’s time and attention in and out of class.
6. Use an appropriate amount of the field supervisor’s time and attention.
7. Behave in a manner that is consistent with the ethical principles of the social work profession.
8. Students are expected to show an appropriate level of professional judgment, being careful not to
jeopardize the best interests of people for whom they have a professional responsibility.
Social workers should not allow their own personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties to interfere with their professional judgment and
performance or to jeopardize the best interests of people for whom they have a professional responsibility
(NASW Code of Ethics, 4.05). Students whose professional judgment and performance are hampered in
any way are expected to immediately seek consultation and take appropriate remedial action by seeking
professional help, making adjustments in workload, terminating field internship, or taking any other steps
necessary to protect clients and others. Students who are unable to meet any of the academic requirements
may be subject to the review committee process.
Grade for Field Instruction and Field Seminar
The grade for field instruction is based on the Field Evaluation submitted by the student and the field
supervisor and is assigned by the field liaison/seminar instructor. The final grade for the field seminar is
assigned by the field liaison/seminar instructor; it is based on paperwork submitted by the student and on
student participation in seminar.
1. B.A. Students: Any student receiving lower than a “C” in a section of field will be required to repeat
that section of field and the accompanying seminar.
Social Work Student Handbook and Field Manual—64
2. MSW Students: Any student receiving lower than a “B” in a section of field will be required to repeat
that section of field and the accompanying seminar. A grade lower than B- in seminar will require
repeating the field hours and seminar.
3. The specific grading requirements for field and seminar are listed in the field syllabus.
4. Students must meet the required minimum number of field hours (400 hours/two semesters—
Foundation B.A. or MSW Year; 500 hours/two semesters—Concentration Year) at the internship.
Social Work Student Handbook and Field Manual—65
ADDITIONAL POLICIES AND PLACEMENT TIPS
Informed Consent
Field supervisors are asked to discuss with their students the importance of making sure that clients truly
understand procedures, the nature of a request for information and its limits, and whether any
consequences might ensue if they should choose not to give consent. They should speak with students
about agency policies and procedures regarding informed consent.1
Health Insurance Portability and Accountability Act of 1996 (HIPAA)
This law is intended to improve health insurance availability for those persons who lose coverage as a
result of job change or loss and also imposes certain privacy and efficiency standards on covered entities.
Title II addresses the security and privacy of health data. When Congress adopted HIPAA in 1996, the
law included a provision mandating the Department of Health and Human Services to promulgate
standards to ensure the privacy of personally identifiable health information if Congress had failed to act
by 1999. Congress did not act, and thus HHS issued proposed rules on privacy and several other
standards. While much of the focus has been on the privacy standards, there are actually four sets of
standards:
• Privacy
• Electronic Transactions
• Security
• Unique Identifiers2
Student interns should follow HIPAA guidelines adopted by their particular field agencies.
Confidentiality and Privileged Communication
Confidentiality refers to “an ethical responsibility that protects clients from unauthorized disclosure of
information given in confidence to a mental health professiona1.”3
The faculty of the NNU Master of Social Work program recognizes the value and importance of each
student’s right to confidentiality. Students may request that specific information shared with individual
members of the faculty, field supervisors, and/or academic administrators be kept confidential. Although
confidentiality cannot be guaranteed, such information will be kept confidential to the extent permitted by
law. (See University Student Handbook.)
The Department of Social Work regards faculty, faculty advisors, field supervisors, and school
administrators as members of each student’s educational team who may be consulted periodically to
discuss student progress. There are routine reviews of student progress at monthly MSW faculty
meetings. Information shared confidentially by a student will be shared with other team members only
when a team member deems it necessary to address a student’s educational need or fitness for
professional social work.
The faculty of the NNU MSW program recognizes the value and importance of free and open classroom
discussion. Students are encouraged to express opinions and offer observations relevant to course content.
1
Bogo, Marion and Vayda, (152).
This information has been taken from the NNU Office of General Counsel.
3
Moline, Mary E., Williams, George T., and Austin, Kenneth M. Documenting psychotherapy, essentials for mental
health practitioners. 1998. Sage Publications. (175).
2
Social Work Student Handbook and Field Manual—66
In sharing information about others (e.g., clients in their practice), students are expected to protect the
confidentiality of those individuals. Other students in the classroom are expected to treat classmates’
comments with respect and courtesy and to protect the confidentiality of comments and observations
offered in the classroom, to the extent possible under law and university/school policy. Students are
expected to refrain from divulging confidential information to others outside of the classroom.
The expectation of confidentiality extends to all online discussion, including discussion boards,
homework assignments, and Skype conversations/teleconferences/adobe connect conversations.
Confidentiality in all classroom settings is crucial to a productive learning environment. Violations of
confidentiality will be considered a violation of the University Academic Integrity policy.
Please note: The confidentiality of classroom discussion cannot be guaranteed because of “duty to
protect” and “mandatory reporting” laws and/or policies which may require disclosure.
Privilege is a legal concept, referring to “an individual’s right not to have confidential information
revealed in court or other legal proceedings without permission.”4 “Privileged communication” means
that information told to a professional by a client or patient does not have to be disclosed (unless
overruled by the courts).
It is important for students to be well informed about issues regarding confidentiality and privileged
communication. Students should be informed about agency policies and regulations regarding who can
gain access to confidential records and under what conditions/circumstances. Information about clients
should never be released without evaluating whether and how it can be released.
Students wishing to use client information for class/program assignments such as process recordings,
assessments, and the comprehensive examination, must gain permission from the client. The client’s
confidentiality should be maintained to the greatest extent possible in the completion of these
assignments.
In almost all situations, a client’s consent must be sought before disclosing any information to others
since, technically, information in the client’s case record belongs to him/her. Exceptions would include
emergency situations to save a person’s life, to protect minors, to prevent a crime, or when required by
law.
See also the NASW Code of Ethics (1.07, 1.08)
Sexual Harassment
Sexual Harassment: Northwest Nazarene University is committed to providing employees and students
with an environment free of harassment. Any form of harassment is strictly prohibited by the University
and is against federal and state law. Examples of harassment are: hate crimes, sexual harassment, and
any types of verbal or physical harassment. Northwest Nazarene University strongly encourages
employees and students to report any incidents of harassment immediately so that complaints can be
resolved fairly and quickly. Students can report an incident to the Director of Security, a Resident
Director, the Director of Residential Life, or the VP for Student Development. University employees
should report any incident to the VP for Student Development.
4
Moline, Mary, Williams and Austin, (175).
Social Work Student Handbook and Field Manual—67
Safety Issues
The University recognizes that there are inherent risks to agency staff and students in any situation
requiring contact with the public. While fulfilling the agency’s mission of providing services, it is the
student’s responsibility to be aware of the need for personal safety and to minimize risks as much as
possible.
The agency has responsibility for orienting students to agency-specific safety issues. Field supervisors are
asked to discuss safety issues with students at the beginning of the semester. In general, students should
not make home visits alone if there is any reason to believe that a potential danger exists. We recommend
that another social worker accompany any student during his/her first home visit and until the student
feels comfortable making such visits alone. Students should be in contact with the field supervisor or
designee after every home visit.
As a rule, students are not to use their own cars to transport clients. In those few situations where the
agency cannot function without staff and students transporting clients in their own cars, a formal
agreement must be worked out between the student and agency. In the event that a student is expected to
transport clients using his or her own car as a part of the internship expectations, the agency is expected to
provide NNU with a certificate of insurance indicating that the agency has non-owned auto coverage with
a limit of $1,000,000.
Critical Incidents
A Critical Incident is any unusual occurrence that involves a student’s physical or emotional safety in the
course of conducting his/her duties and responsibilities as a field practicum student.
If a critical incident should occur, the following reporting procedures should be followed:
1. The student shall advise his/her field supervisor either in person or by phone immediately after a
critical incident has occurred.
2. The field supervisor shall notify the Department of Social Work office that an incident has occurred,
providing the nature, situation surrounding the incident, extent, date/time, and action taken by the
agency.
3. The student shall complete a Report of Critical Incident form and submit it to the assigned faculty
liaison/seminar instructor, with a copy to the field supervisor and the NNU Field Director.
4. The faculty liaison/seminar instructor and the Field Director shall notify the Program Director and
other faculty as appropriate for action and/or follow-up needed.
5. The Field Director shall take appropriate steps to interview the student, provide him/her with
appropriate support(s) and/or recommend further counseling or medical intervention as necessary.
6. The Field Director shall provide the Program Director with timely updates regarding the situation,
including any corrective strategies that are formulated.
7. Contingent on the nature and extent of the incident, the Program Director will contact appropriate
University administrative personnel.
8. Decisions regarding handling of the critical incident and follow up will be determined by the faculty
liaison/seminar instructor in consultation with the field supervisor, other agency personnel as
necessary, the Field Director, and the Program Director.
Social Work Student Handbook and Field Manual—68
Documentation and Recordkeeping
Paperwork! The bane of social workers, and yet there are critically important, legal implications of
keeping records. As part of their orientation to agencies, students should learn what documentation is
required by their agencies. It is important to keep in mind that records are admissible in legal proceedings
and can be subpoenaed. Private notes can also be subpoenaed.
Documentation Tip List5
1. Know your agency’s policy and procedures for documentation.
2. Use ink, preferably black, because black ink is most legible if records are copied.
3. Use the appropriate form and documentation format.
4. Record your name at the bottom of each entry, legibly, along with contact information.
5. Write specific dates rather than a day of the week.
6. State the source of all information documented; e.g., “client stated.”
7. Keep recording focused on the presenting problem and purpose of the intervention.
8. Avoid repeating information that has been recorded previously.
9. Avoid using uncommon abbreviations and social work jargon.
10. Use descriptive words as needed. Avoid subjective wording; such as, “appeared sad.” Instead, you
may want to write, “The client became tearful as she talked about her son’s illness.”
11. Utilize a diagnostic label only if it has been firmly established; e.g., “Client reports drinking 15 cans
of beer a day” vs. “client is an alcoholic.”
12. Never record impressions as facts.6
13. Document areas that may be unclear. State when these areas might/will need to be explored further;
e.g., if a client exhibits anger and social worker is unaware of the source of the anger.
14. Documentation should reflect a plan for each entry. Future entries should continue to reflect how the
plan is being addressed or how the plan has changed.
15. The outcome of the work done is what is important to those reading the documentation. Don’t dwell
on the “process.”
16. Keep recordings up to date so that others can see the progression of intervention. Example: Assigned
social worker is on vacation and colleague can identify what has been done and what still needs to be
addressed.
17. If documenting an omission, clearly identify your entry as a late entry; be sure to cross-reference it to
the page where it should have appeared.
18. When writing in a chart, write on every line. Do not insert notes between lines or leave empty spaces
for someone else to insert a note.
19. Draw a single line through an error and write “error”—never erase or use white-out.
20. Document only the care you provide. Never document a co-worker’s intervention.
5
Scott, Linda, BrintzenhofeSzoc, Karlynn and Shaffer, Hillary, Developing effective tools for social work
documentation within a changing healthcare system. (2000).
6
Rogers, Gayla et al, (90).
Social Work Student Handbook and Field Manual—69
SECTION IV
ACADEMIC EXPECTATION AND
CONDUCT RESPONSIBILITIES
DEPARTMENTAL POLICIES
A. BA Program
1. To graduate from the B.A. program, a student must have a 2.0 cumulative grade point average on
a 4.0 scale.
2. Any student who has a grade point average (GPA) below 2.0 in any upper division semesters will
be placed on academic probation. Subsequently, a reduction in the academic load may be
required. Students receiving a grade lower than a C in any course must repeat that course. Receipt
of a second grade below C, will result in the student being placed on probation and may result in
dismissal from the program. If a decision is made to dismiss a student from the social work
program for academic reasons, he/she will receive a formal letter of dismissal within 14 days of
the posting of his/her grade(s). Dismissal is at the discretion of the social work faculty.
Discontinued students with unusual circumstances may be allowed to apply for readmission to the
program after one year. Students dismissed due to a GPA below 2.0 who are reinstated to the
program must repeat all courses in which they received a grade below C.
3. Any student who wishes to drop/add a course shall consult with his/her advisor. The student is
responsible for following through with final drop/add procedures.
4. All students shall be assigned an academic advisor.
B. MSW Program
1. Graduate students do have academic and conduct responsibilities while enrolled in the MSW
program at NNU. A student may be placed on probation and/or be dismissed from the program
when, in the collective judgment of the faculty, the student’s behavior or academic problems
conflict with the basic standards of professional social work practice or those standards set by the
University. A student cannot graduate from the program while on probationary status.
2. Students have academic responsibilities for their performance in both the classroom and in
internship. A student’s conduct should conform at all times to the values and standards of the
social work profession as set forth in the NASW Code of Ethics. The NASW Code of Ethics is
used by the NNU social work program to assess student behavior that is deemed unethical or
unprofessional for MSW students. Students who fail to meet acceptable academic performance
as set forth in the Graduate Catalog are withdrawn from the program.
3. Students who do not maintain at least a 3.0 GPA are placed on probation for one semester. If
grades are not brought up to 3.0 or better the following semester, the student is withdrawn from
the program and academically disqualified for any further graduate-level work. Students cannot
count grades below “B-,” or “B” in field work, to meet any requirement of the MSW degree. At
its next offering, students must repeat any course in which they received a final grade below a
“B-.” If that attempt is unsuccessful, the student is withdrawn from the program. Any grade
below a “B” in field placement or seminar is considered non-passing and will require students to
repeat the semester of both field and seminar. A student receiving a grade of “D” or “F” in
Social Work Student Handbook and Field Manual—70
standard classes may result in immediate dismissal from the program. Students who receive an
“F” in the internship are terminated from the program.
4. The MSW program has a dismissal policy which has been approved by the faculty and outlines
the procedures for probation and/or dismissal. Probation or dismissal is a very serious matter and
cannot be recommended or imposed in the absence of substantiated reasons. The use of early
interventions or remediation actions prior to the initiation of probation or dismissal is supported
by the University. These early interventions may include, but not be limited to, counseling
referrals, tutorial assistance, or referral to other academic services. Faculty and students are
encouraged to use the MSW Program Director as a neutral mediator to resolve complaints or
concerns. In the event that there are complaints or concerns about field placements/policies, the
faculty and students are encouraged to consult with the Field Director to resolve those complaints
or concerns. Every effort is made to resolve concerns or grievances early and at the lowest
possible level.
5. Students must complete all requirements for the MSW degree within five years of initial
matriculation in the program. While a student may request a leave of absence, time on leave
counts toward the five-year limit to finish the program. An extension may be requested in writing
for special circumstances, such as an extended illness or military duty.
6. Any student who wishes to drop/add a course shall consult with the social work office. The
student is responsible for following through with final drop/add procedures.
7. Students who have a baccalaureate degree in a field related to social work, have completed 36
core credits in social work from an accredited social work program within the last 5 years, have
been granted a social work license in the State of Idaho, and have been a full-time employee of a
social service agency for at least two years may request an interview with the program director
and, upon written approval of the program director, may challenge and/or receive a waiver for up
to 12 foundation credits. No course with a grade of less than B will be considered for a waiver or
challenge.
8. The faculty of the MSW program reserves the right to send for counseling or dismiss from the
social work program any student who gives evidence, academically or behaviorally (as defined by
the Code of Ethics of the National Association of Social Workers), of an inability to carry out
professional responsibilities at the graduate level.
a. Students who are unable to secure a satisfactory field placement for reasons relating to their
inappropriateness or their lack of readiness for placement will be subject to discontinuance
from the program.
b. Social work students are expected to demonstrate professional behavior which reflects a
commitment to the ethics of the social work profession (see NASW Code of Ethics).
Behavior contrary to these ethics will be cause for review of the student’s status in the
program. Examples of behavior which would warrant such a review include derogatory oral
and written statements toward other students, faculty and/or persons from populations
reflecting racial, ethnic, handicapped status, religious, socioeconomic, gender, and sexual
orientation.
c. In instances where there is concern that the student’s past history or present functioning
might interfere with professional social work responsibilities, the student will be requested to
Social Work Student Handbook and Field Manual—71
seek professional counseling or, depending on the severity of the issues, may be subject to
discontinuance from the MSW program.
9. Any student dismissed from the program may appeal the dismissal through the normal appeal
process indicated in the University Policies of this student handbook/field manual. When a
student is dismissed from the program, the school will make a good faith effort (i.e., a certified
letter, a regular mail letter, a phone call from the school) to notify the student. If the school has
not heard from the student within 14 days after sending the dismissal letter, that student will be
dropped from classes. A student engaged in the appeal process may attend classes until the appeal
process is concluded.
10. At the graduate level, it is expected that students will spend approximately 3 hours per week per
credit outside of classroom time. That is, 9 hours per week of homework for a 3-credit class.
This is based on the average student, so a student may be required to spend slightly more or
slightly less time depending on his/her learning style and reading ability.
11. Students may receive an (I)ncomplete in a course only under extreme circumstances, e.g., major
surgery during the term, death of an immediate family member, or being called to active military
duty. Students may not receive an incomplete in a course because they simply were not able to
complete their work or want to rewrite a specific assignment. It is the student’s responsibility to
initiate a request for an incomplete prior to the last week of classes unless the instructor has
specified an earlier date in the course syllabus. The instructor’s earlier deadline supersedes the
deadline of the last week of classes. Please note that submission of an (I) or incomplete grade is
also accompanied by a suffix grade, which indicates what grade a student will receive if no
further work is submitted. The student’s incomplete (I) will revert to that suffix grade if the
course is not completed within one semester following the granting of an (I)ncomplete grade. If
an incomplete (I) is granted, a contract must be negotiated between the student and the faculty
member which will clarify the following:
a. What work needs to be completed.
b. When the work will be completed. (Again, please note that University policy requires that all
incomplete course work be completed no later than the end of the following semester.)
c. What grade will be assigned if the work is not satisfactorily completed.
d. Contracts for approved incompletes must be signed by the student, the instructor, and the
MSW Program Director. A copy of the contract will be sent to the Registrar, the student will
be given a copy, and a copy will be placed in the student’s folder.
12. The grade of L will be submitted for incomplete field placements or research projects. The L
represents a lengthening of time to complete the field placement or research project. All work for
an L grade must be completed within two semesters of its submission to the Registrar’s office
unless a student is experiencing a situation/ problem which, in the opinion of the Program
Director, warrants a further lengthening of time to complete the course work.
C. Absenteeism
The Council on Social Work Education has determined that any student who misses 20 percent or 1/5
of the clock hours offered in a particular class should be required to repeat that course. This would
represent three clock hours in a 1-credit class, six clock hours in a 2-credit class, and nine clock hours
in a 3-credit class. Therefore, missing three (3) or more class periods means the student will be
required to retake the course. In addition, the Council indicates that this is a minimum standard and
that each program and/or professor is free to set a higher standard for class attendance based upon the
Social Work Student Handbook and Field Manual—72
need for students to obtain knowledge, theory, or skills in a sequential manner and/or the need for
students to regularly participate in group learning experiences, group presentations, etc., in the
classroom.
The NNU MSW program requires a grade reduction for any student who misses two classes of a 3credit course. This means that a student with two absences whose course work is performed at the
level of an A- will receive a grade of B+. If this reduction results in a C, the student will be required
to repeat the course. Please note that participation, including class attendance, does affect a student’s
final grade.
The program understands that emergency situations arise in the lives of our students and that these
emergencies may result in a student missing one or more class sessions. While the faculty wants to be
sensitive and supportive at these times, we must also consider whether or not a student has missed so
much course content that they must repeat the class.
It is the department’s policy, in the matter of class attendance, to defer to the standard set by each
faculty person for his/her particular course. If students have an emergency, such as hospitalization or
extended illness, the death of an immediate family member, etc., they should discuss the implications
of the emergency with the faculty member responsible for each of the courses in which they are
enrolled. The program will respect the decision of independent faculty members in relationship to
assigning independent work, grades, or requesting that the student drop the course and repeat it at a
later date due to absences.
D. Confidentiality
The faculty of the NNU Master of Social Work program recognizes the value and importance of each
student’s right to confidentiality. Students may request that specific information shared with
individual members of the faculty, field supervisors, and/or academic administrators be kept
confidential. Although confidentiality cannot be guaranteed, such information will be kept
confidential to the extent permitted by law. (See University Student Handbook.)
The Department of Social Work regards faculty, faculty advisors, field supervisors, and school
administrators as members of each student’s educational team who may be consulted periodically to
discuss student progress. There are routine reviews of student progress at monthly MSW faculty
meetings. Information shared confidentially by a student will be shared with other team members
only when a team member deems it necessary to address a student’s educational need or fitness for
professional social work.
The faculty of the NNU MSW program recognizes the value and importance of free and open
classroom discussion. Students are encouraged to express opinions and offer observations relevant to
course content. In sharing information about others (e.g., clients in their practice), students are
expected to protect the confidentiality of those individuals. Other students in the classroom are
expected to treat classmates’ comments with respect and courtesy and to protect the confidentiality of
comments and observations offered in the classroom, to the extent possible under law and
university/school policy. Students are expected to refrain from divulging confidential information to
others outside of the classroom.
Please note: The confidentiality of classroom discussion cannot be guaranteed because of “duty to
protect” and “mandatory reporting” laws and/or policies which may require disclosure.
Social Work Student Handbook and Field Manual—73
E. Professional Behavior
Students matriculating in the NNU Master of Social Work program are preparing for entry into the
profession of social work. The behavior of professional social workers is guided by the NASW Code
of Ethics, and students are expected to act in accord with that professional code throughout their
period of matriculation, including but not limited to both field and classroom related learning. Failure
to behave in accord with the Code of Ethics may result in review and action by the faculty of the
program.
UNIVERSITY POLICIES
A. Academic Integrity
Northwest Nazarene University seeks to establish academic integrity within the University
community. Such integrity is fundamental to the principles of the Judeo-Christian tradition
and is consistent with the nature and culture of Northwest Nazarene University. This serves
to promote the desired outcomes of Christlike Character and Academic Excellence by
fostering a spirit of honest intellectual inquiry. The University has identified as unacceptable
practices including, but not limited to:
1. Cheating in its various forms, whether copying another student’s work, allowing your
own to be copied, using unauthorized aids on an examination, having someone else take
an exam for you (in class or take-home), submitting as your own another person’s work,
rescheduling an exam relying on a false excuse;
2. Plagiarizing, e.g. presenting as your own the words or ideas of another person, including
inadequate documentation of sources (electronic, Internet, or print) and excessive
dependence on the language of sources even when documented, relying on a similar order
of sentences while altering a few words or word order;
3. Submitting the same work for more than one course or assignment without prior written
approval from the professor;
4. Using copyrighted material without appropriate citation or copying software or media
files (such as music, movies, etc.) without permission;
5. Signing a roll sheet for another student who is not in class;
6. Fabricating data: This includes falsifying or manipulating data to achieve desired results,
reporting results for experiments not done (dry labbing), or falsifying citations in research
reports;
7. Denying other students access to academic information whether in the classroom, library
(by hiding books, for example), or computer lab;
8. Destroying, altering, or tampering with another student’s work to impede academic
progress;
Social Work Student Handbook and Field Manual—74
9. Stealing problem solutions from a professor or computer file;
10. Falsely reporting completion of reading assignments;
11. Altering, falsifying, or misrepresenting an academic document;
12. Helping someone alter or falsify an academic document;
13. Communicating false information whether oral, written, electronic or nonverbal;
14. Forging signatures.
Students who either witness or have knowledge of violations are responsible for informing
the instructor or appropriate University personnel.
At the instructor’s discretion, depending on the nature of the offense, the student’s grade or
ability to earn credit for the course may be affected. All students who violate the principles of
academic integrity will be reported to the appropriate academic school and the Vice President
for Academic Affairs. Violations may also lead to further disciplinary action through the
Academic School Dean in cooperation with the office of the Vice President for Academic
Affairs. This report shall include a brief description of the offense. In serious cases, or cases
that constitute repeat offenses, the student may be suspended or expelled.
B. Disabilities Statement
Students who qualify for and desire accommodations in this course due to a disability, as defined by
the Americans with Disabilities Act of 1990, and the ADA Amendments Act of 2008, must follow the
NNU Disability Services Policies and Procedures as put forth by the office of Academic Advising.
Any student may review a copy of these policies and procedures on the Academic Advising web
address at http://www.nnu.edu/academics/academic-advising or request a copy from Academic
Advising. Call 208-467-8463 or email disabilityservices@nnu.edu for further information.
C. Copyright Restrictions
Materials used in connection with this course may be subject to copyright protection under Title 17 of
the United States Code. Under certain Fair Use circumstances specified by law, copies may be made
for private study, scholarship, or research. Access and use of course materials is restricted to enrolled
students for the duration of the course. Electronic copies should not be shared with unauthorized
users. If a user fails to comply with Fair Use restrictions, he/she may be liable for copyright
infringement.
D. Intellectual Property
NNU is constantly engaged in assessment to improve the programs we offer students. Any
assignment submitted in this course may be used by the University for the purposes of assessment
and/or accreditation. If you do not wish your assignments to be used in this way, you must make a
written statement to that effect, sign and date the request, and submit it to your instructor.
Social Work Student Handbook and Field Manual—75
E. Academic Petition and Appeals Policy and Process
1. Academic Petition Policy:
A student who wishes to be granted an exception to a general academic policy may file a
Special Academic Petition with the university Registrar. The Special Academic Petition
is to be used for policies relative to (a) registration deadlines; (b) eligibility for upperdivision credit; (c) academic load; (d) transfer credit; (e) university honors; (f) general
education requirements; or (g) any other general academic policy.
Action of the Registrar: The Registrar will either grant or deny the petition and will notify the
student in writing no later than seven days after receiving the completed Special Academic
Petition.
If a student is dissatisfied with the action of the Registrar, the student may appeal the decision in
accordance with the Academic Appeals Policy. The First Appeal to Department Chair or Program
Director must be filed within twenty-one days of the action of the Registrar.
2. Academic Appeals Policy* and Process:
* The entire Academic Appeals Policy, including definitions of terms, is available in the Office of
the Registrar.
Informal Appeal to Faculty Member: A student who believes that a faculty member has taken an
adverse action against the student shall discuss the problem through an informal meeting with the
appropriate member of the faculty. Such informal meeting need not be reduced to writing, and
does not require a written decision from the faculty member. Any student who believes that the
outcome of the informal meeting results in a decision of the faculty member which constitutes an
adverse action may initiate a First Appeal by filing a timely notice of appeal with the faculty
member's Department Chair or Program Director. Any failure by the student to bring such a first
appeal within twenty-one days of the adverse action shall be deemed to be (a) a waiver by the
student of any further appeal; and (b) a final action by the University.
First Appeal to Department Chair or Program Director: If a student is dissatisfied with the
resolution determined by the faculty member under the Informal Appeal described above, the
student may pursue a First Appeal, but only if the student files a Notice of Appeal with the
Faculty Member's Department Chair or Program Director within twenty-one days of the adverse
action. Any such first appeal shall be determined by the Department Chair or the Program
Director. The Chair or Director shall provide the student notice of a hearing (if any) regarding
such First Appeal, and shall issue a written decision regarding such First Appeal within seven
days of the Chair's or Director's receipt of the Notice of Appeal or the hearing, whichever is later.
Any failure by the student to timely file such a Notice of Appeal shall be deemed to be (a) a
waiver of any further appeal; and (b) a final action by the University.
Second Appeal to Academic Unit Dean If a student is dissatisfied with the decision rendered by
the Department Chair or Program Director of the department of the University within which the
appeal is taken, the student may pursue a Second Appeal to the Academic Unit Dean, but only if
the student files a Notice of Appeal with the Academic Unit Dean within seven days of entry of
the written decision of the first appeal. Any such Second Appeal shall be determined by the
Academic Unit Dean. The Academic Unit Dean shall provide the student notice of a hearing (if
any) regarding such Second Appeal, and, if a hearing occurs, shall issue a written decision
regarding such Second Appeal within seven days of such hearing. Any failure by the student to
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timely file such a Notice of Appeal shall be deemed to be (a) a waiver of any further appeal; and
(b) a final action by the University.
Third and Final Appeal: If a student is dissatisfied with the decision rendered by the Unit Dean,
the student may pursue a Third and Final Appeal, but only if the student files a Notice of Appeal
with the Vice President for Academic Affairs within seven days of entry of the written decision of
the Second Appeal. Within seven days of notice of the appeal the VPAA shall inform the
Academic Unit Dean of the appeal. The Academic Unit Dean shall appoint an Academic Appeals
Committee and appoint a chair. The Third and Final Appeal shall be determined by the Academic
Appeals Committee. The chair of the Academic Appeals Committee shall provide the student
notice of a hearing (if any) regarding such Third and Final Appeal, and the Academic Appeals
Committee shall issue a written decision regarding such Third and Final Appeal within fifteen
days of such hearing. Any decision by the Academic Appeals Committee shall constitute the final
action of the University regarding the Academic Appeal.
3. Nature of Privacy in Online Learning:
Despite any university’s best attempts, it is important that students and faculty understand that an
online course should never be considered a completely closed environment. Absolute
confidentiality cannot be guaranteed in an online course, especially when the university’s
assessment processes require course review by responsible individuals at some point during a
course or after its completion.
The university’s course management platform is protected by passwords and other internal levels
of security to prevent outside access to course materials. By the same token, the university relies
on everyone (e.g., instructors, students, staff, and technical support personnel) to avoid copying
and/or sharing course materials with others and expects everyone having access to course
materials to maintain a high level of integrity and restraint. The electronic nature of online
learning also provides a much more permanent record of the thoughts and ideas of all parties
involved in a course, so students and faculty should be mindful of the assignments they submit
and the posts they enter in their online courses. As a result of these and other factors, a possibility
for misuse can never be completely avoided.
Assessment is a multifaceted process requiring review components for every program, course,
and professor. As a result, the university must also assess whether objectives are being met for
continuous improvement and accreditation requirements. Instructors, curriculum, course
requirements, and student work need to be reviewed and assessed regularly. In order to provide
for this level of ongoing assessment of our online courses, responsible individuals need access to
review course materials, instructor facilitation, and student submissions from time to time.
The university is committed to protecting the integrity of the learning experience for everyone
involved in our online courses. Despite our best intentions, the nature of the online environment
also requires the university to remind students and faculty that course materials should never be
considered completely private.
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F. Sexual Harassment/Discrimination
In keeping with its statement of mission and in compliance with federal law, Northwest Nazarene
University explicitly forbids and will not tolerate any practice or behavior by faculty, staff, or
students that constitutes sexual harassment/discrimination.
Sexual harassment/discrimination is defined as unwelcome sexual advances, requests, and other
verbal or physical conduct of a sexual nature, where submission to or rejection of such conduct
has the purpose or effect of unreasonably interfering with an individual’s performance or creating
an intimidating, hostile, or offensive employment, educational, or campus environment. Sexual
harassment/discrimination has occurred when an individual submits to such conduct as an
implicit or explicit term of his/her employment or education or when submission to or rejecting of
such conduct is used as a basis for employment or educational decisions affecting such
individuals.
NNU is an educational community where strong emphasis is placed on self-awareness and
consideration for the lives and feelings of others. While there exists an atmosphere for freedom of
expression, it must always be in conjunction with a responsibility to observe the rights of others.
In such a setting, there is no place for conduct that diminishes, uses, or abuses another person. For
these reasons, harassment or discrimination of any kind is unacceptable at the university,
including media communications such as by telephone, text messaging, e-mail, or in writing.
1. Grievance
Anyone who believes he/she has been the object of gender discrimination or sexual
harassment or any person who has observed behavior or conduct he/she believes to be gender
discrimination or sexual harassment should so advise the office of the vice president for
student development if the subject of the complaint is a student or the vice president for
financial affairs/general counsel if the subject of the complaint is a member of the staff or
faculty. The discussion or call will be strictly confidential and does not commit the party to
further action. Failure to report incident(s) and file grievances inhibits the university’s ability
to enforce its policy.
2. Disciplinary Action
Any violation of this policy shall result in disciplinary action including the possibility of
suspension, termination of employment, or expulsion from the university. Any form of
reprisal, actual or implied, whether academic or related to employment, is an aggravation of
the prohibited behavior and will be construed as evidence of culpability.
The above information is included in the handbook of each class of persons associated with the
university (faculty, staff, and students). A statement following the same format explains the
university’s policy on racial harassment/discrimination. This statement is also included in the
handbook for each class of person associated with the university.
Social Work Student Handbook and Field Manual—78
SECTION V
NASW CODE OF ETHICS
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